ABSTRACT
This chapter examines the components of Response to Intervention (RTI) models by states that note RTI as a means to address disproportionality as reported in their State Performance Plans. It also examines all states' level of RTI model development and the level of integration of responsive practice provided in their RTI models and assessment and content area instructional guidance documents. All United States have responded to the Individuals with Disabilities in Education Act policy change allowing RTI to be used as an alternative or supplement to discrepancy models for the identification of learning disabilities. The chapter presents two case study vignettes drawn from two larger qualitative studies. First study provides an example of the need for explicit consideration of language acquisition processes for English language learners within RTI implementation. The second study examines urban high school teachers understanding and use of data to make educational decisions for culturally and linguistically diverse students within an RTI framework.
