Problem-Solving Teams

Problem-Solving Overview

The problem-solving process is an important vehicle to continuous school improvement. With access to relevant data, teams can use the problem solving process to examine the data for large groups of students (district or school-wide), smaller groups of students (grade level or classroom), or individual students. The purpose of the problem-solving process is to ensure that data are used to inform decision-making and action planning at these different levels. For example, data analysis and problem-solving may inform school improvement planning, flexible grouping of students across classrooms, small group core instructional or intervention decisions, or individual problem-solving.

Success hinges on true collaboration among a multi-disciplinary team of professionals that use data to identify the problem, think about why the problem is occurring, identify research-based instruction/interventions that address the specific problem, and evaluate the effectiveness of the instruction/intervention.

The process also provides the structure to monitor fidelity of instruction/interventions as well as monitor the progress of students’ responses. The problem-solving process is ongoing and cyclical; it is cyclical in order to achieve the best outcomes for all students.

Click TO ACCESS the GCPS Problem-Solving Worksheet

Key Terms

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.

School Teams in MTSS.docx.pdf

Examining School Teams

Problem-Solving Team Structures

Schools often have a large number of teams with disparate purposes and functions. Within MTSS, the overarching goal of the system should be to make school effective for students and efficient for adults. This document may assist schools in brainstorming current teaming structures and how to align existing structures with the work of MTSS. The goal is to have as few teams as possible but with strong communication/ feedback loops to guide effective implementation.

Use the document to the left to evaluate team structures within the school and identify areas where teams may need to be restructured.

Communication Plans

The purpose of a communication plan is to help manage the change process. This provides a method to ensure the building leadership team is providing a consistent message, giving the necessary information to the appropriate groups, and helping them understand why the change and timeline are necessary.

It is important to remember that communication needs to be bidirectional. One-way communication may get the message out, but it does not allow for easy feedback. Reciprocal communication is critical if the leadership team is to achieve buy-in and support from all impacted by the MTSS effort (Biech, 2007; Fixsen et al., 2005).

This communication plan template is provided as a resource in the SISEP Active Implementation Hub. The template can be accessed and downloaded here.

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