Best Practices for LD Identification - Page 2

RTI and Determination of SLD

RTI data play a valuable role in the determination of a SLD. RTI records can indicate whether or not the child (a) achieves adequately for age or grade level when provided with appropriate instruction, and (b) makes sufficient progress to meet age or grade level standards based on the child’s response to scientific, research-based intervention. In addition, evidence that the student is improving when provided with general education interventions indicates that the student is not in need of special education services, a requirement for placement in special education.

Adoption of the RTI framework in schools across the country, together with an expanding range of interventions available outside of special education, require that schools develop policies that ensure compliance with IDEA timelines while integrating RTI data into a comprehensive evaluation. It is essential that schools proceed in a timely fashion with increasingly intensive interventions to ensure that the child is not languishing in an ineffective instructional program or intervention. When implemented with fidelity, RTI will expedite the SLD evaluation process, as data on the child’s response to instruction and intervention will have taken place prior to the onset of the 60-day timeline (or shorter if required by state policy) for an initial evaluation. 

The keys to blending IDEA timelines and mandates with effective use of RTI information are: (a) clear articulation of regulations for school personnel about when a special education evaluation should be initiated; and (b) communication with and involvement of parents in the decision-making process. Parents should be provided information on the range of general education interventions, participate in discussions of options and timelines, receive regular updates on progress or lack thereof, and be part of the review of progress and the determination of a preferred course of action.

Conclusion

Timely and efficient evaluation is essential for the purposes of delivering effective instruction and determining whether a child meets criteria for SLD. Data provided by parents and educators and through comprehensive evaluations are the essential building blocks of the decision-making process, both in terms of designing and implementing effective instruction and determining eligibility for special education services. The integration of RTI practices and the incorporation of robust student progress data into the determination process can greatly enhance the accuracy and efficiency of SLD determination.

NCLD welcomes opportunities to work collaboratively with other organizations and individuals to advance this position and contribute to the effective and efficient determination of specific learning disabilities.

References

34 CFR Part 300 - Assistance to States for the Education of Children with Disabilities

Martin, J. (2011). Child Find in the RTI era: Common misconceptions, problem situations and avoidable disputes. Webinar hosted by LRP Publications.

U.S. Department of Education, Office of Special Education (January 2011).  A Response to Intervention Process Cannot Be Used to Delay or Deny Special Education Services.  Melody Musgrove to State Directors of Special Education.

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