2163 (P) - Response to Intervention

ADMINISTRATIVE PROCEDURE No. 2163

RESPONSE TO INTERVENTION

General Education Response to Intervention Procedures

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 in the areas of reading, writing, math and behavior by the 2021-22 school year.

The district provides information about its RTI policy and procedures via district website and student handbooks, 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).

Tier I: Core Classroom Instruction

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

Universal Screening

Universal Tier I instructional screening in the areas of reading (DIBELS, ORF, iReady), mathematics (AIMS Web, iReady), and behavior (Behavior Checklist) are conducted at least three times throughout the school year at fixed intervals (Fall, Winter and Spring) to identify each student’s level of proficiency. Universal screenings are administered and scored by trained building level staff. Universal screening results are aggregated and monitored by the building principal and the school based team on an ongoing basis.

Tier I: Intervention

If 80 percent or more of children in a classroom score below benchmark on any instructional screening, the school-based team, including the building principal, will meet to consider the need for additional classroom supports and interventions at Tier I.

A.  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.

B.  Students Below Benchmark, But Above Cut Scores

Following each universal screening administration during the school year, the building/grade level team will review the program and progress of any student who does not score at standard 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 student’s progress toward end-of-year benchmarks will occur according to the core curriculum assessment sequence 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 4-6 weeks of progress monitoring, the student is not on a trajectory to meet end-of-year benchmarks, the student will be provided Tier II strategic interventions, unless the school based team specifically determines and can substantiate, based on the progress monitoring data, that further progress monitoring is required before Tier II strategic interventions are provided.

For students who have “exited” from a higher level of intervention, general education teachers will monitor the progress of those students using the core curriculum assessment sequence to ensure they are continuing to make sufficient progress.

Tier II: Strategic Interventions

Tier II strategic interventions will be designed by the school based team, and primarily delivered by Tier II staff in general education setting, and pull out settings as appropriate. Tier II interventions are scientifically, research-based, matched to student need, implemented with fidelity, and monitored by the principal or his or her designee. Tier II interventions will be described on a student intervention plan per OSPI LAP and Title I guidelines.

Tier II interventions are provided in addition to regularly scheduled core instruction in the general education curriculum and will be delivered in groups of no more than six students, ideally, five times each school week for not less than 30 minutes per session. Tier II interventions should be delivered for at least six weeks, unless progress monitoring data reveals a need for a change in intervention, frequency or duration.

Tier II: Progress Monitoring

Using CBMs and/or CBAs, progress will be monitored at least every 2 weeks, or more frequently as determined by the school based team, against established benchmarks. Tier II progress monitoring measures are administered, scored and results are recorded by the general education and/or Tier II Staff. The student’s parents will be provided results of these repeated assessments of achievement at report card times, during goal setting conferences, or as needed.

A.  Responsiveness and Non-Responsiveness to Tier II Intervention

If, after at least six 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 building team 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 implementation, pacing and appropriateness of instructional groupings. Based on its review, the team will determine whether:

a.      Additional diagnostic assessments are warranted, and if so, in what areas and by whom;

b.     Additional changes to the instructional or behavioral interventions are required;

c.      The Tier II intervention should continue because progress monitoring data indicate the intervention is working even though the student has not yet met benchmarks;

d.     The student should return to Tier I core instruction with continued progress monitoring because the student has met benchmarks; or

e.      The student requires Tier II intensive intervention.

If, after an additional 4-6 weeks of Tier II intervention using the same, modified or different strategies (or up to a total of 12 school weeks of Tier II intervention) the student has made no progress toward benchmarks, the student shall begin receiving Tier II intensive interventions. If not yet administered, diagnostic assessments will be conducted by Tier II staff, and results will be utilized in designing the Tier II 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 II: Intensive Interventions

Tier II intensive interventions will be designed by the Tier II staff and delivered primarily in a general education setting, or by other trained staff, as appropriate. Tier II 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 II 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 Strategic Tier II, and with an increased frequency and duration, but not less than six weeks, and/or intensity (i.e., 60 minutes per session) than provided within Strategic Tier II. Tier II intensive interventions will be described in the student’s intervention plan.

Tier II: Progress Monitoring

Using CBMs or CBAs, progress will be monitored weekly against established benchmarks. Tier II progress monitoring measures are administered, scored and results are charted by Tier II staff. The student’s parents will be provided results of these repeated assessments of achievement every 6 weeks.

A.  Non-Responsive to Tier II Intensive Intervention

If, after six school weeks of Tier II interventions (or up to a total of 18 school weeks of combined Tier II Strategic or Tier II Intensive interventions), the student has made no progress toward benchmarks as indicated by at least three data points below the aim line, the building level team will consider a referral for an initial 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 II Intensive intervention will be continued after any necessary modification during the evaluation process, if the student has not received at least two phases of Tier II intensive interventions.

B.  Responsive to Tier II Intensive Intervention

If, after six school weeks of Tier II interventions (or up to a total of 18 school weeks of intervention), the student has made progress toward benchmarks, but is not on a trajectory to meet end-of-year benchmarks, the building team 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 implementation, pacing, and appropriateness of instructional groupings. Based on its review, the team will determine whether:

a.      Additional diagnostic assessments are warranted, and if so, in what areas and by whom;

b.     Additional changes to the instructional or behavioral interventions are required;

c.      The Tier II Intensive intervention should continue because progress monitoring data indicate the intervention is working even though the student has not yet met benchmarks;

d.     The student should return to Tier I or Tier II Strategic intervention with continued progress monitoring, as prescribed above, because the student has met or is on trajectory to meet end-of-year benchmarks; or

e.      A referral for an initial evaluation for special education is required.

If, after an additional six school weeks of Tier II Intensive interventions (or up to a total of 24 school weeks of combined Tier II Strategic and Tier II Intensive interventions), the student has made progress toward benchmarks, but is not on a trajectory to meet end-of-year benchmarks, the building teams will refer the student for an initial 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 building team. Student intervention plans, progress monitoring and diagnostic data will be provided to the special education evaluation group at the time of referral.

Revised: April 2018