Abstract With the reauthorization of IDEIA in 2004, LEA's now have available an alternative set of assessment procedures that can be used in the identification of students with learning weaknesses and specific learning disabilities termed Response to Intervention (RTI). Linked to a preventative model of service delivery, the promises of RTI are the early detection of students-at-risk for developing problems in the basic academic skill areas and the remediation of such problems before developing into specific forms of learning disabilities. While much is known regarding the individual procedures used within an RTI model (e.g., screening, progress monitoring, etc.) little published research exists regarding the overall effectiveness of an RTI approach. This talk will present program evaluation longitudinal finding of tiered RTI model on identification rates of students in need of assistance including the long-term sustainability of these findings. Dr. Hintze will also be available to meet informally with graduate students from 2-3:30 in Teachers College room 249.