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RESPONSE TO INTERVENTION (RtI):
RtI is a multi-tier process that focuses on providing services and interventions to students who are struggling academically and/or
behaviorally while improving student outcomes for all students. The 3 primary components of RtI are: (1) Using a multi-tier model to
deliver increasingly intensive instructional supports, (2) Using a problem-solving method at each tier to determine the level and type of
support needed, and (3) Collecting effective data to guide instructional decision-making. Typically, RtI is viewed as encompassing
three tiers of supports:
•
Tier One: Instructional Interventions provided to all students within the general education content areas. Schools should
ensure that teachers are provided with research-based curricula that are proven to meet the needs of most students through
effective implementation. Universal data is used to determine the effectiveness of this instruction.
•
Tier Two: For students who continue to struggle, tier two supports are offered in a small group format to improve the
probability of success in the content areas. For example, the student might receive an English class designed to strengthen
and remediate skills in addition to their core English class. Strategic monitoring helps determine the success of the program
and potential adaptations that need to be made.
•
Tier Three: For the small percentage of students who do not respond to Tier One and Tier Two interventions, a referral will be
made to the individual problem solving team. In some cases, a student may be referred directly to this team, based on
available data, due to the severity of the academic and/or behavioral concerns. The purpose of the problem solving team is to
analyze specific educational concerns for the student that continue to exist despite well-designed and implemented research-
based interventions and develop an intensive support plan matched to the unique needs of the individual student. The plan
should be provided in conjunction with the student’s core academic program in attempts to remediate the skill deficit(s) and
improve the probability of success. Frequent progress monitoring data is used to determine the success and the student’s
response to the intervention(s).
SECTION 504, REHABILITATION ACT OF 1973
Section 504 is an anti-discrimination, civil rights statue that is part of the Rehabilitation Act of 1973 [34 C.F.R. §104.3]. A person (age
3-22) qualifies for a 504 plan if the local school district determines that the identified physical or mental impairment substantially limits
one or more major life activities. Major life activities include, but are not limited to: self-care, manual tasks (e.g. standing, sitting, lifting,
bending), walking, hearing, seeing, speaking, thinking, learning, breathing, concentrating, interacting with others, working, and reading.
The substantial limitation is determined by the severity of the person’s disabling condition in comparison to same-age, non-disabled
peers in the general population. In addition, the determination must consider what impact the disability would have in the absence of
medical intervention or other mitigating measures such as assistive technology, medications, and/or accommodations.
CARE OF STUDENTS WITH DIABETES
- If your child has diabetes and requires assistance with managing this condition while at
school and school functions, a Diabetes Care Plan must be submitted to the school principal. Parents/guardians are responsible for
and must:
1.
Inform the school in a timely manner of any change which needs to be made to the Diabetes Care Plan on file with the school
for their child.
2.
Inform the school in a timely manner of any changes to their emergency contact numbers or contact numbers of health care
providers.
3.
Sign the Diabetes Care Plan.
4.
Grant consent for and authorize designated School District representatives to communicate directly with the health care
provider whose instructions are included in the Diabetes Care Plan.
For further information, please contact the Principal.
STUDENTS WITH FOOD ALLERGIES
- State law requires our school district to annually inform parents of students with life-
threatening allergies or life-threatening chronic illnesses of the applicable provisions of Section 504 of the Rehabilitation Act of 1973
and other applicable federal statutes, state statutes, federal regulations and state rules.
If your student has a life-threatening allergy or life-threatening chronic illness, please notify the building principal at (815) 844-6113.
Federal law protects students from discrimination due to a disability that substantially limits a major life activity. If your student has a
qualifying disability, an individualized Section 504 Plan will be developed and implemented to provide the needed supports so that your
student can access his or her education as effectively as students without disabilities.
Not all students with life-threatening allergies and life-threatening chronic illnesses may be eligible under Section 504. Our school
district also may be able to appropriately meet a student's needs through other means.
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