POLICY LETTER: September 24, 2007 to Mountain Plains Regional Resource Center Co-Director Dr. Carol Massanari
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POLICY LETTER: September 24, 2007 to Mountain Plains Regional Resource Center Co-Director Dr. Carol Massanari PDF
I)r
.
am! assanan
[vlo_intain Plains
Regional
Resource
enter
(
tnh State hi iversity
1
78)
North Research Parkway, Suite 1 1 2
1 og_tn, UT 84341
f)ea_
•
Dr
. Massanari
:
1 his l tter is in response to your August 6, 2007, electronic mail (email) inquiry on behalf
of
the
Wvotinutt Department of Education, in which you request clarification of all issue addressed in
]ie echnical assistance document "Questions and Answers on Response to Intervention (RTI)
am
: Early Intervening Services (P151
"
released in January 2007 by the t)fPce of Special
E ucaltion Proerarns (OSE-P) to
Who
,
the final Part t? re ulatiot~s implementing the 2004
I
-
Ca,
of tits inc h% ideals with
Disabilities
Educatiolt Act (Il)l )
.
Yot ask Mhiether or not
th
ere
night
be a vt
:ty to "held test" niocedures
lilt
using data from R I I
as Mart of the identidciitloll ofspeeitlc learn)
disabilities (SI_D), You pose a second part to
yogi- Question re-
Bell['
rile differences hetwceir eleiiientar s sc
:{tools an
(i
Secondary Schools
. You
asik,
"Would it be I>ossihle that the I
:1) etetctniination at till
: elenientarv level world be band on
dtt_~ usin
: the RTI urocess %` pile the middle and hich school levels would continue to use a
dtscrcpanc v process'!
.,
In its letter to
dated July ?7
. 201)7
. and attaeiiec
,
t)SEl' states that if the use ol
-
a
process
hand on the child's response to selenliheo rose rch-b artt
i
nterventions
. i
n
ldentil"ving
chil
.irei? with SID is reouircd Iby the local educational agcilc5! (l PA)]
.
then all children
suss eeted of having an SLD, in all schools in the I EA, would be required to be involved in the
process
. However,
[as stated ill the Ccniosia letter) research indicates that implementation of
any process, across any system, is most effective when accomplished systematically, in an
incremental manner, over time
. [fail LEA chose to
`
-
scale up'' the implementation of the RTI
illoc el gradually, over time, as would be reasonable, the LEA could not require the use ofR
.
I'!
fig
. Inrpose_s of identifying children with SLD until RTI was fully implemented in the I_T A
.
Therefore, it is
till rise to require the
usc
of a process based on the child's response to scientific,
res arch-based intervention before iniplenleniation of that process has been successfully scaled
up
.
On
11e
oilier hand, f the use of a irocess based on the child's response to scientific, research-
b is d intervcnttott,
is
not rec~ttn
-
ec
. but i s
uermitted
hw the I FA, a school would not have to wail
until
101
is
sully
implemented in all schools in the LEA before using R fl as part of the
idci
.tilication of SlA)
. f hat is, ifthc IT A is
aiiowing
. but not t'cciiuiriqg
the use of R"n, and a
particular school, using the criterm adopted by the State Or dew-m? ring whether the child has an
SLI) is
in
ittibed under 34 CI-R § Tot) S(e)t'(1},
is inlplcmentuig an RTI process consistent wall
sill1
MARYLAND
AVF,
, S Vd U'AUiilN(1l't>N ii c -'(12)
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UNITED STATES UEPARTNIENTOIF EDUCATION
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TOPIC ADDRESSED: Evaluations and Reevaluations
SECTION OF IDEA: Part B—Assistance for Education of All Children With Disabilities; Section 614—Evaluations, Eligibility Determinations, Individualized Education Programs, and Educational Placements
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Last modified on April 26, 2017