Multi-Tiered Systems of Support (MTSS)

Using RtI for SLD Determination

  • May 8th, 2011
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IDEA 2006 and PA Chapter 14 regulations provide two options for the determination of a specific learning disability (SLD). Schools may use the ability-achievement discrepancy model or Response to Intervention (RtI). In order to use RtI for SLD determination, schools must seek approval through the Bureau of Special Education’s established RtI/SLD Approval/Renewal Process. Schools that wish to use RtI methodologies as part of comprehensive SLD eligibility determination must demonstrate that they have technically adequate models and/or implementation fidelity. The RtI/SLD approval/renewal process and application have recently been revised and can be accessed below for review. In addition, a list of RtI/SLD approved schools and their contact information can be found as well as a list of schools who are eligible for renewal status this year. Please note that only these schools are approved to use RtI for SLD Determination.

A variety of training materials and resources may be found on this topic and include the following:

Related Resources:

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Consultants

  • Jennifer Collins
    Reading, Multi-Tiered Systems of Support (MTSS/RtII)
  • Dawn Durham
    Reading, Paraprofessionals, Multi-Tiered Systems of Support (MTSS/RtII)
  • Wendy Farone
    Reading, Multi-Tiered Systems of Support (MTSS/RtII)
  • Marianne Dudek
    Reading, Mathematics, Multi-Tiered Systems of Support (MTSS/RtII)
  • Sielke Caparelli
    Behavior, Leadership, Multi-Tiered Systems of Support (MTSS/RtII)
  • Tara Russo
    Mathematics, Paraprofessionals, Multi-Tiered Systems of Support (MTSS/RtII)
  • Michael Minor
    Autism, Behavior, Multi-Tiered Systems of Support (MTSS/RtII)
  • Jeanie Hertzler
    Reading, Multi-Tiered Systems of Support (MTSS/RtII)
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