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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Summary

The Vaughn, O'Connor and Tilly studies provide positive outcomes showing the efficacy of the three tier approach to response to intervention. The RTI models had considerable impact on elementary student achievement in the area of reading. Additional factors that investigators may want to consider in future research include: other academic domains, grade level of students, and scalability. In all, the studies of Vaughn, O'Connor and Tilly describe promising approaches to RTI.

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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.