Responsiveness-to-Intervention Symposium

December 4-5, 2003 * Kansas City, Missouri

The National Research Center on Learning Disabilities, a collaborative project of staff at Vanderbilt University and the University of Kansas, sponsored this two-day symposium focusing on responsiveness-to-intervention (RTI) issues.

The speakers, discussants, and participants assembled represented the wide diversity of individuals with a vested interest in LD determination issues. Advocates, instructional staff, researchers, and state-level education officials brought their collective and considerable expertise to the discussions.

Below are links to papers presented during the symposium, PowerPoint presentations used by the presenters, and video of the symposium sessions, when available. We will continue to add to the symposium materials on this site as they become available.

Session 1: How should screening for secondary intervention occur?

Session 2: How should secondary intervention be formulated?

Session 3: What are the feasibility and consequences of RTI?

Session 4: How should "unresponsiveness" to secondary intervention be operationalized in an RTI approach to LD identification?

Session 5: How many tiers are needed within RTI to achieve acceptable prevention outcomes and to achieve acceptable patterns of LD identification?

Session 6: Panel: What are alternative models to LD identification other than RTI?

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The symposium was made possible by the support of the U.S. Department of Education Office of Special Education Programs. Renee Bradley, Project Officer. Opinions expressed herein are those of the authors and do not necessarily represent the position of the U.S. Department of Education.