Core Problem Solving Model and Process

  • Asheville City Schools uses a systemic problem-solving model with the use of data at its core. Teams use a variety of information including, but not limited to, attendance, behavior, grades and classroom assessments.

    Step 1 - Identify the Problem

    • The team uses universal screening results and other data sources for their grade level or content area

    • Identify current performance of grade level/content area student groups by whole grade and subgroups. Note how many students fall below benchmark.

    Step 2 - Problem Analysis

    • Develop hypothesis - Team brainstorms reasons for the problem occurring thinking about Instruction, Curriculum and Environment and gathers any needed relevant information (additional data, feedback from other staff, student input, etc.)

    Team creates a precise problem statement including who, what, where, why and when a problem is occurring

    Step 3 - Develop and Implement an Action Plan

    • The team sets a measurable goal or goals to achieve by the next review point. The goal should be stated in terms of % of students making x (score) on the next benchmark. Example: “By -----, -----% of students will attain the benchmark of ------ or above.”

    • The team selects instructional strategies that directly address common deficit areas and are based on the precise problem statement. The focus is on how to address deficits in the Core. Strategies should be evidence-based, practical and doable within core instruction.

      • How can the team really make this happen for students?

      • What needs to happen to make sure all team members use the strategies as planned?

      • Who can help with implementation and how will we know if the team is on track?

    • Action plan specifies when strategies will be used and how student success will be measured.

    Step 4 - Plan Evaluation

    • Team reviews data from ongoing implementation of core instructional changes

    • Team reviews progress on the strategies at regular intervals to ensure they are having the desired impact (could be through Common Formative Assessments, informal classroom assessments)

    • Team adjusts the plan as needed