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Free Elementary Problem-Solving Worksheet

In need of a resource for teaching problem-solving to your elementary students? Look no further, download our free elementary problem-solving worksheet!

Teaching Problem-Solving to Elementary Students

You can successfully teach problem-solving using Everyday Speech’s free problem-solving worksheet! Problem-solving is a complex goal that pulls together multiple cognitive skills used in order to make decisions. New thinking pathways are created as students practice a series of steps to analyze the problem, determine if there is a need for help, devise logical solutions, and use critical thinking skills to choose the best solution.

Lesson Plan – Using Your Free Problem-Solving Worksheet

1. introduce the problem-solving steps.

Before using our free problem-solving worksheet with your student, introduce the problem-solving steps. The five problem-solving steps become a mental checklist that learners can use to solve their problems without needing an adult’s assistance. The problem-solving steps are: identify the problem, decide if you need help, come up with multiple solutions, choose the best solution, and decide if the problem is solved.

2. Practice Using the Problem-Solving Steps

Provide your student with the opportunity to apply the problem-solving steps by giving them 2-3 hypothetical problems they need to solve. Help them work through the 5 problem-solving steps to find the right solution!

3. Use Our Free Elementary Problem-Solving Material

Our free elementary problem-solving material called ‘Pick the Solution to the Problem’ provides your students with the opportunity to pick the correct solution to a problem based on its size. You can teach your students that we must remember that small problems are problems we can handle independently or on our own, whereas big problems need help from an adult to be resolved.

Sample Elementary Problem-Solving Video:

This sample elementary video on problem-solving is s great enhancement to this lesson! Everyday Speech provides real-life scenarios as age-appropriate actors model new skills. We offer a 30-day free trial for all of our social skills materials!

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Developing Problem-Solving Skills for Kids | Strategies & Tips

We've made teaching problem-solving skills for kids a whole lot easier! Keep reading and comment below with any other tips you have for your classroom!

Problem-Solving Skills for Kids: The Real Deal

Picture this: You've carefully created an assignment for your class. The step-by-step instructions are crystal clear. During class time, you walk through all the directions, and the response is awesome. Your students are ready! It's finally time for them to start working individually and then... 8 hands shoot up with questions. You hear one student mumble in the distance, "Wait, I don't get this" followed by the dreaded, "What are we supposed to be doing again?"

When I was a new computer science teacher, I would have this exact situation happen. As a result, I would end up scrambling to help each individual student with their problems until half the class period was eaten up. I assumed that in order for my students to learn best, I needed to be there to help answer questions immediately so they could move forward and complete the assignment.

Here's what I wish I had known when I started teaching coding to elementary students - the process of grappling with an assignment's content can be more important than completing the assignment's product. That said, not every student knows how to grapple, or struggle, in order to get to the "aha!" moment and solve a problem independently. The good news is, the ability to creatively solve problems is not a fixed skill. It can be learned by students, nurtured by teachers, and practiced by everyone!

Your students are absolutely capable of navigating and solving problems on their own. Here are some strategies, tips, and resources that can help:

Problem-Solving Skills for Kids: Student Strategies

These are strategies your students can use during independent work time to become creative problem solvers.

1. Go Step-By-Step Through The Problem-Solving Sequence 

Post problem-solving anchor charts and references on your classroom wall or pin them to your Google Classroom - anything to make them accessible to students. When they ask for help, invite them to reference the charts first.

2. Revisit Past Problems

If a student gets stuck, they should ask themself, "Have I ever seen a problem like this before? If so, how did I solve it?" Chances are, your students have tackled something similar already and can recycle the same strategies they used before to solve the problem this time around.

3. Document What Doesn’t Work

Sometimes finding the answer to a problem requires the process of elimination. Have your students attempt to solve a problem at least two different ways before reaching out to you for help. Even better, encourage them write down their "Not-The-Answers" so you can see their thought process when you do step in to support. Cool thing is, you likely won't need to! By attempting to solve a problem in multiple different ways, students will often come across the answer on their own.

4. "3 Before Me"

Let's say your students have gone through the Problem Solving Process, revisited past problems, and documented what doesn't work. Now, they know it's time to ask someone for help. Great! But before you jump into save the day, practice "3 Before Me". This means students need to ask 3 other classmates their question before asking the teacher. By doing this, students practice helpful 21st century skills like collaboration and communication, and can usually find the info they're looking for on the way.

Problem-Solving Skills for Kids: Teacher Tips

These are tips that you, the teacher, can use to support students in developing creative problem-solving skills for kids.

1. Ask Open Ended Questions

When a student asks for help, it can be tempting to give them the answer they're looking for so you can both move on. But what this actually does is prevent the student from developing the skills needed to solve the problem on their own. Instead of giving answers, try using open-ended questions and prompts. Here are some examples:

2. Encourage Grappling

Grappling  is everything a student might do when faced with a problem that does not have a clear solution. As explained in this article from Edutopia , this doesn't just mean perseverance! Grappling is more than that - it includes critical thinking, asking questions, observing evidence, asking more questions, forming hypotheses, and constructing a deep understanding of an issue.

There are lots of ways to provide opportunities for grappling. Anything that includes the Engineering Design Process is a good one! Examples include:

• Engineering or Art Projects
• Design-thinking challenges
• Computer science projects
• Science experiments

3. Emphasize Process Over Product

For elementary students, reflecting on the process of solving a problem helps them develop a growth mindset . Getting an answer "wrong" doesn't need to be a bad thing! What matters most are the steps they took to get there and how they might change their approach next time. As a teacher, you can support students in learning this reflection process.

4. Model The Strategies Yourself! 

As creative problem-solving skills for kids are being learned, there will likely be moments where they are frustrated or unsure. Here are some easy ways you can model what creative problem-solving looks and sounds like.

• Ask clarifying questions if you don't understand something
• Admit when don't know the correct answer
• Talk through multiple possible outcomes for different situations 
• Verbalize how you’re feeling when you find a problem

Practicing these strategies with your students will help create a learning environment where grappling, failing, and growing is celebrated!

Problem-Solving Skill for Kids

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Guide to Problem-Solving Activities For Kids

About an hour after we are born, our innate problem-solving skills begin to manifest themselves, typically in the form of making rooting or sucking motions with our tiny faces. These are essentially natural reflexes, and may not seem like much at first, but they are the very first building blocks in a lifelong process of developing and honing our problem-solving skills. Those skills will be used and developed throughout the rest of our lives.

Most problem-solving skills, however, do not necessarily develop independently in the form of reflexes. Rather, problem-solving exercises must be used in such a way that skills can become tools to be used across a myriad of settings and contexts. The catch is that children’s problem-solving skills mature by watching their parents, caregivers, teachers, and others deal with situations and resolve problems. That’s why it’s vital to teach children to navigate and solve problems in a productive way.

Without an effective toolset derived through problem-solving exercises for children, a child may be more inclined to avoid taking proactive action, and rather invest their time and energy in avoiding the issue altogether. This lack of effective problem-solving skills may lead to far more serious consequences. A study in The Journal of Behaviour Research & Therapy (JBRT), the international peer-reviewed publication, confirmed that children and adolescents who are without effective problem-solving skills could be at a higher risk of depression and suicide.

The Progression of Problem-Solving Exercises for Children

At its core, problem solving is centered around three essential processes:

• Seeking information
• Generating new knowledge
• Making decisions

Because learning is an evolving process, different problem-solving exercises for kids are needed at different stages of the process to encourage intellectual and social development. Below is information that educators (and parents) may apply. It details techniques and exercises for specific student groups that may be used to develop their problem-solving skills.

Elementary Students

• Engage in brainstorming sessions. Encourage your students to make lists that are related to what they are studying. For example, if the subject is an historical event that had negative consequences, inspire your students to think about steps that could have been taken to elicit a more positive result.
• Use your students’ imaginations for group thinking. Create an imagined scenario for which your students use their creativity to solve. One example: have them imagine they are lost in a forest, and they must work as a group to figure out what must be done to find food, water, and shelter.
• Encourage flexible thinking. Have your students comment on specific objects in your classroom. For example, if a book features the picture of a sad-looking boy, explore reasons for his expression.

Middle School

At this stage of a child’s development, it’s time to emphasize real-world problems with more advanced problem-solving activities. The experiences of a former student shared by the George Lucas Educational Foundation stressed the importance of moving away from “nice, easy-to-understand” problems and toward more complex problems.

• One exercise had great impact by making problem solving relevant to students’ own lives. It involved focusing on statistics related to crime and the jury system. Exercises like this emphasize the importance of actually understanding and solving a problem rather than merely memorizing a correct answer.
• Another exercise involved writing policy briefs related to gene editing. This was especially beneficial because it demanded that students talk with researchers who actually worked with gene modification. The resulting policy briefs were then presented to the National Academies of Sciences, Engineering and Medicine.

High School

As students make the transition to high school, it can be beneficial to place emphasis on the development of ‘soft skills.’ While ‘hard skills’ are those that are specific to how a job should be done, soft skills emphasize interpersonal or people skills, including communication and listening skills, and empathy. These skills are important to developing characteristics that help students function effectively both as individuals, and as members of a group.

• Time management, critical thinking and negotiation skills are essential. A good exercise to nurture these abilities involves establishing a list of tasks, and assigning each a point value. The list should include enough tasks to last more than 10 minutes. Then, divide the students into groups and give them 10 minutes to accumulate as many points as possible.
• After students graduate and enter the real world, they will be expected to continue to listen to, and show respect for others. To develop these lifelong skills, divide your students into pairs. As one student selects a topic card from a deck and talks about that topic, the other student listens without thinking how they will respond. Afterward, the listener will recap what the other student said and expand upon their thoughts.

The Roles of Parents and Teachers

Rather than simply providing the materials and ideas for developing problem-solving skills, it’s vital that both parents and teachers have an attitude that is responsive and accepting. Be sure to use words and language that encourage problem-solving like “think,” “ideas,” and “solve.”

Also, talk aloud about your own problem-solving challenges, so your children and students can observe how you conquer dilemmas. For example, to elementary school children you could say something like “I planned to focus on drawing today, but I’ve run out of pencils. What other tools could we use?”

If you are searching for ideas about problem-solving exercises, follow the lead of students and children. Watch how they interact with one another and address the dilemmas they encounter. While you may be tempted to jump in and help solve their challenges, doing so too early may send a message that you lack confidence in their abilities. Instead, use patience while encouraging those in your charge to look at problems from different perspectives, to be persistent, to be creative, and to invite collaboration.

It’s also crucial to be willing to show that adults can make mistakes too, and that it’s perfectly acceptable to ask others for assistance. This can be reassuring to students and children who may think they need to be ‘perfect’ in their problem solving. Take the extra step and ask for their help in solving your problems. This illustrates that making mistakes is not a bad thing, but rather an opportunity to learn and grow intellectually and from a personal standpoint.

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Initial Thoughts

Perspectives & resources, what is high-quality mathematics instruction and why is it important.

• Page 1: The Importance of High-Quality Mathematics Instruction
• Page 2: A Standards-Based Mathematics Curriculum
• Page 3: Evidence-Based Mathematics Practices

What evidence-based mathematics practices can teachers employ?

• Page 4: Explicit, Systematic Instruction
• Page 5: Visual Representations
• Page 6: Schema Instruction

Page 7: Metacognitive Strategies

• Page 8: Effective Classroom Practices
• Page 9: References & Additional Resources
• Page 10: Credits

However, teaching students cognitive strategies alone is not enough to ensure that those strategies will be implemented correctly or independently. This is especially the case for students with mathematics difficulties and disabilities, who tend to implement the same strategy for every problem, implement strategies without considering the problem type, or fail to use a strategy at all. If students are to be more successful, teachers should pair instruction on cognitive strategies with that of metacognitive strategies —strategies that enable students to become aware of how they think when solving mathematics problems. This combined strategy instruction teaches students how to consider the appropriateness of the problem-solving approach, make sure that all procedural steps are implemented, and check for accuracy or to confirm that their answers makes sense. More specifically, metacognitive strategies help students learn to:

How does this practice align?

High-leverage practice (hlp).

• HLP14 : Teach cognitive and metacognitive strategies to support learning and independence

CCSSM: Standards for Mathematical Practice

• MP1 : Make sense of problems and persevere in solving them.
• Plan — Students decide how to approach the mathematical problem, first determining what the problem is asking and then selecting and implementing an appropriate strategy to solve it.
• Monitor — As students solve a mathematical problem, they check to see whether their problem-solving approach is working. After completing the problem, they consider whether the answer makes sense.
• Modify — If, as they work to solve a mathematical problem, students determine that their problem-solving approach is not working or that their answer is incorrect, they can adjust their approach.

Research Shows

• When paired with cognitive strategies, metacognitive strategies have been shown to increase the understanding and ability of students with mathematics learning difficulties and disabilities to solve mathematics problems. (Pfannenstiel, Bryant, Bryant, & Porterfield, 2015)
• Middle school students who received cognitive and metacognitive strategy instruction outperformed peers who received typical math instruction. (Montague, Enders, & Dietz, 2011; Pfannenstiel, Bryant, Bryant, & Porterfield, 2015)

Types of Metacognitive Strategies

Metacognitive strategies that help students plan, monitor, and modify their mathematical problem-solving include self-instruction and self-monitoring . Not only are these strategies relatively easy for students to implement, but they also help students to become better independent problem solvers.

Teaching Metacognitive Strategies

Teachers should use explicit instruction to help students understand how to use self-instruction and self-monitoring during the problem-solving process. To do this, teachers can:

• Example questions: What information is relevant? Have I solved a problem like this before?
• Example prompts: Identify the relevant information. Use a visual to solve the problem.
• Model working through a problem using “think alouds,” during which the teacher verbalizes her thoughts as she demonstrates using self-instruction and self-monitoring throughout the problem-solving process.
• Provide sufficient opportunities for students to practice these metacognitive strategies with corrective feedback.
• Encourage students to use these strategies independently, once they have achieved mastery.

Examples of Students Using Metacognitive Strategies

The videos below illustrate students using metacognitive strategies to solve mathematics problems. In the first video, in addition to self-instruction, an elementary student uses an age-appropriate self-monitoring checklist that includes visual cues for each step. Note that the student was explicitly taught how to use this checklist before using it to solve problems independently. In the second video, a high-school student uses self-instruction and self-monitoring to solve a word problem.

Elementary School Example (time: 1:49)

View Transcript

Transcript: Metacognative Strategies: Elementary School

Narrator: In this video, an elementary student uses metacognitive strategies while solving an addition problem. More specifically, he uses self-instruction and a self-monitoring checklist to guide himself through the problem-solving process. By doing so, he actively plans and monitors his work.

Student: I can’t figure out what 3 + 5 is. What is it? Well, let me look at my checklist. First, it says, “read the problem.” The problem says 3 + 5, so I’ve checked that. Now what is…now it says…my checklist says, “What is the problem asking?” It’s asking me to add 3 + 5.

Now, to draw a picture. One, two, three. One, two, three, four, five. Now it says, “Does my drawing match the problem?” Up here it says 3 + 5, so down here it says one, two, three, one, two, three, four, five. Now I have to solve it. So one, two, three, four, five, six, seven, eight. The answer to 3 + 5 is 8.

Click here to view the self-monitoring checklist used by the elementary student in the video above.

High School Example (time: 2:54)

Transcript: Metacognative Strategies: High School

Narrator : In this video, a high school student uses metacognitive strategies while solving a word problem. By using self-instruction and self-monitoring, she actively plans and monitors her work.

Student : First, I’m going to read the problem. “Mr. Smith, the principal, is standing on top of the high school. He is looking at a tree in the courtyard that is 30 feet away from the school. The angle from Mr. Smith’s feet to the base of the tree is 43 degrees. Using this information, determine the height of the high school.”

So what am I missing? The problem says that the angle from Mr. Smith’s feet to the base of the tree is 43 degrees. I’ve noticed that, if you connect this point to this point, we have a right triangle. So, while this angle is 43 degrees, this angle right here is a right angle that’s 90 degrees.

There’s a trick that I’m going to use that’s called SOHCAHTOA that you can use to find the sides and angles in a right triangle. The opposite side to 43 degrees is 30 feet, right here. So what do I need to find? I need to find the adjacent side. I’ll label it with an “A.” I look at SOHCAHTOA, and I know that I need to find the tangent, because tangent equals opposite over adjacent.

Now all I have to do is plug in the information that I have in order to find “A.” Tangent of 43 degrees, the angle, equals 30—that’s the opposite side—over “A.” And I find that 30 over 0.93 equals 32.25. So the height of this building is 32.25 feet.

Now that I’ve solved the problem, I ask does my answer make sense? Given the information from the problem, and with what I know about most buildings, 32 feet seems like a reasonable answer.

Diane Bryant discusses the importance of teaching students cognitive and metacognitive strategies and how they benefit students (time: 2:22).

Diane Pedrotty Bryant, PhD Project Director, Mathematics Institute for Learning Disabilities and Difficulties University of Texas at Austin

Transcript: Diane Pedrotty Bryant, PhD

It really is important to pair metacognitive strategies with cognitive strategies. Metacognitive strategies simply refers to thinking about thinking. It’s beneficial and certainly validated in research that they have a series of cognitive steps to employ to solve problems, whatever the problem might be. The metacognitive strategies help students think about what steps that they’re supposed to be using—that’s the self-instruction—and then pausing to check about whether they are indeed using those various cognitive strategies steps, which really refers to the self-monitoring. For students with mathematics learning disabilities, we want them to become independent learners and to use strategies for solving various problems and to be able to pause and ask themselves questions about how they’re proceeding and back up and check on a particular step. Through the use of cognitive strategies paired with metacognitive strategies, the goal is to empower them to be more independent learners, and that’s definitely something we strive for when we teach students with learning disabilities. I think that there is difficulty in students learning how to implement metacognitive strategies independently, because they may not know how to approach the learning task. They may not be aware of their own ability to self-monitor, to self-instruct, to use self-talk, self-verbalizations for tackling tasks. Usually students with mathematics learning disabilities really need to be taught to use metacognitive strategies and to learn the metacognitive strategies to mastery before being able to use them independently.

For Your Information

Although teachers can provide students with a generic list of questions or prompts to guide them through the problem-solving process, some students, such as those with mathematics difficulties and disabilities, might need more individualized support to address their specific learning challenges. The teacher can identify the student’s common error patterns by conducting an error analysis —a process by which instructors identify the types of errors made by students when working mathematical problems. Using this information, teachers can develop a list of questions or prompts that students can use to address their specific needs. To begin with, many of these students might require a self-monitoring checklist, such as the one below, to guide them through the problem-solving process.

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Checklist for Problem-Solving Guide 2

Scott Foresman, an imprint of Pearson

Featured middle school resources.

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Books & Resources

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The CPS-APT walks you through the steps of assessing unmet expectations/triggers, skills, and challenging behaviors, as well as planning your intervention.

Completed Samples:

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Thinking Skills Assessment

Take this 22-question assessment to better understand your own or someone else's thinking skills. You will be asked to reflect on how easy or hard a particular skill is for you or someone you know. Once you finish, you'll get your results and more information about each thinking skill. The assessment is based on the Thinking Skills Inventory (TSI; Wang et al, 2018) , which was created and tested by our team of researchers at Massachusetts General Hospital and Harvard Medical School to ensure it is reliable and valid.

Take the Assessment

Thinking Skills Reference Sheet

The Thinking Skills Reference Sheet is a user-friendly derivative of a validated measure called the Thinking Skills Inventory (TSI; Wang et al, 2018) . See the TSI User's Guide for more information.

Thinking Skills Checklist

The Thinking Skills Checklist is a user-friendly derivative of a validated measure called the Thinking Skills Inventory (TSI; Wang et al, 2018) . See the TSI User's Guide for more information.

Plan-B Organizer

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Collaborative Problem Solving with Students: A Quick Reference Guide

From the authors of  The School Discipline Fix : a three-step guide to using Collaborative Problem Solving. The most effective way to address students’ challenging behaviors is with skill development, not motivational incentives or disciplinary measures.

The easy-to-follow guide is an essential tool for tackling challenging student behavior effectively, collaboratively, and compassionately. This 8.5″ x 11″ multi-panel guide is laminated for extra durability and 3-hole-punched for binder storage.

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Collaborative Problem Solving for Mental Health Professionals and Parents: A Quick Reference Guide

An essential guide to the Collaborative Problem Solving (CPS) approach for anyone working with children outside of a school setting.

In this guide, clinical staff, parents, guardians, and other CPS trainees will find crucial information about the guiding philosophy of the approach; the cognitive skills that contribute to children’s behavior; the key aspects of a CPS assessment; information on planning and prioritizing the treatment; and step-by-step instructions for completing CPS itself.

The easy-to-follow guide is an essential tool for tackling challenging behavior effectively, collaboratively, and compassionately. This 8.5″ x 11″ multi-panel guide is laminated for extra durability and 3-hole-punched for binder storage.

Plan B Cards

Our Plan B Cards are a wonderful visual reminder tool! The Plan B Cards have been a huge hit among parents and professionals who find them helpful for both maintaining the mindset that “kids do well if they can,” and for keeping Plan B discussions on track. Each card lists the three steps to a Plan B conversation with a sample script and prompts. $1.00/card

Changeable: How Collaborative Problem Solving Changes Lives at Home, at School, and at Work

Why is it so hard to change problem behavior—in our kids, our colleagues, and even ourselves? Conventional methods often backfire, creating a downward spiral of resentment and frustration, and a missed opportunity for growth. What if the thinking behind these old methods is wrong? What if people don’t misbehave because they want to, but because they lack the skills to do better? Or as renowned psychologist Dr. J. Stuart Ablon asks, what if changing problem behavior is a matter of  skill, not will ?

With illuminating scientific evidence, remarkable success stories, and actionable insights,  Changeable  gives parents, teachers, CEOs and anyone interested in learning about why we behave the way we do a roadmap for helping people grow.

The School Discipline Fix: Changing Behavior Using the Collaborative Problem Solving Approach

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Whether you are a teacher, counselor, coach, or administrator, the CPS approach to school discipline will provide you with a new mindset, an assessment process, and an effective intervention plan for each of your challenging students. You will walk away with strategies that are immediately actionable with the students in your life.

Collaborative Problem Solving: An Evidence-Based Approach to Implementation and Practice

This book is the first to systematically describe the key components necessary to ensure successful implementation of Collaborative Problem Solving (CPS) across mental health settings and non-mental health settings that require behavioral management.

Collaborative Problem Solving is an excellent resource for psychiatrists, psychologists, social workers, and all medical professionals working to manage troubling behaviors. The text is also valuable for readers interested in public health, education, improved law enforcement strategies, and all stakeholders seeking to implement this approach within their program, organization, and/or system of care.

Treating Explosive Kids: The Collaborative Problem-Solving Approach

The first comprehensive, clinical guide for the groundbreaking Collaborative Problem Solving approach, this book provides a detailed framework for effective, individualized intervention with highly oppositional children and their families. Many vivid examples and Q&A sections show how to identify the specific cognitive factors that contribute to explosive and noncompliant behavior, remediate these factors, and teach children and their adult caregivers how to solve problems collaboratively.

Privacy Overview

Lesson Plan: Co-creating Classroom Expectations with Students (Elementary Schools)

Tips fidelity checklist tier 2—brief, tips district readiness checklist, tips school readiness checklist, tiered decision guidelines for social, behavioral, and academic behavior: guidance for establishing data-based teams across the tiers, family resources, screening resources, references for the evidence base of pbis, tips for communicating with your community about systematic screening: what does your district and school leadership team need to know, the student/teacher game, the interconnected systems framework 201: when school mental health is integrated within a multi-tiered system of support, fact sheet—interconnected systems framework 101: an introduction, fact sheet isf 201—when school mental health is integrated within a mtss: what's different, fact sheet isf 301: installing an integrated approach, systematic screening tools: universal behavior screeners, pbis: a brief introduction and faq, resources for facility-wide pbis implementation in juvenile corrections and residential settings/facilities: from adoption consideration to initial implementation to sustained implementation, consider context: implementation in secondary schools, tier 1 coordination and problem solving team meeting foundations, pyramid equity project: defining disproportionate discipline—understanding common measures, social emotional and behavioral screening instruments, implementing the pyramid model to address inequities in early childhood discipline, tips for responding to challenging behavior in young children, embedding mental health into swpbis isf practice guide, supporting children & families during a difficult time, tips fidelity checklist, the pyramid equity project: promoting social emotional competence and addressing disproportionate discipline in early childhood programs, tier 2 systems readiness guide, referral form definitions, isf action planning companion guide to swpbis-tfi, tips meeting minutes template, data analyst's worksheet, the high school behavior education program (2nd edition), description of wraparound and case example with suggested readings, classroom family engagement rubric, education and treatment of children, bullying prevention in pbis: expect respect (middle & high school level), restorative questions, bully prevention manual (elementary level), positive behavioral interventions and supports: history, defining features, and misconceptions, classroom problem solving, a descriptive study of office disciplinary referrals in high schools, mtss implementation components: ensuring common language and understanding, reducing the effectiveness of bullying behavior in schools, practical functional behavioral assessment training manual for school-based personnel, evidence­ based classroom management: moving from research to practice, tiered interventions in high schools: using primary lessons learned to guide ongoing discussion, the high school behavior education program (hs-bep): a secondary level intervention, safety without suspensions, positive solutions for families: eight practical tips for parents of young children with challenging behavior, action planning booklet for pbis: preparation for school-wide pbis, initial action plan for implementing positive behavior support based on results of pbs-cat.

This website was developed under a grant from the US Department of Education, #H326S230002. However, the contents do not necessarily represent the policy of the US Department of Education, and you should not assume endorsement by the Federal Government. Project Officer, Mohamed Soliman.

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Problem Solving Activity

A question checklist

This question checklist is a simple but effective problem solving activity. It’s straightforward to use and easy to adapt to any specific circumstance.

Using a set of structured questions encourages both broad and deep analysis of your situation or problem. The questions themselves may be simple, but when used as part of the checklist, they become a powerful management tool.

This tool uses a question hierarchy (see our article Best Management Tool Ever? A Good Question for more advice on how to build and use good management questions).

In this hierarchy, “what” broadly states the situation or problem although “why” is arguably the most powerful question you can ask. Asking “why” forces you to consider the significance of the problem and thus the nature of your response.

It can be especially valuable when applied as part of the well known problem solving technique, 5 Whys . The repeated asking of “why”? can enable deep analysis of problems, essential for getting to root causes.

Next you should use “how”, “where”, “who” and “when”. These questions are designed to both deepen and broaden analysis.

When combined into a question checklist, they become both a tool for analysing and solving problems, and the basis for an action plan.

The table below shows the structure of the question checklist, and includes some examples of more detailed, follow-up questions. It’s easy to develop a checklist to suit your own situation but don’t just use the question checklist for problem solving. You could also use it for routine situation analysis or to consider how you might deal with opportunities.

Problem solving activity – the question checklist tool

Using The Question Checklist Tool

Use the question checklist to build a set of questions for the problem or opportunity you’re investigating.

• Spend some time thinking about the checklist yourself, before briefing your team. You may find it useful to read our “T-break” article: Career Builder: Building Your Own Education for some tips on sharing knowledge in the workplace.
• Schedule one or more meetings with your team, to generate ideas about the problem or situation.
• Starting with the “what” questions, discuss all the responses and agree a common understanding of the situation or problem. Flip chart the feedback.
• Spend as much time as you need asking “why”?
• Repeat the activity for each of the primary questions. This may be easier in small groups or teams, for more complex situation.
• What next – decide before the team session what you intend to do next, subject to what is discovered in the analysis and feedback. End with actions to be completed, either in summary, or in preparation for any subsequent meeting. Ensure these are SMART – specific, measurable, attainable, relevant, time-bounded.

You’ll find a really interesting application of the idea of using checklists in this article on the BBC website: Dr Atul Gawande’s checklist for saving lives .

If checklists can make such a difference in life critical activities such as surgery, what benefit can they make to how we manage?

The eighth problem solving step

• Tool 1: When you don’t know what to do
• Tool 2: Defining questions for problem solving
• Tool 3: Finding the right problems to solve
• Tool 4: Problem solving check-list
• Tool 4a: Using the question check-list with your team
• Tool 5: Problem analysis in 4 steps
• Tool 5a: Using 4 Step problem analysis with your team
• Tool 6: Questions that create possibilities
• Tool 6a: Using the 5 questions with your team
• Tool 6b: Putting creativity to work – 5 alternate questions
• Tool 6c: Workshop outline
• Tool 7: Evaluating alternatives
• Tool 8: Creative thinking techniques A-Z
• Tool 9: The 5 Whys technique

Further Reading

>> return to the problem solving hub, looking for more problem solving resources.

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Identifying and Describing Problems Checklist—Elementary

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• Critical Thinking
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• Problem Solving Assessment
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Free IEP Goal Bank With More Than 110 Goals

All the goals you need, when you need them.

There are as many IEP goals as there are students. But the longer you teach special education, the more you’ll find yourself searching for just the right reading comprehension goal for a student with a learning disability or a behavior goal for a kid who has ADHD. That’s where an IEP goal bank, also known as a goal database, comes in.

IEP Goals 101

IEP goals should be specific enough to be implemented by anyone who reads them. They should address aspects of the general curriculum but at the student’s functional level. And the goals should be actionable and measurable.

The goals should also include the accuracy and number of trials that the student needs to complete to show mastery. The accuracy and number of trials will depend on the student’s ability, strengths, and skills. (Typical accuracy and trials are 80% 4-out-of-5 trials.)

Finally, the goals should include the level of support the student needs. Should they be demonstrating the skill independently, or do they need a few prompts or maximum support? Build that into the goal too.

So, a finished goal might be: When given a pile of coins (all one type), Jaime will count the coins and find the total with no more than two prompts with 70% accuracy in 3 out of 5 trials.

IEP Goals for Your Database

A lot of thought goes into each IEP goal, so here are more than 100 goals that every special education teacher should have in their bank.

Reading Comprehension IEP Goal Bank

Reading comprehension is a skill that many students struggle with it. Choose a goal that helps students reach the next level of reading comprehension so they can understand and enjoy what they read.

• When given a story at their reading level, [STUDENT] will use a storyboard or story map to outline the story’s main elements.
• When given a nonfiction text at their reading level, [STUDENT] will select and use the appropriate graphic organizer to identify key information.
• When given a paragraph at their reading level, [STUDENT] will apply the RAP strategy ( R eading a single paragraph, A sking oneself to define the main idea and supporting details, P utting the information into the reader’s language).

• When given a passage at their reading level, [STUDENT] will use an outline strategy to summarize the content or retell the story.
• When given a text at their reading level, [STUDENT] will read and demonstrate literal knowledge by answering five literal questions.
• [STUDENT] will demonstrate understanding of text using total communication (AAC devices, PECS, verbalization, sign language) to answer five literal questions about the text.
• When presented with a passage at their reading level, [STUDENT] will use context clues to identify the meaning of unknown words.
• When given a passage at their instructional level, [STUDENT] will make a prediction and read to confirm or adjust their prediction with information from the text.
• When given a text at their reading level, [STUDENT] will identify the main idea and two supporting details.

• Given a sentence, [STUDENT] will combine background knowledge with information from the text to infer the author’s meaning.
• Given a passage at their reading level, [STUDENT] will answer five inferential questions.
• After reading a passage with visual supports (e.g., highlighting), [STUDENT] will answer literal questions with minimal assistance.
• After reading a passage at their reading level, [STUDENT] will identify the author’s purpose for writing.
• Given a list of author’s purposes and a text, [STUDENT] will select the correct author’s purpose for writing.

Math IEP Goal Bank

Students may be working on numeracy or word problems. Whatever their focus, choose a math goal that helps them progress.

• [STUDENT] will identify a one- or two-digit number (verbally, pointing, written).
• [STUDENT] will rote-count from 1 to 25 (or higher).
• [STUDENT] will skip-count by 2, 3, 5, 10 to 50 (verbal or written).

• Given 10 addition problems, [STUDENT] will independently add single-digit numbers with (or without) regrouping.
• [STUDENT] will independently subtract a single-digit number from a double-digit number with (or without) regrouping.
• Given 10 subtraction problems, [STUDENT] will independently subtract double-digit numbers from double-digit numbers with (or without) regrouping.
• [STUDENT] will independently tell time to the half hour (or quarter hour, etc.) on an analog clock (verbal or written).
• [STUDENT] will independently identify the next dollar amount when given a price, determine how much is needed to make a purchase, and count out the necessary amount using school money.
• Given a quarter, dime, nickel, and penny, [STUDENT] will identify the coin and value.
• Given a random amount of coins (all one type or mixed), [STUDENT] will independently count the coins.

• When given two-digit (or three- or four-digit) numbers, [STUDENT] will round to the nearest tens (or hundreds or thousands).
• Given two numbers (pictures, groups of items), [STUDENT] will determine which number is greater than/less than/equal to by selecting or drawing the appropriate symbol.
• Given data and a graph (bar, pie), [STUDENT] will complete the graph to display the data.
• Given a graph (bar, pie, line), [STUDENT] will answer three questions about the data.
• [STUDENT] will identify the numerator and denominator in a fraction.
• When given a picture of a shape divided into parts, [STUDENT] will color the correct number of sections to represent the fraction given.

• [STUDENT] will solve one-step word problems using addition and subtraction (or multiplication and division).
• [STUDENT] will independently solve 15 multiplication facts (up to 9).
• Given a fact-fluency tracker, [STUDENT] will track mastery of multiplication facts up to 12.
• Given a problem-solving checklist, [STUDENT] will use the checklist to solve a one-step or two-step word problem.

Writing IEP Goal Bank

Here are writing IEP goals for organization, fluency, and editing.

• Given a topic, [STUDENT] will write a sentence that accurately addresses the topic.
• Given a word bank, [STUDENT] will select the appropriate words to complete a sentence or paragraph about a topic.
• [STUDENT] will use a keyword outline to write a paragraph with at least [number of] sentences, including an introduction/topic sentence and conclusion sentence.

• [STUDENT] will dictate a response to a question and use talk-to-text to communicate at least three sentences about a topic.
• [STUDENT] will write a three-paragraph essay about a topic that includes a clear introductory sentence, main idea, supporting details, and conclusion.
• [STUDENT] will select and use the appropriate graphic organizers to organize ideas in response to a writing topic.

• When given a paragraph to revise, [STUDENT] will add transitional words and phrases to connect ideas in sentences (or paragraphs).
• When given a prompt, [STUDENT] will maintain writing for [amount of time] as measured by observation and student writing output.

Behavior IEP Goal Bank

Everything we see in school is behavior, from working to engaging in class to maintaining self-control and managing emotions. If a student has an IEP for ADHD, an emotional disability, autism, or other categories, they may be working on behavior goals to improve their ability to succeed in school.

• Given a self-monitoring checklist, [STUDENT] will demonstrate self-regulation during [# of sessions] across [# of months].

• Given a token board, [STUDENT] will follow class rules to earn [# of tokens] for each 30-minute period in special and general education settings.
• Given a self-regulation strategy (e.g., zones of regulation), [STUDENT] will identify when they are moving from green to red, and apply a self-regulation strategy to maintain their self-regulation.
• Given support and a visual model, [STUDENT] will implement an organizational system for their locker/desk/backpack/binder.

• Given scripts and reminders, [STUDENT] will manage frustration and disruptions to their routine during classroom activities.
• Given a social story, [STUDENT] will be able to adjust to new routines and procedures in the classroom.
• By the end of the IEP, [STUDENT] will manage conflicts, independent of teacher support, 4 out of 5 occurrences over a ___ time period.
• Given a work assignment, [STUDENT] will initiate work tasks as measured by observation and work completion.
• Given a work assignment, [STUDENT] will complete work tasks as measured by observation and work completion.
• Given a token board and visual or rules, [STUDENT] will follow rules and earn tokens throughout the total school environment.

Social Skills IEP Goal Bank

Social skills may not seem academic, but how students engage with others can be an important outcome for students who have deficits in this area. Here are goals that can support their progression in forming relationships with peers and adults.

• During unstructured class time, [STUDENT] will engage in respectful conversation with peers (maintain personal space, use respectful voice).
• During unstructured class time or play time (e.g., recess), [STUDENT] will engage with peers (participate, share, follow rules, take turns) for > 10 minutes with minimal adult prompting.

• During a preferred activity, [STUDENT] will invite a peer to join in during recess.
• During a preferred activity, [STUDENT] will engage in appropriate conversation (ask appropriate questions, respond to questions, take turns) for > five turns.
• When frustrated or involved in a conflict, [STUDENT] will resolve the conflict without aggression, but will apply a problem-solving strategy (walk away, tell a teacher).
• [STUDENT] will demonstrate five back-and-forth exchanges with peers during structured play activities.

• [STUDENT] will engage in appropriate turn-taking with peers in classroom discussion.
• [STUDENT] will decrease inappropriate verbal comments to once per day (or week) or less as measured by teacher observation and behavior checklist.
• Given a pre-activity checklist, [STUDENT] will identify one peer they would like to engage with and how they are going to engage (e.g., ask a question, invite to play).

Social-Emotional Skills Goal Bank

Identifying and managing feelings is another important school outcome for students who have deficits in this area. Here are goals that help students advance in social-emotional skills.

• [STUDENT] will work cooperatively with peers in small-group settings (e.g., share materials, engage in conversation, accept others’ ideas).

• [STUDENT] will identify appropriate social rules and expectations for various social situations.
• [STUDENT] will refrain from interrupting others.
• [STUDENT] will identify emotions presented in picture form.

• [STUDENT] will engage in communication with others by asking questions when provided with the opportunities.
• [STUDENT] will increase or maintain conversation about a preferred or nonpreferred topic.
• Given a strategy and visual prompts, [STUDENT] will identify the signs of anxiety and apply a strategy to address feelings of anxiety in real and simulated situations.
• Given a picture scale, [STUDENT] will identify the level of anxiety they are feeling.

Executive Functioning Goal Bank

Executive functioning skills are skills like planning, working memory, attention, problem-solving, mental flexibility, and self-regulation that help kids be successful in school. Students with poor executive functioning have a hard time with time management, organization, getting started with or finishing work, and connecting past experiences with current actions. (Know any kids like this?)

• Given visual cues, [STUDENT] will implement an organizational system for organizing their backpack (locker, binder).
• Given a task and a list of materials, [STUDENT] will gather the needed items to complete the task.

• [STUDENT] will arrive at class with necessary materials (paper, pen, computer).
• [STUDENT] will use a checklist (visual schedule) to independently complete classwork.
• [STUDENT] will respond appropriately to oral commands.
• [STUDENT] will ask for clarification and further explanation when needed.
• [STUDENT] will request desired objects or instructional materials and equipment using [picture prompts, sign language, AAC device, etc.].

• [STUDENT] will express needs, wants, and feelings using [picture prompts, sign language, verbalization, etc.].
• [STUDENT] will create a daily visual schedule (or checklist or to-do list) and complete it.
• By the end of the IEP, [STUDENT] will demonstrate the ability to follow multiple-step directions (two or three steps) with minimal (1 or 2) adult prompts.
• By the end of the IEP, [STUDENT] will refer to their checklist for task completion to finish assigned work.

Self-Advocacy IEP Goal Bank

Self-advocacy goals are for skills from decision-making to goal attainment, asking for help, and self-advocacy. These are important skills that students need to develop, especially as they transition into independent living, college, and career.

• [STUDENT] will effectively communicate their needs and preferences in the classroom by [raising their hand, writing a note].
• [STUDENT] will use a communication notebook to write questions and concerns to the teacher one time per week.
• [STUDENT] will identify a goal, create a list of steps to achieve the goal, and work through the steps.
• Given a task that involves a choice (e.g., the school lunch menu, a list of books) [STUDENT] will select between the options available.
• Given a challenging situation to solve, [STUDENT] will define the problem and come up with two possible solutions.
• [STUDENT] will create a list of three personal strengths and three areas for improvement.
• [STUDENT] will actively participate in the development of their IEP goals and accommodations.
• [STUDENT] will identify one IEP goal and three objectives to support that goal.
• When faced with an academic challenge, [STUDENT] will seek assistance by raising their hand or using the classroom procedure for seeking help.
• [STUDENT] will advocate for accommodations and/or modifications in the classroom using an appropriate time, tone of voice, and language.
• [STUDENT] will demonstrate understanding of their learning preferences using a checklist, verbal communication, or another method of communication.
• [STUDENT] will engage in positive self-talk daily with and without teacher support.
• By the end of the IEP, [STUDENT] will learn and apply two self-advocacy strategies.
• By the end of the IEP, [STUDENT] will demonstrate the ability to ask for help when needed.
• By the end of the IEP, [STUDENT] will identify and communicate two environmental requirements (e.g., “I need a movement break”).
• By the end of the IEP, [STUDENT] will engage in three conferences and/or meetings where the student will communicate their educational needs.
• [STUDENT] will explain and advocate for testing accommodations through the classroom teacher, testing center, school counselor, etc.
• [STUDENT] will reflect on their academic progress and will determine which accommodations are supporting their learning.

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Adapting Math Word Problems for ELLs

To make word problems less confusing, especially for English language learners, change the language, not the math. Here are some ideas.

All students have a right to rigorous and challenging math classes, and word problems are a ubiquitous part of elementary and middle school math. Complex language structures or overly challenging vocabulary, however, can sometimes create barriers for students that impede access to a rigorous and challenging math curriculum. This is particularly true for English language learners (ELLs).

As teachers, we strive to cultivate mathematical reasoning and help students apply math to real-world contexts. When designing instruction for our English language learners, we have to ensure that they are afforded access to rich math tasks but also attend to the unique challenges of students working to acquire an understanding of the language. Fortunately, by attending to our vocabulary choices and sentence structure, we can adapt word problems and ensure that all students have access to rich mathematical content.

Certain linguistic features commonly found in middle school math classes are especially  problematic. Passive voice, complex sentences, and long noun phrases or clauses can be very difficult for all learners, but especially multilingual students developing English proficiency. Unfamiliar vocabulary, novel context, and poorly worded or vague questions can also create barriers to understanding. Small changes that simplify language, however, can significantly improve accessibility and ensure that more students can tackle rich math tasks.

Adapting the Math Language

Use the active voice: The passive voice can obscure what is actually happening in a word problem. Use the active voice to show people engaging with the world. For instance, rather than “The ball was thrown by the girl,” revise the sentence structure to “The girl threw the ball.”

Separate complex sentences: Break up long, convoluted, and meandering sentences to express key ideas. Consider the difference between “A hot dog costs $3.75 and a side salad costs $1.65. If a group of 5 students ordered 6 hot dogs and 4 side salads, and they left an 18% tip, how much did they pay in total, including the tip?” and the revised problem, “A group of friends ordered 6 cheeseburgers at $6.50 each and 4 side salads at $1.65 each. They left an 18% tip on the total bill. How much did they pay in total, including the tip?”

Both versions require the same mathematical understanding, but the language of the second is clearer and more accessible.

Simplify verb tense: Lean toward simple present tense. “The maintenance crew repairs the AC unit” rather than “has been repairing.”

Center people in the problem: Humanize problems with people rather than impersonal subjects. “85% of parents supported the schedule,” not “85% of the votes supported....”

Use familiar vocabulary: Swap challenging terminology for more recognizable vocabulary. “The school is hosting a fundraiser by selling concessions during the basketball tournament. If they sold 322 hamburgers at $3 each and 211 hot dogs at $2 each, what was the total revenue from the concession stand sales?”

Here’s a suggested alternative: “The school wants to raise money by selling food at a basketball game. They sold 322 hamburgers for $3 each and 211 hot dogs for $2 each. How much did the school make from selling the food?” Of course, some students will require additional supports, such as pictures and labels for key vocabulary found in word problems.

Shorten clauses: Trim unnecessary clauses. Instead of “The math tutor, who has taught for 10 years, helps students,” use “The math tutor helps students. She taught for 10 years.”

Replace obscure questions: Be sure to look for vague questions that distract from the math and substitute clear, direct questions. Change “What was the resulting amount after the chef used 16½ cups of milk?” to “The chef used 16½ cups of milk to make ice cream. Calculate how much ice cream the chef made yesterday.” Is something missing here?

Consider the big idea: Notice that in the previous example, students do not have enough information to solve the problem. When adapting math word problems for English language learners, revise the construction of your questions to clarify the task at hand, but also be mindful to simultaneously help students to think like mathematicians. To paraphrase what math education innovator Dan Meyer notes in his TED Talk on math instruction , real-world problems do not contain a simple list of all the required information.

As you adapt math instruction for English language learners, be sure to design rich experiences and help them to develop a mathematical mindset. What additional information do I need to solve this problem? What can I do to find the missing information? English language learners need accessible English, but they also need experiences that help them develop habits of inquiry, problem-solving, and self-efficacy.

The key is to adapt language without watering down rich mathematical thinking and problem-solving. Be sure to maintain high expectations while providing appropriate linguistic support. With slight modifications to ensure comprehensible and accessible language, your English language learners can tackle the same meaningful math as their peers.

Equity in math education means meeting each student where they are and helping them reach meaningful goals. Adjusting language is one path toward creating a math community that works for everyone.

Remember, context matters: Real-world contexts allow students to see math as a meaningful tool, rather than an abstract set of rules. However, take care not to introduce obscure, unfamiliar contexts that overwhelm ELLs with new vocabulary. Similarly, jumping between many different contexts in short succession can impede understanding.

When selecting contexts for word problems and examples, opt for familiar situations from students’ everyday lives that clearly illuminate the mathematical concepts. Additionally, aim to consistently revisit and reinforce the same contexts when teaching specific concepts, math models, or problem types. Repeated exposure across similar situations allows ELLs to digest both the linguistic and mathematical nuances. As comfort builds, you can broaden into new contexts, always taking care to explain unfamiliar vocabulary or scenarios that are essential to the problem.

The goal is to have students see math as meaningful while preventing contexts from distracting from the essential mathematical reasoning. Familiar, consistent contextualization keeps the focus on math concepts and problem-solving strategies.

The Power of Mathematical Models and Manipulatives

In addition to thoughtful verbal and written language adaptations, mathematical models and manipulatives provide critical visual and tactile scaffolds that support deeper understanding and reasoning for English language learners. Charts, ratio tables, coordinate planes, fraction models, graphs, algebra tiles , base-ten blocks, and more make concepts concrete while mitigating vocabulary barriers.

Leveraging models and manipulatives moves learning toward mathematical action. Students demonstrate conceptual connections nonverbally, allowing alternative pathways to develop understandings. All students access deeper thinking as teachers elevate mathematical visualization alongside precision in academic language.

When planning for math instruction and adapting for our multilingual learners, I’ve found these resources to be particularly helpful:

• Teaching Math to Multilingual Students, Grades K–8: Positioning English Learners for Success ,
• “ Mathematical mindsets: Unleashing students’ potential through creative math, inspiring messages and innovative teaching ,” and
• Math Workshop: Five Steps to Implementing Guided Math, Learning Stations, Reflection, and More .

Ultimately, we want students to develop a deep conceptual understanding of mathematics and to grow their English language proficiency. Slight adaptations to language, the use of familiar real-world contexts, and deliberately incorporating mathematical models and manipulatives can help students to access the math curriculum and to acquire English.

We’d like to know—what strategies have you successfully used to help improve math accessibility for ELL students? Please comment and share.