We at Campbell County Schools are proud of our work in developing Response to Intervention protocol within our district. With a willingness to do “whatever it takes”, we believe that the tiered interventions available can enable all students to learn at high levels. RTI process is “the practice of providing high quality instruction and intervention matched to student skill needs, monitoring student progress frequently to make changes in instructional goals, and applying child response data to important educational decisions.”NEA (2006) Role of General Education Teachers in the RTI Process.
Our Core Principles of RTI include:
- We can effectively teach all children
- Intervene early
- Use a multi-tier model of service delivery
- Use a problem-solving methodology
- Use research-based, scientifically validated interventions/instruction
- Monitor student progress to inform instruction
- Use data to make decisions
- Use assessments for three different purposes: (1) screening; (2) diagnostics; and (3) progress monitoring
Frequently Asked Questions
Q1: What is the difference between pre-referral intervention and RtI?
RtI is more than pre-referral. It is a comprehensive service delivery system that requires significant changes in how a school serves students. When viewed as a pre-referral system, the intervention remains the province of special education. If RtI is limited to pre-referral activity, the desired integration of general education and special education with the goal of enhanced outcomes for all students will not be achieved.
Q2: How does RtI affect referral and evaluation of special education?
RtI cannot be used to delay referral for special education evaluation, but in many cases it does provide important information about a student’s learning profile. If Tier 2 or Tier 3 intervention does not work to help the student keep pace with grade-level academic and behavior expectations, referral for comprehensive individual education is certainly warranted. Information about the student’s responsiveness to intervention is a helpful addition to the information gathered during special education evaluation.
Q3: Are all student in Tier 3 intervention enrolled in special education?
No. Some multi-tier intervention models described in the literature include special education as the most intensive tier of intervention, so it is possible to define a system in which the specially designed instruction offered through special education is the most intensive intervention provided in the district. The most common approach, and the one we use in this district, is to provide assistance and support for students in Tier 2 and Tier 3 prior to referral for special education.
Q4: How long should a student receive Tier 2 or Tier 3 intervention before referral to special education?
Intervention through the RtI framework cannot delay referral for special education evaluation when there is an obvious disability affecting the student’s educational performance. However, Tier 2 and Tier 3 intervention should be provided without referral for special education evaluation as long as the student makes the expected amount of progress at the expected rate. Frequent progress monitoring is a critical component of both Tier 2 and Tier 3 intervention. When this progress monitoring shows the student is making progress and closing the gap between his own performance and the grade-level expectations on the target skill, RtI is working. When the intervention does not work (the gap stays the same or gets wider), a referral to special education is warranted. Length of time in the intervention before referral to special education is individually determined.
Q5: Is RtI just for students with learning disabilities?
No. RtI approaches are used most frequently to document and monitor effective engaging instruction in the general education classroom, and to provide just-in-time intervention for any student who struggles to keep pace with grade-level expectations. Response to increasingly intensive intervention is documented and analyzed to insure students’ needs are met. All of these activities occur in general education prior to referral for special education evaluation.
Adapted from: The Source for RtI
Please take a look at our web resources below and documents to the right. We hope you find them useful!