MTSS - A - Elementary Philosophy (K-5)

  • Elementary Diagram Image The elementary schools in Fargo adhere to a problem-solving model for instruction and intervention. The Problem-Solving Model focuses equal attention on the learner, the environment, and the curriculum. It is used to make decisions to inform instructional programming. The approach however is not a linear process. The movement throughout the steps is dependent on the student.

    1. Define the problem or goal by determining the difference between what is expected and what is occurring. When engaged in problem solving at the individual student level, the team strives for accuracy by asking, “What exactly is the problem?”
    2. Analyze the problem using data to determine why the issue is occurring. Generate hypotheses (reasons why students are not meeting or exceeding performance goals) founded in evidence-based content area knowledge, alterable variables, and instructionally relevant domains. Gather assessment data to determine valid/non-valid hypotheses. Link validated hypotheses to instruction/intervention so that hypotheses will lead to evidence-based instructional decisions. Ask, “What are the challenges to the student(s) doing and knowing or exceeding what is expected?” Instruction is designed or selected to directly address those barriers or accelerations.
    3. Develop and implement a plan driven by the results of the team’s problem analysis by establishing a performance goal for the group of students or the individual student and developing an intervention plan to achieve the goal. Then delineate how the student’s or group of students’ progress will be monitored and implementation integrity will be supported.
    4. Measure response to instruction/interventions by using data gathered from progress monitoring at agreed upon intervals to evaluate the effectiveness of the intervention plan based on the student’s or group of students’ response to the intervention. Progress monitoring data should directly reflect the targeted skill(s). Ask, “Is it working? If not, how will the instruction/intervention plan be adjusted to better support the student’s or group of students’ progress?” Team discussion centers on how to maintain or better enable learning for the student(s).