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Neither the IDEA or NCLB has been able to prove that their method of incorporating an RTI is the best practice, thus suggesting a need for more research towards developing a more cohesive method of strengthening the resolve to make an impact on both regular and special education. Calls for reform include evidenced based practices. that were created by researchers in special education. Educators must work towards creating assessments that will validate their argument in providing instruction for all students. Lastly, school administrators, researchers,and policy makers must be ready to admit that the appropriate measures for educating students have left our schools with more questions that answers

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Advocates on both sides use the RTI, but have very different viewpoints for its purpose. The common ground both sides share is that the RTI should be used as a preventative measure. Neither the IDEA or NCLB has been able to offer a complete explanation of its Response to Intervention. In drawing contrast, NCLB is deemed the lesser of the two versions

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Stresses that early intervention that is time sensitive and seeks to identify students in need of special education services early and does not take the "wait and see"" approach.  Supports a distinctive role for special education (Fuchs, Fuchs, and Strecker, 2009).
The IDEA incorporates the used of 3 Tiers. At Tier 1, Universal Screening is used on all students. Struggling students are moved into Tier 2 for extra explicit instruction in small groups. Tier 3 is provided for students who do not respond at Tier 1 or Tier 2 and then possibly recommended for special education services at this level.

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The RTI is used as a bridge to meet the needs of struggling students. Maintains a theory that with the "right" approach to teaching, the labeling of term "special education" can be eliminated. Unlike the IDEA, the NCLB uses additional tiers as a basis for its framework. These include the use of behavioral consultations at Tiers 2 and 3 to assist the teacher with difficult to teach students by redesigning the RTI. By redesigning the RTI, this is in a sense, a form of differentiated instruction, a favored teaching strategy at Tier Level 1 of the NCLB advocates.

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Whether responding reactive or proactively to a problem, members of the educational community establish individual responsibility and be committed to work within the parameters of time and resources to developing an appropriate solution to the problem. In addition, the stake holders in education must consider a student's culture in making decisions.
Time constraints are often cited as an obstacle for team members working together for developing solutions. The use of technology (web cams, ect.) can help to meet the needs of the group.