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Responsiveness-to-Intervention Symposium

December 4-5, 2003 * Kansas City, Missouri

The National Research Center on Learning Disabilities 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.

Michael M. Gerber of the University of California, Santa Barbara presented this invited paper during the symposium. For links to other papers and materials, visit the main Symposium 2003 page.

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Teachers Are Still The Test:
Limitations of Response To Instruction Strategies
For Identifying Children With Learning Disabilities

Michael M. Gerber
University of California
Santa Barbara

Invited paper presented at a Symposium on
Responsiveness to Intervention


For the National Research Center on Learning Disabilities
Kansas City, Missouri
December 4-5, 2003

Table of Contents

• Table of Contents
• Introduction
  • Figure 1: Variable student achievement as a function of instructional effort
  • Figure 2: Joint optimal achievement possibilities showing teacher decision point(P) for two-student instructional grouping
• Carroll's Theory of School Learning
• Differences in Teachers' Responsiveness to Instruction
• The Economics of RTI at Scale
• Requirements
• Cost Estimation
  • Table 1: Estimated costs for RTI at national scale
• Who, Then, Is Learning Disabled?
• References

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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.