Step 4: Data-Based Problem-Solving in Action

(Review data results from all data sources: Universal Screeners, Common Assessments, Class Grades, Benchmarks, Summative Assessments, Panorama, and Educators Handbook.

Use data-decision rules to support decision-making.)

The use of data-based problem-solving to make education decisions is a critical element of MTSS implementation. This includes the use of data-based problem-solving for student outcomes across content areas, grade levels, and tiers, as well as the use of problem-solving to address barriers to school wide implementation of MTSS. While several models for data-based problem-solving exist, the four step problem-solving approach includes:

1) Defining the goals and objectives to be attained,

2) Identify possible reasons why the desired goals are not being attained,

3) Developing a plan for implementing evidence-based strategies to attain goals, and

4) Evaluating the effectiveness of the plan.

(North Carolina’s MTSS Critical Components, July 2019)


Crosswalk for PS models.pdf

Problem Solving Model Crosswalk

Definitions

MTSS Problem-Solving Team:

This term is an umbrella term often used to describe groups of individuals that meet to analyze data and determine solutions to problems. In an MTSS, there can be multiple problem-solving teams. Professional Learning Communities, Intervention Teams, and Student Support Teams are all examples of teams that generally meet to discuss school-wide areas of concern related to the environment, instruction, and curriculum for all students or groups of students.


Specialized teams, such as the IEP Team, are also problem-solving teams; however, its purpose is initiated for individual students who are suspected of a disability or who have already been identified with a disability and is coordinated according to the regulatory requirements of the IDEA.


Individualized Education Program Team (IEP Team):

This is the problem-solving team to which a student is referred when a disability is suspected, or a parent requests a formal evaluation. This team will engage in the problem-solving necessary to determine if a formal evaluation for special education and related services will occur and ensures that the appropriate procedures and documentation are completed in compliance with federal regulations and state policies.


The implementation of interventions prior to a referral to the IEP Team is not required if a disability has been suspected by the parent or school staff or a parent or teacher has requested a formal evaluation in writing.


However, interventions may need to be implemented concurrently with the formal evaluation timeline in order to provide the IEP Team a required component of a comprehensive evaluation at the time eligibility for special education and related services will be determined.

Procedures for Problem Solving Teams


The problem-solving team should ask the following questions at each time progress monitoring data is discussed for groups of students (in addition to previously established problem-solving protocol):


  • Has our problem-solving shifted from overall instruction, environment, and curriculum for groups of students to individual, student-centered concerns?

  • Are there any individual students that are consistently not making progress with interventions?

  • Are there any individual students that are unlikely to achieve grade-level standards by the end of the school year?

  • Does the data indicate that the consistent lack of progress with intervention may be caused by a disability?

  • Does the individual student’s progress in the general curriculum have characteristics typically associated with a disability?


[Tip: Depending on the cumulative responses to these questions, the problem-solving team may have a basis of suspecting a disability and if a disability is suspected, should refer to the IEP Team.]


  • Below are Problems-Soving documents that should accompany your conversations when problem-solving.

  • The Tiering Maps and Flow Charts are to help the MTSS/Problem-Solving team determine next steps for students. Follow the arrows to the area that pertains to the individual student or groups.


Diagnostic Processes 1.pdf
Data Decision Rules comprehensive.July 2019.pdf
Data-Decision Rules with Cut Scores.doc

EOG Cut Scores

Early Warning Indicators and Thresholds Document.pdf
MTSS Problem-Solving Worksheet.docx