ERIC Number: ED543513
Record Type: Non-Journal
Publication Date: 2007
Reference Count: 2
Helping Educators Discuss Responsiveness to Intervention with Parents and Students. Q&A. Winter 2007
Fuchs, Lynn S.; Mellard, Daryl F.
National Research Center on Learning Disabilities
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 at improving all learners' outcomes as intended by the No Child Left Behind Act of 2001. There are three commonly described uses of RTI: (1) prediction of at-risk students; (2) intervention for students with academic or behavioral difficulties; and (3) determination of specific learning disability (SLD) along with a variety of assessment tools and strategies. This question-and-answer paper was developed to help you understand the many issues related to responsiveness to intervention. It is hoped that this will help you respond to common questions posed by parents and students.
Descriptors: Academic Failure, Learning Disabilities, At Risk Students, Response to Intervention, Educational Change, Federal Legislation, Disability Identification, Educational Legislation, Prediction, Parents, Students, Progress Monitoring, Special Education, Parent Role
National Research Center on Learning Disabilities. J.R. Pearson Hall, 1122 West Campus Road Room 517, Lawrence, KS 66045-3101. Tel: 785-864-4780; e-mail: firstname.lastname@example.org; Web site: http://www.nrcld.org
Publication Type: Reports - Descriptive
Education Level: Early Childhood Education; Elementary Education
Sponsor: Department of Education (ED)
Authoring Institution: National Research Center on Learning Disabilities
Identifiers - Laws, Policies, & Programs: Individuals with Disabilities Education Act; No Child Left Behind Act 2001