Language related to Response to Intervention (RTI) was written into U.S. law with the 2004 reauthorization of the Individuals With Disabilities Education Act (IDEA). This law indicates that school districts are no longer required to take into consideration whether a severe discrepancy exists between a student’s achievement and his or her intellectual ability in determining eligibility for learningdisability services. Rather, they may use an alternative approach that determines first whether the student responds to “scientific, research-based” classroom instruction and, if not, then to more intensive and targeted interventions. After receiving this more tailored and intensive instruction, students who do not demonstrate adequate progress are then considered for evaluation for a specific learning disability. This approach has come to be known as RTI, although this precise term is not used in the law.