Almost 40% of special education students have been identified as having a specific learning disability (SLD), a disorder of one or more of the psychological processes involved in language, which makes it difficult for these children to write, read, speak, spell, listen, or do calculations. However, the disproportionate increase in the number of students being given the SLD designation led experts in the field to question the models for identifying children with learning disabilities. They concluded that many children identified with SLDs were victims of inadequate teaching in a school system that was not adequately prepared to intervene early on their behalf.

So in 2004, the reauthorized Individuals with Disabilities Education Act called for a change. It encouraged states to replace the “wait to fail” discrepancy model previously used to identify students who may be eligible for special education services with a Response to Intervention (RTI) model. This change was made in an effort to increase the capacity of school systems to provide just-in-time instructional support to struggling students before the point of failure. The goal of the RTI model was to reduce the number of students inappropriately referred to special education.

This eBook was developed for school and district leaders who have implemented RTI models but recognize a disparity between the intended outcomes of their intervention efforts and their actual results. By applying the principles in this eBook, you will be better positioned to lead the kind of systemic change needed to ensure your intervention practices lead to improved student learning outcomes.

Packed with research-based best practices, real-life examples, and practical advice, the Designing Effective Systems of Instruction and Intervention eBook will show you how to build a system of learning that can successfully navigate common roadblocks while moving the needle on student outcomes.