East Bernstadt Independent (Response to Intervention) R.T.I. District Team Vicki Jones Andrea Kesler Susan Young Teresa Smith Amy Jervis Monica Jones Pam Rookard Richard Boothe Penny Bailey Melanie Philpot Connie Floyd Daryl Feltner Superintendent Instructional Supervisor Director of Special Education Principal Teacher Teacher Teacher Teacher Teacher Teacher Teacher Teacher SECTION 1: Introduction to Response to Intervention (RTI) WHY RTI? It is estimated that 16 percent of the national student body can be identified as "at-risk" for not completing their elementary and secondary education for either academic or behavioral reasons (Reschly 2004). In rural and poverty areas, this percentage can be higher. The current model of education is not designed to render success for all students. Presently, approximately 80% - 90% of a school's student population should meet instructional goals by using high quality, research-based teaching strategies. An additional 5% - 10% of students will require supplemental instruction that is based upon the student's weakness. The remaining 1% - 5% will require intensive, individualized instruction that is designed to meet very specific learning goals (McCook 2006). RTI is usually thought of as a multi-tiered model. In Tier 1, all students receive high-quality scientifically based, developmentally appropriate academic and behavior instruction within the general education classroom or the core instruction. All students are screened periodically during the school year to identify those who need instructional and behavioral support through interventions. General education staff conducts academic and behavior screenings. If screening results indicate students are not meeting standards, those students receive appropriate interventions in the classroom differentiated to meet their needs.
Related School Policy The LEA shall ensure that: (a) prior to, or as a part of the referral process, the child is provided appropriate, relevant research-based instruction and intervention services in regular education settings, with the instruction provided by qualified personnel; and (b) data-based documentation of repeated assessments of achievement or measures of behavior is collected and evaluated at reasonable intervals, reflecting systematic assessment of student progress during instruction, the results of which were provided to the child's parents. 707 KAR 1:300 Section 3 (3) 707 KAR 1:310 Section 6 34 CFR 300.309 (b) If the child has not made adequate progress after an appropriate period of time during which the conditions in 707 KAR 1:300 Section 3 (3) and 707 KAR 1:310 Section 6 have been implemented, a referral for an evaluation to determine if the child needs special education and related services shall be considered. 707 KAR 1:300 Section 3 (4) 707 KAR 1: 310 Section 7 34 CFR 300.309 (c) (1) EBISD ensures that students are provided with appropriate instruction and interventions prior to referral through the use and implementation of the EBISD System of Interventions (SOl}. The System of Interventions (SOl} provides support to meet the diverse learning and behavioral needs of students (see EBISD policy and procedures for System of Interventions}. Intervening Services An LEA may conduct early intervening services for students from kindergarten through twelfth (1ih) grade (with particular emphasis on students in kindergarten through grade three) who need additional academic and behavioral support in order to be successful in the regular education environment prior to referral for special education. In order to provide these coordinated early intervening services, an LEA shall not spend more than 15% of the money received under IDEA Part B. 707 KAR 1:300 Section 2 34 CFR 300.226