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.
Roland Good of the University of Oregon presented an invited paper during the symposium. For links to papers and materials, visit the main Symposium 2003 page.
Roland Good
Roland Good is an associate professor at the University of Oregon who teaches measurement, statistics, and research design courses at the graduate level and conducts research on dynamic indicators of basic early literacy skills. Good received his undergraduate degree in elementary and special education and has two years teaching experience in elementary general education and special education classrooms. He earned his doctorate in school psychology from The Pennsylvania State University. He was co-principal investigator on the Early childhood research institute on program performance measures: A growth and development approach. He has recently participated on the Assessment Committee of the Secretary's Reading Leadership Academy for Reading First.
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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. |
