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Journal of Learning Disabilities
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Implementation of Response to Intervention

A Snapshot of Progress

Sheri Berkeley

The University of Georgia

William N. Bender

The University of Georgia

Lindsay Gregg Peaster

The University of Georgia

Lauren Saunders

The University of Georgia

This article provides a snapshot of how all 50 states are progressing with the development and implementation of response-to-intervention (RtI) models 1 year after the final regulations for the Individuals with Disabilities Education Act were passed. Data were collected through a review of existing state department of education Web sites and conversations with representatives in each state department of education. Information related to RtI model type, implementation status, professional development, criteria for eligibility, and specific features of individual state RtI models are presented. Findings indicate that most states are in some phase of RtI development, although approaches vary widely throughout the country. Implications for research and practice are discussed.

Key Words: response to intervention • identification • classification • policy

Journal of Learning Disabilities, Vol. 42, No. 1, 85-95 (2009)
DOI: 10.1177/0022219408326214
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