Webinar Archive: Response-to-Intervention: What Special Education Advocates Need to Know

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Conducted October 19, 2006

With the 2004 reauthorization of IDEA and the extensive revisions to the federal regulations effective October 13, 2006, school districts now have greater latitude in their approaches to determining students with specific learning disabilities (SLD). Over the past five years, the National Research Center on Learning Disabilities has conducted research and evaluations about the scientific basis and practical implications of RTI. Information from a RTI model can be included and in many respects should be included in the determination of SLD. One of the great advantages of a rigorous RTI implementation to SLD determination is that classroom instruction or inappropriate curriculum can be ruled out as an explanation of the studentís learning and achievement difficulties. RTI also has implications of schoolís efforts at meeting the adequate yearly progress (AYP) requirements mandated in No Child Left Behind and in ensuring that struggling students receive timely, scientifically based interventions in their deficit areas.

This presentation addresses the following topics: 1. Legal framework in IDEA for RTI 2. Three distinctive RTI models 3. Components of RTI 4. Resource materials through NRCL 5. Challenges for states and local districts with implementation.

ABOUT THE PRESENTER: Daryl Mellard, Ph.D. has been a research associate within the Center for Research on Learningís Division of Adult Studies since 1982. He is a principal investigator with the National Research Center on Learning Disabilities and the director of a center on improving adult literacy. Dr. Mellardís other current projects involve consumers, employers, and staff in vocational rehabilitation, adult education, and literacy programs.

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