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Identify the problem

I chose this picture because it represents what NOT to do when identifying a problem. It is, however, what is often done. People start looking for someone to blame when identifying a problem. Friend and Cook discussed that when identifying a problem it is important to gather data from MULTIPLE sources. For example, If a child is struggling in the classroom the team shouldn't just look at one specific testing data to identify a problem, but consider many sources including, but not limited to, testing, observations, parent reports, student reports, etc. Once the problem has been identified it is imperative that all group members agree with that identification.

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Generate Solutions

The part of this section that stood out to me was the "brainstorming" section. Friend and Cook gave 4 steps to the brainstorming process that seemed very practical and easy to follow.
1) Take in all ideas without formally evaluating them.
2) Offer multiple solutions without worrying about the practicality of those solutions.
3) Assign someone to take notes of all ideas that are being offered.
4) Bounce off ideas to lead to even more options.

I really liked the idea of taking in all ideas without evaluating them. I've been in meetings where people offer ideas/solutions and other people immediately shoot it down. It seems like a better idea to get all the ideas out on paper before evaluating.

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Evaluate Potential Solutions

One option for evaluating solutions that Friend and Cook gave was PMI (Plus/Minus/Implications). I really liked this way of thinking about potential solutions. For example, if a child was reading below grade level and the Response To Intervention (RTI) team identified that as the reason for the child's misbehavior during Reading class, then the team would list some potential solutions. Once the team narrowed down the potential solutions they would do a PMI. The team would list the positives of that solution, the negatives, and then the implications of that solution. This would help the team decide if that solution should be implemented or not.

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Select the Solution

Friend and Cook listed 3 factors to consider when selecting a solution:
Intrusiveness - Will this completely disrupt the classroom routine, staff schedules/responsibilities, etc.
Feasibility - is this solution possible in the current school environment?
Individual Preference - Is the team comfortable implementing a particular intervention.

I have been in RTI meetings where a team member quickly finds an intervention to try and wants to implement it without considering any of these 3 factors. That puts a lot of people in an uncomfortable spot, because they are the ones actually carrying out the intervention and they may not be comfortable with it.

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Implement the Solution

Friend and Cook listed 3 steps for finalizing an implementation plan:
1) Go over the plan for implementation in a very detailed way.
2) Define success of the solution.
3) Set a future time to evaluate the outcome of the solution.

I liked this because I have experienced people assuming all of the work is done once a solution is agreed upon, but there are still important steps to consider to make sure the plan goes accordingly.

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Evaluating Outcomes

Was the solution successful, partially successful, or not successful? These are the questions one must ask while evaluating an outcome. If the outcome was not successful, then there are steps to follow to move forward in the process.
This would not be the time to give up on a problem, but just time to systematically reevaluate the intervention.