Problem Solving Steps

1. Problem identification. The problem identification step focuses on addressing the question: “Is there a discrepancy between current and expected performance?” Systematic screening measures administered on a regular basis (typically three times per year) to all students are recommended to identify students who show a discrepancy between current and expected performance.
2. Problem analysis. The problem analysis step centers on addressing the question: “Why is there a discrepancy between current and expected performance?” The focus at this step is on identifying the mismatch between the current instruction and interventions provided to students and those needed to ensure that they meet the expected student academic and social outcomes.
3. Goal setting. The goal setting step focuses on addressing the question: “How much growth is required for students to meet the expected student academic and social outcomes?” Schools use locally or national established benchmark performance goals to guide student goal setting. The established benchmark goals play a key role in evaluating whether students’ rate of progress or growth is adequate. Students’ beginning or current level of performance and the goal are used to establish a goal line, or aimline. The aimline is used to gauge whether students are progressing at an adequate rate of growth necessary to meet the established benchmark goal. This is accomplished by comparing student performance against the goal line. The slope, or trend, of this aimline displays the rate of progress throughout the year that students must exhibit in order to meet the expected goal (see instructional decision-making rules in next section).
4. Plan implementation. The plan implementation step centers on addressing the question: “What changes in instruction and interventions will be made to ensure that students meet the performance benchmark goals?” As noted above, schools can use either an individualized or a standard-protocol problem-solving model. Regardless of the type of problem-solving model used, it is important to plan and monitor for high-quality implementation of the instruction and interventions.   
5. Plan evaluation. The plan evaluation step focuses on addressing the question: “Are the changes made in instruction and interventions working?” Frequent monitoring of student progress is used to evaluate the effects of the changes in instruction and interventions. Student progress is typically monitored on a weekly or bi-weekly basis during the plan evaluation process.  Systematic decision-rules are used to evaluate the instruction and interventions.

 

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