Welcome to RIPS
The mission of the Research Institute for Problem Solving (RIPS) is to further the research, development, evaluation, and practices of data-based problem solving in education. The Institute focuses on the systematic use of data to guide the process of problem solving, a recursive and iterative process that includes identifying a problem, considering possible solutions, implementing proposed solutions and using progress data to guide ongoing implementation, and evaluating alternative solutions to guide future practice.
The Institute functions to promote, conduct, and translate research to improve data-based problem-solving by educators. This includes the procedures and instrumentation associated with assessment and intervention. Although the Institute functions to promote positive outcomes for all children, there is a special emphasis on students with, or at risk for developing, academic, social-emotional, and behavioral or disabilities.
The Research Institute for Problem Solving was established to continue and extend research conducted as part of the Research Institute on Progress Monitoring (RIPM). RIPM was funded by the U.S. Department of Education Office of Special Education Programs, and was housed in the Institute on Community Integration and Department of Educational Psychology at the University of Minnesota. Dr. Teri Wallace and Dr. Chris Espin were the Principal Investigators, and researchers from the University of Minnesota, Iowa State University and the University of Missouri were lead collaborators Researchers and affiliated faculty and students worked to develop a system of progress monitoring to accomplish the following objectives:
- Establish a conceptual framework and research plans for developing a seamless and flexible system of progress monitoring to be used across ages (K-12), abilities, and curricula.
- Identify and validate progress monitoring strategies in reading, writing, math and science using Curriculum Based Measurement (CBM).
- Establish measures that reflect performance and predict progress in the general education curriculum.
- Develop a process for determining Tables of Probable Success for passing the state standards tests.
- Evaluate the effects of progress monitoring on student performance and teacher instruction.
- Assess the effects of instructional context (e.g., intensity and consistency of instruction) on student growth.
To learn more about RIPM, please visit www.progressmonitoring.org.