RTI is used for identification of students with a specific learning disability as part of the evaluation procedures for special education eligibility. RTI provides a valuable evaluation tool for educators when used in conjunction with relevant information about a student's performance and history. RTI data can be added to that derived from other assessments to provide a complete picture of the student’s functioning at school. (Overton, 2012) RTI is also used in the instruction of students with a specific learning disability in several ways, including through effective instruction and progress monitoring, where progress is measured through data based documentation. RTI is also used in instruction through professional development for teachers and school staff to enable them to provide scientifically based academic and behavioral interventions, as well as educational services, supports, and scientifically based literacy instruction. According to Fuchs and Vaughn (2012), for RTI to be successful, high levels of intensive and ongoing professional development for teachers related to progress monitoring, instruction, and intervention are
RTI is used for identification of students with a specific learning disability as part of the evaluation procedures for special education eligibility. RTI provides a valuable evaluation tool for educators when used in conjunction with relevant information about a student's performance and history. RTI data can be added to that derived from other assessments to provide a complete picture of the student’s functioning at school. (Overton, 2012) RTI is also used in the instruction of students with a specific learning disability in several ways, including through effective instruction and progress monitoring, where progress is measured through data based documentation. RTI is also used in instruction through professional development for teachers and school staff to enable them to provide scientifically based academic and behavioral interventions, as well as educational services, supports, and scientifically based literacy instruction. According to Fuchs and Vaughn (2012), for RTI to be successful, high levels of intensive and ongoing professional development for teachers related to progress monitoring, instruction, and intervention are