Response to Intervention (RTI) is a way of organizing instruction and assessment. It has two purposes:
- To identify children needing help in reading, math, writing, and prevent the development of serious learning problems; and
- 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.
Response to Intervention (RTI) Program Coordinator
Kerri Coffman - email@example.com or 509-526-6707