Frequently Asked Questions
What is the Purpose of Response to Intervention (RTI)?
The purpose of RTI is to provide all students with the best opportunities to succeed in school, identify students with learning or behavioral needs, and ensure that they receive appropriate instruction and related supports. An important component of an effective RTI framework is the quality of the core instruction (Tier 1), where all students receive high-quality instruction that is aligned to a state’s achievement standards. This allows teachers and parents to be confident that a student’s need for more intensive intervention or referral for special education evaluation is not due to ineffective classroom instruction.
How are students identified as needing additional support in our district?
Please refer to the Student Screening and Identification (I&RS) section of this manual.
Can students move back and forth between tiers?
Yes, students should move back and forth across the levels of the prevention system based on their success or difficulty at the level where they are receiving intervention. For example, students can receive intervention/support in one academic area in Tier 2, while receiving intervention/support in another academic area in Tier 3.
When will students receive instructional interventions?
Students will receive instructional intervention/supports after receiving core instruction during a scheduled intervention period, snack time and/or or a special period. It is our goal to not pull students during the direct instruction period of the core instructional block.
What is the duration and frequency of the student support/intervention periods?
Frequency and duration of the interventions are determined by the individual needs of the student, but will typically occur 2-3 days/per week for approximately 35 to 50 minutes. Interventions can be increased or decreased based on the needs of the student. It is best to refer to the individualized student support plan in this regard.
How will student progress be monitored?
Students are typically assessed at regular intervals (e.g., weekly, biweekly, monthly). Progress monitoring intervals are determined by the individual student needs indicated on the Student Support Plan and outlined in the Progress Monitoring section of this manual.
What if a student does not make adequate progress?
If a student does not make adequate progress, the building-level Student Support Services Team may make adjustments to the individualized student support plan and may increase the frequency, intensity and duration of the intervention/support provided.
I am a staff member and I would like to refer a student to the Student Services Department. What steps should I take?
Staff members may complete and submit the Student Support Services Referral Form and submit to the Student Support Services Department after notifying parents/guardians of the intent to request support services. The Student Support Building Team/I&RS will meet to review and create an individualized Student Support Plan.
I am a staff member and I would like for my student to receive support in the instructional intervention program, but the building level Student Support Services Team determined that Tier 1 support is sufficient at this time. How do I appeal this decision?
Staff members can request an appeal using the Appeal Process outlined in this manual.
Where do parents fit in this process?
It is recommended that parents be involved at all levels of the RTI process. Once a student is identified as needing additional support, the parent and/or guardian is informed. The parent is invited to the building-level Student Support Services Team meetings and is informed of progress throughout the implementation of the student support plan.
If a parent/guardian is concerned about their child’s progress, they are encouraged to communicate (email, call, confer) with the student’s classroom teacher first.
Who is on the building-level Student Support Services Team?
The members of the building-level Student Support Team include:
Building Facilitator (Principal/Vice Principal)
RTI Coordinator (K-2)
General Education Teacher
Special Education Teacher
Instructional Intervention Teacher
Guidance Counselor (Social-Emotional Referrals)
Parent/Guardian of Student
Additional members may also be invited based on the needs of the student.
The members of each building’s Student Support Services Team for K-8 can be found below:
Is RTI a Special Education Program?
No. RTI 4 Success states: RTI is not synonymous with special education. Rather, special education is an important component of a comprehensive RTI framework that incorporates Tier 1, Tier 2, and Tier 3 levels of prevention. All school staff should work together to implement their RTI framework and make decisions regarding appropriate intensity of interventions for students. Movement to less intensive levels of the prevention framework should be a high priority, as appropriate.