Documentation
Problem-Solving Notes
The problem-solving document is a running record of notes and concerns about a child that can be accessed and referred to from year-to-year. The document is located in a shared on-line folder that both general education teachers and specialists can access. Each student in our school has a folder in the on-line shared drive where teachers can access these documents. Teachers and specialists are expected to use this document during the MTSS process. The classroom teacher is responsible for the initial documentation of concerns. Under the “Teacher and TRP Notes” section, the teacher will record concerns, share notes (ex. medicine change, changes in home life) and describe how the child is affected. If the general education teacher continues to have concerns, he or she will meet with the TRP (Teacher Resource Person) to brainstorm new strategies that can be implemented in the classroom. These new strategies will also be documented under the “Teacher and TRP Notes” section on the problem-solving document.
The second section of the problem-solving document is “Data to Monitor Progress”. This section shows the student's progress over the course of the year. Teachers will use this document during tier 2 and 3 of the MTSS process. Teachers and specialists collaborate to set goals for the student. The goals can be for academics, social or behavioral concerns. By setting goals, it helps the problem-solving team determine if the student is making adequate progress and if they are responding to the intervention or strategies that have been put into place.
The third section of the problem-solving document is “Interventions, Supports and Accommodations/Modifications”, this document helps keep track of successful supports put into place for a student. This document will most likely be filled out during tier 2 and 3 of MTSS. This document is especially helpful for teachers to review at the first sign of concern in the classroom. They will know what accommodations have been successful in the past. They can implement some of the same accommodations that have been previously used in order to help the child be successful.
The problem-solving document is a running record of notes and concerns about a child that can be accessed and referred to from year-to-year. The document is located in a shared on-line folder that both general education teachers and specialists can access. Each student in our school has a folder in the on-line shared drive where teachers can access these documents. Teachers and specialists are expected to use this document during the MTSS process. The classroom teacher is responsible for the initial documentation of concerns. Under the “Teacher and TRP Notes” section, the teacher will record concerns, share notes (ex. medicine change, changes in home life) and describe how the child is affected. If the general education teacher continues to have concerns, he or she will meet with the TRP (Teacher Resource Person) to brainstorm new strategies that can be implemented in the classroom. These new strategies will also be documented under the “Teacher and TRP Notes” section on the problem-solving document.
The second section of the problem-solving document is “Data to Monitor Progress”. This section shows the student's progress over the course of the year. Teachers will use this document during tier 2 and 3 of the MTSS process. Teachers and specialists collaborate to set goals for the student. The goals can be for academics, social or behavioral concerns. By setting goals, it helps the problem-solving team determine if the student is making adequate progress and if they are responding to the intervention or strategies that have been put into place.
The third section of the problem-solving document is “Interventions, Supports and Accommodations/Modifications”, this document helps keep track of successful supports put into place for a student. This document will most likely be filled out during tier 2 and 3 of MTSS. This document is especially helpful for teachers to review at the first sign of concern in the classroom. They will know what accommodations have been successful in the past. They can implement some of the same accommodations that have been previously used in order to help the child be successful.
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Problem Solving Notes Template | |
File Size: | 73 kb |
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Example of completed Problem Solving Notes Template:
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example_problem-solving_notes__(pse).pdf | |
File Size: | 124 kb |
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problem_solving_paperwork_guide.pdf | |
File Size: | 31 kb |
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problem-solving_funnel.pdf | |
File Size: | 138 kb |
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