RtI and Learning Disabilities (LD)
Local school districts may choose to use an RtI process as one of a variety of measures used in determining LD eligibility.
The use of RtI in determining LD eligibility was included in the reauthorization of the Individuals with Disabilities Education Act (IDEA) of 2004 due to concerns with models of identification of LD that use only IQ tests.
This represents a departure from former identification methods where a student was identified as SLD based on a test that measured IQ and compared it to actual performance. The more severe the discrepancy between these two measures, the more likely it is that a student is learning disabled. Under the state’s dual discrepancy model, a K-3 student suspected of having a learning disability would still be given the standard IQ/performance test as part of a comprehensive evaluation. However, data from the student’s response to interventions provided at Tiers 1 and 2 would also be incorporated into the evaluation and eligibility determination.
It is thought that the dual discrepancy model will give educators a broader view of how the student learns compared to the snapshot obtained from utilizing a single discrepancy model. One advantage is that the progress monitoring utilized in the RtI process yields data directly relevant to instructional design and delivery. In this way, educators can better plan an effective program to meet the specialized needs of a student with disabilities, or distinguish a student who truly has a learning disability from one whose learning difficulties could be resolved with scientifically-based, general education interventions.
Additional information regarding the use of RtI in determining LD eligibility is available in a question and answer format from the U.S. Office of Special Education Programs (OSEP). Click on the link for Identification of Learning Disabilities.
The U.S. Department of Education’s Office of Special Education Program’s website features a toolkit for teaching and assessing students with disabilities. See Responsiveness to Intervention in the SLD Determination Process for a conceptual overview of RtI—including hypothetical examples of how RTI might operate within a school setting and for a particular student—and to discuss its role within the larger context of specific learning disabilities (SLD) determination:
http://www.osepideasthatwork.org/toolkit/ta_responsiveness_intervention.asp
You may also wish to review a variety of research articles and resources about using RtI data for SLD determinations available from the National RtI Center’s website at http://www.rti4success.org/index.php?option=com_content&task=blogcategory&id=20&Itemid=81 .
It is important to remember when reviewing national level information, that each state has their own RtI framework, so information and terminology needs to be considered in light of the construct of New Mexico’s RtI state rule, guidance, and framework.
Even though the IDEA provides that states may choose to use an RtI process for LD determinations, state special education rules at Subsection C (1)-(2) of 6.31.2.10 NMAC provide that
- in identifying children with specific learning disabilities, the public agency may use the dual discrepancy model as defined and described in the New Mexico Technical Evaluation and Assessment Manual (New Mexico T.E.A.M.) or the severe discrepancy model as defined and described in New Mexico T.E.A.M.; and,
- effective July 1, 2009, public agencies must implement the dual discrepancy model in kindergarten through third grade.
See http://www.ped.state.nm.us/seo/guide/SLD%20Evaluation%20and%20Eligibility.pdf for the notification memo from the PED. For state guidance about making LD determinations using data from the RtI process, please see, the New Mexico Technical Evaluation and Assessment Manual (NMTEAM), pages 114-120 at http://www.ped.state.nm.us/seo/technical_assistance/NMTeamManual62907.pdf
For further information, please contact the PED’s Special Education Bureau at (505) 827-1457.
New Mexico Public Education Department
Response to Intervention
May 2009 |
