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RTI is the technical way of problem solving. It is based on quantitative data and usually as a reactive solution. The plan is based around the procedures of the district and the target is usually a student. It is very specific and generally done as a group in a group problem-solving setting.

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IDEA uses a slightly different approach to RTI. They use a top-down approach similar to the top-down approach of the SpEd continuum. The top portion is the general interventions that are done in-class and for everyone. The middle tier has the more specific interventions for a student that needs a little more help than the average student and the last tier is for the very specific group of students that more individualized attention than others

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The special education continuum is made of 7 tiers ranging from no services to hospital services. It is a way to look at special education services in terms of how the services filter from one level to the next depending on the services needed for any given child. Your first tier is the general education room with no supports and the second tier includes supplements needed for specific students. Resource classes indicate the student is in a separate room for less than 40% of the day receiving extra services.

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There are seven problem solving steps, as depicted in the readings.
1. Analyze the problem
2. Identify the problem
3. Generate solutions
4. Evaluate potential solutions
5. Select the solution
6. Implement the solution
7. Evaluate outcomes

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Proactive problem solving is problem solving before the issue occurs and anticipating it before it happens. Reactive problem solving is problem solving in reaction to a particular incident. While these both are necessary in a school, proactive is always preferred. It allows you to be able to stop behaviors before they start and to prevent any issues from being further exacerbated.

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Friend, M., & Cook, L. (2017). Interactions: Collaboration skills for school professionals. Boston, MA:  Pearson. (Chapter 5)
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), 301-323.