KyMTSS Collaborative Problem-Solving Teams Graphic

Collaborative Problem Solving Teams

Overview

Collaborative problem-solving teams within Kentucky’s Multi-Tiered System of Supports (KyMTSS) exist at multiple implementation levels (state, region, district, school, classroom and student) and across all three tiers. Teams are integrated, interconnected and aligned for a common purpose to promote positive outcomes for all students. This is accomplished through intentionally designed teams with shared goals that organize the various academic and social emotional behavioral initiatives of the school and district.

Why It’s Essential…

A collaborative problem-solving team approach maximizes implementation, improvement and sustainability of an integrated MTSS plan. A team approach helps to distribute the workload among multiple individuals and facilitates collaboration and communication among stakeholders. In an integrated MTSS model, not only are teams that consider academic and social emotional behavior more efficient they can be more effective in improving student outcomes because they address the assets and needs of the district or school using a whole-child lens.

Key Features

  • Strategic integration of teams starts with an understanding of what teams currently exist within the school/district, their purposes, typical members and common responsibilities. Knowing the makeup and function of various teams can assist when determining which teams to add or combine (McIntosh and Goodman, 2016).

  • Clear agendas, roles and procedures help teams stay focused on relevant data analysis and decision making.

    For example:

    • Mission, vision and purpose;
    • Agreements and norms;
    • Specified roles and responsibilities;
    • Regular meeting schedule;
    • Structured agenda; and
    • Annual action plan

  • Structures and clear processes are in place to guide decision making (e.g., multiple sources of data identified; decision rules in place; system to select and monitor evidence-based practices; system for input and feedback from stakeholders; etc.).

  • Written plan for communication with internal and external stakeholders on MTSS implementation and outcomes.

Common MTSS Teams and Functions

  • Provides the infrastructure and support systems necessary to ensure the essential components of MTSS are understood, in place and implemented with fidelity.
  • Evaluates implementation, fidelity and effectiveness of the MTSS by a strategic analysis of academic, social emotional and behavior data.
  • Long-term action planning, professional development and coaching for sustainability of the system.

  • Coordinates and manages schoolwide assessment and interventions in an integrated academic, social-emotional and behavior MTSS framework.
  • Ensures that Tier 2 and Tier 3 systems are addressed by establishing decision rules for how students are identified for needing additional support/interventions; matching intervention to student needs; and monitoring outcomes.
  • Analyzes fidelity, academic, social emotional and behavior data at the schoolwide level and adjusts action plan as needed.
  • Coordinates action planning, professional development and coaching for sustainability of the system.

  • Manage and implement practices for students within their specific grade or content area.
  • Collect and review data at the grade or content area level and adjust instruction and intervention as needed.

  • Develop, implement and monitor intervention and supports for individual students.
  • Collect and review academic, social emotional and/or behavioral data to match intervention to student need.
  • Review individual progress data and adjust interventions as needed.

Resources and Tools

References

McIntosh, K. & Goodman, G. (2016).  Integrated multi-tiered systems of support:  Blending RTI and PBIS.  New York, NY: The Guilford Press.

Wahlstrom, K.L., Louis, K.S., Leithwood, K., & Anderson, S.E. (2010). Learning From Leadership: Investigating the Links to Improved Student Learning. Retrieved from https://wallacefoundation.org/sites/default/files/2023-10/Investigating-the-Links-to-Improved-Student-Learning.pdf

Fixsen, D., Naoom, S., Blase, K., Friedman, R., Wallace, F. (2005). Implementation Research: A Synthesis of the Literature. Tamps, FL: University of South Florida, Louis de la Parte Florida Mental Health Institute, National Implementation Research Network (FMHI Publication #231). Retrieved from https://nirn.fpg.unc.edu/resource/implementation-research-a-synthesis-of-the-literature/

National Technical Assistance Center on Positive Behavior Interventions and Support.  (2017).  Technical guide for alignment of initiatives, programs, practices in school districts.  Eugene, OR.  Retrieved from www.pbis.org