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. 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.