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RTI has been defined as an overall extension in teaching and learning. There are two definitions which are defined through the IDEA and NCLB. Both of these legislations have defined RTI and these definitions what provided many schools with the framework needed to implement the ideas of RTI in the school setting. Both groups define a purpose for RTI and also provide a framework for that purpose. There are protocols which each group follows for problem solving purposes. The highest tier which is the most intensive, provides students with the option to be tested into special education services or provides special education assistance.

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The IDEA defines RTI through a tiered process of supports. This process starts with the classroom teaching screening all students in the classroom to find areas of weakness. After finding these weaknesses the teacher then provides the students with small group instruction to re mediate their needs. This small group instruction is tailored to the weaknesses alike. When small group instruction is not aiding in student remediation, a special education referral would need to be requested.

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There are various levels within the NCLB RTI supports. Within these supports teacher and parent participation is imperative. The first level the teacher requests a conference to talk about areas where there needs remediation. When the intervention is created it is then implemented in the second level. While the intervention is implemented, the teacher also monitors the intervention. Int eh thirst level, the intervention is either redefined to create a new intervention or redesigned to continue to implement the current one. In the fourth level, the assistance of the special education team may be required.

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Identifying the problem, generating solutions, evaluating potential solutions, selecting the solutions, implementing the solutions, and evaluating the outcome are the successful steps to problem solving.  These steps could be used as a collaborative effort within a team to approach problems. These steps are not perfect but have shown great success with group problem solving. These steps offer flexibility for the group to be well prepared to make a significant contribution in all the different types of group problem-solving situations that are part of their role.

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Reactive and proactive problem solving is seen as a team when problem solving collaboratively. Reactive problem solving, you are faced with responding to a crisis or dilemma that requires attention and action in a relatively brief time frame.  Proactive problem solving, an anticipated situation focuses your attention and triggers the problem-solving process before a crisis occurs. These two different types of problem solving can be used professionally therefore more time can be used to effective be a proactive problem solver.