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RTI is an intervention plan that is designed for students to reach their academic and/or behavior success.
To close the students learning and/or behavioral gap which can only be achieve through understanding the problem and finding the solutions through collaboration among special education teachers, general education teachers, administrators, students, parents/guardians and other related services.
Each student can learn if the proper resources and intervention is implemented, rather it be in a general education classroom with support or special education classroom with a more intense instruction based intervention.

The focus is to help each student reach the max extent possible regardless of ones gaps in learning and/or behavior that are presented in our classrooms.

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Response to intervention is a type of problem solving which is referred to as technical this is due to it being a specialized type of problem solving that occurs in schools.

RTI problem-solving elements and solutions includes: identifying the target. The  focus of RTI is the student. The RTI approach is based on reactive problem solving due to the intervention is not implemented until a gap in students academics or behavior. The intervention domains consist of reading, math, and/or behavior. The intervention is predetermined by utilizing the quarterly formative assessments and generally quantitative assessments. Furthermore, the solutions available for intervention is often specified in school district procedures. The decision-making process entails the primarily conventional and  established analysis based on the  following  students data, as well as, data of nondisabled peers and assessment of the existing gap.
Last but not least, timeline in which implementation is established, are based on the district or school policy. Evaluating the effectiveness of the solution is by decreasing the gap between the student achievement/behavior and that of his or her nondisabled peers. Steps to take if the solution is effective. Educators will implement a less intensive, and/or scripted intervention. If the solution is ineffective the educator will implement a more intensive, prescribed intervention and/or special education services.

Friend, M., & Cook, L. (2017). Interactions: Collaboration skills for school professionals. Boston, MA:  Pearson. p.111

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This picture represents what it takes to help students reach academic achievement. Collaboration among educators, administrators, students, parents and other related services gears the intervention to be built on the knowledge, experience, resources interests and needs for the students to be successful in the intervention.

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IDEA version of RTI: Tier 1, students are identified for being at risk for academic failure using universal screenings and/or state or district-wide testing. Students will receive supplemental instruction or interventions and teachers will monitor the students using evidence-based curriculum. Tier 2, students that are not making progress in general education will be provided with more intensive services and interventions in addition to instruction using the general education curriculum. Tier 3, students will receive individualized, intensive interventions that are specific to the student's skill deficits. Students who do not respond to this intervention are eligible for special education services.

NCLB version of RTI: Tier 1, teachers will differentiate instruction in a general education classroom by gaining knowledge about their students' experiences, interests, learning style and reading levels. Teachers will implement the lesson materials in multiple sensory including: grouping students flexibly, pacing instruction, and monitoring their learning with varied and balanced measures and procedures. Tier 2, teachers with a student that is difficult-to-teach will meet with assistance team to select, implement, and determine the effectiveness of an intervention. Tier 3,  is for the team to refine or redesign the intervention.

Fuchs et al. (2010). p. 315

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I have chosen following two pictures based on the NCLB discrediting of special education.
NCLB concept is based on the perception that general education is expandable and special education is expendable.

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The NCLB- group view is that, with the "right" general education in place, and additional benefit of meaning standards for all will be the disappearance of high-incidence disabilities, "such as learning disabilities, emotional disturbance, "mild" mental retardation, Autism, and ADHD.
Fuchs, D., Fuchs, L.S., & Stecker, P.M. (2010). The "blurring" of special education in a new continuum of general education placements and services. Exceptional Children, 76(3), p.303