15. RTI Success

The State of Minnesota has reported in 2010 on efforts to save money while reducing the drain from special education placements, particularly in the category of learning disability.  Improving reading is one key to preventing over-identification.  Success was recorded in the St. Croix River Education Districts:

 “Since the St. Croix River Education Districts (SCRED) have been using the Response to Intervention model for more than a decade, it is possible to evaluate results. The record shows that from 1996 to 2003 classifications for “learning disability” dropped from 4.2 percent to 4.1 percent for all Minnesota children. In the SCRED districts the percentage went from 4.4 to 2.5 amid general agreement that Response to Intervention spelled the difference. That is a 43 percent reduction in identifying children as special education.”


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