texas future problem solving program

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Paris ISD Students Participate In Problem Solving Program’s State Bowl

A total of one hundred two (102) Paris Independent School District students will participate in the Texas Future Problem Solving Program’s State Bowl in Waco on April 12-14.

In Team Problem Solving, twenty-five teams won bids to compete. These include seven teams in the Senior Division (grades 10-12) coached by Brent Wilburn and Jill Stone, nine in the Middle Division (grades 7-9) coached by Jill Stone, Eva Dickey, and Lisa Lipstraw, five in the Junior Division (grades 4-6) coached by Andria Lawson, and four in the Novice Division (grade 4) coached by Wendy Hamer. Two students will compete in Individual Problem Solving in the Junior Division.

In the State Scenario Writing contest, six students have placed in the top five and will find out at the State Bowl if they will advance to the International Competition. These include two in the Senior Division, two in the Middle Division, and two in the Junior Division.

Six students placed in the top five in the state scenario writing contest and will find out at the State Bowl if they advance to the International Competition. These include two in the Senior Division, two in the Middle Division, and two in the Junior Division.

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GT Future Problem Solvers compete in state competition

In its first year of competition, Graham Junior High School will have Gifted and Talented students competing in the 2022 Texas Future Problem Solving State Bowl taking place this weekend in Waco. Texas FPS is a state-wide program that challenges students to develop a vision for the future and engage students in leadership roles. The 2022 Texas FPS State Bowl began Friday and runs through tomorrow at the Waco Convention Center. The Texas Future Problem Solving Program Inc. (TXFPSP Inc.) is an affiliate member of the Future Problem Solving Program International (FPSPI), which was founded by creativity pioneer Dr. E. Paul Torrance to stimulate critical and creative thinking skills. This program utilizes Dr. Torrance’s six steps model of problem-solving: brainstorming possible solutions, identifying an underlying problem, brainstorming alternative solutions, choosing criteria, evaluating solutions and developing an action plan. GJHS teacher Erin Sanchez has been coaching GJHS GT student teams made up of Weston Gray, Porter Caddell and Kate Hufstedler and Walker Bennett, Liam Bailey and Kase Bundrick. She said the teams have been successful in their first year of competition despite a late start. “We didn’t get started this year until November, we just had other things that we were supposed to be doing in the class. And then we kind of got the okay to move to FPS full time,” Sanchez said. “So usually what happens is in the fall, they would have had two practice questions or practice booklets. So, they could have gone through the whole six-step process and had some feedback given. (...) we actually didn’t even get to start until January, which was the regional round. The kids worked really hard and managed to get it together and qualify for state on their first full run-through. It was really amazing what they were able to accomplish in a pretty short amount of time.” For the full story, see the Saturday, April 9 edition of The Graham Leader.

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Our site is BRAND NEW . Using our creative problem-solving skills we have repositioned ourselves. FPSPI is now using the Future Problem Solving name. A new cleaner look. More content. Easier navigation. More upgrades to come!

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Future-Ready

Discover our education programs, world finals​ june 5-9, 2024.

Join us at our International Conference to celebrate 50 years. At Indiana University Bloomington this year, our highest level competition brings together thousands of champion problem solvers.

Ready for work, life, and to create a better future

Our proven educational outcomes are life changing for students. We prepare young people to find solutions, take relevant action, and be a force for positive change. Our model ignites curiosity in real world issues and equips students with complex problem-solving skills. Once learned, these skills ensure students are ready to succeed in their classes today and in their work and life tomorrow. And in the age of AI, it’s more important than ever to make sure young people learn how to think and solve problems.

As our world and educators are confronted with a range of unprecedented challenges, Future Problem Solving helps students keep pace. Our standard-based and skill-based programs meaningfully engage young people in all the places and spaces they learn. With Future Problem Solving, students learn how to think, not what to think, and gain lifelong learning skills.

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Problem-solving skills stay for life, k-12 students each year, states within the u.s., countries around the world, years of equipping problem-solvers, our approach, building student agency.

Our proven 6-step process equips students with a problem-solving model to develop relevant action plans for any situation.

Our problem-solving situations highlight important challenges from business, civics, science, society, and technology.

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Our rubric-based evaluations provide learner-focused feedback to assess student learning and strengthen important skills.

Our future scenes are imagined storylines that present creative and futuristic problems to solve with current topic information.

Our interdisciplinary problem-solving process infuses important 21st Century Learning skills throughout all our programs.

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Future Problem Solving Students – A Five Year Study

A comparison of reading and mathematics performance between students participating in a future problem solving program and nonparticipants.

Data from the The Minnesota Comprehensive Assessment (MCA) was collected by Grandview Middle School and provided to Scholastic Testing Service, Inc. for statistical analysis.

Findings reported by Scholastic Testing Service, Inc. Performance data on the MCA was collected from 2010-2014 for students in grade 6 at Grandview Middle School in Mound, MN (Westonka Public School District). Students were identified as either FPS: students participating in a Future Problem Solving program, or Non-FPS: students not participating in the program. Summary statistics using Reading and Mathematics Scaled Scores were developed for each group of students by year and across years. To determine if the mean scores across the years were significantly different, t-tests were used. A Cohen’s d test was then performed to measure the effect of the size of the found differences.

In all cases, students participating in the Future Problem Solving Program performed significantly higher on the MCA in both areas of Mathematics and Reading.

Effects of Group Training in Problem-Solving Style on Future Problem-Solving Performance

The journal of creative behavior (jcb) of the creative education foundation.

Seventy-five participants from one suburban high school formed 21 teams with 3–4 members each for Future Problem Solving (FPS). Students were selected to participate in either the regular FPS or an enhanced FPS, where multiple group training activities grounded in problem-solving style were incorporated into a 9-week treatment period.

An ANCOVA procedure was used to examine the difference in team responses to a creative problem-solving scenario for members of each group, after accounting for initial differences in creative problem-solving performance, years of experience in FPS, and creative thinking related to fluency, flexibility, and originality. The ANCOVA resulted in a significant difference in problem-solving performance in favor of students in the treatment group (F(1, 57) = 8.21, p = .006, partial eta squared = .126, medium), while there were no significant differences in years of experience or creativity scores. This result led researchers to conclude that students in both groups had equivalent creative ability and that participation in the group activities emphasizing problem-solving style significantly contributed to creative performance.

In the comparison group, a total of 47% had scores that qualified for entry to the state competition. In contrast, 89% of the students in the treatment group had scores that qualified them for the state bowl. None of the teams from the comparison group qualified for the international competition, while two teams from the treatment group were selected, with one earning sixth place.

The results of this study suggest that problem-solving performance by team members can be improved through direct instruction in problem-solving style, particularly when there is a focus on group dynamics.

The Journal of Creative Behavior, Vol. 0, Iss. 0, pp. 1–12 © 2017 by the Creative Education Foundation, Inc. DOI: 10.1002/jocb.176

Future Problem Solving Program International—Second Generation Study

“how important was future problem solving in the development of your following skill sets”.

In 2011, a team of researchers from the University of Virginia submitted a report titled “Future Problem Solving Program International—Second Generation Study.” (Callahan, Alimin, & Uguz, 2012). The study, based on a survey, collected data from over 150 Future Problem Solving alumni to understand the impact of their participation in Future Problem Solving as students or volunteers.

Percentage of Alumni Rating Important and Extremely Important in Developing Skill Sets

• 96% Look at the “Big Picture”
• 93% Critical Thinking
• 93% Teamwork and Collaboration
• 93% Identify and Solve Problems
• 93% Time Management
• 90% Researching
• 90% Evaluation and Decision Making
• 86% Creativity and Innovation
• 86% Written Communication

The report captured alumni’s positive experiences as students in Future Problem Solving and documented that the alumni continued to utilize the FPS-structured approach to solving problems in their adult lives.

Executive Director

A seasoned educator, April Michele has served as the Executive Director since 2018 and been with Future Problem Solving more than a decade. Her background in advanced curriculum strategies and highly engaging learning techniques translates well in the development of materials, publications, training, and marketing for the organization and its global network. April’s expertise includes pedagogy and strategies for critical and creative thinking and providing quality educational services for students and adults worldwide.

Prior to joining Future Problem Solving, April taught elementary and middle grades, spending most of her classroom career in gifted education. She earned the National Board certification (NBPTS) as a Middle Childhood/Generalist and later served as a National Board assessor for the certification of others. In addition, April facilitated the Theory and Development of Creativity course for the state of Florida’s certification of teachers. She has also collaborated on a variety of special projects through the Department of Education. Beyond her U.S. education credentials, she has been trained for the International Baccalaureate Middle Years Programme (MYP) in Humanities.

A graduate of the University of Central Florida with a bachelor’s in Elementary Education and the University of South Florida with a master’s in Gifted Education, April’s passion is providing a challenging curriculum for 21st century students so they are equipped with the problem-solving and ethical leadership skills they need to thrive in the future. As a board member in her local Rotary Club, she facilitates problem solving in leadership at the Rotary Youth Leadership Awards (RYLA). She is also a certified Project Management Professional (PMP) from the Project Management Institute and earned her certificate in Nonprofit Management from the Edyth Bush Institute at Rollins College.

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Future Problem Solvers (FPS) 2018 State Bowl Recap

Friday, April 20, 2018

This past weekend Beaumont ISD students traveled to San Marcos to compete in the 38th annual Future Problem Solving State Bowl. BISD students competed with 1,100 students from 27 other Texas school districts. Global Issues Problem Solving is a component of the Texas Future Problem Solving program. Students studied the topic of Cloud Technology and worked in teams or as an individual to analyze it for future problems and created solutions to fix the problem. Marshall Middle School students brought home 35 medals. They are coached by Pam Johnson.

Here is a list of winners:

6th grade Junior Division winners are:

Andy Perez placed second in the Junior Alternates Competition.

Team of Winston Worley, Matthew Montes, Elijah Thompson and Zachary Taing – Semi-finalist winners.

Team of Kendall Caesar, Macy Smith, Olivia de la Madrid, and Emily Xu won 5th place. They also won the Most Futuristic Solution award from all of the junior contestants.

Team of Hannah Worley, Sylvia Worley, Arika Mouton and Addison Turk placed 3rd and will advance to International Competition.

Sarah Adams, Luke Hanson, Isabella Barrett, and Katherine Zubair placed second and will also advance to IC.

Baylor Latham, Abigail Yoder, Stephanie Nguyen and Olivia Manibio were name 1st place Grand Champions of the junior division and will be representing Texas at the International Competition.

In the middle division for 7th, 8th, and 9th graders:

Lorena Tomov placed in the Alternate Middle Division.

Brianna Miller won 3rd place middle division Individual and will advance to the International Competition for the second year.

Gavin Syas, Taylor Lewis, Sophia Tinetti, and Lilah Graham - Semifinalist winner.

8th graders Olivia Barrett, Katlyn Huynh, Matthew Dean and Casey Carreon placed 5th place.

The 8th grade boys of Riyan Charania, T J Le, Jakob Sokic, and James Foxworth placed 4th. They will also advance to the International Competition.

A record number of five Global Issues teams and an individual have earned the right to represent Texas at the International Competition on June 6 to 10th at the University of Wisconsin at LaCrosse.

2018 State Bowl Junior Most Futuristic Solution (from left to right) Kendall Ceasar, Emily Xu, Macy Smith, Olivia de la Madrid

Middle Division Individual, 3rd place Brianna Miller

Junior Division, Semi-Finalist winners (from left to right): Matthew Montes, Zachary Taing, Winston Worley, Elijah Thompson

Junior Winners (From left to right): 5th place Emily Xu, Olivia de la Madrid, Kendall Ceasar, Macy Smith; 2nd place Sarah Adams, Katherine Zubair, Luke Hanson, Isabella Barrett; 1st place Grand Champion - Baylor Latham, Abigail Yoder, Stephanie Nguyen, Olivia Manibo; 3rd place - Addison Turk, Sylvia Worley, Hidden Arika Mouton, Hannah Worley

Middle Division Semi-Finalisits (from left to right): Sophia Tinetti, Lilah Gresham, Gavin Syas, Taylor Lewis

Middle Division 5th place (from left to right): Katlyn Huynh, Olivia Barrett, Casey Carreon, Matthew Dean

Middle Division 4th place winners (from left to right): Riyan Charania, T J Li, James Foxworth, Jakob Sokic

Large Group Photo

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Paris ISD students to participate in the Texas Future Problem Solving Program’s State Bowl

A total of seventy-six (76) Paris Independent School District students will participate in the Texas Future Problem Solving program’s State Bowl in Waco on April 8-10.

In Team Problem Solving, four teams in the Senior Division (grades 10-12), nine in the Middle Division (grades 7-9), two in the Junior Division (grades 4-6), and three in the Novice Junior Division (grade 4) won bids to compete. One student will compete in Individual Problem Solving in the Senior Division.

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About FPSPI

Teaching students critical thinking, creativity and colloboration.

Community problem solving, community problem solving.

Community Problem Solving (CmPS) teams and individuals apply their FPS skills to real problems in an identified community. A community problem is a problem that exists within the school, local community, region, state or nation. Actual implementation of the action plan is included in this component. CmPS students move from hypothetical issues to real world, authentic concerns while applying their creativity and problem solving skills in solving a community challenge.

Texas is one of the largest participating affiliates in the Community Problem Solving component in the international umbrella and is allowed to send two projects in each of the age divisions to the International Competition in June.

The competitive portion of CmPS requires the team or individual to document their efforts as they solve their identified community challenge by creating a six-page paper based on the Future Problem Solving method, a six-page addendum and a scrapbook. The students learn to work together as a team while making a difference in others’ lives. As they develop their solutions to their identified challenge they uncover their own talents and abilities while creating a deep sense of pride and dedication to the world around them.

Core Skills:

Community Awareness

Problem Solving

Organizational Skills

Team Work and Collaboration