Policy 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. 

Legal References:

Adoption: