Early Intervening Services and/or Response to Intervention #sped
Article 7 permits schools to implement a process known as comprehensive and coordinated early intervening services (CCEIS). Early intervening services are provided to students who have not been identified as needing special education and related services, but who need additional academic and behavioral support to succeed in the general education classroom.
As part of early intervening services, many schools are utilizing a systematic process referred to as response to intervention (RtI). The RtI process utilizes screening and periodic monitoring of progress of all students. Through this process students identified as needing additional educational or behavioral assistance are provided help through interventions to support each student’s unique needs for success. Students who do not make adequate educational gains with the supports are provided more structured and intensive supports with progress monitoring. If students are still in need of support, a referral for special education evaluation may be the next step.
It is important for the parent(s) to know that the RtI process is useful with any student who is not making sufficient educational gains in the core curriculum. Parental permission is not required as part of the RtI process. However, the parent(s) must be sent written notice if a student requires an intervention that is not provided to all students in the general education classroom.
NOTE: The written notice for RtI services provided to each student’s parent(s) must describe: • The amount and type of data that will be collected regarding the student’s progress and the general education services to be provided; • The timeframe for which the data will be collected and reported to the parent(s); • The evidence-based strategies that will be used to increase the student’s rate of learning to grade level; • The parental right to request an educational evaluation to determine eligibility for special education; and • An explanation that: o In the event the student fails to make adequate progress after an appropriate period of time, as determined by the school and the parent(s), the school will request an educational evaluation. o In this case, the school will provide the parent(s) with written notice and request written parental consent before an educational evaluation will be conducted. o If the parent(s) give consent for an educational evaluation, the school has 20 school days from the date it receives written parental consent to conduct the evaluation and convene the CCC meeting (rather than the 50 school days for other initial educational evaluations).
A referral for an educational evaluation can be made by the parent(s) or school personnel at any time during the RtI process. The use of an RtI process cannot delay the appropriate educational evaluation of a student suspected of having a disability.
As part of early intervening services, many schools are utilizing a systematic process referred to as response to intervention (RtI). The RtI process utilizes screening and periodic monitoring of progress of all students. Through this process students identified as needing additional educational or behavioral assistance are provided help through interventions to support each student’s unique needs for success. Students who do not make adequate educational gains with the supports are provided more structured and intensive supports with progress monitoring. If students are still in need of support, a referral for special education evaluation may be the next step.
It is important for the parent(s) to know that the RtI process is useful with any student who is not making sufficient educational gains in the core curriculum. Parental permission is not required as part of the RtI process. However, the parent(s) must be sent written notice if a student requires an intervention that is not provided to all students in the general education classroom.
NOTE: The written notice for RtI services provided to each student’s parent(s) must describe: • The amount and type of data that will be collected regarding the student’s progress and the general education services to be provided; • The timeframe for which the data will be collected and reported to the parent(s); • The evidence-based strategies that will be used to increase the student’s rate of learning to grade level; • The parental right to request an educational evaluation to determine eligibility for special education; and • An explanation that: o In the event the student fails to make adequate progress after an appropriate period of time, as determined by the school and the parent(s), the school will request an educational evaluation. o In this case, the school will provide the parent(s) with written notice and request written parental consent before an educational evaluation will be conducted. o If the parent(s) give consent for an educational evaluation, the school has 20 school days from the date it receives written parental consent to conduct the evaluation and convene the CCC meeting (rather than the 50 school days for other initial educational evaluations).
A referral for an educational evaluation can be made by the parent(s) or school personnel at any time during the RtI process. The use of an RtI process cannot delay the appropriate educational evaluation of a student suspected of having a disability.
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