The SCRED Problem Solving Model is applicable to any layer of the MTSS framework. However, it is most frequently referenced by Problem Solving Teams (PST) and IEP teams when they are developing đź”´ Tier 3 interventions (including SpEd) tailored to a specific student.
1. Problem Identification
What is the discrepancy between what is expected and what is occurring?
Review student data/assessments and recognize when a student's functioning differs from age/grade-level expectations.
Define the gap using measurable data — e.g., "Sarah is scoring 13, and we expect students in her grade level to score a 22 or above."
2. Problem Analysis
Why is the problem occurring?
"The problem exists because..." — finish that sentence, pointing to the root causes. This is key to intervening effectively and not wasting time, so we want a hypothesis that's supported by multiple sources of data.
This can involve further Review of existing data, but it may also involve new Interviews, Observations, or Testing (e.g., diagnostic assessments, FBAs) — RIOT your way to the root of the problem!
3. Plan Development
What is the goal, what is the plan to meet the goal, and how will progress be measured?
Set a measurable goal, planning to monitor skill growth in the area of need. Use progress monitoring tools (e.g., probes, rating scales) that match the goal and the intervention format/focus.
Identify evidence-based interventions that match the student's needs. Tier 3, individualized interventions are typically documented in student-specific plans. In SpEd, this is an IEP. In GenEd, this could look like a Tier 3 behavior plan or an eduCLIMBER smartFORM.
4. Plan Implementation
How will fidelity be ensured?
Use fidelity checks to ensure the intervention is carried out by the book. Without consistent execution, we'll never know how effective it is.
Browse program-specific fidelity checklists for academics and behavior. For Tier 3/SpEd interventions, fidelity checks also often involve the student's specific plan/IEP/BSP.
5. Plan Evaluation
Was the plan effective? What's next?
Review progress monitoring data at least once a month. This enables the team to be responsive to student growth — or lack thereof.
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The Visual Analysis Handout is an important resource when you're reviewing students' graphs. It helps multiple educators to look at the same graph and come to the same conclusion about whether progress it adequate or inadequate.
When progress is inadequate ⚠️
Check out the menus below ⬇️ for suggestions regarding what changes you can make to improve progress.
GenEd Interventions