BOARD POLICY No. 2163
It is the district’s policy to ensure that all students receive high quality, scientific, research-based general education core instruction (Tier I) and, as appropriate, strategic (Tier II) and intensive (Tier III) intervention supports matched to student needs. The district utilizes the core principles of the Response to Intervention (RTI) process which combines systematic assessment, decision- making and a multi-tiered services delivery model to improve educational and behavioral outcomes for all students.
The district’s process identifies students’ challenges early and provides appropriate instruction by ensuring students are successful in the general education classroom. In implementing the RTI process, the district shall apply:
- Scientific, research-based interventions in the general education setting;
- Measure the student’s response to intervention; and
- Use RTI data to inform instruction.
The superintendent shall develop procedures to implement student interventions; and use teacher observations, and classroom, school, or district assessments to identify students who are at risk of academic or behavioral problems and thereby in need of scientific research-based interventions.
Intervention shall consist of a three levels of assistance that increase in intensity. The three levels shall include:
- Screening and classroom interventions;
- Targeted small group intervention; and
- Intensive interventions
Parent Involvement in the RTI Process
The district shall inform parents regarding the use of scientific, research-based interventions, including: a) the state’s policies regarding the amount and nature of students’ performance data collected and the general education services provided; b) strategies used to increase the student’s rate of learning; c) and the parents’ right to request a special education evaluation.
First reading February 5, 2008
Adopted by the Board February 19, 2008