The process for ruling out other disabilities or conditions when using RTI is similar to that employed in other special education evaluations, and consists of procedures to ensure that sensory or intellectual disabilities or environmental disadvantage or cultural/linguistic differences are not the true cause of the student's assessed academic deficiencies. Establishing that the student's deficiencies are not the result of a lack of instruction, however, requires that the evaluation team document that the school has sufficiently provided good core instruction in the basic skills and robust interventions when students have failed to profit from typical instructional practices. The evaluation team must also show evidence that the school personnel conducted repeated assessments of the student's academic problems and communicated the results of those assessments to the student's parents. Schools that use a multi-tier system of support at a high degree of fidelity can typically readily rule out lack of instruction as a cause of the student's academic concerns. On the other hand, in enacting this provision, Congress was demonstrating a concern that students might be identified with a disability (SLD) when the actual cause of their academic failure was ineffective schooling. Identifying students with SLD in failing schools is arguably problematic.