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As Friend (2012) discusses in chapter 5, identifying a problem should first be presented as a questions or set of questions that can be answered. If the problems are identified and presented as statements they could be endless and unanswerable (p. 112). Those problems well identified should have several factors in play in order to be workable and attainable when solving. Those factors include a noticeable gap between what is currently happening and what is desired, all those involved agree on a question or set of questions as being the problem/s, and the problem can be clearly understandable. The picture below shows a man looking for what the possible problem.

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One way of coming up with potential solutions is to brainstorm. Brainstorming could be done different ways such as calling out different ideas and having a recorder or everyone writing their ideas on paper and turning the papers in and a recorder writing all ideas down on one form also known as brainwriting (Friend & Cook, 2012, p. 117). Nominal group technique is used when there are large groups that need to work together on solutions where participants are broken up into smaller groups and brainstorm in that way (Friend & Cook, 2012, p.118).The comic strip below shows a moment of brainstorming that the boss does not particularly think is helpful.

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What solution to chose could be a difficult task if many solutions were thought of during the brainstorming, brainwriting, or NGT process. Friend & Cook (2012) discuss a few ways on how to determine which solution may be best. Some solutions may not be practical for the situation, too disruptive of the school day or classroom, and/or those who will be working with the solution may favor a different solution (Friend & Cook, 2012, p. 122). Once the solution that works best for the group or situation is chosen that solution must then be implemented. The picture below is a visual of all the different directions the different solutions could possibly go.

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Before implementing the solution you must go over the plans that were already made when finding the solution as a group. After going through the plans the group should refine the plans and according to Friend & Cook (2012) follow through with, "Determining the criteria by which success will be determined" and "Scheduling a time to evaluate the outcome(s) of the applied solution" (p. 123). Now the work begins with following through with the plans laid out by the group. The picture below shows the group working together to build and refine the solution.

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There are two different groups of though for the basis of Response to Intervention; one is IDEA and the other NCLB. According to Fuchs, Fuchs, & Stecher (2010), the IDEA basis for RTI is to ensure an education for all students that is broken into the three tiers with screening processes so that students are identified and provided with the proper services. NCLB is based around standards and making sure that those standards are met in the classroom for all students meshing general and special education together and all standards being made reachable for all students within the classroom. The visual below brings up the idea that there is more than one possible side to RTI.

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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.