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I selected a question mark because it is representative of the fact that conceptualizing RTI is not cut and dry. There are a lot of unknowns. Fuchs, Fuchs, and Stecker state: "We don’t pretend to have a perfect solution. We will be content if it helps those interested in reform and the education of struggling students (and those with special needs) to think productively about how to develop stronger RTI frameworks." It is important to understand from this week's reading, that the lack of clarity on RTI exists, but that doesn't mean we shouldn't be working to make sense of it on small and large scales.

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I selected a helping hand because it represents RTI. RTI means response to intervention. RTI is one of the main focuses of this week's reading, which other ideas are centered around. RTI, regardless of how it is conceptualized and implemented, is designed to help struggling students be academically more successful.

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I selected a bridge because it is a depiction of one the main ways (mentioned in this week's readings) of viewing RTI. The "NCLB" group's take on RTI is that it is a means for bridging the gap and eventually eliminating high-incidence disabilities. People in this group believe that standards should be the driving force for all students - special education or not.

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I selected a tier because it represents one way of the main ways (mentioned in this week's readings) of viewing RTI. The people in the IDEA group, according to "The 'Blurring' of Special Education in a New Continuum of General Education Placements and Services" believe that RTI should begin with the teachers screening students. After reviewing screening results, tier 1 interventions should be implemented. Then, students should progress to tier 2 (and later, tier 3) if they are unresponsive to the current tier of support they are receiving.

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I selected a blurry image because it represents blurring education. It is important (based on the readings) to understand that (and why) some people think special education is a negative thing. Some people (mostly those who believe in the NCLB group's ways of thinking) think that special education is ineffective or even harmful for students. Because of this, some people believe special education should be blurred out, rather than sharpened and relied upon so heavily.