- Intervention
Understanding the MTSS Problem-Solving Process: What You Need to Know
The terms MTSS (Multi-Tier System of Supports) and RTI (Response to Intervention) are often used interchangeably among educators, but the truth is these two frameworks are NOT one in the same. MTSS is a set of evidence-based practices implemented across a system to meet the needs of all learners (Kansas Multi-Tier System of Supports [MTSS]: Academic Structuring Guide, 2011). The MTSS framework is broader than Response to Intervention or a problem-solving process alone. It establishes a paradigm of support service delivery focused on leadership, professional development, and empowering culture within the context of assessment, curriculum, and instruction.
Within this system, there are typically three tiers of supports where students receive instruction and interventions to help them on their path to achievement. Determining the appropriate interventions for each student is vital to the success of this system, and MTSS utilizes a data-driven decision-making process to aid in those determinations.
The MTSS problem-solving process consists of four important steps:
Define the problem or goal
Analyze the problem and relevant data
Implement an intervention plan
Evaluate the intervention for effectiveness
1. Define the problem
The first step in the decision-making process determines the goal and direction of the rest of the process. A team must identify what problem needs to be solved—such as lack of adequate academic progress or a non-academic situation such as poor attendance or behavior. Teams may look at the difference between the desired outcome in an area and the actual performance of a student in order to select the appropriate problem to highlight.
2. Analyze the data
MTSS is a system driven by data. After a problem has been defined, it is necessary to review the data to determine the cause. The cause could be a specific skill deficit or various gaps in a particular domain of learning, or, alternatively, it could be based on a non-academic factor. In the second step of the problem-solving process, team members gather relevant information and data and then analyze it to not only determine the problem, but also pinpoint what barriers may exist to successfully achieving the goal.
The ICEL/RIOT matrix is a useful tool for identifying the proper type of data needed for decision-making.
ICEL stands for four domains of learning to be assessed during the problem-solving process:
I - Instruction
C - Curriculum
E - Environment
L - Learner
RIOT includes four potential sources of data:
R - Review of records
I - Interviews of key stakeholders who are familiar with the student
O - Observation of student in a regular setting
T - Test student using various methods of measurement
The data collected provides a good overview of the student’s needs and is helpful in explaining the occurrence of a problem. It also serves as a foundation for designing an appropriate intervention plan in the next step of the process.
3. Implement an intervention plan
Having focused on the process of defining the problem and analyzing the data, the problem-solving team is then ready to design and implement an intervention plan that is appropriate for a student’s specific needs as shown by the data.
The Florida Department of Education identifies specific criteria for interventions in “A Teacher’s Guide to Problem Solving Within the MTSS Framework.” These specific criteria indicate that interventions should:
Consist of evidence-based programs, strategies, and techniques
Be delivered with integrity and fidelity
Allow for intensified instruction
Be implemented for a sufficient time and an evaluated frequently, and be integrated across the tiers
Using the problem-solving process for decision-making allows for interventions to be designed to address the unique needs and situation of each student, and provides for flexibility in both intensity and implementation of a plan. Frequent progress-monitoring during implementation is important for proper execution of the last step of the process—evaluating the intervention.
4. Evaluate the intervention
After spending time to create and implement an intervention, it is essential for teams to spend time evaluating. In this step, the decision-making team must determine if the intervention was considered successful and whether the student responded well to the intervention strategy.
If the data is showing adequate progress, the team can decide if continuing the intervention is necessary. If the data is not showing as much progress as expected, team members can make changes to the intervention plan. If evaluation shows that the intervention was not successful, the team can re-engage in the problem-solving process to complete further analysis of both the problem and the data to ensure that proper interventions are put in place.
The MTSS problem-solving process allows teams to determine the appropriate interventions within a multi-tiered structure to provide for the academic and non-academic needs of all students. Each step of the process is necessary for ensuring that students are given the right interventions at the right time, allowing for the best possible path to achievement.
You Might Also Like
Can Social Media Grow the Science of Reading Movement?
Former first grade teacher Jessica Farmer uses social media to share the science of reading with her 300,000 followers. Just how powerful is social media when it comes to literacy instruction?
How Personal Stories Drive Student and Educator Success
In Season 2, Episode 4 of the All For Literacy podcast, Dr. Gretchen Generett discusses how understanding the personal stories of others while also remaining cognizant of the stories told in classrooms can lead to greater student and educator success.
The Equity Equation: Leveraging Artificial and Human Intelligence to Support Emergent Bilingual Literacy
Artificial Intelligence (AI) already is pervasive in education, so how can educators harness its power to promote equity in their classrooms and beyond? Discover Lexia’s key formula for empowering teachers and fostering equity in the new era of AI.
A Cambium Learning® Group Brand
IMAGES
VIDEO
COMMENTS
The MTSS problem-solving process allows teams to determine the appropriate interventions within a multi-tiered structure to provide for the academic and non-academic needs of all students. Each step of the process is necessary for ensuring that students are given the right interventions at the right time, allowing for the best possible path to ...
Problem Solving within a Multi-Tiered System of Supports (MTSS) Data-based problem solving is a critical component of an MTSS and is essential to improving educational outcomes for students across content areas, grade levels, and tiers. It is a team-based, collaborative process used to make decisions at all levels of the educational system ...
The 4-Step Problem-Solving Process. This document is the third in a series intended to help school and district leaders maximize the effectiveness and fluidity of their multi-tiered system of supports (MTSS) across different learning environments. Specifically, the document is designed to support the use of problem solving to improve outcomes ...
A Teacher's Guide to Problem Solving Within a Multi-Tiered System of Supports (MTSS) is a practical guide to understanding the MTSS framework. This was designed to assist teachers in building background knowledge of the problem solving process that occurs through MTSS in order to be a knowledgeable participant of the MTSS team. Classroom
MTSS is an umbrella and under that umbrella are RTI, Positive Behavior Interventions and Supports (PBIS), Social-Emotional Learning (SEL), collaboration and learning amongst educators, as well as collaboration with family and community members as part of the problem-solving process. MTSS seeks to enact systemic change at the macro and micro ...
MTSS is conceptualized as a general framework for delivering academic and behavioral supports through two multitiered approaches: response to intervention (RTI; see Jimerson, Burns, & VanDerHeyden, 2016) and positive ... Self-reflect on problem-solving process Evidence-Based Interventions • ...
A problem-solving model provides the structure to identify, develop, implement and evaluate strategies to accelerate the performance of ALL students. The use of scientifically based or evidence-based practices should occur whenever possible. The effectiveness of the problem-solving process is based on both fidelity of the problem-solving ...
The MTSS problem-solving model is a data-driven decision-making process that helps educators utilize and analyze interventions based on students' needs on a continual basis. Traditionally, the MTSS problem-solving model only involves four steps: Identifying the student's strengths and needs, based on data.
Understanding the MTSS Problem-Solving Process. Edmonds identifies a four-step problem solving process that is central to MTSS model shown in the graphic immediately above. This process along with the Decision Making Rubric (see graphic below) allow teachers and as a school team to begin the process of supporting every student. Data analysis is ...
MTSS & the Problem-Solving Process Academic and Behavior Systems Tier 3: Intensive, Individualized Interventions & Supports. The most intense (increased time, narrowed focus, reduced group size) instruction and intervention based upon individual student need provided in addition to and aligned with Tier 1 & 2 academic and
A Multi-tiered System of Supports (MTSS) is an educational framework designed to ensure successful educational outcomes for ALL students. When districts and schools are organized as an MTSS, educators use a data-based, problem-solving process to inform multiple tiers of standards-aligned instruction and intervention designed to increase the ...
The problem-solving process in MTSS is an ongoing methodology for effective decision making at all levels of the system and across all three tiers (Council of the Great City . Schools, 2012). The tiers in this model represent instruction and supports. Within the MTSS model, universal supports such . as high quality, universally designed, culturally
Essential Components of MTSS. A multi-tiered system of supports (MTSS) is a proactive and preventative framework that integrates data and instruction to maximize student achievement and support students social, emotional, and behavior needs from a strengths-based perspective. MTSS offers a framework for educators to engage in data-based ...
The problem solving process exists, but application is limited and not yet developed across the continuum of supports (MTSS Framework). The process is used for academics and behavior; consistency in applications is pursued. Problem solving is used at Tier III only. Problem solving is only applied to academics or behavior. Selected
A primary concept underlying MTSS is the four step problem solving model. The consistent application of the problem-solving process can help teams use data at each tier to determine problems to be addressed and to establish consistent procedures to analyze and develop solutions. It is important to remember that the problems affecting student ...
MTSS is grounded in thoughtful analysis of available data and intentional decision-making using the problem-solving process. The challenge for me was not to define MTSS to teachers one at a time. Instead, I found that discussing MTSS processes was a great way to build internal relationships and provide support to my colleagues.
In an MTSS, there can be multiple problem-solving teams. Professional Learning Communities, Intervention Teams, and Student Problem Solving Teams are all examples of teams that generally meet to discuss school-wide areas of concern related to the environment, instruction and curriculum for all students or groups of students.
Wrap-Around MTSS Cycle of Support. The following guide has been created to help schools jumpstart solving the top four MTSS challenges we see in the field: Analyzing current core practices, Creating new MTSS processes, Finding/implementing effective student interventions and monitoring progress, and. Managing the change management process.
The framework is comprehensive, efficient, and effective. The MTSS problem-solving approach addresses academics, behavior, attendance, and social needs -- improving learning outcomes for EVERY student. ... The process of implementing MTSS and the professional development that came with it not only grew our understanding and the importance of ...
What is the MTSS Intervention Process Flowchart? In short, MTSS (Multi-Tiered System of Supports) is a system that creates conditions for timely, comprehensive problem-solving to provide early and targeted support to students in academic and non-academic areas at increasing intensity or tiers of instruction. MTSS supports the idea that the earlier we can identify a strength or a problem ...
The North Carolina Multi-tiered Systems of Support (NC MTSS) is a school improvement framework that encompasses academic, behavioral, social, and emotional instruction and support. NC MTSS employs a systems approach using data-driven problem-solving to maximize growth for all. NC MTSS is comprised of the six (6) critical components detailed in ...
problem-solving process to inform multiple tiers of standards-aligned instruction and intervention designed to increase the academic, behavioral, emotional, and life skills of students. ... Given the importance of data-based problem-solving within an MTSS model, the need for a data and evaluation system is clear. In order to do data-based ...
The MTSS/RTI team is a school-based, problem-solving team; it is the engine that drives the MTSS/RTI practice. The MTSS/RTI team exists to proactively address system needs by reviewing school-wide data (within grade levels and classrooms) and support individual student growth by helping to monitor progress and make decisions for students at Tier 3.