This memorandum aims to clarify the relationship between Response to Intervention and evaluations pursuant to the Individuals with Disabilities Education Act (IDEA). It suggests examination of procedures and practices in states to ensure any LEA implementing RTI strategies is appropriately using RTI and not delaying or denying timely initial evaluations of children suspected of having a disability.
Response to Intervention
English Learners with Special Needs
English Learner Identification
Administration and Leadership