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- Analyze the problem-solving context.  Assess factors related to the likelihood of problem-solving process success.
-Identify the Problem
-Generate Solutions (Brainstorm)
-Evaluate Potential Solutions
-Implement Solution(s)
-Evaluate Outcomes.

(Friend, 2017)

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-Bottom- up
-Standards based curriculum with extended (modified) standards to include all students
-Students are systematically screened to determine skill level or necessary interventions
-Students receive Tier 2 interventions in the general education environment

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-Top-down
-Students in the first two tiers receive instruction in general education setting, resource room, or self-contained classrooms

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"Problem solving frequently
takes the form of differentiated
instruction at Tier 1."  (Fuchs, 2010)
To address diverse learning styles and needs at the tier 1 level, teachers should provide instruction that allows for multiple modes of delivery and assessment.

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"Education researchers also have developed standard
protocols for practitioners to use in small group work with children unresponsive to Tier 1
instruction.
Experimental and quasi-experimental studies
have shown that such tutoring can accelerate
the academic performance of many children at
risk for reading disabilities"
(Fuchs, 2010)

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..."requires a trained clinician-researcher to
work individually with children, or in small
groups, to determine effective instruction by both
systematically applying various teaching strategies
and continuously measuring the child’s academic
response."
(Fuchs, 2010)

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Friend, M. & Cook, L. (2017). Interactions: Collaboration skills for school professionals. Boston, MA: Pearson (Chapter 5).

Fuchs, D., Fuchs, L.S., & Stecker, P.M. (2010).  The "blurring" of special education in a new continuum of general education placements and services. Exceptional Children 76(3), 301-323