Agenda. The Problem Solving Process. Solution Focused Approach to the Implementation of RtI and PBS

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Solution Focused Approach to

the Implementation of RtI and

PBS

Bill Brown MSW, RtI &PBS Coordinator Faith Bowman MA, NBCT

Agenda

•

• Overview of the RtI and PBS Problem Solving Overview of the RtI and PBS Problem Solving Process

Process •

• Traditional Problem Solving ProcessTraditional Problem Solving Process •

• Strength Based Approach to Problem SolvingStrength Based Approach to Problem Solving •

• Solution Focused Problem SolvingSolution Focused Problem Solving •

• Group Dynamics Group Dynamics •

• Application of the Solution Focused Approach Application of the Solution Focused Approach

The Problem Solving Process

Within RtI and PBS

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Problem Solving

“

“Problem solving starts with an awareness that an Problem solving starts with an awareness that an answer probably exists and that by proper answer probably exists and that by proper manipulation of the elements of thought a manipulation of the elements of thought a

solution can be found.

solution can be found.””(Coons, 1988, p.273)(Coons, 1988, p.273)

Problem Solving

•

• Shift from linear (cause and effect) Shift from linear (cause and effect) •

• Circular causality which places individual, group Circular causality which places individual, group or system behavior within a network of feedback or system behavior within a network of feedback loops

loops (Worden, 2003). (Worden, 2003). •

• Each personEach person’’s behavior affects others and their s behavior affects others and their behavior affects the individual making linear behavior affects the individual making linear causality arbitrary.

causality arbitrary.

Team Problem Solving Process

•

• Define the problem based Define the problem based

on data (10% of time

spent)

•

• Set goalsSet goals

•

• Brainstorm and decide on Brainstorm and decide on

interventions, creating a

plan

•

• Implement planImplement plan

•

• Collect dataCollect data

•

• Evaluate dataEvaluate data

Set goals

Select Intervention Evaluate

Implement plan Collect Data

Different from the Child Study process

Problem Solving process for team decision making in all areas

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Traditional Problem Solving

Process

Example of a Traditional Problem

Solving Model

•

• Step 1 PerceptionStep 1 Perception –

–Find out how people feel: Bring to the surface any Find out how people feel: Bring to the surface any

emotions that need to be addressed concerning the

problem

•

• Step 2 DefinitionStep 2 Definition –

–Find out what the real problem is: Problem definition Find out what the real problem is: Problem definition

and establishing the boundaries and limitations.

•

• Step 3 AnalysisStep 3 Analysis –

–Find out why the problem exists (discover the cause), Find out why the problem exists (discover the cause),

what keeps the situation from getting worse

(Garmston, 2002)

Example of a Traditional Problem

Solving Model

•

• Step 4 Alternatives GeneratedStep 4 Alternatives Generated –

–Brainstorm possible solutions: What have others done Brainstorm possible solutions: What have others done

to solve this problem

•

• Step 5 EvaluationStep 5 Evaluation –

–Criteria for solution selection, focusing on strengths Criteria for solution selection, focusing on strengths

and weaknesses

•

• Step 6 Decision MakingStep 6 Decision Making –

–Find the final solution and take action Find the final solution and take action

(Garmston, 2002)

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Strength Based Approach to

Problem Solving

Strength Perspective

The problem definition is the process of figuring The problem definition is the process of figuring out constructive ways to meet, use, or transcend out constructive ways to meet, use, or transcend the problem with the goal being the mobilization the problem with the goal being the mobilization of resources to move beyond the problem. of resources to move beyond the problem.

(Saleebey, 2002)

Strength Based Approach

Key Strategies

Key Strategies

Putting Problems in Their Place

•

• 1. Recognize problems only in their proper 1. Recognize problems only in their proper context

context •

• 2. Pay less attention to problems2. Pay less attention to problems •

• 3. Find simple ways to talk about problems 3. Find simple ways to talk about problems

(Saleebey, 2002)

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Strength Based Approach

Context

Context

Defining problems as obstacles to the attainment Defining problems as obstacles to the attainment of goals shifts the perspective from permanence of goals shifts the perspective from permanence

to situational

to situational --or context specific. or context specific.

(Saleebey, 2002)

Strength Based Approach

Paying Less Attention

Paying Less Attention

If we base plans of actions on further exploration If we base plans of actions on further exploration

and refinement of the problem: and refinement of the problem: •

• Energy and resources will be lost Energy and resources will be lost •

• Lead to confusion and hopelessness. Lead to confusion and hopelessness. We need to figure out how to move beyond the We need to figure out how to move beyond the

problem. problem.

(Saleebey, 2002)

Strength Based Approach

Getting beyond the negativity of the problem: Getting beyond the negativity of the problem: •

• Mobilize individual, family, and community Mobilize individual, family, and community resources

resources •

• Focus on strengths.Focus on strengths.

(Saleebey, 2002)

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Find simple ways to talk about problems

Find simple ways to talk about problems

•

• Makes problems less mysterious and Makes problems less mysterious and unmanageable

unmanageable •

• The use of simpler, more common words is less The use of simpler, more common words is less likely to take us down the path of problem likely to take us down the path of problem

(Saleebey, 2002)

Making the shift from being

problem focused to solution

focused

Starts with the question: What is the cause of the problem?

•

• Assumptions: Assumptions:

•

• There is a definite problem with a specific cause that can be foThere is a definite problem with a specific cause that can be found und

and described and there is a relationship between the cause and

being able to solve the problem. If we know what is wrong we can

being able to solve the problem. If we know what is wrong we canfix fix

it.

(Walter, 1992)

Traditional Problem Solving

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What maintains the problem What maintains the problem

•

• Assumptions: that a problem is being maintained Assumptions: that a problem is being maintained rather than caused. Assumes there is a problem rather than caused. Assumes there is a problem with a relationship to a maintained function. with a relationship to a maintained function. (Walter, (Walter,

1992)

Change the question to

…

Problems have a systems-maintaining function within certain organizational context (Walter 1992)

The question changed to: how do we construct The question changed to: how do we construct

solutions? solutions?

Solution Focused

Assumptions : •There are solutions

•There is more than one solution •Solutions are constructible •That we can construct solutions

•This process can be articulated and modeled.

(Walter, 1992)

Reflects fundamental notions about change, about Reflects fundamental notions about change, about

interactions and about reaching goals. interactions and about reaching goals.

Solution Focused

We have moved from: • Cause to maintenance to solutions •From the past to present to future

Move away from traditional linear notions of causality to relativistic and constructivist view (Walter, 1992)

“Problem information is no longer necessary and, in fact, can be limiting in many cases” (Walter, 1992)

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How to Use the Solution

Focused Approach

Solution Focused

Constructing Solutions

Step 1: Define what is

wanted or needed, not what

the problem is.

Step 2: Look for what is

working and do more of it

Step 3: Do something

different

(Walter, 1992)

Identification of the problem pattern in the form of Identification of the problem pattern in the form of

solutions attempted. solutions attempted. (Walter, 1992)(Walter, 1992)

Task the group to make observations:

•Describe what should continue to happen,

(shifting thought process to present and future)

•Provides for better details (getting rid of vague

ideas and descriptions)

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“

“The result of this task divorced the connection in The result of this task divorced the connection in our thinking between the problem and solution. our thinking between the problem and solution. We realized that only solutions or goal talk was We realized that only solutions or goal talk was necessary, that solutions construction was necessary, that solutions construction was independent of problem process

independent of problem process””

(Walter, 1992)

Exercise

Identify your own working assumptions, write down

three questions that you think are the most

important or commonly used in the Problem Solving

Team process.

Goal Setting from the Perspective

of Solution Focused

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Well Defined Goals

•

• Goals are stated in a Goals are stated in a positive form positive form stating what will happen stating what will happen or be done. It has to be something not the absence of or be done. It has to be something not the absence of something, replace a negative with instead. something, replace a negative with instead. •

• In In Process FormProcess Form, a movie not a still picture. Use verbs with , a movie not a still picture. Use verbs with ING ending not nouns. This is the how.

ING ending not nouns. This is the how. •

• In the here and nowIn the here and now, start immediately. What are you going , start immediately. What are you going to start doing differently now?

to start doing differently now? •

• As specific as possible, As specific as possible, concrete behavior.concrete behavior. •

• Within the groupWithin the group’’s area of controls area of control, what they can start and , what they can start and maintain by themselves, the goal cannot be contingent on maintain by themselves, the goal cannot be contingent on something else.

something else. •

• The studentThe student’’s language. s language.

(Walter, 1992) (Walter, 1992)

(Walter, 1992)

Exercise

Pick a difficulty or goal that you are currently

working on and take it through the checklist with

your group.

(Walter, 1992)

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Pathways of Constructing Solutions

Move or change wishes or complaints into goals. Move or change wishes or complaints into goals. Validation followed by goal oriented question. Validation followed by goal oriented question.

Conversation Frames Conversation Frames

•

• Goal Frames Goal Frames •

• Exceptions Frames Exceptions Frames •

• Hypothetical Frame Hypothetical Frame

(Walter, 1992) (Walter, 1992)

Conversation Frames

•

• The goal frame is used to determine the task to The goal frame is used to determine the task to be completed.

be completed. •

• Exception frame is used to determine a time Exception frame is used to determine a time when the goal or solution may be happening when the goal or solution may be happening already, when the problem does not happen. already, when the problem does not happen. •

• The hypothetical frame is used to promote The hypothetical frame is used to promote brainstorming to pretend that the problem is brainstorming to pretend that the problem is solved.

solved.

(Walter, 1992)

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Exercise

Review your goals and discuss with a partner.

Is your goal a wish or a complaint or a goal

statement?

Positive Feedback

Positive support and encouragement can go a long Positive support and encouragement can go a long ways

ways

Change can often create confusion or fears. Change can often create confusion or fears. •

• Cheerleading: encouragement for positive things, mainly Cheerleading: encouragement for positive things, mainly change of any kind no mater how small. Embed change of any kind no mater how small. Embed responsibility and

responsibility and ““in controlin control””assumptions in cheerleading. assumptions in cheerleading. •

• Compliments: Create a positive climate, highlight the Compliments: Create a positive climate, highlight the positive, alleviating fears of judgment, alleviating fears positive, alleviating fears of judgment, alleviating fears about change, normalizing events and feelings, framing about change, normalizing events and feelings, framing responsibility for change as belonging to the group, responsibility for change as belonging to the group, supporting each person

supporting each person’’s view. s view. (Walter, 1992) (Walter, 1992)

•

• Have frequent team celebrations and seek opportunities to Have frequent team celebrations and seek opportunities to recognize members' contributions to team success. recognize members' contributions to team success. •

• Find ways to make team members feel competent Find ways to make team members feel competent (Lewis, (Lewis,

2001)

Scan page 139

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Exercise

Give three compliments to your teammates.

Group Dynamics

Group Dynamics and Supervision

•

• Clarify in advance any constraints, boundarie,s Clarify in advance any constraints, boundarie,s or criteria that exist (such as budget constraints, or criteria that exist (such as budget constraints, federal and state regulations, political issues federal and state regulations, political issues etc.)

etc.) (Lewis, 2001)(Lewis, 2001) •

• Inform team members of the performance Inform team members of the performance expectations and expected outcomes expectations and expected outcomes (Lewis, 2001)(Lewis, 2001) •

• Clarify the purpose and process of the meeting, Clarify the purpose and process of the meeting, expected goals or outcomes

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Task and Process

Both need to be attended to

•

• Task; Leader role: to assess Task; Leader role: to assess clarity, see connections

clarity, see connections

between ideas, consider their

merit, determine what

information is missing, making

decisions/plan s that lead to

agreement.

•

• Process what happens to and Process what happens to and

between group members

during group work, morale,

feelings tone, atmosphere,

influence, participation,

leadership, struggle, conflict,

competition, cooperation

•

• Leader role is to facilitate Leader role is to facilitate

interactions between

members in a way that

strengthen members

strengthen members’’bonds bonds

and commitment to the group.

(Hardcastle, 1997)))

The developmental process is a core

component in group effectiveness

•

• Team synergy is created through a closed group Team synergy is created through a closed group process. Open groups continually disrupt the group process. Open groups continually disrupt the group development process adjusting stage development. development process adjusting stage development. •

• Focus on process is particularly central. Process Focus on process is particularly central. Process trains individuals to explore the context and trains individuals to explore the context and consequences of their actions as well as the content consequences of their actions as well as the content and apparent motivation.

and apparent motivation. •

• Process sets the stage for learning in the here and Process sets the stage for learning in the here and now, and creates functional anxiety and vigilance all now, and creates functional anxiety and vigilance all of which promote learning.

of which promote learning.

(Shapiro 1998)

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Group Processes

Phase 1: Preparation

•

• Team member selectionTeam member selection •

• Choose carefully who is to be involved in the Choose carefully who is to be involved in the problem solving process. Too few or too many problem solving process. Too few or too many participants can create problems. (Who will be participants can create problems. (Who will be affected by the problem?)

affected by the problem?) (Lewis, 2001)(Lewis, 2001)

Johnson and Johnson offer several

suggestions for forming teams:

•

• Keep the size of teams small. . . .Keep the size of teams small. . . . •

• Select team members on the basis of their (a) Select team members on the basis of their (a) expertise and skills and (b) potential for expertise and skills and (b) potential for developing new expertise and skills, not on the developing new expertise and skills, not on the basis of their position or personality. . . . basis of their position or personality. . . . •

• Bring together the resources the team will need Bring together the resources the team will need to function, such as space, materials,

to function, such as space, materials,

information, timelines, support personnel, and so information, timelines, support personnel, and so forth. forth. (Lewis, 2001) (Lewis, 2001)

Group Process

Phase 2: Transition

•

• Prepare team members for task completion Prepare team members for task completion •

• Team members are encouraged to build trust Team members are encouraged to build trust and confidence in themselves and the other and confidence in themselves and the other group members, develop group cohesion, learn group members, develop group cohesion, learn group norms and reduce anxieties.

group norms and reduce anxieties. •

• Teaching group members the language, focus, Teaching group members the language, focus, ethics, and process of the group.

ethics, and process of the group.

(Shapiro 1998)

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Group Process

Phase 2: Transition

•

• Members experience anxiety, defensiveness, Members experience anxiety, defensiveness, resistiveness, struggle for control, inter

resistiveness, struggle for control, inter--member member conflicts, conflicts with or challenges to the leader conflicts, conflicts with or challenges to the leader and, various patterns of problem solving. and, various patterns of problem solving. •

• Two leadership discoveries by the group, the Two leadership discoveries by the group, the leader

leader’’s abilities and what is beyond the leaders abilities and what is beyond the leader’’s s abilities outlining the limits of what the group can abilities outlining the limits of what the group can accomplish.

accomplish. •

• Leaders constantly focus on the here and now, Leaders constantly focus on the here and now, group processes and feelings.

group processes and feelings.

(Shapiro 1998) (Shapiro 1998)

Group Processes

Phase 3 Productivity

•

• Present the team with its mission, structure. . . .Present the team with its mission, structure. . . .

•

• Have frequent and regular meetings that provide opportunities foHave frequent and regular meetings that provide opportunities for r team members to interact face

team members to interact face--toto--face and promote each other's face and promote each other's

success. . . .

•

• Pay particular attention to first meetings. . . . Pay particular attention to first meetings. . . .

•

• Establish clear rules of conduct. . . .Establish clear rules of conduct. . . .

•

• Ensure accountability by directly measuring the progress of the Ensure accountability by directly measuring the progress of the team team in achieving its goals and plot it on a quality chart. . . .

in achieving its goals and plot it on a quality chart. . . .

•

• Show progress. . . .Show progress. . . .

•

• Expose the team to new facts and information that helps them Expose the team to new facts and information that helps them

redefine and enrich its understanding of its mission, purpose, a

redefine and enrich its understanding of its mission, purpose, and nd goals. . .

goals. . .

•

• Provide training to enhance both task work and teamwork skills. Provide training to enhance both task work and teamwork skills. . . .. . . •

• Have frequent team celebrations and seek opportunities to Have frequent team celebrations and seek opportunities to

recognize members' contributions to team success. . . .

•

• Ensure frequent teamEnsure frequent team--processing sessions. processing sessions. (Lewis, p313

(Lewis, p313--314)314)

Group Dynamics

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Group Dynamics and Supervision

•

• Define issues as major and minor. Minor problems can Define issues as major and minor. Minor problems can

be solved with smaller groups of people, but larger

groups are needed for the major concerns.

•

• Members need the knowledge and skills necessary to Members need the knowledge and skills necessary to

understand and contribute.

•

• Members need to be rewarded for their contributions. Members need to be rewarded for their contributions.

•

• Members need to have the ability to make decisions Members need to have the ability to make decisions

which impact work performance and process.

•

• Find ways to make team members feel competent.Find ways to make team members feel competent.

(Lewis, 2001) (Lewis, 2001)

Implementation of Solution

Focused Process

One Schools Process

Helen Hunt Elementary

’

s

Data Meetings

Individual teacher consultation: Individual teacher consultation:

Request by the teacher to help prepare Request by the teacher to help prepare for the grade level data meeting in the for the grade level data meeting in the form of selecting interventions and data form of selecting interventions and data collection methods.

collection methods.

Consultation can be the in the form of: Consultation can be the in the form of:

Face

Face--toto--Face meeting Face meeting Electronic meeting Electronic meeting

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Hunt RtI Data Meeting Checklist Hunt RtI Data Meeting Checklist Student Name:__________________ Date __________ Student Name:__________________ Date __________ Reading ____ Writing ____

Reading ____ Writing ____ Math____ BehMath____ Behavior____avior____ Growing Advanced: Yes No

Growing Advanced: Yes No Overcoming Challenges: Yes NoOvercoming Challenges: Yes No Assistance needed with intervention development: Yes N Assistance needed with intervention development: Yes Noo Assistance needed with data collection methods: Yes Assistance needed with data collection methods: Yes NoNo Review of data needed for student to have a PST (Problem Solving

Review of data needed for student to have a PST (Problem SolvingTeam) meeting scheduled: Yes NoTeam) meeting scheduled: Yes No Current Service Groups:

Current Service Groups:

SPED ___ GT ___ Growing Advanced ___ ELL ___ RTA ___ 504 ___RTI SPED ___ GT ___ Growing Advanced ___ ELL ___ RTA ___ 504 ___RTI ___ ___

Social Skills ___ Success Maker ___ Social Skills ___ Success Maker ___ Brief description of the concern: Brief description of the concern: ________________________________________________________________

__________________________________________________________________________________________________________________________________ ________________________________________________________________

______________________________________________________________________________________________________ Describe Intervention 1 to include the curriculum used (duration

Describe Intervention 1 to include the curriculum used (duration/intensity/frequency):/intensity/frequency): ________________________________________________________________

__________________________________________________________________________________________________________ ________________________________________________________________

______________________________________________________________________________________________________________________________ Which measure in AimsWeb are you using to measure student progre

Which measure in AimsWeb are you using to measure student progress? ss? ORF___ RTF___ WUF___ LNF___ PSF___ NWF___ INF___ CBM_

ORF___ RTF___ WUF___ LNF___ PSF___ NWF___ INF___ CBM___ MCAP___ NA___ __ MCAP___ NA___ Has the intervention line been put into AimsWeb on the appropria

Has the intervention line been put into AimsWeb on the appropriate measure? Yes Note measure? Yes No Does this intervention have at least 4 data points? Yes N Does this intervention have at least 4 data points? Yes Noo Does the trend line indicate that the student is not making prog Does the trend line indicate that the student is not making progress? Yes No ress? Yes No

Other data being used to measure student progress: Other data being used to measure student progress: ________________________________________________________________

__________________________________________________________________________________________________________________________________ ________________________________________________________________

______________________________________________________________________________________________________

Helen Hunt Elementary

’

s

Data Meetings

•

• Grade level teams meet with an Grade level teams meet with an administrator, Behavioral and Academic administrator, Behavioral and Academic consultant 2x a month as part of their grade consultant 2x a month as part of their grade level team meetings.

level team meetings. •

• Discussion of classroom/grade level data Discussion of classroom/grade level data including student specific data.

including student specific data. •

• Mentor / Coaching on interventions and Mentor / Coaching on interventions and data collection.

data collection. •

• First meeting will focus on struggling First meeting will focus on struggling students.

students. •

• Second meeting will focus on growing GT Second meeting will focus on growing GT students.

students.

Data Meetings

•

• What teams need to bring to the meeting:What teams need to bring to the meeting: –

–AimsWeb data AimsWeb data (Current progress monitoring data (Current progress monitoring data with intervention lines)

with intervention lines)will be displayed and viewed will be displayed and viewed

during these meetings as needed.

–

–Weekly assessmentsWeekly assessments

–

–Behavioral ObservationsBehavioral Observations

–

–USTARS Harrison ScaleUSTARS Harrison Scale

–

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Solution Focused Team (SFT)

•

• Referral processReferral process –

–Referrals are made through your data Referrals are made through your data

meetings.

–

–Data and interventions are documented Data and interventions are documented

during data meetings.

–

–Referrals can be made for all academic Referrals can be made for all academic

concerns, behavioral and attendance issues.

–

–Supporting data is needed to progress Supporting data is needed to progress

through the system, 4 data points minimum

for each academic intervention and 15 for

behavior interventions.

SFT

•

• Meeting preparationMeeting preparation

–

– Teacher to invite the studentTeacher to invite the student’’s parents/guardian to s parents/guardian to

the meeting. (You can request a home visit {form} if

your attempts to contact the family fails)

–

– Letter sent home by the PST inviting the parents to Letter sent home by the PST inviting the parents to

the problem solving meeting

–

– Bring in your classroom data in the form of a chart Bring in your classroom data in the form of a chart

(data collected by the LRT does not need to be

brought by the teacher)

–

– Aimsweb data needs to be entered Aimsweb data needs to be entered one week one week

prior

prior to the scheduled meeting and will be to the scheduled meeting and will be

displayed during the meeting. Data Reports will be

displayed electronically during the meeting.

–

– If your Aimsweb data is not up to date then the If your Aimsweb data is not up to date then the

scheduled meeting

scheduled meeting will be rescheduled will be rescheduled for a later for a later date.

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SFT

•

• Meeting processMeeting process –

–Outlook will be used to schedule students for Outlook will be used to schedule students for

PST

–

–Goal is to spend 15 minutes per problem. Goal is to spend 15 minutes per problem.

(Student might have more than one

identified problem.)

–

–The SFT meeting focus is on selecting and The SFT meeting focus is on selecting and

scheduling Tier 2 and 3 interventions and

data collection methods, a small amount of

time to be spent on problem definition.

References

Coon, D., (1988), Essentials of Psychology Exploration and Appli

Coon, D., (1988), Essentials of Psychology Exploration and Application, cation,

Fourth Edition, West Publishing Company, 50 W. Kellogg Boulevard

P.O. Box 64526 St. Paul, MN 55164

P.O. Box 64526 St. Paul, MN 55164--10031003

Garmston, R., Wellman B., (2002) The Adaptive School developing

collaborative groups, 4

collaborative groups, 4thth_{edition, Revised Printing, Four Hats}_{edition, Revised Printing, Four Hats}

Seminars, El Dorado Hills, California

Hardcastle, D. A., Wenocur, S., & Powers P. R., (1997)

Hardcastle, D. A., Wenocur, S., & Powers P. R., (1997) Community Community Practice Theories and skills for Social Workers

Practice Theories and skills for Social Workers, New York, Oxford , New York, Oxford University Press

University Press

Lewis, J. A., Lewis, M. D., Packard, T. & Souflee Jr, F., (2001)

Management of Human Services Programs, Management of Human Services Programs,33rdrd_Edition_Edition

2001Brooks/Cole

Saleebey, D. (2002) The Strengths Perspective in Social

Saleebey, D. (2002) The Strengths Perspective in Social Work Work Practice, 3

Practice, 3rdrd_{Edition, Allyn and Bacon A Pearson education}_{Edition, Allyn and Bacon A Pearson education}

company 75 arlington st Room 300, Boston, MA 02116

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References

Shapiro J.E., Peltz L.S., Shapiro S.B., (1998), Brief Shapiro J.E., Peltz L.S., Shapiro S.B., (1998), Brief

Group Treatment Practical training for therapsit and Group Treatment Practical training for therapsit and counselors, Brooks and Cole Publishing Company counselors, Brooks and Cole Publishing Company 511 Forest Lodge Road Pacific Grove, CA 93950 511 Forest Lodge Road Pacific Grove, CA 93950 Walter J.L., Peller J.E., (1992) Becoming Solution Walter J.L., Peller J.E., (1992) Becoming Solution-

-Focused in Brief Therapy, Brunner/Mazel 47 Focused in Brief Therapy, Brunner/Mazel 47 Runway Road, Suite G, Levittown, PA 19057 Runway Road, Suite G, Levittown, PA 19057--47004700 Worden, M. (2003).

Worden, M. (2003). Family Therapy Bascis.Family Therapy Bascis.Pacific Pacific Grove, CA: Brooks/Cole

Grove, CA: Brooks/Cole--Thomos Learning.Thomos Learning.

•

• Bill Brown, MSWBill Brown, MSW – – [email protected]@d11.org – – [email protected]@q.com – –719719--328328--2900 Work2900 Work •

• Faith Bowman, MA, NBCTFaith Bowman, MA, NBCT – – [email protected]@regis.edu – – [email protected]@d11.org – –719719--328328--2900 Work2900 Work

Contact Information