Binder and Watkins (1989) stated, “America has the most effective instructional methods in the world—yet we are not using them” (p. 33). The statement was intended to express their lament that American educators were not generally committed to, and did not have passion for, researchvalidated effective practices. Two decades later, this statement is still true, but for a different reason as follows. Since 1989, legislative changes such as No Child Left Behind of 2001 and the 2004 Reauthorization of the Individuals with Disabilities Education Act (IDEA) have pressed educators to attend to research-validated practices. More specifically, the 2004 Reauthorization of IDEA recommended an alternative approach to identifying students with learning disabilities, which is referred to as Response to Intervention (RTI). This approach requires the use of evidence-based practices in all tiers.