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.

W. David Tilly III of Heartland Area Education Agency in Johnston, Iowa, presented this invited paper during the symposium. For links to other papers and materials, visit the main Symposium 2003 page.

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David Tilly

W. David Tilly serves as coordinator of assessment services for Heartland AEA 11 in Iowa. Prior to joining Heartland AEA, Dave was a consultant for assessment, research and innovation at the Iowa Department of Education. Of particular note has been his work with Iowa's Renewed Service Delivery System (RSDS), which changed the way special education is conceptualized and delivered in Iowa. Dave has also been extensively involved in securing, implementing and evaluating Federal and state grants. Most recently, he was principal investigator and primary author of Data Driven Leadership, a grant from the Iowa Department of Education. Additionally, he helped write and implement Iowa's State Improvement grant, Iowa's Success4 grant, and Iowa Special Education Effectiveness-Results. Dave is also the author or co-author of 21 journal articles, book chapters or books, mostly focused on education innovation, systems change and improving educational results. His research and policy interests relate to supporting educational innovation in practice and improving educational results for all children.

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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.