Regulatory Guidelines for Implementing RTI

Based on U.S. Department of Education Guidelines (2006)
(as cited by Vaughn and Bos, 2009, p. 7)

State criteria must not utilize a severe discrepancy between intellectual ability and achievement.
State criteria must permit the use of a process based on children’s responses to scientific, research-based intervention.
When determining specific learning disabilities (SLD), personnel must determine whether children are making age-appropriate progress or making progress to meet state-approved grade-level standards.
Lack of achievement may not be due to lack of appropriate instruction in reading or math.
There are many models of RTI.
Though specific procedures are not described, the importance of timelines and structured communication with family members is emphasized.
Frequent and ongoing assessments to determine response to intervention can be determined by the state.
RTI is not a substitute for a comprehensive evaluation.
No single procedure can be relied on to determine appropriateness of special education.