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.
Sharon Vaughn of the University of Texas presented this invited paper during the symposium. For links to other papers and materials, visit the main Symposium 2003 page.
How Many Tiers Are Needed for Response to Intervention to Achieve Acceptable Prevention Outcomes?
Sharon Vaughn
University of Texas
Prepared for the National Research Center on Learning Disabilities
Response To Intervention Symposium
December 5, 2003
Table of Contents
How Many Tiers Are Needed for Response to Intervention to Achieve Acceptable Prevention Outcomes?
- Table of Contents
- Introduction
- Study 1: How do we know the relative value of Tier One and Tier Two interventions in kindergarten?
- Study 2: How do we know how much supplemental instruction (Tier Two) is required for second-grade students to respond to intervention?
- Summary of Findings
- Table 1: General Findings
- Figure 1: Means for TORF: Fluency
- Figure 2: Austin's and Eduardo's progress on the second grade passages of the TORF over time (exited after 10 weeks of supplemental instruction)
- Figure 3: Armando's and Patricia's progress on the second grade passages of the TORF over time (exited after 20 weeks of supplemental instruction)
- Figure 4: Comparison between two students who failed to thrive in the classroom and those who thrived
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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. |
