Response to Intervention (RTI) is a way of organizing instruction and
assessment that has two purposes:
1.) To identify children needing help in reading, math, writing, and
prevent the development of serious learning problems; and
2.) To identify children who, even when given extra help, make very
limited progress. Research has shown that these children sometimes have
a learning disability.
Services and strategies our district provides to ensure all children
are learning:
Tier I: The student receives core instruction from their general
education teacher at a particular age or grade level.
Tier IIa: The student receives research based interventions used with
students whose progress places them at some risk for not meeting
instructional goals and whose skill needs are easily grouped with other
students of similar needs.
Tier IIb: The student receives individualized research based
interventions used with students whose progress places them at high risk
for not meeting instructional goals and whose skill needs are so unique
as to require individualized instructional approaches.
Progress monitoring will be conducted on all students to identify the
effectiveness of the intervention and make adjustments accordingly.
When children continue to have difficulty:
The school will keep you informed of your child’s progress. If you
and the school have tried several interventions, and progress continues
to be limited, you may be asked to give consent for an evaluation. The
purpose of such an evaluation is to determine what your child’s
educational needs are, and to consider whether your child may have a
learning disability.
A parent may request an evaluation for special education services at
any time, including any stage of the RTI process. To request a special
education evaluation, contact your building learning specialist or
school counselor.
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