# data[].attributes.body
1. RTI should promote early identification of struggling students.
2. RTI serves as a more valid method of disability identification.
3. instruction within the tiers should be evidence-based, time sensitive, and replicable.

# data[].attributes.body
1. RTI should be equivalent to a standards-driven curriculum, but a reformed delivery service.
2. with the appropriate general education in place, high-incidence disabilities will disappear (all needs would be met).
3. RTI is a meaningful operation (the right way) of the correct education.

# data[].attributes.body
1. the top tier represents referral to special services.
2. there is an expanded general education.
3. there is a smaller special education group, but the function (stand alone) remains the same.

# data[].attributes.body
1. the top tier represents more individualized instruction, but from expert consultants.
2. the tiers represent the intensity of classroom instruction.
3. who delivers the instruction is varied from tier to tier.

# data[].attributes.body
1. feels problems should be solved bottom-up.
2. relies on the instructor to fulfill the needs of students.

# data[].attributes.body
1. feels that problems should be solved top-down.
2.relies on standard protocols for all.

# data[].attributes.body
1. Special educators must use clinical and experimental methods, as well as rely on evidence-based, proven methods.
2.Special educators must redefine their roles.
3. Special educators must prove their importance in an RTI framework.