Problem Solving Flow Chart
1
PROBLEM SOLVING FLOW CHART
Implementation Considerations for Core/School-Wide Instruction
Guiding Questions:
 Are you aligning your curriculum with Common Core State Standards (CCSS)?
 Is your core teaching systematic, explicit, and strategic?
 Is the instructional block sufficient or is more time needed? (i.e. are you
teaching the minimal allocated minutes?)
 Is instructional time “protected” by reducing interruptions and rescheduling
core time when needed?
 Are students grouped appropriately by skill (i.e. differentiated instruction)?
Yes: If you said “yes” to a
majority of the above
guiding questions, look at
universal assessment data.
No: If you said “no” to a number of
the above guiding questions, there is
likely a class-wide instructional need.
Seek assistance to ensure core/
school-wide instruction is
implemented effectively.
Analyze Universal Screening Data (STAR)
Decision Rule #1: Is the core instruction meeting the needs of 80% of students?
Yes
Continue to implement core instruction,
utilizing differentiated instruction and
teaching with fidelity.
 Consult with colleague and discuss
possible classroom observation
No
Revisit Core Instruction
Decision Rule #2: When Watch (blue),
Intervention (yellow), and Urgent (red) equal
more than 20% of student population, focus
intervention efforts on the lowest 20% of the
student population.
If need/concern is still present, move to the next stage of Problem Solving: Student Level Problem Solving
Problem Solving Flow Chart
2
STUDENT LEVEL PROBLEM SOLVING
Beginning Stages: Problem Identification and Problem Analysis.
Determine if it is a “can’t do” (skill deficit) or “won’t do” (performance deficit) need.
Can’t Do
Won’t Do
Analyze current data using a balanced assessment
approach to determine skill deficit.
Options:








Employ motivational and engagement strategies.
Options:

STAR
FAST (coming soon)
PALS, WKCE
Classroom Samples
Teacher Input (i.e., grade-level team, At-Risk Grid)
Historical Information (i.e., cumulative file)
Data from Reading Specialists (when requested)
Parent Input






Skill Deficit Identified
Final Stages of Student Level Problem Solving:
Intervention Development, Intervention
Implementation, Intervention Evaluation




Group for Intervention (menu of
interventions: work-in-progress)
Set up Progress Monitoring
Set up Fidelity Checks
Schedule an Intervention Evaluation
meeting to analyze progress monitoring
data (minimum of 4 intervention data
points required)
Analyze what it is that the student won’t do (i.e.,
tests, homework, projects, seat work, class
participation)
Develop rapport with student (ask student why
they aren’t doing work)
Focus on strengths
Increase reinforcement of desired behavior (see
Intervention Ideas on Google Drive)
Model appropriate behavior (don’t forget what it
can be like to be a student)
Parent Input
Teacher Input (i.e., grade-level team, At-Risk Grid)
Skill Deficit Not Identified:
Options:


Consult with
Reading/Math
Specialists
Complete the Request
for Assistance Form
(RAF)
If problem persists despite
employing motivational
and engagement
strategies, complete the
Request for Assistance
Form (RAF).
Review Progress of Intervention
Decision Rule #3:
1.) Continue
2.) Change
3.) Intensify and continue to monitor progress
If progress is not made, intervention ideas have been exhausted, and additional
assistance is needed, complete the Request for Assistance Form (RAF)