Response to Intervention
The law requires that regular education Tier I-III interventions be implemented in an effort to improve academic, speech/language, ADHD, and/or behavioral problems. Student progress during interventions must be monitored and documented prior to referral for special education services. Interventions must be research-based and include pre-test/baseline, post-test, and progress monitoring. Interventions must be implemented with fidelity.
The Response to Intervention (RTI) process is a three-tiered approach to providing services and interventions to struggling learners and/or students with challenging behaviors at increasing levels of intensity. Essential components of the process include three tiers of instruction and intervention, use of standard protocols and/or problem-solving methods, and an integrated data collection/assessment system to inform decisions at each tier of instruction/intervention. The process incorporates increasing intensities of instruction and/or intervention that are provided to students in direct proportion to their individual needs. Embedded in each tier is a set of unique support structures or activities that help teachers implement, with fidelity, research-based curricula, instructional practices, and interventions designed to improve student achievement. RTI is designed for use when making decisions in both general and special education, creating a well-integrated system of instruction and intervention guided by student outcome data. (From LA Bulletin 1508 that can be found on the Special Education page)
What types of data are used to make decisions about my child's instructional or behavioral services?