Abstract
The purpose of this study is to examine decisions rendered by the courts with regard to compliance or noncompliance to the statutes and regulations related to Response to Intervention (RtI). The No Child Left Behind Act of 2001 and the Individuals with Disabilities Improvement Act (IDEIA) of 2004 encourage state and local educational agencies to develop and provide a high-quality, scientifically research-based intervention system to determine the eligibility of a child for special education services. Most states have adopted a multi-tiered intervention system in an effort to collect data and address the RtI requirements of IDEIA. Whereas it is the duty of Congress to write legislation, the courts’ interpretation provides the guidance needed to ensure that appropriate measures are taken in identifying students with potential learning disabilities.
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