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Individual Problem Solving and Data-Based Individualization

Community of Practice #2

May 2024

Jon Potter

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Warm Welcome

What’s something that you're looking forward to this summer?

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Housekeeping

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Stay muted when not speaking.

Participate in discussions. Come off mute or use chat to ask questions.

Helpful to the group if camera is on (but not required).

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Goals

Our goals for today:

  • Share implementation successes and challenges.
  • Provide feedback on IPS/DBI resources
  • Ask questions and collaboratively problem solve our systems.

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Successes and Challenges

  • Reflect on your individual problem solving systems:
    • What is one success or area of strength?
    • What is one challenge or area of need?

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Problem Analysis Roadmap

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Now that you’ve had a chance to review this further or use it, what additional questions do you have?

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Resources

  • What resources from ORTIi or NCII have you found helpful in implementing IPS at your school/district?
  • What additional resources would you like?

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Questions – Multilingual Learners

  • How to use a CLA lens to inform the IPS practices/processes to serve Multilingual Learners better.

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  • English Language Learners, what process is recommended to ensure that language is not why the students is not making adequate progress?

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Additional Resources for Multilingual Learners

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Clarifying Questions to Create a Hypothesis: Exploring Considerations for English Learners

Taxonomy of Intervention Intensity: Considerations for English Learners

Implementing DBI for English Learners

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Questions – Process

  • Do you recommend sending letters home to families as you work through the IPS process?
  • How often are IPS meetings being scheduled after the initial meeting? Is it similar to the Intervention Review meetings- every 6-8 weeks? Are parents asked to attend just the initial IPS meeting? I feel like the RTI process gets muddy around students who are already receiving special education services. If they are not making adequate progress towards their goal, I feel like they should also be included in the IPS meetings, especially considering these students are generally getting lots of extra support in the classroom and from several others in pull out groups. Should their IEP goals be used as their goal adequate progress in RTI?

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Questions – Other Areas

  • How are other school districts currently employing formal measures within their Response to Intervention (RTI) framework to address not only reading but also other potential areas of struggle such as mathematics, written expression, and behavior to ensure a comprehensive approach to supporting the diverse needs of students?
  • How do navigate other academic T2/T3 needs (writing, math, behavior, etc) while doing IPS focused on Reading? How are school districts streamlining IPS processes due to staffing cuts to make this doable?

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Questions and Discussion

  • What questions do you have?
  • What are your next steps to support implementation of individual problem solving?

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We love feedback!

  • Use this link or the QR code to give us feedback on the training.

Please use

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NCII Disclaimer

This presentation was produced under the U.S. Department of Education, Office of Special Education Programs, Award No. H326Q260001. Celia Rosenquist serves as the project officer. The views expressed herein do not necessarily represent the positions or policies of the U.S. Department of Education. No official endorsement by the U.S. Department of Education of any product, commodity, service, or enterprise mentioned in this resource is intended or should be inferred.

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