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Response to Intervention (RTI) is a tiered system used to determine the instructional need of students. Typically, special education students are considered tier 3. Tier 1 constitutes about 80% of students and is the instruction taught in the general education classroom. Tier 2 constitutes about 15% of students and is small group, targeted instruction typically developed by a general education teacher, interventionist, and/or Reading or Math Specialist. Tier 3 constitutes about 5% of students and is individualized, small group or one-one-one instruction with a special educator or other related service provider (Speech Language Pathologist, Occupational Therapist, Physical Therapist). The new belief is that students typically serviced in tier 3 would benefit from specialized instruction in a cotaught tier 1 environment with a general education teacher and a special education teacher. My photo represents the tiers of RTI by showing how the percentage of students in each tier is expected to decrease as you progress through the tiers.

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Members that support the ideas in IDEA support differentiation in the education of students with disabilities. Their beliefs tie into RTI as instruction is modified for students so they can access a curriculum that is academically appropriate for their needs and abilities. They feel a solid foundation in tier 1 instruction sets students of all abilities up for success. They view tier 2 as a short-term intervention with the goal of students returning to tier 1. Tier 3 is viewed as the last place to go when all tier 1 and tier 2 supports have been unsuccessful. I choose this photo as it represents differentiation. All the apples are going to provide the consumer with the same benefits, but the taste or color may be different. The goal is for all students to access grade level content, but the supports or how that looks for each student is going to be different.

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Members that support the ideas in NCLB support the idea that schools and districts are to be rated based on the level of achievement on predetermined standards. They also believe that with a strong general education system, the need for special education or many high-incidence disabilities will be eliminated. NCLB members rely on a system with elements similar to RTI, but use levels 1-3. At the first to levels, teachers implement group interventions to target academic or behavioral concerns. At the third level, interventions become individualized. This is different from tier 3 because in tier 3 students are learning at their ability level while in level 3 they are getting similar supports as in levels 1 and 2, but in an individualized setting. I believe this photo represents the ideas from NCLB as it looks to have all children achieving the same standards at the same rate and with a level of mastery.

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The idea of blurring in special education relates to using scientifically-based practices across all tiers of RTI to allow all students access to supports and interventions in a general education classroom. This model is often referred to as an inclusion model. In the inclusion model, general educators work closely with special educators through collaboration, co-teaching, and/or co-planning to develop lessons that will support the needs of both typical and special education students. The idea is that supports typically used in special education will mesh into the general education setting so that all students are getting the support they need in a tier 1 setting. I chose this picture as it represents the idea of general education and special education intertwining. The two are not thought of as separate entities, rather supports that work together to create a stronger education foundation for all students.

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Chapter 5 discusses ideas around group problem solving. One type of problem solving is reactive problem solving which is reacting to a situation that has occurred. Proactive problem solving is thinking about ways to prevent a problem from occurring. Diversity comes into play in problem solving when bias comes into affect when making decisions. Problem solving is part of the professional responsibility of educators. Educators need to have effective communication skills in order to be good problem solvers. I chose this picture as it represents the different viewpoints that come into play when group problem solving. The views need to be mended together to create an effective solution to the problem.