Referral Process and RTI
Students may be referred to the Student Services Team by parents, teachers, and other school personnel.
Typically, a referral stems from concerns regarding a student’s academic and/or social-emotional struggles in school. The initial step in the referral process consists of gathering sufficient information to help define the area of relative weakness, assistance already provided, and whether or not progress has been made. This information gathering process is crucial to the Response to Intervention (RTI) model.
What is the RTI model?
Response to Intervention (RTI) is a multi-tier approach to the early identification and support of students with learning and behavior needs. The RTI process begins with high-quality instruction and universal screening of all children in the general education classroom. Struggling learners are provided with interventions at increasing levels of intensity to accelerate their rate of learning. These services may be provided by a variety of personnel, including general education teachers, special educators, and specialists.
Progress is closely monitored to assess both the learning rate and level of performance of individual students. Educational decisions about the intensity and duration of interventions are based on individual student response to instruction. RTI is designed for use when making decisions in both general education and special education, creating a well-integrated system of instruction and intervention guided by child outcome data.
Child Outcome Data
Data indicating a significant skill deficit and a lack of sufficient progress, even after the provision of intense, research-based interventions over a period of time, may lead to a full and individualized evaluation to determine eligibility for special education support services. Per Illinois law, such evaluation is warranted when a dual discrepancy is observed. This refers to a discrepancy between actual and expected levels of performance as well as between actual and expected rates of growth.