Collaborative Problem Solving is both a universal approach to be used with all students and an intervention that can be used to meet the needs of students with emerging needs. Educators use the core mindset of “kids do well if they can” and the practice of CPS to increase positive interactions with all students. These practices improve classroom and school climate and build positive relationships. This shifts adults to view behaviors as skill-based, to model empathy and other thinking skills, and create classroom structure and routines that honor the varying developmental needs of groups of students.

Universally, a problem-solving structure (Plan B) is utilized to gain perspectives from students in everyday situations and class discussions and is used with groups of students to proactively work on common “hard to meet” expectations, i.e., coming in from recess, having a substitute teacher, engaging in group discussions, etc. When the components of CPS are used in the classroom, it helps to develop essential skills that allow students to effectively communicate and collaborate with others, understand different perspectives, problem solve, think flexibly, manage emotions, and build positive relationships with peers and adults.

CPS provides an assessment process and a proven intervention centered around problem-solving that builds skills for students requiring the most support. Additionally, the individualized information gathered in the assessment process is used to inform Functional Behavior Assessments (FBA), to write goals for Behavior Support/Intervention Plans (BSP/BIP) or Individualized Education Plans (IEP), and to monitor progress towards those goals. The assessment data and Plan B interventions can also inform accommodations for 504 plans.