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.

David J. Francis of the University of Houston presented this invited paper during the symposium. For links to other papers and materials, visit the main Symposium 2003 page.

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David Francis

David J. Francis is a professor of quantitative methods and chair of the Department of Psychology, the University of Houston, where he also serves as director of the Texas Institute for Measurement, Evaluation, and Statistics. He has authored or co-authored over 90 peer-reviewed articles and book chapters and is a Fellow of Division 5 (Measurement, Evaluation, and Statistics) of the American Psychological Association. He currently serves on the independent review panel for the National Assessment of Title I, the National Technical Advisory Group of the What Works Clearing House, and the National Literacy Panel for Language Minority Youth and Children. His research in early literacy and developmental disabilities is currently funded by NICHD and the Institute for Education Sciences of the USDOE. He is a co-developer of the Texas Primary Reading Inventory and Tejas Lee early reading assessments.

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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.