RESPONSE TO INTERVENTION
The District’s RTI process shall include, at a minimum, the following components:
- Problem-solving processes and problem-solving teams;
- Instructional changes driven by data-based decision making;
- Parent notification regarding the amount and nature of student performance data collected; and
- Multi-tiered interventions, including:
Tier 1: Universal interventions. State content standards-aligned core instruction and school-wide positive behavior interventions and supports are provided to all students in the general education core curriculum.
- High quality, effective instruction designed to engage and challenge students;
- Clear and high expectations for student learning and behavior;
- Effective support to enhance student engagement in the learning process and to promote school completion; and
- Periodic progress monitoring.
Tier 2: Strategic Interventions. Academic and behavioral strategies, methodologies and practices designed for some students who are not making expected progress in the State content standards-aligned instructional system who are at risk for educational underachievement. Strategic interventions include:
- State content standards-aligned instruction with supplemental, small group instruction;
- Use of standard protocol interventions; and
- Minimum of twice-monthly progress monitoring
Tier 3: Intensive Interventions. Academic and behavioral strategies, methodologies, and practices designed for students who are significantly below established grade-level benchmarks in the State content standards-aligned instruction. Intensive interventions are:
- Determined and selected through an individual problem-solving process;
- Explicit and skill specific;
- Individualized or provided in small groups (3 to 5 students) instruction;
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- Increased by frequency of intervention sessions and minutes per session; and
- Progress monitored at least weekly.
- In order to be identified as a student with a Specific Learning Disability, the data collected during the Response to Intervention process must demonstrate the following:
- The child does not achieve adequately for the child’s age or to meet State approved grade-level standards in one or more of the following areas, when provided with learning experiences and instruction appropriate for the child’s age or State-approved grade-level standards:
- oral expression
- listening comprehension
- written expression
- basic reading skill
- reading fluency skills
- reading comprehension
- mathematics calculation
- mathematics problem-solving; and
- The child does not make sufficient progress to meet age or State-approved grade-level standards in one of the areas identified in paragraph 1 above when using a process based on the child’s response to scientific, research-based intervention.
- In order to determine the existence of a Specific Learning Disability, the team must confirm:
- That the child’s underachievement is not primarily the result of:
- cognitive impairment;
- emotional disability;
- cultural factors;
- environmental or economic disadvantage; or
- limited English proficiency.
- That the child’s underachievement is not due to lack of appropriate instruction in reading or math as verified by:
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- data that demonstrate that prior to, or as part of, the special education referral process, the child was provided appropriate instruction in regular education settings, delivered by highly qualified personnel; and
- data-based documentation of repeated assessments of achievement at reasonable intervals, reflecting formal assessment of student progress during instruction.
RTI is only one component of the process to identify children as eligible for special education.
- RTI does not replace the need for a comprehensive evaluation.
- A child’s eligibility for special education services cannot be changed solely on the basis of data from an RTI process.
- Each group member must certify in writing whether the report reflects the member’s conclusion. If it does not, the group member must submit a separate statement presenting the member’s conclusions.