The change in allowing school districts to use the more prevalent discrepancy model or the new addition of response to intervention to determine whether a disability is present has sparked discussion among educators. As districts decide which method to use, it is important to base decisions on factual and researched information. The authors hope to convey a clearer understanding of response to intervention, issues that still need to be addressed, and how the model could work. This piece includes an overview of response-to-intervention levels or tiers and what can occur for the student within each level. The advantages and current concerns are discussed as well as the quality of instruction that is needed for this model to be implemented effectively.