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A review of the literature revealed extensive research on RTI at the secondary and tertiary level with most research conducted on specific interventions used in Tier III (Brown-Chidsey, 2005; Burns Appleton, & Stehouwer, 2005; Burns &Ysseldyke, 2005; Hughes & Dexter, 2008; Sullivan & Long, 2010; VanDerHeyden, Witt, & Barnett, 2005; VanderHeyden, Witt & Gilbertson, 2007). There is limited research at the primary level, which is the level targeting general education. In addition, research on RTI is predominantly conducted and consumed by special education researchers and school psychologists (McCombes-Tolis & Spear-Swerling, 2011; Sullivan & Long, 2009). Even though most deliberations of RTI are currently found in the special education and school psychology literature, this multi-tier model is implemented primarily in general education. Efforts to implement RTI should be in the larger context of educational practices and reforms to ensure practitioners understand the broad focus of the initiative (Kavale, Kauffman, Bachmeier, & LeFever, 2008). It should be clear to participants that RTI encompasses an educational reform agenda targeting the use of evidence-based interventions for all learners, especially struggling learners, implemented by both general educators and special educators.