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.

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Figures

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

Joseph Kovaleski

Joseph Kovaleski is professor of educational and school psychology and director of the doctoral program in school psychology at Indiana University of Pennsylvania. He previously served as director of the Instructional Support Team (IST) Project for the Instructional Support System of Pennsylvania. Starting out as a school psychologist, Joe has held a variety of administrative positions in public school settings and has consulted with school districts and departments of education throughout the United States. His professional interests include systemwide efforts toward school restructuring, application of student assessment to classroom instruction, and comprehensive delivery of psychological services in all schools.

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.