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To make decisions about when to move from one tier to the next or to select particular intervention strategies, teachers should rely on a collaborative problem-solving process. The problem-solving process occurs in all three tiers of the intervention hierarchy and involves (a) establishing desired outcomes, (b) identifying concerns relative to desired outcomes, (c) validating concerns by describing a child’s current level of performance in areas of concern relative to desired outcomes, (d) identifying strategies for achieving desired outcomes, (e) implementing strategies and evaluating their effectiveness, and (f) determining whether the interventions have been sufficient or if additional supports are needed. Key to the problem-solving process is the linking of screening and progress monitoring with research-based interventions implemented within an intervention hierarchy, thereby creating a dynamic link between recognition (assessment) and response (intervention) that reflects the changing needs of young children. The following texts provide more information about collaborative problem solving:
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