ABSTRACT
Research has found that despite best efforts, approximately 5% of the student population in school districts that utilize a response-to-intervention (RTI) model is not successful in tiers 1 and 2 (Burns, Appleton, & Stehouwer, 2005). However, less than 2% of the student population is then referred to and placed into special education. This is an important number because current estimates of the national prevalence of learning disabilities are approximately 5-6% (Lerner, 2002).
