Response to Instruction (RtI)

Each school now has one or more problem solving teams designed to address the unique and individual needs of your child. In addition to addressing the typical challenges faced by many students, these teams are also designed to address instruction for such issues as generalized or specific learning problems, characteristics of dyslexia, characteristics of ADHD, and generalized or specific behavior problems, etc.. These teams meet at least once, but usually more than once, each month to review progress of ALL students in the school. General procedures to address the needs of your child are as follows:

CORE PROGRAM - On grade level instruction using multiple methods of instruction and awareness of your child's learning style. Instruction includes such strategies as modeling, reteaching, general remediation, corrective feedback, multiple opportunities for student practice, flexible grouping of students, student engagement, use of pacing guides, differentiated instruction, accommodations to level the playing field for all students, and participation in a screener assessment to identify student needs that will be addressed through the RtI process.

TIER II INTERVENTION - individual or small group instruction targeted to specific needs of your child using research-based strategies. The problem solving team determines which students need TIER II interventions and will notify you of that decision. Your child will participate in a "progress monitoring" assessment to determine success of these interventions a minimum of once every two weeks. You will be notified of that success, or lack there of, with a graph of your child's progress attached to the progress report/report card. During TIER II intervention, you will receive research-based strategies from the school that you can use at home to also help your child with reviews, homework, etc. TIER II interventions may be short term and stop once your child has obtained adequate progress toward the targeted skill.

TIER III INTERVENTION - (in addition to TIER II) individual or small group instruction targeted to specific needs of your child using research-based strategies and programs; these programs are taught by highly qualified and trained teachers. The problem solving team determines which students need additional TIER III interventions and will notify you of that decision. Your child will participate in weekly "progress monitoring" assessments to determine the success of these interventions. You will be notified of that success, or lack there of, with a graph of your child's progress attached to the progress report/report card. A vision and hearing screening is conducted, as well as the possibility of other assessments, during TIER III intervention to help identify any additional problems that may be hindering the success of current interventions. TIER III interventions are intensive and long term. However, TIER III interventions may stop once your child has obtained adequate progress toward the targeted skills. Lack of progress over time using Core instruction, TIER II, and TIER III interventions may result in a referral for an evaluation for special education eligibility.

Parents who are considering requesting an evaluation for special education eligibility are strongly encouraged to first allow your child to participate in the full RtI process prior to the request. The RtI process is designed to ensure the implementation of appropriate instruction, which is a necessary factor to consider in determining whether a disability is present and special education services are ultimately needed.