Response to Intervention R. E. A. C. H Response to Intervention R.E.A.C.H. Recognizing essential abilities children have Response to intervention refers to how a student responds to individualized intervention designed to meet specific student needs. RtI is a part of federal and state education law. The Harlingen consolidated independent school district, in compliance with No Child Left Behind, the Individuals with Disabilities Education Improvement Act, and the Texas Education Agency has developed R.E.A.C.H., a response to intervention framework which stands for recognizing essential abilities all children have. Response to intervention is about prevention and early support for all students, and is not intended to serve primarily as a tool for pre-referral for special education.

A tool for improving early identification and intervention R.E.A.C.H. requires quality instructional interventions for students who are at risk due to low academic achievement and/or behavioral difficulties. This process serves as… A tool for improving early identification and intervention A framework for teachers to provide support for the struggling learner Goal   The goal is to intervene immediately through early identification, intervention, and progress monitoring to help students in need so that they may reach grade level expectations without falling behind.

Four Major Parts of R.E.A.C.H. Screening for identification of learners who may need intervention Screening Placement of identified student in tiers and matching interventions thru problem solving approach Placement and Problem Solving Periodic assessment of students’ response to intervention Progress Monitoring Evaluating effectiveness of interventions Follow Up Difference between R.E.A.C.H. and the former Instructional Intervention Team Process With R.E.A.C.H., academic screening of students takes place. In addition, individual student intervention plans, accompanied by progress monitoring records are incorporated within a leveled, systematic, tiered framework.

Academic and Behavior RtI Strands Intellectual Speech Language Medical Behavior which appears to impede learning

Committee- Classroom teachers who are serving a target student, school administrators, parents, and other staff members involved in the education of the student can be a part of the R.E.A.C.H. committees. Case Manager- The referring teacher is the committee case manager. Campus Team- Designated individuals will be assigned to be a part of the campus R.E.A.C.H. team. The purpose of the campus teams is to serve as a resource of information for the campus. Campus Coordinator- Each campus is assigned a campus R.E.A.C.H. coordinator designated by the campus principal. Students in need of assistance are referred to the campus coordinator for problem solving. Chairperson- The designee responsible to run the committee meeting is the committee chairperson. R.E.A.C.H. Members Committees Campus committees review relevant student data and create student intervention plans matched to the students’ specific needs. Committees also review student progress and make important educational decisions to guide instruction.

Multi-tiered Model Tier IV – Specialized Interventions (Special Education) Tier III—Intensive Interventions (Including 504) Tier II—Targeted Interventions Tier I—Universal Interventions

Scientific Research-Based Interventions Scientific, research-based interventions will be applied with fidelity in order to ensure that the instructional approaches will have a high probability of success for the majority of the students. Only interventions that are scientifically research-based will be utilized in the R.E.A.C.H. process.

Fidelity   Fidelity refers to the integrity in which the scientific research-based instruction and interventions are carried out. It is imperative that students are properly screened, interventions are correctly applied as prescribed, and that progress is monitored exactly as stated in the student’s intervention plan. Confidentiality   All student information used and discussed in the R.E.A.C.H. process is confidential and is protected by Federal Confidentiality Rules.

Tier I Quality, research-based instruction Screening Intervention Universal intervention, no need for intervention plan Parent contact to make aware of intervention Screening Identify struggling learners Identify strengths and challenges Quality, research-based instruction Differentiation of instruction Positive behavior supports

Beginning tier II Detection Data collection Initial meeting is conducted. Committee determines if a plan is warranted and determines tier of student. Data collection Referral data packet is completed Functional behavior analysis and referral data packet is completed Detection Screener indicates a need for intervention Behavior observations indicate a need for intervention Tier II Committee feels student needs targeted instruction, intervention plan, and progress monitoring.

Entering tier III Follow up meeting Intervention decision Tier designation After review of student data and progress, the committee will determine the tier of the student Intervention decision Decision on whether to keep the student intervention plan, updated the plan, remove the plan, or add/remove accommodations Follow up meeting Review updated information Review student intervention plan, progress monitoring records

R.E.A.C.H. Website http://www.harlingen.isd.tenet.edu/Rti/reach.html What is RtI Research on Learning Interventions Parental Involvement Reading Resources Learning Issues Math Resources Upcoming Trainings Progress Monitoring Instructional Strategies Graphing Solutions Behavior Management AIMSWeb Speech/Language Resources RtI Staff TEA and Region One links Documentation Forms Operating Guidelines