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?"

Previous Page
(Summary)

About the Speaker

Report Text

Tables

References

Common Ground Report. (2002). Nashville, TN: National Research Center on Learning Disabilities.

O'Connor, R. (2003). Tiers of Intervention in Kindergarten Through Third Grade. Presented at National Research Center on Learning Disabilities RTI Symposium, Kansas City, MO, December 5, 2003.

Reschly, D. J., Hosp, J. L., & Schmied, C. M. (2002). And Miles to Go...: State SLD Requirements and Authoritative Recommendations. Nashville, TN: National Research Center on Learning Disabilities.

Tilly, D. (2003). How Many Tiers Are Needed for Successful Prevention and Early Intervention?: Heartland Area Education Agency's Evolution from Four to Three Tiers. Presented at National Research Center on Learning Disabilities RTI Symposium, Kansas City, MO, December 5, 2003.

Vaughn, S. (2003). How Many Tiers Are Needed for Response to Intervention to Achieve Acceptable Prevention Outcomes. Presented at National Research Center on Learning Disabilities RTI Symposium, Kansas City, MO, December 5, 2003.

Previous Page
(Summary)

IDEAs that Work logo

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.