This study was conducted for the purpose of developing a structural system of the response to intervention model which is adequate for educational conditions in Korea. For this, this study performed the survey for the expert group consisting of 20 people who are mainly university professors and doctors whose major is in learning disabilities as well as 20 field teachers who teach in special education elementary school. Based on the analysis of literatures and the result of survey, the structural system of the school-based Responsiveness -to-Intervention Model was developed as follows: First, the structure consisting of three-tiers – general instruction, supplementary instruction and concentrated instruction – using the research-based instruction was found to be adequate. Second, the research-based instruction used for each step, with respect to the components, requires constant search and is using the curriculum-based measurement as its measuring tool. It applies dual discrepancy which has considered both the level of performance and the degree of progress in designating a standard of selection and non-responsiveness of the student with learning difficulty. In detail, this study has classified the children of less than the bottom 16% as the children with learning difficulty, and then classified the children with less than –1SD, compared to other children under the 2 intervention step and the 3 intervention step, as the children with nonresponsor. Only the children who have been finally classified as the children with nonresponsors after such the 3 step interventions would be referred to the procedure for diagnosing and identifying the learning disabilities. This study is expecting that a response-to-intervention model consisting of this structural system will be suitable for Korean educational field, and thus an experimental verification applying it will be required. Key words : school-based, Response-to-Intervention, learning disabilities diagnosis and identification, underachievement, early education