The expetise of the CEC on matters relating to the education of exceptional children is invaluable. I reviewed the CEC's Professional Policies and Positions on Response to Intervention and saw that a lot of comprehensive analysis has taken place.
The three approach to implementing RTI has been well explained making it relatively easy for use by all sstakeholders in the education of children with disabilities.
When I first studied RTI into detail, I was a bit confused about RTI implementation at the third tier level. My confusion stemed from the fact that if the maximum range of interventions of RTI at the third tier were rigourously implemented and to the letter, then the need for subsequent referral of any student for evaluation for the purposes of receiving special education services were quite minimal. However, I see that the position of the CEC's position is similar to that of the federal legislation in that the process of RTI implementation is not necesarily an end by itself.
This s yet another demonstration of the CEC's invaluable role as a pioneer in advocating, shaping and upholding the interests of persons with disabilities.