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.
Lawrence C. Gloeckler of the International Center for Leadership in Education presented this invited paper during the symposium. For links to other papers and materials, visit the main Symposium 2003 page.
The Feasibility and Consequences of Implementing RTI: A Discussion of Papers Presented by Reschly and Gerber
Presented by
Lawrence C. Gloeckler
Executive Director, Special Education Institute
International Center for Leadership in Education
National Research Center on Learning Disabilities Symposium
December 4-5, 2003
Table of Contents
The Feasibility and Consequences of Implementing RTI: A Discussion of Papers Presented by Reschly and Gerber
- Table of Contents
- Introduction
- Reschly's Points
- Gerber's Points
- Author's Views
- Figure 1: Percentage of school-age students with disabilities declassified
- Figure 2: Classification rates are generally higher in the high need/resource N/RC category of school districts
- Figure 3: High need school districts use the "special class" model for great percentages of students with disabilities
- Figure 4: Compared to white students with disabilities, a greater percentage of minority students are placed in more restrictive settings
- Figure 5: Students with disabilities in "low need" districts achieve at level 3 at a far greater rate than students with disabilities in poor districts
- Connections to Identification modules
- 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. |
