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.

Joseph F. Kovaleski of Indiana University of Pennsylvania presented this invited paper during the symposium. For links to other papers and materials, visit the main Symposium 2003 page.

The Three Tier Model for Identifying Learning Disabilities: Critical Program Features and System Issues

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About the Speaker

Report Text

Figures

Figure 1: Addition of program features in the current model with original features of former model

Abstract

This paper was invited as a response to articles by Grimes and Kurns (2003), Kamps and Greenwood (2003), and McMaster, Fuchs, Fuchs, & Compton (2003), regarding implementation of interventions in the first and second tiers of a three-tier model of identifying learning disabilities. This model, in which response to intervention (RtI) is assessed within a dual discrepancy approach for determining eligibility for special education, is discussed in terms of its historic basis in public special education law. A teaming process to support group-based interventions in general education in Tier One is proposed. Interventions in Tier Two are discussed in terms of the essential features of operating problem-solving teams and/or implementing standard protocol treatments for groups of students. The necessary system changes that will need to occur.

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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.