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Testing and establishing goals is a criteria that has been in question  of those who provide special education services . Early and repeatable screening at early intervention times has been suggested and recommended in the identification of early detection and intervention. Many goals are written in the attempt to reach the general education performance despite all of the interventions that are not always met in outcomes. It is concerning that some general  educators and other stakeholders question the legitimacy of the worthiness of specialized instruction, interventions, and interactions that their supports offer our special needs children. Their test scores may never reach the general education level of achievements of their peers, but improvements and growth should be recognized.

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It is a NCLB mindset that has allowed and belittled the idea that specialized education is of no benefit and that all children should fall under a supposed blanket of prescribed general education tactics provided under the T1 and T2 bracket of RTI. Arguments come from supporters of NCLB who believe that all children should be exposed to every academic environment that general education children encounter and eliminate resource, self-contained, special day schools, residential programs, and hospital programs. In fact, the people who support NCLB believe it is the schools and teachers responsibility to handle all of these situations in a building or district-wide approach. This is why NCLB is not going to work, be supported, and is not realistic.

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These two groups were attempting to follow the design of RTI, but in the end reached two different verdicts in their interpretation. Both of the outlines of each were identified and related back to their support of RTI.  In summary, IDEA not only "promote early intervention and more valid methods of disability identification"(p.302), but also stand for utilizing the tiers of intervention to providing students the intensity they need with instruction to meet their academic needs. By Tier 3 there is specialized one-on -one instruction offered by specialized teachers and sped services and referrals most likely involved. Adversely, NCLB claims to support the idea of RTI, but feel that once a child has met the criteria or standard set within Tier 2 with the added interventions that the student should be capable of rejoining the Tier 1 population without support.

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Response to Intervention (RTI) and Multi-Tiered System of Support (MTSS) are considered synonyms in my district and MTSS is the go-to name we refer to. In this system there is a very specific ideal that the general population of students are a part of the Tier 1 population where the general education is conducted and normal means of differentiation is upheld to gain the understanding of the curriculum by the majority of the student population. Tier 2 is implemented when the first tier interventions of differentiation are not working and target at-risk kids in a small 15-20% group of general education students who are offered instruction in a more intensive, specialized and rigorous manner gathering more data based monitoring demonstrating individual progress. Tier 3 is the most intensive program tailoring to individualized instruction which helps those in the minimal 5% of the population and are those considered for special education.

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Problem solving was a key element in Chapter 5 of the text (Friend & Cook, 2014) as being " the most fundamental component of successful interactions" (p.109). Problem Solving is an imperative component to dealing with a specific situation,  handling reactive and proactive differences in a problem, understanding diversity, and  identifying the importance and significance of every situation. It is important to understand each participants responsibilities, the consequences if a problem is not resolved, the amount of resources available, and to consider whether the effort will make a significant change.