• Home
• Why RtI?
  • How does RtI work in Secondary Schools and why should I care?
  • Why should I care about implementing RtI at the Secondary Level?
  • What is so unique about RtI in Secondary Settings?
• Assessment
  • Tier 1: Screening
  • Tier 2: Formative Progress Monitoring
  • Tier 3: Diagnosing Complex Problems
  • Additional Resources
• Instruction
  • Tier 1: Core Instruction for Secondary Learners
  • Tier 2: Supplemental Instruction for Secondary Learners
  • Tier 3: Intensive Instruction for Secondary Learners
• Problem-Solving
  • Problem Solving Organization
  • Problem-Solving Teams
  • Problem-Solving Model
  • SCRED Best Practices Manual
• Tools
• School Models
  • Chisago Lakes Middle School
  • Chisago Lakes High School
  • Apollo High School
  • Monona Grove High School
  • Pine City High School
  • Rolling Meadows High School
  • SCRED Best Practices Manual
• More...
  • Reading - Research
  • Other Resources
  • About

The foundation of a science-based practice is having a general problem-solving model by which to make decisions (Tilly III, 2008). The underlying premise of the problem-solving model is that, as professionals, we never know in advance what will work for an individual student or groups of students. A 5-step problem solving model (Batsche & Knoff, 1995; Knoff, 2002), is supported as both a theoretical and practical framework for decision making.  At the heart of problem-solving is asking the right question.  So, within each of the 5 steps, professionals respond to specific questions that lead to solutions for identified problems.