Response to Intervention (RTI)

An alternative to the approach of identifying students with learning disabilities that does not include the severe discrepancy is called Response to Intervention (RTI). It is currently being implemented in a number of different states. "The RTI approach to identification is based on the assumption that students who are struggling academically should only be identified with a learning disability if they do not respond to effective instruction (i.e. instruction that is based on scientific, research-based interventions)" (Rosenberg, 2008, p. 144-145). RTI is comprised of different levels of instruction, and a systematic manner of measuring student's academic progress while they are being given instruction. 

1. Students are first tested in the first grade to determine whether they are struggling with reading or math.
2. Those students who are identified as at risk for poor learning during first grade are then identified for intervention. Intervention is implemented on these students with evidence- based practices that are guaranteed to be the most effective.
3. After the intervention students are tested. Those students who respond well are considered the ones that can achieve at the appropriate level with their peers in the first grade meaning that they instead had difficulty learning due to insufficient background knowledge or lack of instruction. 

Finally, those students who do not respond at all then lack of quality instruction is removed from the list of possibilities, and they are referred to the Child Study Team for further evaluation.  

Rosenberg, Michael S. , David L. Westling, and James McLeskey. Special Education for Today's Teachers. New Jersey: Pearsons Education, Inc., 2008.