1. 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.

2. 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.

3. 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.

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

5. 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.

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

7. 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.

8. 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.

9. 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

10. 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.

11. 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

12. R.E.A.C.H. Website
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