25-Minute Planning Process Worksheet

Student Name ______Age ______Grade ______Date ______

Interventionist Name ______Teacher(s) Name(s) ______

Other Participants ______

Starting Time ______

SWIS data
Number of Referrals / Problem behavior / Location / Motivation / Time of Day
Reading Assessment Intervention Level
Last Year Fall / Last Year Winter / Last Year Spring / This Year Fall / This Year Winter / This Year Spring

Step 1: Background (6 Minutes)Stop ______

  • Describe the presenting problem. If the concern is related to behavior identify when, where, how often, how long, etc. the problem occurs. If the concern is related to academics describe the subject area, time of day of the instruction, outline what takes place in the class during the instruction and compare the student’s performance to that of an average peer’s.
  • Identify student’s academic and behavior strengths.
  • Identify academic and behavior strategies already tried.

Step 2: Problem and Goal (2 Minutes)Stop ______

  • Narrow the scope of the academic or behavior problem and identify a measurable goal. If the problem is an academic one, skip Step 3 and move to Step 4.

Step 3: Responsible and Irresponsible (4 Minutes)Stop ______

  • Provide examples of responsible behavior and/or student strengths to encourage. Provide examples of irresponsible behavior to discourage.

Responsible Behavior / Irresponsible Behavior

Step 4: Proactive Strategies (4 Min.) (Refer to RIDE Program and Menu of Possible Proactive Consequences)Stop ______

  • Brainstorm strategies to promote academic improvement and encourage responsible behavior. (Brainstorm, don’t evaluate)

Step 5: Proactive Plan (3 Minutes) Stop ______

  • Select a manageable set of proactive strategies to implement.

Step 6: Corrective Consequences (2 Min.) (Refer to Menu of Possible Corrective Consequences as needed)Stop ______

Determine possible academic interventions for the remediation of relevant subject area/s. If there is a behavior problem determine whether irresponsible or inappropriate behavior will be corrected, ignored, or whether a consequence will be implemented.

Step 7: Final Details (4 Minutes)Stop ______

a. Evaluation:Identify at least two ways to determine if the plan is working.

b. Support:Identify things other adults can do to assist the student and teacher. (Be specific-who, what, where, and when.)

c. Plan Summary:Identify each person’s responsibilities and when actions will be taken. Identify who will discuss the plan with the student and when. Schedule follow-up.

Who / Responsibilities / Date(s)

Discussion With the Student:

Who ______Date ______Time ______

Follow-Up Meeting:

Who ______Date ______Time ______

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Adapted from: Sprick, R. (1999). 25-minutes to better behavior: A teacher-to-teacher problem solving process. Longmont, CO: Sopris West

25-Minute Problem Solving Program Record Sheet

Student Name / Referral Date / Initial Meeting Date / 1st Review Date / 1st Review consideration / 1st Review Period Data / 2nd Review Date (2 weeks after initial meeting) / 2nd Review consideration / 2nd Review Period Data / 3rd Review Date (6 weeks after initial meeting) / 3rd Review Period Data
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Adapted from: Sprick, R. (1999). 25-minutes to better behavior: A teacher-to-teacher problem solving process. Longmont, CO: Sopris West