Do the Special Education Regulations in States Requiring RtI for SLD Identification Include or Omit Intervention Fidelity?

This article investigates the inclusion and treatment of intervention fidelity (IF)—the degree to which an intervention is implemented as planned—within state laws and guidance documents for response to intervention (RtI) used in specific learning disability (SLD) identification. Reviewing publicly available artifacts from the 12 U.S. states that require RtI for SLD identification, the study found that while most states mention IF (often using the term fidelity), explicit guidance on assessing, reporting, and evaluating IF is limited, with few states specifying methods, frequency, responsible parties, or numerical thresholds for fidelity data. The findings highlight a gap between the recognized importance of IF in RtI models and its practical application and legal codification at the state level, raising concerns about consistency and due process in SLD evaluations. The article suggests that clearer state policies, explicit guidance, and enhanced training on IF are needed to improve RtI implementation and SLD identification practices.