As with so much in RTI, there is much in the question to address. One way I would describe the RTI Model as an monitoring system would be to say that it is a necessity. The modern classroom and evaluation of teachers in it is dependent on how teachers can show they are following the demands of RTI in diagnosing the needs of children. I think that it is effective in so far that it speaks to the immediate needs of students who need immediate remediation in the classroom. That being said, I think that RTI has to be an effective monitoring system that has to be used daily. RTI does not have to be seen as an "add- on." Essentially, RTI is the model by which teachers are able to gauge the effectiveness of instruciton on a constant basis. I think that this can be used in a regular classroom in a variety of ways. Homework, in class discussion, participation, outcome sentences, and "whip arounds" to conclude class discussion are all ways in which RTI can be used on a daily basis in all subjects and in the classroom setting in an effective manner to ensure that all students are making progress and improvement in the learning process. Teachers have to make sure they are accounting for all of their children's learning needs, differentiating instruction to this end, and can point to direct evidence to indicate where students are and where they need to be. In this the RTI model can be used in a variety of ways on a daily basis to show that students are learning. I think that teachers can come up with their own tools to be as diverse and varied as the students they teach. In doing so, RTI expectations can be met.