In 2004, Learning Disabilities (LD) Roundtable partnership was formed by various learning national organizations such as the National Research Center on Learning Disabilities and allied organizations and they defined the critical features of RTI process (Klotz, 2007). The roundtable asserted that instructional and behavioral support offered in general education must always be based on high-quality research. RTI process also calls for universal behavior and academic screening of all students to allow for identification of the students that require enhanced interventions and closer monitoring. An effective RTI process should also be implemented in a tiered approach informed by scientific research to meet the needs of each individual student. The other feature of RTI is that it relies on the collaboration of the staff at the school to develop, implement and monitor the intervention process (Suckla et al., 2008). The Learning Disabilities Roundtable also explained that monitoring of the progress of a student under intervention must be carried out continuously and objectively to assess whether the student is able to meet the defined goals (Suckla et al., 2008). RTI process must also allow for carrying out follow-ups to ensure that the intervention is implemented properly and in accordance to the required consistency. Furthermore, RTI process must allow for the documentation of the parent involvement and adherence to special education assessment criteria as outlined in the IDEIA 2004 and other state regulations. (Suckla et al., 2008).
Universal screening which is recommended in RTI and should be undertaken by school staff as an academic year begins to identify students who are not likely to meet the state grade level or the ones having emotional and behavioral problems which can negatively learning (Klotz, 2007). Universal screening is accomplished by either reviewing the current state test results or by giving academic and behavioral screening tests to students with a given grade. The students who score marks below a certain level are categorized as requiring specialized behavioral and academic interventions. According to Fletcher, Lyon, Fuchs and Barnes (2007), scientific and research-based instruction refer to particular curriculum and education intervention which have been identified as being effective, that is, it has been reported in