In September 2005, the National Research Center on Learning Disabilities (NRCLD) sponsored an invitation-only forum to look closely at applying responsiveness to intervention (RTI) to specific learning disabilities (SLD) determination decisions. Thus far, research and school-based practices have perceived RTI as a prevention model focused on…

The "2011 Superintendent's Briefing Book" provides comprehensive yet concise overviews of the best thinking available on a wide range of top-priority PreK-12 education concerns. This resource will prove invaluable in making research-based decisions with confidence, and in identifying programs and practices that will improve student achievement.…

The use of the term "response to intervention" focuses on its potential utility for diagnosis of learning disabilities. In this context, "response to intervention" can be understood as a diagnostic approach for determining which students are entitled to special educational services. It is important to notice that the validity of the RTI diagnostic…

Many schools are beginning to use Response to Intervention (RTI) in the classroom, and educators have found that it has made a difference for many students. The purpose of RTI is to identify those children who are struggling in school and to ensure that each of those children receive just the right instruction or intervention to be successful.…

In this series of studies, we investigated the technical adequacy of three curriculum-based measures used as benchmarks and for monitoring progress in three critical reading- related skills: fluency, reading comprehension, and vocabulary. In particular, we examined the following easyCBM measurement across grades 3-7 at fall, winter, and spring…

Responsiveness to intervention (RTI) is addressed through federal law and refers to a tiered approach to instruction. Students who do not make adequate academic progress and who are at risk for reading and other learning disabilities receive increasingly intensive instructional services. This brief was developed to help you understand…

This paper responds to a request asking for a Response to Intervention (RtI) background information and a scan of what states are doing in this area. This paper presents summaries that provide basic information about the status of state RtI initiatives in each of the southeastern states. The information was collected from State Education Agency…

Based on the importance of Response to Intervention (RTI) and Early Intervening Services (EIS) for state education agencies (SEAs), local educational agencies (LEAs), the U.S. Department of Education's Office of Special Education Programs (OSEP) and Office of Elementary and Secondary Education (OESE) and many other stakeholder groups, Project…

A significant commitment of the National Research Center on Learning Disabilities (NRCLD) has been to work with school sites that are implementing responsiveness to intervention (RTI) models. The work with these schools began in November 2002 after the U.S. Department of Education requested that NRCLD identify, describe, and evaluate the…

Written by leading special education researchers with the National Research Center on Learning Disabilities and the University of Kansas, this comprehensive yet accessible reference provides administrators with practical guidelines for launching RTI in their schools. Highlighting the powerful role that RTI can play in prevention, early…

One of the hallmark changes in the Individuals with Disabilities Education Improvement Act of 2004 (IDEA 2004), which was signed into law in December 2004, allows for the use of special education funds (Part B) for at-risk students. These are students who may need additional academic or behavioral support but who do not qualify for special…

Project Forum's Policy Forum on Response to Intervention and Early Intervening Services was held October 30-31, 2006. This paper presents the following topics: (1) Issues/Barriers; (2) Policy Recommendations; and (3) Implementation Considerations. This paper is a companion to "Response to Intervention as It Relates to Early Intervening…

Responsiveness to intervention (RTI) is proposed as a valuable construct for schools because of its potential utility in providing appropriate learning experiences for all students as well as the early identification of students as being at risk for academic failure. RTI can be conceptualized as providing a framework for systemic reform directed…

Universal Design for Learning (UDL) stands at the forefront of contemporary efforts to create access to education curricula for all students, including those with disabilities. This policy reader comprises a notably wide range of articles that address the challenges and opportunities facing policy makers as they consider UDL's implications for…

In this technical report, we describe the development and piloting of a series of mathematics progress monitoring measures intended for use with students in kindergarten. These measures, available as part of easyCBM[TM], an online progress monitoring assessment system, were developed in 2008 and administered to approximately 2800 students from…