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The 2004 Individuals with Disabilities Education Act (IDEA) includes a new concept regarding the identification of students with specific learning disabilities. The IDEA allows a school district to consider a student's response to scientific, research-based interventions as part of the evaluation process in determining whether a student has a specific learning disability (LD). This new approach is commonly referred to as the response-to-intervention (RTI) process. New York State has recently established regulations to conform with IDEA that not only address the use of RTI for learning disability determinations but also introduces the RTI process as a general education initiative.
This document provides an overview of the use of RTI in the identification of students with learning disabilities and as a schoolwide prevention model. Implications for local leaders will also be explored.
The contents of this Fact Sheet Include:
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What is Response-to-Intervention?
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Response-to-Intervention in New York State
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RTI and General Education
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RTI and the Identification of Students with Learning Disabilities
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Core Concepts of Response-to-Intervention
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Benefits of Response-to-Intervention
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Limitations of Response-to-Intervention
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Response-to-Intervention vs. Pre-Referral Interventions
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Web-Based RTI Resources
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Appendix I – Part 117 and excerpts from Sections 100.2 and 200.6 of the Regulations of the Commissioner of Education
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Appendix II - Letter from US Department of Education Office of Special Education and Rehabilitative Services regarding RTI Implementation
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Appendix III - NYSUT Fact Sheet on the Identification of Specific Learning Disabilities and Response-to-Intervention
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Appendix IV – New York State Education Department field memo noting that an RTI process cannot be used to delay or deny a special education evaluation.
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