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A consistent process is used by stakeholder teams and applied at multiple levels to analyze and evaluate relevant information to plan and implement strategies that support sustainable improved student and system outcomes.
MTSS requires an approach in which collaborative teams of educators come together for problem solving around data-identified needs. This type of problem solving is a method of determining a solution for an agreed upon problem that includes a variety of stakeholders with multiple perspectives. An array of data are used in this process, ensuring that a “complete picture” of the issue or problem is obtained, and solutions are identified after careful consideration of all suggestions and ideas. This problem solving approach allows schools to manage resources to address prioritized needs. The problem solving method has often been described as including four stages:
MTSS requires an approach in which collaborative teams of educators come together for problem solving around data-identified needs. This type of problem solving is a method of determining a solution for an agreed upon problem that includes a variety of stakeholders with multiple perspectives. An array of data are used in this process, ensuring that a “complete picture” of the issue or problem is obtained, and solutions are identified after careful consideration of all suggestions and ideas. This problem solving approach allows schools to manage resources to address prioritized needs. The problem solving method has often been described as including four stages:
Step 1- DEFINE the problem.
Step 1- DEFINE the problem.
The purpose is to define the problem as the measurable difference between the desired outcome and the actual behavior or performance.
The purpose is to define the problem as the measurable difference between the desired outcome and the actual behavior or performance.
GUIDING QUESTIONS:
What is the desired outcome?
What is the actual performance?
What is the difference between the two?
If there is more than one problem, determine which is the highest priority.
Is the problem school-wide, grade level, whole class, small group, or individual?
Step 2- ANALYZE the problem.
Step 2- ANALYZE the problem.
The purpose is to gather relevant information in the domains of instruction, curriculum, environment and the learner(s) through teh use of reviews, interviews, observations and tests to determine contributing factors to the problem.
GUIDING QUESTIONS:
Have we collected data about variables that are educationally relevant and alterable?
Is there something we could change about the
INSTRUCTION-Is support provided for implementation fidelity?
CURRICULUM-is the curriculum appropriately matched to the needs of 80% of the students?
ENVIRONMENT
to increase the probability that the learning will occur?
Step 3- PLAN implementation.
Step 3- PLAN implementation.
The purpose is to select and implement a system support or an intervention that is focused on what to teach, how best to teach it, and how to monitor progress. What is the simplest thing that can be done that has the greatest impact?
GUIDING COMPONENTS:
System supports or interventions must be based upon data and knowledge gained through the steps of problem definition and problem analysis.
System supports or intervention plan development includes selection of an evidence-based practice, determination of who will be responsible, alignment of resources, how fidelity of implementation will be measured, how progress will be monitored, and specific decision points criteria met.
Progress monitoring involves collecting, graphing and using data frequently.
Progress monitoring requires plan development including who, what, when, and how frequently data are collected and reviewed.
Step 4- EVALUATE response to intervention.
Step 4- EVALUATE response to intervention.
The purpose is to determine the effectiveness of implemented system supports or interventions and make appropriate educational decisions.
GUIDING QUESTIONS:
Was the system support or intervention successful?
Does the plan require more time and monitoring or modification?
Was the system support or intervention implemented with fidelity?
Was the outcome met according to set criteria?
Do we have the resources to sustain these supports?
Do we need to go back to previous steps?
Celebrate progress!
4-Step Problem-Solving Protocol Graphic
4-Step Problem-Solving Protocol Graphic
MTSS Problem Solving Protocol Graphic.pdfReport abuse