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In the article, The “blurring” of special education in a new continuum of general education placements and services, the authors discuss the similarities and differences NCLB and IDEA have on the role of RTI in special education.  Both groups support RTI as a preventative measure in identifying struggling learners. They also promote tiered instruction that increases in intensity at different levels. Progress monitoring data is also crucial in data tracking and reporting student progress.  NCLB is a more standards based approach while IDEA focuses more on the child's individual needs (Fuchs, D., Fuchs, L. S., & Stecker, P. M., 2010). I felt that this image best represented these two groups because sometimes what is best for a student isn't always written in the standards. As a special education teacher you have to modify and accommodate to meet the individual needs of your students.

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Teamwork is especially important in the field of special education because all members of the IEP team need to be on the same page in order to meet the students individual needs.  General education teachers need to be made aware of the goals their students on IEP's are trying to achieve to make sure they are being accommodated in the general education setting. Other educators such as Speech Pathologists and Occupational Therapists need to have input as well to make sure their other needs are being met. Finally, parents and the student need to be involved and heard during the process to give helpful insight in creating and implementing meaningful goals. All of these pieces work together to create individual goals in order for a student to become successful. I believe this acronym is very indicative of the meaning of teamwork and working together to achieve a common goal.

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MTSS isn't just about achieving academic success. As one can see from this image there is an entire "umbrella" of programs and resources educators utilize to meet students needs. In order to meet all the needs of each individual student, aspects of academics, behavior and social emotional needs need to be present. That is why MTSS stands for Multi-Tier System of Supports.  Students may need one or all of these different supports in order to give them what they need to be successful. Each support and level of intensity is based off of individual needs. Educators have the flexibility to choose the supports that will best help their student be more successful.

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Collaboration is another key aspect of collaboration. Being able to work together with other educators is very crucial in meeting students needs. There needs to be multiple insights and ideas surrounding what will best meet the needs of a particular student. For example, if I have a student that I'm struggling to reach and help I may ask their previous teacher what they did to help them understand a particular concept. This insight helps me gage what I need to do to help this student be more successful. This particular image seemed to fit this concept perfectly since each individual person needs to have their own piece of the puzzle to make the entire picture. Same goes with collaboration, each educator needs to have their own individual input in order to successfully meet the needs of their students

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Friend and Cook discussed multiple aspects of problem solving techniques to come up with meaningful solutions. They discussed the importance of describing the problem precisely to avoid confusion. Progress monitoring and generating potential solutions were also discussed in order to come up with the ultimate solution to a particular problem. As this image portrays, finding the right solution may take time and there may be several more problems that arise before the most appropriate solution is found. I really liked the idea of brainwriting that was discussed in this chapter. In brainwriting, all ideas are recorded by the individual who thought of them. They are then passed on to the next person who uses them as a trigger for their own ideas (Friend & Cook, 2014).  A lot of times students feel like their voice isn't getting heard when doing group discussions.  I could see how I could use this activity to help boost student involvement in the problem solving process.

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RTI is a multi-tiered level of supports in order to meets students academic or behavior needs. As the image indicates, the first tier is at the bottom that all students receive whether it be in the form of leveled groups within the classroom or PBIS. As you move up the pyramid the intensity level increases to better meet that student's individual needs.  Progress monitoring data is crucial in guiding instruction and providing evidence of specific interventions. The great idea behind RTI is the level of intensity is solely based off the needs of a student. For example, I had a student last year who needed Tier three interventions in math because his data indicated a substantial need in that area. As the year went on the student begin to improve based on data and the level of intensity was decreased.  This process can help identify students for special education while also preventing the need for special education services.