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The No Child Left Behind Group  view RTI within the context of standards-driven general education reform . They believe that with the right general education instruction,  an additional benefit of meaningful standards for all will be the disappearance of high-incidence disabilities. NCLB also believes that blurring involves improvising special education roles, places, monies, and students is significant to the new continuum of general education placements and services. I think blurring SPED is the biggest idea in this article and I agree with this. I chose the picture below because I think the Department of Education has already started with this path. With more than 40 years of providing special education to handicapped or disabled individuals, it appears that we  don't have enough evidence to support that we minimized the learning gap.  I believe that Department of Education should restructure how special education should be implemented. I've always believed that funding and services should be provided in the Tier 1 level to minimize identification of high incidence disabilities most specially specific learning disability.

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IDEA hold schools accountable for making sure students with disabilities achieve high standards by using a process that determine if students respond to scientific, research-based intervention as part of the evaluation process.
I chose this picture because IDEA was established to also provide intervention to infants and toddlers  to minimize the number of special education referrals especially for high incidence special education identification.

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Standard Protocol vs. Problem Solving =  Evidence 

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Standard Protocol vs. Problem Solving =  Evidence 

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I think both IDEA and NCLB approaches believe in collaborative  practices in order to determine success with the student's interventions . I chose the picture below because I believe both approaches strive for progress through evidence. For IDEA, standard-protocol approach involves effective intervention (through the RtI process) that leads to more meaningful identification by accelerating the progress of many low achievers, thereby eliminating them from consideration as disabled.  For NCLB,  problem solving is based on different literature and theories, makes use of different processes, demands different skill sets, and is associated with different student outcomes. One example of problem solving is experimental teaching.

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Multitiered system of support is a preventative process. RtI is included in this umbrella, thus my chosen picture. It addresses academics as well as the social, emotional, and behavioral development of children from early childhood to graduation. It provides multiple levels of support for all learners - struggling through advanced. It strives to ensure that practices, policies, and programs are aligned on classroom, school, and district levels. And, MTSS provides continued support for teachers in delivering instruction, utilizing and developing effective curriculum, administering assessment, and using data to guide instruction.

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Response to Intervention was established to filter the number of special education referrals, provide tiered intervention supports in a time sensitive approach, early identification of students' learning problems using focused lessons. The IDEA group believes that minimizing the learning gap or the special education referrals is through tiered intervention. This will enable the general education teachers to provide quality education with periodic progress assessments.
I believe that RtI is a big idea and is a growing issue in all LEAs. RtI, although has been around for years, is not being implemented with fidelity. Usually, schools fall short in the Tier 2 level. It takes willingness, training, available resources and time to encourage teachers to do targeted small group instruction. For me, collecting data is the most tedious process of all.