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.

Doug Marston of the University of Minnesota presented this invited paper during the symposium. For links to other papers and materials, visit the main Symposium 2003 page.

Comments on Three Papers Addressing the Question: "How many tiers are needed within RTI to achieve acceptable prevention outcomes and to achieve acceptable patterns of LD identification?"

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Doug Marston

Doug Marston is a special education administrator in the Minneapolis Public Schools and adjunct faculty in educational psychology, the University of Minnesota. Doug has published several articles on the use of curriculum-based measurement and the problem-solving model. His research interests include progress monitoring, reading instruction, and response-to-intervention special education eligibility models.

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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.