• The Louisiana's Caddo Parish School District received record-breaking results by using MobyMax to streamline its RT (Weiss, 2017)
• The MobyMax curriculum,  incorporates the three essential components in which the National Center for Learning Disabilities says an effective RTI plan must have: tiered instruction and intervention, ongoing student assessment, and family involvement.(Weiss, 2017)
• The program is designed to help all learners as it includes various interventions through blended learning. 

• In order for RTI to be effective, various factors must be taken into account when implementing RTI in schools.
• Sparks stated, " how principals and district superintendents approach data use and coordination in the first year of implementation predicts how well schools will be able to sustain their support efforts" (Spark, 2018)
• Utilizing effective practices contributed to sucess with RTI. These consisted of universal screening methods, evidence-based interventions, multiple "tiers" of intensity to increase support, and progress monitoring (Sparks, 2018)

• Documentation: It is highly important for all those involved in the RTI process, to have open communication about the RTI process. As communication is vital, documentation is a requirement in the RTI process. The RTI process requires written documents indicating the tiers, interventions, student progress, and assessments.   
•  Policies: Learning the school and district policies regarding RTI will ensure that all those involved have a clear understanding of the expectations of the RTI process. 
• RTI Team: The RTI team is important because the teacher, student, parent, administrator and counselor play a role in helping students and working together can create a smooth environment. It does take a team to complete the paperwork, implement the interventions and meet deadlines. 

•  Understanding how interventions for students who have learning disabilities is key in the RTI process. According to the Code of Federal Regulations,  "Specific learning disabilities. (a) General. A State must adopt, consistent with §300.309, criteria for determining whether a child has a specific learning disability as defined in §300.8(c)(10). In addition, the criteria adopted by the State— (2) Must permit the use of a process based on the child’s response to scientific, research-based intervention" (34 CFR § 300.307)
•  The provisions require that “if the child has participated in a process that assesses the child’s response to scientific, research-based intervention, the documentation of  the determination of eligibility must contain a statement of the documentation—and here comes (a)(7)(ii)—that the parents were notified about:  (C) The parents’ right to request an evaluation. (34 CFR §300.311). It is very important for educators to follow through with the RTI process and evaluations. To stay in compliance, RTI members must have communication with the parent regarding interventions and evaluations.
•  The Federal regulations under 34 CFR §300.309(c) require that if a child has not made adequate progress after an appropriate period of time, a referral for an evaluation must be made (34 CFR §300.309) It is important for the RTI team to monitor the students progress to determine is a referral is needed. 
•  It is vital for educators to meet deadlines and initial evaluations within the correct time frame to avoid any noncompliance issues. 34 CFR §300.301(c), an initial evaluation must be conducted within 60 days of receiving consent for an evaluation (34 CFR §300.3011) Educators must stay in compliance by following the proper steps needed to assist parents in meeting their request.
• States and LEAs have an obligation and requirement under federal law (34 CFR § 300.111 Child Find) to see that evaluations of children suspected of having a disability are not delayed or denied because of schools using an RTI strategy (34 CFR §300.311). 
•  In addition to §300.311, its is vital to ensure that the parents of a child suspected of having an SLD who has participated in a process that evaluates the child’s  response to scientific, research-based intervention, are notified about the State’s policies regarding collection of child performance data and the general education services that will be provided; strategies to increase their child’s rate of learning; and their right to request an evaluation at any time. (71 § CFR 46658) 

Determining the existence of a specific learning disability, 34 CFR §300.309

Special Disabilities, 34 CFR § 300.307

Specific Documentation for the Eligibility Determination, 34 CFR § 300.311