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. Author manuscript; available in PMC: 2011 Jul 15.
Published in final edited form as: Child Dev Perspect. 2009 Apr;3(1):30–37. doi: 10.1111/j.1750-8606.2008.00072.x

Figure 2.

Figure 2

A comparison of a traditional eligibility process and a process incorporating response to instruction (RTI) in a three-tier model. On the left side, the student is referred for an eligibility evaluation. The student is either eligible or not eligible; if eligible, the student receives intervention that is evaluated for one to three years. In an RTI model, all students are screened and those at-risk receive progress monitoring and intervention in the general education classroom. If the response to different interventions is not sufficient to meet progress monitoring benchmarks, increasingly intense interventions are provided. If inadequate instructional response continues, the student may be referred for an eligibility evaluation, which would be different because the student was identified as at-risk earlier and the availability of data on instructional response to influence the type of evaluation that is conducted. Note. From Fletcher et al., Learning Disabilities: From Identification to Intervention (p. 161), Guilford Press, New York, 2007. Copyright 2007 by Guilford Press. Reprinted with permission.