2163 - Response to Intervention

It is the district’s policy to ensure that all students receive high quality, scientific, research-based general education core instruction and as appropriate, strategic and intensive 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 will apply: 

1. Scientific, research-based interventions in the general education setting; 
2. Measure the student’s response to intervention; and 
3. Use RTI data to inform instruction. 

The superintendent will develop procedures to implement student interventions, using teacher observations, and classroom, school, or district assessments to identify students who are at risk of academic or behavioral problems and in need of scientific research-based interventions. 

Intervention will consist of three levels of assistance that increase in intensity. The three levels will include: 

1. Screening and classroom interventions; 
2. Targeted small group intervention; and 
3. Intensive interventions. 

Each of these three interventions are explained in the accompanying procedures. 

Parent Involvement in the RTI Process 

The district will inform parents regarding the use of scientific, research-based interventions, including: a) strategies used to increase the student’s rate of learning; b) the parents’ right to request a special education evaluation; c) and the state’s guidelines regarding the amount of and nature of students’ performance data collected, and the general education services provided. 

When using a process based on a student’s response to scientific, research-based intervention that may be used for the identification of students with a specific learning disability, the district will implement the response to intervention (RTI) procedures listed below in all or some of its schools, and at all or some grade levels. The district will continue to increase its RTI efforts to reach district-wide implementation by the 2010-2011 school year. 

The district provides information about its RTI policy and procedures via the district website, which includes a description of parents’ rights under a RTI process consistent with WAC 392-172A-03055(4)(b) and WAC 392-172A-03080(1)(g)(ii)(A)-(C) at http://www.k12.wa.us/SpecialEd/regulations.aspx 

Tier I: Core Classroom Instruction 

High quality, effective and engaging Tier I instruction is delivered in the general education set-ting, by a general education teacher and is designed to meet the needs of all students. Tier I in-cludes the research-based core curriculum. Curriculum is implemented and instruction is deliv-ered as planned and intended (i.e., with fidelity), as determined through regularly scheduled monitoring of fidelity by the building principal or designee. 

Universal Screening 

Universal Tier I instructional screenings are conducted at least three times throughout the school year at fixed intervals to identify each student’s level of proficiency. Universal screenings are administered and scored by trained staff members, fall, winter, and spring. Universal screening results are aggregated at the student level and provided to the building principal and the school based team in one week from the time the screenings are administered. 

Tier I: Intervention 

If 20% or more of children in a classroom score below benchmark on any instructional screen-ing, the school based team, including the building principal, will meet to consider the need for additional classroom supports and interventions at Tier I. 

Students Below Cut Score 

The district’s established cut scores, based upon accurate and efficient universal screening measures, identify which students are at academic risk. After confirming that Tier I instruction was monitored and implemented with fidelity, students who score below the district’s cut scores shall receive Tier II strategic interventions. Students who score below benchmark, but above the established cut score will be reviewed by the school based team as described below. 

Students Below Benchmark, But Above Cut Scores 

Following each universal screening administration during the school year, the Decision-Making Team (DMT), will review the program and progress of any student who does not score at benchmark on any instructional screening, but who does score above the district’s established cut score, to assure the student is receiving differentiated, needs-based instruction. In addition, the team’s review will include the fidelity of program implementation, pacing and appropriateness of instructional groupings. 

Tier I: Progress Monitoring 

Using curriculum based measures and/or assessments (CBMs or CBAs), monitoring of the stu-dent’s progress toward end-of-year benchmarks will occur a minimum of three times a year until progress monitoring data consistently demonstrates the student is on a trajectory to meet end-of-year benchmarks. Student progress monitoring at Tier I is administered and scored by the general education teacher. If, after 6 weeks of progress monitoring, the student is not on a trajectory to meet end-of-year benchmarks, the student shall be provided Tier II strategic interventions, unless the school based team specifically determines and can substantiate based on the progress moni-toring data that further progress monitoring is required before Tier II strategic interventions are provided. 

For students who have “exited” from a Tier II or Tier III intervention, general education teachers will monitor the progress of those students monthly for at least three months to ensure they are continuing to make sufficient progress. 

Tier II: Strategic Interventions 

Tier II strategic interventions will be designed by the DMT and delivered primarily in the gen-eral education setting, by a general education teacher, but may be delivered in other or additional settings or by other trained staff as appropriate to the specific intervention. Tier II interventions are scientifically, research-based, matched to student need, and implemented with fidelity, and monitored by the principal or his or her designee. Tier II interventions will be described on a stu-dent intervention plan using an electronic format. 

Tier II interventions are provided in addition to regularly scheduled core instruction in the gen-eral education curriculum and will be delivered in small groups, ideally, at least three times each school week for not less than 30 minutes per session. Tier II interventions will be delivered for at least six weeks, unless progress monitoring data reveals a need for a change in intervention, fre-quency or duration. 

Tier II: Progress Monitoring 

Using CBMs and/or CBAs, progress will be monitored at least every month, or more frequently as determined by the school based team, against established benchmarks. Tier II progress moni-toring measures are administered, scored and results are charted by building instructional spe-cialists or designee. The student’s parents will be provided results of these repeated assessments. 

Responsiveness and Non-Responsiveness to Tier II Intervention 

If, after eight school weeks of Tier II intervention, the student has made no progress toward benchmarks based on at least three progress monitoring data points below the aim line, or has made progress, but is not on a trajectory to meet end-of-year benchmarks, the DMT will meet to review the student’s program and progress, to assure the student is receiving differentiated, needs-based instruction. In addition, the team’s review will include fidelity of program imple-mentation, pacing and appropriateness of instructional groupings. Based on its review, the team will determine whether: 

1. Additional diagnostic assessments are warranted, and if so, in what areas and by whom; 
2. Additional changes to the instructional or behavioral interventions are required; 
3. The Tier II intervention should continue because progress monitoring data indicate the in-tervention is working even though the student has not yet met benchmarks; 
4. The student should return to Tier I core instruction with continued progress monitoring because the student has met benchmarks; or 
5. The student requires Tier III intensive intervention. 

If, after an additional eight weeks of Tier II intervention using the same, modified or different strategies (or up to a total of 16 school weeks of Tier II intervention) the student has made no progress toward benchmarks, the student shall begin receiving Tier III intensive interventions. If not yet administered, diagnostic assessments will be conducted by building instructional special-ists or designee and results will be utilized in designing the Tier III intensive intervention. 

If the student has made progress, but is not on a trajectory to meet end-of-year benchmarks, (a) through (e) above shall be revisited by the school based team accordingly. 

Tier III: Intensive Interventions 

Tier III intensive interventions will be designed by the DMT and delivered primarily in the gen-eral education setting, by a general education teacher and additional staff, but is likely to be de-livered in other or additional settings, or by other trained staff as appropriate to the specific in-tervention. Tier III intensive interventions are scientifically, research-based, matched to student need, and implemented with fidelity, as monitored by the principal or his or her designee. Tier III interventions will be in addition to regularly scheduled core instruction in the general education curriculum, and will be delivered in group settings smaller than those for intervention delivered in Tier II, and with an increased frequency (i.e., five times per week), duration, but not less than six weeks, and/or intensity (i.e., 60 minutes per session) than provided within Tier II. Tier III in-tensive interventions will be described in the student’s intervention plan. 

Tier III: Progress Monitoring 

Using CBMs or CBAs, progress will be monitored weekly against established benchmarks. Tier III progress monitoring measures are administered, scored and results are charted by building in-structional specialists or designee. The student’s parents will be provided results of these repeat-ed assessments. 

Non-Responsive to Tier III Intensive Intervention 

If, after eight school weeks of Tier III interventions (or up to a total of 24 school weeks of com-bined Tier II or III interventions), the student has made no progress toward benchmarks as indi-cated by at least three data points below the aim line, the DMT will consider a referral for an ini-tial evaluation for special education services or other long-term planning, such as an evaluation for services under Section 504 of the Rehabilitation Act. If appropriate, the Tier III intervention will be continued after any necessary modification during the evaluation process, if the student has not received at least two phases of Tier III intensive interventions. 

Responsive to Tier III Intensive Intervention 

If, after eight school weeks of Tier III interventions (or up to a total of 24 school weeks of inter-vention), the student has made progress toward benchmarks, but is not on a trajectory to meet end-of-year benchmarks, the MDT will meet to review the student’s program and progress, to as-sure the student is receiving differentiated, needs-based instruction. In addition, the team’s re-view will include fidelity of program implementation, pacing, and appropriateness of instruc-tional groupings. Based on its review, the team will determine whether: 

1. Additional diagnostic assessments are warranted, and if so, in what areas and by whom; 
2. Additional changes to the instructional or behavioral interventions are required; 
3. The Tier III intervention should continue because progress monitoring data indicate the intervention is working even though the student has not yet met benchmarks; 
4. The student should return to Tier I or Tier II with continued progress monitoring, as prescribed above, because the student has met or is on trajectory to meet end-of-year benchmarks; or 
5. A referral for an evaluation for special education is required. 

If, after an additional eight school weeks of Tier III interventions (or up to a total of 32 school weeks of combined Tier II and Tier III interventions), the student has made progress toward benchmarks, but is not on a trajectory to meet end-of-year benchmarks, the DMT will refer the student for an evaluation for special education services. 

These procedures are designed to permit students to move between Tiers of intervention based on the student’s progress against benchmarks as determined by the DMT.