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Item 6(B) of section 614, also specifically related to SLD, adds more information about the procedures that may be used to identify learning disabilities. This next part integrates language from item 5 on scientifically based instruction with RTI procedures by stating that “in determining whether a child has a specific learning disability, a local educational agency may use a process that determines if the child responds to scientific, research-based intervention as a part of the evaluation procedures” (emphasis added).
Territories cannot be directly compared. Reading First activities are Nevertheless, a review of aggregated Reading First similar to aspects of RTI and thus may benefit in preparing for RTI. S. Department of Education, 2008). These data show how systemic efforts to improve students reading skills that utilized scientifically based reading instruction methods resulted in much better reading performance for students in grades 1–3. The Reading First data have implications for RTI because they align strongly with evidence from other research that has shown that when a combination of Tier 1 scientifically based core reading instruction and Tier 2 additional small-group instruction is provided, student reading skills improved (Al Otaiba & Torgeson, 2007).
Given that all students in a school participate in RTI at Tier 1, and that Tiers 2 and 3 are for general education students, it is not another form of special education. But, for students who are not successful at Tiers 1, 2, and 3, special education may be an essential resource to support their educational sucRTI is not about or for special cess. For these reasons, RTI provides a systematic education. It is a general way to offer all students a continuum of instruction education initiative that includes based on their learning needs.