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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.

Rollanda E. O'Connor of the University of Pittsburgh prepared this invited paper for the symposium. For links to other papers and materials, visit the main Symposium 2003 page.

Tiers of Intervention in Kindergarten through Third Grade

Rollanda E. O'Connor, Deborah Fulmer, Kristin Harty
University of Pittsburgh

Prepared for the National Research Center on Learning Disabilities Response To Intervention Symposium
December 5, 2003

Table of Contents

• Table of Contents
• Abstract
• Introduction
• Method
  • Participants
  • Tier 1: Professional Development
  • Tier 2: Small Group Instruction, Three Days per Week
  • Figure 1: Movement Among Tiers from Mid-Kindergarten through the End of Grade Three
  • Tier 3: Daily Small Group or Individual Instruction
• Results
  • Student Outcomes
  • Table 1: Third Grade Outcomes for Children Identified as At Risk in Kindergarten
  • Placement in Special Education
• Discussion
  • Using Tiers of Intervention to Identify LD
• References

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.