An Overview of a Problem Solving Model for Decision Making

MN RtI Center1

An Overview of a Problem Solving Model for Decision Making

A module for pre-service and in-service professional development

MN RTI CenterAuthor: Kerry Bollman, SSP, NCSP

www.scred.k12.mn.us click on RTI Center

MN RtI Center2

MN RTI Center Training Modules

This module was developed with funding from the MN legislature It is part of a series of modules available from the MN RTI Center

for use in preservice and inservice training:

Module Title Authors

1. RTI Overview Kim Gibbons & Lisa Stewart

2. Measurement and RTI Overview Lisa Stewart

3. Curriculum Based Measurement and RTI Lisa Stewart

4. Universal Screening (Benchmarking): (Two parts)

What, Why and How

Using Screening Data

Lisa Stewart

5. Progress Monitoring: (Two parts)

What, Why and How

Using Progress Monitoring Data

Lisa Stewart & Adam Christ

6. Evidence-Based Practices Ann Casey

7. Problem Solving in RTI Kerry Bollman

8. Differentiated Instruction Peggy Ballard

9. Tiered Service Delivery and Instruction Wendy Robinson

10. Leadership and RTI Jane Thompson & Ann Casey

11. Family involvement and RTI Amy Reschly

12. Five Areas of Reading Kerry Bollman

13. Schoolwide Organization Kim Gibbons

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Overview

Historical Context and Evolution of Problem Solving Models

Problem Solving within a Response to Intervention Framework

Problem Solving Steps and Questions

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Problem-Solving Steps and Questions

1. Problem IdentificationWhat is the discrepancy

between what is expected and what is

occurring?

2. Problem Analysis

Why is the problem occurring?

3. Plan Development

What is the goal?What is the intervention plan to address this goal?

How will progress be monitored?

4. PlanImplementation

How will implementation integrity be ensured?

5. Plan Evaluation

Is the intervention plan effective?

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Historical Application of a Problem Solving Approach

Cascade of Services (E. Deno, 1970) Behavioral Consultation (Bergen &

Kratochwill, 1990) In the “early days,” the problem solving model

was predicated on the n=1 approach. Problem Solving approach promoted many

improvements to service delivery relative to a traditional SPED testing model.

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Problem Solving System Addressed Many School ProblemsProblem in Traditional System Solution in Problem Solving System

Resources organized as all or none

Instructional interventions allow services to be delivered more on a continuum

General and Special Education operate separately

Problem solving creates collaboration. Support staff are able to work with “non-identified” students

Parents not involved until SPED referral

Parents involved early, when problems are small, and stay with the process the whole way

General ed. Interventions informal and lack intensity

Interventions more structured and more intensive as needed

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Problem in Traditional System Solution in Problem Solving System

Students who receive individual interventions must be identified as a student with a disability.

Students do not have to be identified as a student with a disability to receive intervention support.

Often a significant delay between identification of a problem and provision of intervention services.

Delay between problem identification and provision of intervention is greatly reduced.

Resources organized by SPED category.

Students get interventions matched to their needs.

Problem Solving System Addressed Many School Problems

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However, Not Yet a Perfect System

Five Major Challenges (Tilly, 2008) Efficiency More reactive than proactive Capacity of individual teachers to implement

multiple interventions. Perception that problem solving continues to be

the way to “get students into” special education. Reengineering the problem solving model to

incorporate new developments in research and practice.

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Continued Evolution of the Problem Solving Model

Moving away from an N=1 model toward one in which the problem solving model is to be used for all students in the system, not just those who struggle. Examination of core curriculum School-wide data collection for purposes of

screening and program evaluation Ability to implement data-based group and

individual interventions(continued…)

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Continued Evolution of the Problem Solving Model (cont.)

Application of the problem solving model equally to both academic and social behavior concern areas

Move away from sole use as an expert driven consultation model, toward a model that supports collaboration between general and special education staff

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Problem-Solving & Organization

Asses

smen

t Instruction

Response to

Intervention

Problem Solving Within the Context of a School Wide Response to Intervention Framework

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Processing Activity

List three important improvements that a problem solving model offers to schools as compared to a traditional service delivery model

List three reasons why utilizing problem solving as a systems improvement model rather than solely a “1 student at a time” model benefits schools

Discuss how the identification of students who may need intervention support through a review of systems wide screening data as opposed to relying entirely on individual teacher referral may reduce bias.

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Decision-Making Model Used by

Problem-Solving Teams

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Problem-Solving Steps and Questions



occurring?

2. Problem Analysis


3. Plan Development





5. Plan Evaluation


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Step 1: Problem Identification Question: What is the discrepancy between what

is expected and what is occurring?1. List problem behavior(s) and prioritize.

2. Collect baseline data on primary area of concern (target student and comparison). Record Review Interview Observation Testing

3. State discrepancy between target student performance and peer or expected performance.

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Problem Identification Key Points

Collect & analyze regular school-wide screening data on most common referral concerns for efficient problem identification in these areas

A decision must be made about how to define “expected” (local norms / national norms / criterion) so teams know which students to identify as at-risk

(continued…)

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Problem Identification Key Points (cont.)

One concern must be prioritized at a time Trying to take on everything at once often results in

getting nothing done Concern needs to be stated measurably Avoid “problem admiration” during this phase Data from a variety of sources should converge

to certify the problem Screening data + other available evidence

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Problem Identification Key Points (Cont.)

Converging Evidence Multiple sources of data that each point to a

consistent conclusion RIOT = Review, Interview, Observe, Test

Consider all these sources when seeking convergent evidence to certify a problem

ICEL = Instruction, Curriculum, Environment, Learner Consider all these domains when seeking convergent

evidence

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Processing ActivityReview Interview Observe Test

Instruction

Curriculum

Environment

Learner

Choose at least 1 pair above, and brainstorm about the information you could collect.

Example: Reviewing Curriculum:What core and supplemental materials have been used?How many lessons are included on the topic of difficulty?Do the materials provide sufficient modeling and practice?Is mastery of this skill expected at this grade level?Was homework included?

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Problem Identification in Practice Step 1: Screen all students Step 2: Identify all students at risk (all those who scored below the

target score established for the assessment Step 2a: For students not at risk, plan to re-screen in 3-4 months Step 3: For all students identified as at risk, consider other data

sources across domains to see if you have convergent evidence of a problem (RIOT & ICEL).

Step 3a: For students where no convergent evidence of a problem is found, confirm that strong core curriculum is in place and consider periodic monitoring

Step 4: For students where convergent evidence of a problem is found, proceed with problem solving to develop an intervention Plan for with group interventions where reasonable

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Step 2: Problem AnalysisProblem Analysis is the process of gathering relevant information in the domains of the instruction, curriculum, environment, and the learner (ICEL) through the use of reviews, interviews, observations, and tests (RIOT) in order to evaluate the underlying causes of the problem.

Heartland AEA II

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Step 2: Problem Analysis Question: Why is the problem occurring?

Consider what you know about the target behavior that is relevant to determining why the problem is occurring and a possible solution

Based on what you know list possible causes for the student’s problem (hypotheses)

• Consider all domains (Instruction, Curriculum, Environment, Learner)

• Differentiate between skill and performance problems• Determine situations in which the problem is most and least

likely (continued…)

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Step 2: Problem Analysis (cont.)

For each hypothesis, list supporting and non-supporting data

Narrow down to the most validated and alterable hypothesis

Collect any additional data you need to validate the hypothesis that the team considers to be the most likely

Need at least 2 pieces of convergent evidence, one should be quantitative

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Problem Analysis Key PointsThere can be several possible underlying reasons why a student is doing poorly in an academic area. It is crucial to determine the reason(s) for poor performance in order to select an appropriate intervention:

They don’t want to do it - The student has the necessary skills but lacks the motivation to complete the task

They haven’t had enough practice - The student possesses the necessary skills but is not yet fluent and automatic in those skills

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Problem Analysis Key Points They haven’t had enough instruction The student

lacks the necessary skills to perform the academic task & needs additional instruction, modeling, and feedback.

They haven’t had to do it in that way before - The student needs support to generalize skills to new settings

The skill is too hard - the student needs instruction in pre-requisite skills

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Problem Analysis: Processing Activity

How would you find out whether the cause of an academic problem for a student was due to lack of practice with the skill, or due to a need for additional instruction?

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Step 3: Plan Development

Question: What is the goal? Write the goal, a measurable statement of expected outcomes.

Question: What is the intervention plan to address the goal? Define logistics (e.g., what strategies/procedures will be used, when and

how often the intervention will occur, who will implement the intervention and where it will be implemented, and when it will begin).

Question: How will progress be monitored? Define logistics (e.g., what materials are used, when and how often data

will be collected, where data will be collected, and who is responsible). Decide on decision-making rules for plan evaluation.

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Plan Development Key Points For goal setting, it is helpful to determine rate of growth for

goal that would result in a reduction of the discrepancy of student performance Oral Reading Fluency: 2 words per week or to local spring target Written Expression: 1/2 CWS per week or to local spring target Math Facts: 1/2 fact per week or to local spring target Behavior: 10% improvement per week

(continued…)

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Plan Development Key Points (cont.)

Any intervention idea chosen for the student should be scientifically research based

Within a district, developing a master list of interventions used for which staff have training and necessary materials is helpful

(continued…)

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Access resources to assist with development of interventions list MN RTI Center intervention list http://www.scre.k12.mn.us

click on MN RTI Center http://ies.ed.gov/ncee/wwc/ http://www.fcrr.org http://www.interventioncentral.com

Important for teams to understand the difference between an intervention and a modification

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Role of master schedule in planning interventions - planning time and staff

Tool chosen for progress monitoring must have adequate technical adequacy for this purpose - outcomes measurement

Teams must determine what represents adequate response to the intervention

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Plan Development: Processing Activity

Generate a list of all the scientifically based interventions you are aware of Could be scripted programs like DI Reading

Mastery, or protocols like Incremental Rehearsal Could be for academics as above, or like Check

and Connect for social behavior concerns

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Step 4: Plan Implementation

Question: How will implementation integrity be ensured?

Provide training and support to those implementing interventions.

Observe intervention in action. Make adjustments to intervention plan if

needed. Collect and graph data on intervention goal.

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Plan Implementation Key Points

Intervention Scripts & Training Increases likelihood that specifics of intervention

will be well understood by those performing the intervention

Are preferred by interventionists rather than global intervention descriptions

Training should include modeling, practice, and feedback with adults prior to use with students

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Plan Implementation Key Points Integrity checks: It is impossible to

evaluate the success of a plan if the team is not certain that the plan was implemented as designed

Did the program happen as planned at least once? (formal observation)

Do you have data to indicate that the student participated fully in the intervention? (attendance, time logged in, accuracy of participation in intervention)

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Example Integrity ScriptNewscaster Reading

Intervention Integrity Observation Checklist

School: Grade Level of Student: Date:______________

Teacher: Observer: _______

INTERVENTION SEQUENCE YES NO

First time with this intervention, teacher gives background explanation. Also mark ŅYesÓ if this is not the studentÕs first experience with the intervention.

Each session, Teacher says, ŅToday we will be reading as if we were newscasters reading the evening news.Ó

First Reading: Student reads a paragraph or few sentences aloud. Teacher provides standard error correction procedure immediately for every error made. Also mark ŅYesÓ if the student did not make any errors.

Second through Fourth Readings: Teacher reads same passage aloud 3 times in a row.

Student actively tracks along with teacher (with eyes and finger) while teacher reads passage 3 times.

TeacherÕs reading demonstrates good expression and a pace that is slightly faster than the pace the student demonstrated in the first reading.

Fifth through Seventh Readings: Teacher and student read same passage aloud together 3 times in a row.

If necessary, teacher uses Ņkeep your voice with mineÓ correction, and goes back to beginning of current sentence. Also mark ŅYesÓ if error correction procedure was not necessary.

Eighth Reading: Student reads same passage aloud one time alone. Teacher provides standard error correction procedure immediately for every error made. Also mark ŅYesÓ if the student did not make any errors.

Script developed at St. Croix River

Education District

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Step 5: Plan Evaluation

Question: Is the intervention plan effective?

1. Use data to determine student progress.

2. Evaluate intervention acceptability.

3. Determine as a team what to do next.

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DRAFT May 27, 2009 38

Example: Instruction is working for student.

100908070605040302010

Name

Goal StatementExpected Level of Performance #1 #2 #3 #4 Service ProvidersParent Participation

East Riser ElementarySunnydale 09-10 Smith

Reading

District School Year Teacher

M M M M M M M M M M M M M M M M M M M M M M M M M M M M M M M M 0

110120

Wor

ds c

orr e

ct p

e r m

i n.

Day

Baseline

By May 31, Jacob will read 110 words correct per minute on 3rd grade material.

GoalI-Phonics for Rdg.

Jacob

Heartland AEA II

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DRAFT May 27, 2009 39

40

36

32

28

24

20

16

12

8

4

Student Improvement is Job #1 Goal Area

Name

Goal StatementExpected Level of Performance #1 #2 #3 #4 Service ProvidersParent Participation

Pam Northern HeightsShadyside 09-10 Jackson

Math

District School Year Teacher

M M M M M M M M M M M M M M M M M M M M M M M M M M M M M M M M M M0

44

48

Di g

its

cor r

e ct p

e r 2

mi n

.

Day

Baseline

By May 31, Pam will score 45 digits correct per 2 minutes on 5th grade mixed math probes.

Goal

I-PALS

Example: Instruction is NOT working for the student.

I-PALS + Reteach division

Heartland AEA II

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Plan Evaluation Key Points Ensure agreement on implementation integrity prior to

evaluating outcomes of an intervention Evaluate student outcomes only for interventions that have been

fully implemented Plan Evaluation does not happen without a graph Determination of next steps: teams might:

Identify a new problem Consider a different hypothesis for the same problem Plan a new intervention to address the same problem and

hypothesis Rework intervention to be able to achieve implementation integrity Celebrate student success!

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At Plan Evaluation, teams may stop, or re-enter the cycle at any point 1-4



occurring?

2. Problem Analysis


3. Plan Development





5. Plan Evaluation


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Case Study - Problem Solving Process

Beginning School Wide

Continuing with Small Group Intervention

Resulting in Individual Intervention

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Step 1:Problem Identification

Question: What is the discrepancy between what is expected and what is occurring?

1. Third grade team met in September to review fall R-CBM and NWEA MAP Reading data

2. Identified a group of 14 students in general education with scores of concern

Below fall grade 3 targets on R-CBM and/or MAP Teacher report (last year, this year)

3. Statements of discrepancy based on individual scores relative to expectation

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Fall Grade 3 Data:Students of Concern

Gra

de

MA

P R

eadin

g

Fall

07-0

8

2008 R

IT

Sco

re

MA

P R

eadin

g

Fall

07-0

8

2008

Perc

enti

le

Ora

l R

eadin

g

Fluency

Fall

Bench

mark

2008 R

AW

SC

OR

E

Ora

l R

eadin

g

Fluency

Fall

Bench

mark

2008 N

um

ber

of

Err

ors

% A

ccura

cy

OR

F

3 181 33 66 5 93%3 180 31 92 1 99%3 179 33 24 3 89%3 177 31 73 5 94%3 175 16 35 8 81%3 173 33 56 1 98%3 172 27 80 11 88%3 172 12 69 5 93%3 171 11 52 6 90%3 170 10 43 5 90%3 165 31 48 5 91%3 165 7 27 5 84%3 162 5 10 9 53%3 149 1 13 8 62%

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Step 2: Problem Analysis

Question: Why is the problem occurring? Team noticed that most of these students

demonstrate high error rates in oral reading Review of records indicate pattern of

performance across years Teachers report poor phonics skill mastery

among these students Hypothesize that these students are discrepant

because they need additional instruction in phonics

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Core instruction response K-2 Considered allotted time for reading instruction Worked on increasing time within reading classes for

students actively interacting with text Reviewed scope and sequence for phonics and

added more modeling and practice on these skills to core program

Collect grade-wide screening data and set goals to increase percentages of students meeting spring targets by grade level

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Step 3: Plan Development Question: What is the goal?

Team sets a goal that in 10 weeks, all identified students will increase their fluency on 3rd grade passages by 15 WRC per minute.

1.5 words per week growth from baseline Question: What is the intervention plan to address the goal?

Replace silent reading time each day with small group focused instruction in phonics.

Chose Phonics for Reading level 2 Set up extra incentive program for independent reading at home

with parents for these 10 weeks Question: How will progress be monitored?

Weekly monitoring of CBM.

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Sped teacher provided 2 classroom teachers with training on phonics intervention

Students moved to one of these two classes to receive intervention each day

Half of non-participating students in each classroom of teacher providing intervention moved to another classroom for silent reading

School counselor from team conducted 1 observation for implementation integrity for each teacher

Teacher kept track of time spent on intervention Sped para collected weekly progress monitoring data

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Baseline 9/17 9/24 10/1 10/8 10/15 10/22 10/29 11/5 11/12

100

90

80

70

60

50

40

30

Matt

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The Individual Student

Matt is in the 3rd grade group of students receiving additional phonics instruction in place of silent reading

Grade level team meet in November to review outcomes data from group intervention.

Teachers note that Matt is not making adequate progress toward his goal despite this intervention.

Make a referral to the building-based problem solving team

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Matt Problem Identification80

70

60

50

40

30

Aimline - desired rate of progress

Trendline - actual rate of progress

Baseline 9/17 9/24 10/1 10/8 10/15 10/22 10/29 11/5 11/12

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In November, Matt is reading 44 WRC/Min on 3rd grade level text. Fall expectation was 70. Winter expectation is 91.

Matt is making less than 1 word per week increase in WRC on 3rd grade probes, while his expected growth is at least 1.5 words per week.

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Step 2: Problem Analysis

Question: Why is the problem occurring? Conduct a teacher interview to clarify the problem

and define current program. Examine CBM Survey-Level Assessment data. Develop hypotheses.

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Third Grade Instructional Planning FormFocus/Activity Materials Arrangement Time Motivation

Pre-teach vocabulary in lesson

3rd grade basal

Blackboard

Practice sentences

Whole Group 10 minutes Praise for attention

Comprehension

Background knowledge

Anthology Whole Group 20 minutes Praise for Attention

Round Robin

Choral Reading

3rd grade Basal Small Group 20 minutes Reminding of Rules

Story Mapping Visual Organizer Small Group 15 minutes Praise for answering

Workbook

Comp Questions

3rd grade workbook

Individual 15 minutes Peer Grading

Phonics Instruction

Workbooks Small Group 20 minutes Praise for Answering

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Grade Level Passage 1Passage 2Passage 3

3 39/10 42/10 44/8

2 55/7 53/5 63/7

This pattern of performance is also confirmed through an interview with Ms. Bensinger.

High rate of meaning violating errors in both grade levels of text

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Review of Phonics Lessons

Teacher reports Matt is making good progress in the phonics lessons, and reads stories within lessons with few errors

Review of student workbook shows about 90% first time correct responses

Teacher reports that most times when an error is pointed out to Matt, he self-corrects immediately.

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Hypothesis: Matt reads grade level texts with low fluency (low

rate and high errors) BECAUSE he needs additional support to generalize or apply the phonics skills he knows to novel text for first time correct reading.

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11/26 12/3 12/10 12/17 12/31 1/7 1/14 1/21 1/28 2/4

70

60

50

40

30

Aimline = Desired rate of progress.

Question: What is the goal?In 10 weeks, Matt will read 3rd grade material with a fluency rate of 57 WRC per minute.

Goal

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Question: What is the intervention plan to address the goal? Since problem analysis points to high levels of

errors contributing to low fluency scores, develop a plan to address error rates. Maintain phonics instruction since within program progress

appears strong Add additional intervention time to allow for more practice

to build fluency

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Third Grade Instructional Planning FormFocus/Activity Materials Arrangement Time Motivation

Pre-teach vocabulary in lesson

3rd grade basal

Blackboard

Practice sentences

Whole Group 10 minutes Praise for attention

Comprehension

Background knowledge

Anthology Whole Group 20 minutes Praise for Attention

Round Robin

Choral Reading

3rd grade Basal Small Group 20 minutes Reminding of Rules

Story Mapping Visual Organizer Small Group 15 minutes Praise for answering

Workbook

Comp Questions

3rd grade workbook

Individual 15 minutes Peer Grading

Phonics Instruction

Workbooks Small Group 20 minutes Praise for Answering

Reading- Practice with Accuracy Focus

Books

Pencil

Individual 10 minutes Praise for effort

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Question: How will progress be monitored?

Continue collecting CBM reading data weekly with 3rd grade probes

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Implement NEW instructional program & monitor treatment integrity. This intervention was observed twice to confirm

that it was being implemented with fidelity. The interventionist kept track of Matt’s attendance

to ensure he was getting as much practice as the team had hoped.

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Question: Is the current intervention plan effective?– Collect on-going CBM reading data.– Graph CBM data– Regularly compare trendline to aimline.– Determine plan effectiveness.

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80

70

60

50

40

30

Aimline = Desired rate of progress.

GoalTrendline = Actual rate of progress.

11/26 12/3 12/10 12/17 12/31 1/7 1/14 1/21 1/28 2/4

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Plan Evaluation Summary

The revised intervention program: Did result in improved reading fluency. Significantly decreased error rates Surpassed the desired ‘rate’ of progress.

Team chose to continue the intervention

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Problem Solving Take Home Messages Define problems using data Identify causes over which you have control Set specific student goals Intervene, not just accommodate Monitor progress Fidelity Define success using data

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Big Ideas: Problem Solving Teams Teams are well-balanced among general and special

education, and across grade level representation Active work to avoid perception that these are

“special education” hoop-jumping teams. Teams meet regularly and follow specific agendas Teams guided by a problem solving model Assessment is based on what question is being

asked at each step of the model Assessment is linked to intervention

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Discussion Questions Most buildings have some form of a general

education intervention team. List elements of the problem solving process as described in this presentation that may not be present in a typical team

What benefits do you see to teams adopting a more comprehensive problem solving model such as this?

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Concept Generalization:List One Word In Each Box…

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Fill each word into the sentence below, and complete the sentence:

Problem solving teams are like a ________ because...

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Web resources

www.rti4success.org www.rtinetwork.org www.progressmonitor.net www.interventioncentral.org www.centeroninstruction.org

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References Bergen, J., & Kratochwill, T.R. (1990). Behavioral consultation and therapy. New York: Plenum

Press. Burns, M. K., Jacob, S., & Wagner, A. R. (2008). Ethical and legal issues associated with using

response-to-intervention to assess learning disabilities. Journal of School Psychology, 46(3), 263-279.

Daly, E. J., Witt, J. C., Martens, B. K., & Dool, E. J. (1997). A model for conducting a functional analysis of academic performance problems. The School Psychology Review,

26(4), 554-574. Deno, E. (1970). Special education as developmental capital. Exceptional Children, 37,

229-237. Deno, S. L., Fuchs, L. S., Marston, D., & Shin, J. (2001). Using Curriculum-based measurement

to establish growth standards for students with learning disabilities. School Psychology Review, 30(4), 507-524.

Fuchs, L. S., Fuchs, D., Hamlett, C. L., Walz, L., & Germann, G. (1993). Formative evaluation of academic progress: How much growth can we expect? School Psychology Review, 22, 27-48.

Tilly, W. D., III (2008). The evolution of school psychology to science-based practice: problem solving and the three tiered model. Best Practices in School Psychology, V.

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References Hintze, J. M., & Christ, T. J. (2004). An examination of variability as a function of passage variance in

CBM progress monitoring. School Psychology Review, 33, 204 –217. Hintze, J. M., & Shapiro, E. S. (1997). Curriculum-based measurement and literature-based reading: Is

curriculum-based measurement meeting the needs of changing reading curricula? Journal of School Psychology, 35(4), 351-375.

Hintze, J. M., & Pelle Petitte, H. A. (2001). The generalizability of CBM oral reading fluency measures across general and special education. Journal of Psychoeducational Assessment, 19(2), 158-170.

Lane, K.L., Bocian, K. M., MacMillan, D. L., & Gresham, F. M. (2004). Treatment integrity: An essential- but often forgotten- component of school-based interventions. Preventing School Failure,

48(3), 36-43. Noell, G. H., Witt, J. C., LaFleur, L. H., Mortenson, B. P., Ranier, D. D., & LeVelle, J. (2000). Increasing

intervention implementation in general education following consultation: A comparison of two follow-up strategies. Journal of Applied Behavioral Analysis, 33(3), 271-284.

Noell, G. H., Witt, J. C., Slider, N. J., Connell, J. E., Gatti, S. L., Williams, K. L., et al. (2005). Treatment implemenatation following behavioral consultation in schools: A comparison of three follow-

up strategies. School Psychology Review, 34. Silberglitt, B., & Hintze, J. M. (2007). How much growth can we expect? A conditional analysis of R-

CBM growth rates by level of performance. Exceptional Children, 74(1), 71-84.

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Quiz Most buildings have some form of a general education intervention team. List some

elements of the problem solving process that may not be present in a typical team. List the steps of the problem-solving model discussed. True or False: A challenge of the problem solving system is that it is more reactive than

proactive. Which of the following is NOT a way to collect baseline data on primary area of concern:

Record Review Interview Observation Testing All of the above are ways to collect baseline data.

What may be some benefits of teams adopting a more comprehensive problem-solving model such as this?

True or False: Problem admiration is often a helpful tool to use within the problem-solving model.

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The End

Note: The MN RTI Center does not endorse any particular product. Examples used are for instructional purposes only.

Special Thanks: Thank you to Dr. Ann Casey, director of the MN RTI Center, for

her leadership Thank you to Aimee Hochstein, Kristen Bouwman, and Nathan

Rowe, Minnesota State University Moorhead graduate students, for editing, writing quizzes, and enhancing the quality of these training materials

An Overview of a Problem Solving Model for Decision Making

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