Define, in objective and measurable terms, the goal(s) to be attained (what is it we want students/educators/systems to know and be able to do). Disaggregate data by Every student group (e.g., data from EWSs, career and technical education exams, advanced placement exams, the Florida Standards Assessment, end-of-course exams, office discipline referrals (ODRs), common formative assessments, and universal screeners) to define the gap between current and expected levels of performance and to determine entry points for Tier 1, 2, or 3 problem-solving.

Step 2: Problem Analysis

Identify possible reasons why the desired goal(s) are not being attained. Utilize Curriculum, Organization, Instruction, Learner, and Environment (COILE) to discuss and confirm barriers.

Step 3: Instruction/Intervention Design

Develop and implement a well-supported plan involving an evidence-based strategy to attain the goal(s) for all targeted groups/areas of concern (based on data confirming some or all the reasons identified in Step 2).

Step 4: Response to Instruction/Intervention

Evaluate the effectiveness of the plan in relation to stated goals and in ensuring equitable outcomes. Use data to assess the intervention implemented (e.g., good, questionable, or poor) and determine the next steps.

Some important things to consider when using a data-based problem-solving model: A problem-solving model provides the structure to identify, develop, implement, and evaluate strategies to accelerate learning and ensure equitable outcomes for all students. Scientifically based or evidence-based practices should be used whenever possible. The effectiveness of the problem-solving process is influenced by the fidelity of the problem-solving process itself and by the fidelity of the solution’s implementation. The problem-solving process applies to all three tiers of instruction and intervention and can be used at the community, district, school, classroom, subgroup, and/or individual student levels. If used appropriately, data-based problem-solving can be a powerful tool. It facilitates conversations among key stakeholders and can identify actions that challenge and eliminate educational inequities and ensure systematic access to academic content, resiliency learning, and mental health tiered supports that meet the needs of each student. Important problem-solving considerations are found at each tier within the section entitled Three Tiers of Pasco MTSS.