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There are two different levels of problem solving. The first is reactive problem solving, which is responding to a crisis situation and involves an immediate solution. The second is proactive problem solving, which is when a group solves an anticipated problem before it occurs. Both are important and involve different thought processes, depending on when the problem occurs. Teachers encounter both of these problems daily, and having a systemic approach to handling them is beneficial in solving them. Also, when teams become experts in proactive problem solving, they tend to have to use reactive problem solving less often.
(Friend & Cook, 2017)

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This is a specialized kind of problem solving that involves technical thinking with a specific set of solutions. It goes deeper then general problem solving and involves deeper solutions. The solutions are predetermined and are specific to the problem at hand. If the child does not show improvement with the initial plan,  more intense support begins.
(Friend & Cook, 2017)
(Fuchs & Stecker, 2009)

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This is the step that is taken once the problem(s) have been identified. Steps taken at this point include brainstorming, brainwriting, and nominal group technique, and they all include discussing the best strategy to use to fix the problem. Once the team has agreed on a solution, it must be evaluated on its' effectiveness for fixing the problem. If the team agrees that there are more positives than negatives for the solution, it is then implemented.
(Friend & Cook, 2017)

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By the time you have reached this step, the problem has been identified, discussed, and a solution has been implemented. Now, the outcomes of the solution must be tested to determine the intervention's effectiveness. Adaptations may need to be made or the intervention may need to be re-evaluated if it is not producing positive outcomes. This should be done in a group, and the data taken to evaluate the intervention should be discussed as well.
(Friend & Cook, 2017)

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There are two different groups with different perspectives on RTI: the IDEA group and the NCLB group. The IDEA group believes that early intervention and better identification methods are important and do so with a top-down approach. The NCLB group uses a standards-driven approach where all students use assessment data to figure out where instruction should begin and end. Both support early intervention and want to close the achievement gap between students.
(Fuchs & Stecker, 2009)