FPS MTSS Philosophy

 

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Fargo Public Schools implements a district-wide Multi-Tiered System of Supports (MTSS) grounded in evidence-based practices and validated interventions selected to enhance academic outcomes for students struggling to meet grade-level standards. The consistent use of research-based interventions ensures fidelity of implementation across all schools. Instructional and intervention procedures are aligned to the three-tiered MTSS framework: Tier 1 (universal/core instruction), Tier 2 (targeted intervention), and Tier 3 (intensive intervention). A system-wide approach enables the integration of scientifically supported classroom practices to address student needs through collaborative problem-solving at the system, group, and individual levels.

The district’s Problem-Solving Model emphasizes balanced consideration of the learner, the learning environment, and the curriculum. It serves as a dynamic decision-making framework to guide instructional planning. Rather than following a strictly linear progression, the model allows for flexible movement between steps based on each student’s unique needs.

Step 1: Define the Problem or Goal
Begin by identifying the gap between expected performance and current performance. When problem-solving at the individual student level, the team prioritizes accuracy by asking, “What exactly is the problem?”

Step 2: Analyze the Problem
Use data to explore why the problem is occurring by asking, “What barriers are preventing the student(s) from meeting or exceeding expectations?” Hypotheses about the root causes are grounded in evidence-based knowledge and focus on alterable variables. Assessment data is used to link the identified needs to instruction or intervention, ensuring that decisions are informed by sound evidence. Instruction is then designed or selected to directly address the identified challenges or to accelerate progress.

Step 3: Develop and Implement a Plan
Based on the problem analysis, establish a measurable performance goal and create a targeted intervention plan to address the identified needs. The plan should be implemented with fidelity, and both student progress and implementation integrity are monitored consistently.

Step 4: Plan Evaluation
Evaluate the effectiveness of the intervention by using progress monitoring data collected at regular intervals. This data should reflect the targeted skill(s) and guide the team in answering: “Is the plan working? If not, how can it be adjusted to better support student progress?” Team discussions focus on sustaining success or enhancing instructional support to meet the needs of the student(s).