then make other recommendations as necessary. The objective is that with minor adjustments or simple interventions, students may respond and achieve at higher levels. RTI is also very useful when working with students who have severe emotional problems. The structure and evaluation of RTI will help this particular group of students to be successful in the academic environment. Reading difficulties is one of the most common reasons students need intervention support. Reading goals can develop reading self-concept, which influence reading fluency skills and promotes the importance of goal setting in reading intervention programs. It is imperative that students monitor these goals and celebrate their progress. Students involved in multiple-component reading intervention programs show significant improvement, and students in different socioeconomic, racial, and intellectual quotient groups make equivalent gains. Relationship between IDEA and RTI The 1997 Individuals with Disabilities Education Act (IDEA) was revised as the Individual Disabilities Education Improvement Act (IDEIA) and signed into law in 2004, and it became effective in July 2006. According to the law, a specific learning disability is a disorder of one or more of the basic psychological processes that adversely affects academic achievement in one or more domains (e.g., reading, writing, math, language). There are three methods of SLD identification under IDEA, as defined in §300.8(c)(10) (OSERS Final Regulations-8/06): a discrepancy between "ability" and "achievement" failure to respond to scientific research-based intervention alternative research-based procedures for determining whether a child has a specific learning disability (The "third method" is often considered a "processing strengths and weaknesses" model.) The 2004 reauthorization of IDEA makes mention of RTI as a method of part of the process of identifying SLD: In diagnosing learning disabilities, schools are no longer required to use the discrepancy model. The act states that, "a local educational agency shall not be required to take into consideration whether a child has a severe discrepancy between achievement and intellectual ability..." Response to intervention is specifically mentioned in the regulations in conjunction with the identification of a specific learning disability. IDEA 2004 states, "a local educational agency may use a process that determines if the child responds to scientific, research-based intervention as a part of the evaluation procedures." Early Intervening Services (EIS) are prominently mentioned in IDEA for the first time. These services are directed at interventions for students prior to referral in an attempt to avoid inappropriate classification, which proponents claim an RTI model does.