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Fuchs et al. (2010) works to show how IDEA and NCLB each claim that RTI/MTSS will meet the needs of students, specifically the most disenfranchised of students, but have conflicting different ideas of how that will happen. This image represents how many educators are stuck in the middle trying to practically use the resources available rather than get stuck in an argument of philosophy. Until these systems can make a compromise it is highly unlikely that the education system will see the dramatic improvements the RTI/MTSS systems were created to generate.

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Fuchs et al. (2010) present a compelling argument that the US education system has two camps in the way they feel that schools should address the needs of struggling students but neither camp seems to bring fully "flesh out" a plan that will actually serve the needs of students. The authors bring up the experimental teaching or the "clinical teacher" as being the missing piece in the MTSS/RTI system. The clinical teacher could be the one that brings in the scientific data and standard protocols that the IDEA camp thrives on and the one to problem solve with creativity as the NCLB camp needs. The clinical teacher could be the glue forms one whole system that uses the resources schools have available to meet the needs of all students not just some.

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Problem-solving was a common idea represented in these readings. Fuchs et al. (2010) indicate that problem-solving is too vague and sometimes leads to unscientific and ineffective support but also recognize that using only evidence-based protocols severely limits school potential. Problem solving within education is most likely here to stay due to limited high-quality research and the complex needs of students. Friend and Cook (2017) provides a clear guide to problem-solving in collaborative groups and using it to move towards a scientific problem solving that looks much like the "clinical teacher" Fuchs et al. (2010) refers to.

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Collaboration was another big idea in these readings. There is a recognition that in order to meet the complex needs of our students we must collaborate at all levels. There were themes of federal, state, and local governing agencies to create systems of support and deciding how they will be funded. There were collaborations within school building and districts. These are all on top of the assumed collaborations educators commit to within their classroom walls. Collaboration remains a theme and big idea for solving the needs of students with disability and beyond. I felt this Ai generated art accurately represented collaborations between policy makers and the education systems.

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The tiered systems (RTI or MTSS) were the primary focus of both readings. They have been an integral part of meeting student needs for the past 20 years and are likely to remain the center. As an educator or administrator, it is important to understand the multiple theories behind how tiering can help support the needs of students and their families.