# data[].attributes.body
Individuals with Disabilities Education Act

(Individuals with Disabilities Education Act, 1997)

https://uscode.house.gov/view.xhtml?path=/prelim@title20/chapter33&edition=prelim

·         Following years of revisions and amendments to meet the needs of all students, the Education for All Handicap Children Act became known as the Individuals with Disabilities Act in 1997

·         Under the Act, schools receiving federal funding are required to ensure that students with disabilities receive a free, appropriate public education in the least restrictive environment.

·         To ensure students receive the appropriate education based on their individual needs, and in the least restrictive environment the Response to Intervention process is used.

# data[].attributes.body
Individuals with Disabilities Education Act

(Individuals with Disabilities Education Act, 1997)

https://uscode.house.gov/view.xhtml?path=/prelim@title20/chapter33&edition=prelim

·         Following years of revisions and amendments to meet the needs of all students, the Education for All Handicap Children Act became known as the Individuals with Disabilities Act in 1997

·         Under the Act, schools receiving federal funding are required to ensure that students with disabilities receive a free, appropriate public education in the least restrictive environment.

·         To ensure students receive the appropriate education based on their individual needs, and in the least restrictive environment the Response to Intervention process is used.

# data[].attributes.body
Individuals with Disabilities Education Act

(Individuals with Disabilities Education Act, 1997)

https://uscode.house.gov/view.xhtml?path=/prelim@title20/chapter33&edition=prelim

·         Following years of revisions and amendments to meet the needs of all students, the Education for All Handicap Children Act became known as the Individuals with Disabilities Act in 1997

·         Under the Act, schools receiving federal funding are required to ensure that students with disabilities receive a free, appropriate public education in the least restrictive environment.

·         To ensure students receive the appropriate education based on their individual needs, and in the least restrictive environment the Response to Intervention process is used.

# data[].attributes.body
Individuals with Disabilities Education Act

(Individuals with Disabilities Education Act, 1997)

https://uscode.house.gov/view.xhtml?path=/prelim@title20/chapter33&edition=prelim

·         Following years of revisions and amendments to meet the needs of all students, the Education for All Handicap Children Act became known as the Individuals with Disabilities Act in 1997

·         Under the Act, schools receiving federal funding are required to ensure that students with disabilities receive a free, appropriate public education in the least restrictive environment.

·         To ensure students receive the appropriate education based on their individual needs, and in the least restrictive environment the Response to Intervention process is used.

# data[].attributes.body
Statutory Law: Individuals with Disabilities Education Act

(Individuals with Disabilities Education Act, 1997)

https://uscode.house.gov/view.xhtml?path=/prelim@title20/chapter33&edition=prelim

·         Following years of revisions and amendments to meet the needs of all students, the Education for All Handicap Children Act became known as the Individuals with Disabilities Act in 1997

·         Under the Act, schools receiving federal funding are required to ensure that students with disabilities receive a free, appropriate public education in the least restrictive environment.

·         To ensure students receive the appropriate education based on their individual needs, and in the least restrictive environment the Response to Intervention process is used.

# data[].attributes.body
Statutory Law: Individuals with Disabilities Education Act

(Individuals with Disabilities Education Act, 1997)

https://uscode.house.gov/view.xhtml?path=/prelim@title20/chapter33&edition=prelim

·         Following years of revisions and amendments to meet the needs of all students, the Education for All Handicap Children Act became known as the Individuals with Disabilities Act in 1997

·         Under the Act, schools receiving federal funding are required to ensure that students with disabilities receive a free, appropriate public education in the least restrictive environment.

·         To ensure students receive the appropriate education based on their individual needs, and in the least restrictive environment the Response to Intervention process is used.

# data[].attributes.body
Statutory Law: Individuals with Disabilities Education Act

(Individuals with Disabilities Education Act, 1997)

https://uscode.house.gov/view.xhtml?path=/prelim@title20/chapter33&edition=prelim

·         Following years of revisions and amendments to meet the needs of all students, the Education for All Handicap Children Act became known as the Individuals with Disabilities Act in 1997

·         Under the Act, schools receiving federal funding are required to ensure that students with disabilities receive a free, appropriate public education in the least restrictive environment.

·         To ensure students receive the appropriate education based on their individual needs, and in the least restrictive environment the Response to Intervention process is used.

# data[].attributes.body
Statutory Law: Individuals with Disabilities Education Act

(Individuals with Disabilities Education Act, 1997)

https://uscode.house.gov/view.xhtml?path=/prelim@title20/chapter33&edition=prelim

·         Following years of revisions and amendments to meet the needs of all students, the Education for All Handicap Children Act became known as the Individuals with Disabilities Act in 1997

·         Under the Act, schools receiving federal funding are required to ensure that students with disabilities receive a free, appropriate public education in the least restrictive environment.

·         To ensure students receive the appropriate education based on their individual needs, and in the least restrictive environment the Response to Intervention process is used.

# data[].attributes.body
Statutory Law: Individuals with Disabilities Education Act

(Individuals with Disabilities Education Act, 1997)

https://uscode.house.gov/view.xhtml?path=/prelim@title20/chapter33&edition=prelim

·         Following years of revisions and amendments to meet the needs of all students, the Education for All Handicap Children Act became known as the Individuals with Disabilities Act in 1997

·         Under the Act, schools receiving federal funding are required to ensure that students with disabilities receive a free, appropriate public education in the least restrictive environment.

·         To ensure students receive the appropriate education based on their individual needs, and in the least restrictive environment the Response to Intervention process is used.

# data[].attributes.body
Statutory Law: Individuals with Disabilities Education Act

(Individuals with Disabilities Education Act, 1997)

https://uscode.house.gov/view.xhtml?path=/prelim@title20/chapter33&edition=prelim

·         Following years of revisions and amendments to meet the needs of all students, the Education for All Handicap Children Act became known as the Individuals with Disabilities Act in 1997

·         Under the Act, schools receiving federal funding are required to ensure that students with disabilities receive a free, appropriate public education in the least restrictive environment.

·         To ensure students receive the appropriate education based on their individual needs, and in the least restrictive environment the Response to Intervention process is used.

# data[].attributes.body
Assistance for Education of All Children with Disabilities Act

(Assistance for Education of All Children With Disabilities Act, 2004)

https://uscode.house.gov/browse/prelim@title20/chapter33/subchapter2&edition=prelim

·         Considered the “RTI Statute”, the Assistance for Education of All Children with Disabilities section of the U.S. code provides rules, procedures, and guidelines to follow with respect to assessments and evaluations, and determining the eligibility of students to be provided specific special education or intervention services.

·         Response to Intervention is specifically listed as an approved evaluation procedure to determine a childs eligibility and/or potential learning disabilities.

# data[].attributes.body
Assistance for Education of All Children with Disabilities Act,

(Assistance for Education of All Children With Disabilities Act, 2004)

https://uscode.house.gov/browse/prelim@title20/chapter33/subchapter2&edition=prelim

·         Considered the “RTI Statute”, the Assistance for Education of All Children with Disabilities section of the U.S. code provides rules, procedures, and guidelines to follow with respect to assessments and evaluations, and determining the eligibility of students to be provided specific special education or intervention services.

·         Response to Intervention is specifically listed as an approved evaluation procedure to determine a childs eligibility and/or potential learning disabilities.

# data[].attributes.body
Assistance for Education of All Children with Disabilities A

(Assistance for Education of All Children With Disabilities Act, 2004)

https://uscode.house.gov/browse/prelim@title20/chapter33/subchapter2&edition=prelim

·         Considered the “RTI Statute”, the Assistance for Education of All Children with Disabilities section of the U.S. code provides rules, procedures, and guidelines to follow with respect to assessments and evaluations, and determining the eligibility of students to be provided specific special education or intervention services.

·         Response to Intervention is specifically listed as an approved evaluation procedure to determine a childs eligibility and/or potential learning disabilities.

# data[].attributes.body
Assistance for Education of All Children with Disabil

(Assistance for Education of All Children With Disabilities Act, 2004)

https://uscode.house.gov/browse/prelim@title20/chapter33/subchapter2&edition=prelim

·         Considered the “RTI Statute”, the Assistance for Education of All Children with Disabilities section of the U.S. code provides rules, procedures, and guidelines to follow with respect to assessments and evaluations, and determining the eligibility of students to be provided specific special education or intervention services.

·         Response to Intervention is specifically listed as an approved evaluation procedure to determine a childs eligibility and/or potential learning disabilities.

# data[].attributes.body
Assistance for Education of All Children with Disab

(Assistance for Education of All Children With Disabilities Act, 2004)

https://uscode.house.gov/browse/prelim@title20/chapter33/subchapter2&edition=prelim

·         Considered the “RTI Statute”, the Assistance for Education of All Children with Disabilities section of the U.S. code provides rules, procedures, and guidelines to follow with respect to assessments and evaluations, and determining the eligibility of students to be provided specific special education or intervention services.

·         Response to Intervention is specifically listed as an approved evaluation procedure to determine a childs eligibility and/or potential learning disabilities.

# data[].attributes.body
Assistance for Education of All Children wit

(Assistance for Education of All Children With Disabilities Act, 2004)

https://uscode.house.gov/browse/prelim@title20/chapter33/subchapter2&edition=prelim

·         Considered the “RTI Statute”, the Assistance for Education of All Children with Disabilities section of the U.S. code provides rules, procedures, and guidelines to follow with respect to assessments and evaluations, and determining the eligibility of students to be provided specific special education or intervention services.

·         Response to Intervention is specifically listed as an approved evaluation procedure to determine a childs eligibility and/or potential learning disabilities.

# data[].attributes.body
Assistance for Education of All Children

(Assistance for Education of All Children With Disabilities Act, 2004)

https://uscode.house.gov/browse/prelim@title20/chapter33/subchapter2&edition=prelim

·         Considered the “RTI Statute”, the Assistance for Education of All Children with Disabilities section of the U.S. code provides rules, procedures, and guidelines to follow with respect to assessments and evaluations, and determining the eligibility of students to be provided specific special education or intervention services.

·         Response to Intervention is specifically listed as an approved evaluation procedure to determine a childs eligibility and/or potential learning disabilities.

# data[].attributes.body
Assistance for Education of All

(Assistance for Education of All Children With Disabilities Act, 2004)

https://uscode.house.gov/browse/prelim@title20/chapter33/subchapter2&edition=prelim

·         Considered the “RTI Statute”, the Assistance for Education of All Children with Disabilities section of the U.S. code provides rules, procedures, and guidelines to follow with respect to assessments and evaluations, and determining the eligibility of students to be provided specific special education or intervention services.

·         Response to Intervention is specifically listed as an approved evaluation procedure to determine a childs eligibility and/or potential learning disabilities.

# data[].attributes.body
Assistance for Education of A

(Assistance for Education of All Children With Disabilities Act, 2004)

https://uscode.house.gov/browse/prelim@title20/chapter33/subchapter2&edition=prelim

·         Considered the “RTI Statute”, the Assistance for Education of All Children with Disabilities section of the U.S. code provides rules, procedures, and guidelines to follow with respect to assessments and evaluations, and determining the eligibility of students to be provided specific special education or intervention services.

·         Response to Intervention is specifically listed as an approved evaluation procedure to determine a childs eligibility and/or potential learning disabilities.

# data[].attributes.body
Assistance for Educatio

(Assistance for Education of All Children With Disabilities Act, 2004)

https://uscode.house.gov/browse/prelim@title20/chapter33/subchapter2&edition=prelim

·         Considered the “RTI Statute”, the Assistance for Education of All Children with Disabilities section of the U.S. code provides rules, procedures, and guidelines to follow with respect to assessments and evaluations, and determining the eligibility of students to be provided specific special education or intervention services.

·         Response to Intervention is specifically listed as an approved evaluation procedure to determine a childs eligibility and/or potential learning disabilities.

# data[].attributes.body
Assistance for Educ

(Assistance for Education of All Children With Disabilities Act, 2004)

https://uscode.house.gov/browse/prelim@title20/chapter33/subchapter2&edition=prelim

·         Considered the “RTI Statute”, the Assistance for Education of All Children with Disabilities section of the U.S. code provides rules, procedures, and guidelines to follow with respect to assessments and evaluations, and determining the eligibility of students to be provided specific special education or intervention services.

·         Response to Intervention is specifically listed as an approved evaluation procedure to determine a childs eligibility and/or potential learning disabilities.

# data[].attributes.body
Assistance for

(Assistance for Education of All Children With Disabilities Act, 2004)

https://uscode.house.gov/browse/prelim@title20/chapter33/subchapter2&edition=prelim

·         Considered the “RTI Statute”, the Assistance for Education of All Children with Disabilities section of the U.S. code provides rules, procedures, and guidelines to follow with respect to assessments and evaluations, and determining the eligibility of students to be provided specific special education or intervention services.

·         Response to Intervention is specifically listed as an approved evaluation procedure to determine a childs eligibility and/or potential learning disabilities.

# data[].attributes.body
Assista

(Assistance for Education of All Children With Disabilities Act, 2004)

https://uscode.house.gov/browse/prelim@title20/chapter33/subchapter2&edition=prelim

·         Considered the “RTI Statute”, the Assistance for Education of All Children with Disabilities section of the U.S. code provides rules, procedures, and guidelines to follow with respect to assessments and evaluations, and determining the eligibility of students to be provided specific special education or intervention services.

·         Response to Intervention is specifically listed as an approved evaluation procedure to determine a childs eligibility and/or potential learning disabilities.

# data[].attributes.body
Assistat

(Assistance for Education of All Children With Disabilities Act, 2004)

https://uscode.house.gov/browse/prelim@title20/chapter33/subchapter2&edition=prelim

·         Considered the “RTI Statute”, the Assistance for Education of All Children with Disabilities section of the U.S. code provides rules, procedures, and guidelines to follow with respect to assessments and evaluations, and determining the eligibility of students to be provided specific special education or intervention services.

·         Response to Intervention is specifically listed as an approved evaluation procedure to determine a childs eligibility and/or potential learning disabilities.

# data[].attributes.body
Assis

(Assistance for Education of All Children With Disabilities Act, 2004)

https://uscode.house.gov/browse/prelim@title20/chapter33/subchapter2&edition=prelim

·         Considered the “RTI Statute”, the Assistance for Education of All Children with Disabilities section of the U.S. code provides rules, procedures, and guidelines to follow with respect to assessments and evaluations, and determining the eligibility of students to be provided specific special education or intervention services.

·         Response to Intervention is specifically listed as an approved evaluation procedure to determine a childs eligibility and/or potential learning disabilities.

# data[].attributes.body
A

(Assistance for Education of All Children With Disabilities Act, 2004)

https://uscode.house.gov/browse/prelim@title20/chapter33/subchapter2&edition=prelim

·         Considered the “RTI Statute”, the Assistance for Education of All Children with Disabilities section of the U.S. code provides rules, procedures, and guidelines to follow with respect to assessments and evaluations, and determining the eligibility of students to be provided specific special education or intervention services.

·         Response to Intervention is specifically listed as an approved evaluation procedure to determine a childs eligibility and/or potential learning disabilities.

# data[].attributes.body
U.S. Code

(Assistance for Education of All Children With Disabilities Act, 2004)

https://uscode.house.gov/browse/prelim@title20/chapter33/subchapter2&edition=prelim

·         Considered the “RTI Statute”, the Assistance for Education of All Children with Disabilities section of the U.S. code provides rules, procedures, and guidelines to follow with respect to assessments and evaluations, and determining the eligibility of students to be provided specific special education or intervention services.

·         Response to Intervention is specifically listed as an approved evaluation procedure to determine a childs eligibility and/or potential learning disabilities.

# data[].attributes.body
U.S. Code

(Assistance for Education of All Children With Disabilities Act, 2004)

https://uscode.house.gov/browse/prelim@title20/chapter33/subchapter2&edition=prelim

·         Considered the “RTI Statute”, the Assistance for Education of All Children with Disabilities section of the U.S. code provides rules, procedures, and guidelines to follow with respect to assessments and evaluations, and determining the eligibility of students to be provided specific special education or intervention services.

·         Response to Intervention is specifically listed as an approved evaluation procedure to determine a childs eligibility and/or potential learning disabilities.

# data[].attributes.body
U.S. Code

(Assistance for Education of All Children With Disabilities Act, 2004)

https://uscode.house.gov/browse/prelim@title20/chapter33/subchapter2&edition=prelim

·         Considered the “RTI Statute”, the Assistance for Education of All Children with Disabilities section of the U.S. code provides rules, procedures, and guidelines to follow with respect to assessments and evaluations, and determining the eligibility of students to be provided specific special education or intervention services.

·         Response to Intervention is specifically listed as an approved evaluation procedure to determine a childs eligibility and/or potential learning disabilities.

# data[].attributes.body
U.S. Code

(Assistance for Education of All Children With Disabilities Act, 2004)

https://uscode.house.gov/browse/prelim@title20/chapter33/subchapter2&edition=prelim

·         Considered the “RTI Statute”, the Assistance for Education of All Children with Disabilities section of the U.S. code provides rules, procedures, and guidelines to follow with respect to assessments and evaluations, and determining the eligibility of students to be provided specific special education or intervention services.

·         Response to Intervention is specifically listed as an approved evaluation procedure to determine a childs eligibility and/or potential learning disabilities.

# data[].attributes.body
Statutory Law: U.S. Code

(Assistance for Education of All Children With Disabilities Act, 2004)

https://uscode.house.gov/browse/prelim@title20/chapter33/subchapter2&edition=prelim

·         Considered the “RTI Statute”, the Assistance for Education of All Children with Disabilities section of the U.S. code provides rules, procedures, and guidelines to follow with respect to assessments and evaluations, and determining the eligibility of students to be provided specific special education or intervention services.

·         Response to Intervention is specifically listed as an approved evaluation procedure to determine a childs eligibility and/or potential learning disabilities.

# data[].attributes.body
Statutory Law: U.S. Code

(Assistance for Education of All Children With Disabilities Act, 2004)

https://uscode.house.gov/browse/prelim@title20/chapter33/subchapter2&edition=prelim

·         Considered the “RTI Statute”, the Assistance for Education of All Children with Disabilities section of the U.S. code provides rules, procedures, and guidelines to follow with respect to assessments and evaluations, and determining the eligibility of students to be provided specific special education or intervention services.

·         Response to Intervention is specifically listed as an approved evaluation procedure to determine a childs eligibility and/or potential learning disabilities.

# data[].attributes.body
Statutory Law: U.S. Code

(Assistance for Education of All Children With Disabilities Act, 2004)

https://uscode.house.gov/browse/prelim@title20/chapter33/subchapter2&edition=prelim

·         Considered the “RTI Statute”, the Assistance for Education of All Children with Disabilities section of the U.S. code provides rules, procedures, and guidelines to follow with respect to assessments and evaluations, and determining the eligibility of students to be provided specific special education or intervention services.

·         Response to Intervention is specifically listed as an approved evaluation procedure to determine a childs eligibility and/or potential learning disabilities.

# data[].attributes.body
Statutory Law: U.S. Code

(Assistance for Education of All Children With Disabilities Act, 2004)

https://uscode.house.gov/browse/prelim@title20/chapter33/subchapter2&edition=prelim

·         Considered the “RTI Statute”, the Assistance for Education of All Children with Disabilities section of the U.S. code provides rules, procedures, and guidelines to follow with respect to assessments and evaluations, and determining the eligibility of students to be provided specific special education or intervention services.

·         Response to Intervention is specifically listed as an approved evaluation procedure to determine a childs eligibility and/or potential learning disabilities.

# data[].attributes.body
Statutory Law: U.S. Code

(Assistance for Education of All Children With Disabilities Act, 2004)

https://uscode.house.gov/browse/prelim@title20/chapter33/subchapter2&edition=prelim

·         Considered the “RTI Statute”, the Assistance for Education of All Children with Disabilities section of the U.S. code provides rules, procedures, and guidelines to follow with respect to assessments and evaluations, and determining the eligibility of students to be provided specific special education or intervention services.

·         Response to Intervention is specifically listed as an approved evaluation procedure to determine a childs eligibility and/or potential learning disabilities.

# data[].attributes.body
Statutory Law: U.S. Code

(Assistance for Education of All Children With Disabilities Act, 2004)

https://uscode.house.gov/browse/prelim@title20/chapter33/subchapter2&edition=prelim

·         Considered the “RTI Statute”, the Assistance for Education of All Children with Disabilities section of the U.S. code provides rules, procedures, and guidelines to follow with respect to assessments and evaluations, and determining the eligibility of students to be provided specific special education or intervention services.

·         Response to Intervention is specifically listed as an approved evaluation procedure to determine a childs eligibility and/or potential learning disabilities.

# data[].attributes.body
Statutory Law: U.S. Code

(Assistance for Education of All Children With Disabilities Act, 2004)

https://uscode.house.gov/browse/prelim@title20/chapter33/subchapter2&edition=prelim

·         Considered the “RTI Statute”, the Assistance for Education of All Children with Disabilities section of the U.S. code provides rules, procedures, and guidelines to follow with respect to assessments and evaluations, and determining the eligibility of students to be provided specific special education or intervention services.

·         Response to Intervention is specifically listed as an approved evaluation procedure to determine a childs eligibility and/or potential learning disabilities.

# data[].attributes.body
Statutory Law: U.S. Code

(Assistance for Education of All Children With Disabilities Act, 2004)

https://uscode.house.gov/browse/prelim@title20/chapter33/subchapter2&edition=prelim

·         Considered the “RTI Statute”, the Assistance for Education of All Children with Disabilities section of the U.S. code provides rules, procedures, and guidelines to follow with respect to assessments and evaluations, and determining the eligibility of students to be provided specific special education or intervention services.

·         Response to Intervention is specifically listed as an approved evaluation procedure to determine a childs eligibility and/or potential learning disabilities.

# data[].attributes.body
Brady ISD Board Policy

(Texas Association of School Boards, 2020)

https://pol.tasb.org/Policy/Download/855?filename=EHB(LEGAL).html&title=CURRICULUM%20DESIGN&subtitle=SPECIAL%20PROGRAMS

·         When considering curriculum design and special programs and as defined by the Texas Education Code section 26.004, Brady ISD board policy ensures that the district provide “a multi-tiered system of supports that is above the level of intervention generally used in that system with all children. The term includes response to intervention and other early intervening strategies.” As with the Response to Intervention, this policy ensures that the district provide research-based intervention strategies to ensure the success of all students.

Brady Elementary School Campus Improvement Plan

(Brady Elementary School, 2020)

http://be.bradyisd.org/UserFiles/Servers/Server_619829/File/Parent%20Engagement/2019-2020%20Campus%20Improvement%20Plan.pdf

·         To ensure that students receive the most high leverage instruction, campus policy states that “100% of Special Education students (and all other students-Dyslexia, ELL, Tier 2/3) will receive appropriate interventions in a timely manner and progress will be monitored and an appropriate alignment of eligibility, services, goals, and state testing level will be insured.”

·         This goal ensures that no child is left behind, and that every student does succeed, regardless of their academic difficulties, disabilities, or language barriers. The goal of RTI is to move students through research based intervention strategies, monitor their progress, and provide services and interventions, as laid out in the policy.

# data[].attributes.body
Assistance for Education of All Children with Disabilities Act of 2004, 20 U.S.C. § 1411

Bryson, M., Maden, A., Mosty, L., Schultz, S.  (2010). Doing RTI right. Interventions that work, 68(4).

Buffam, A. Mattos, M. Weber, C. (2010). The why behind RTI. Educational leadership.

Brady Elementary School, 2020. Campus Improvement Plan.

Educators Code of Ethics, 19. Tex. Admin. Code § 247

Every Student Succeeds Act of 2015, 20 U.S.C. § 6301

Individuals with Disabilities Act of 1997, 20 U.S.C. § 1414

National Center for Learning Disabilities (2020). What is RTI. RTI action network.

Samuels, C. (2017). RTI may fall short in flagging certain students. Education week. Retrieved from: https://www.edweek.org/ew/articles/2017/02/15/rti-may-fall-short-in-flagging-certain.html

Samuels, C. (2018). Ed. dept finds texas suppressed enrollment of special education students. Education week. Retrieved from: https://www.edweek.org/ew/articles/2018/01/11/ed-dept-finds-texas-suppressed-enrollment-of.html

Texas Association of School Boards (2020). Brady ISD Board Policy Manual. Retrieved from: https://pol.tasb.org/Policy/Search/855?filter=safety

# data[].attributes.body
Elementary and Secondary Education Act
(Elementary and Secondary Education Act,

·         The Elementary and Secondary Education Act, formally known as the  No Child Left Behind Act set accountability standards for all students to meet, including those with disabilities.
·         With hopes of closing the achievement gap for disadvantaged students and those with disabilities, the Act requires schools to establish measures to assess progress of all students and provides incentives for schools and populations showing academic progress.
·         The No Child Left Behind  Act came under criticism after students failed to meet the standards that were set and a large emphasis was placed on standardized testing measures rather than individual progress.

·         Following the criticism and recognizing the need for revision to best support schools and students, “the Obama administration joined a call from educators and families to create a better law that focused on the clear goal of fully preparing all students for success in college and careers.” (U.S. Department of Education, n.d.)

# data[].attributes.body
A Legal Guide for K-12 Educators

As a candidate in the Educational Leadership program and future principal, understanding the most high-leverage instructional strategies and research based initiatives is crucial for the success of students on my future campus.
In order to meet the individualized needs of all students, the Response to Intervention process was established in 2004.  Having served as the campus Interventionist for the last 2 years, I have seen first hand the impact that intensive, individualized, research based intervention can have on student performance. Although Response to Intervention itself is not mandated by law, establishing a procedure to assess, evaluate, monitor, and intervene if necessary, is - thus, the RTI process was created.

# data[].attributes.body
As laws and mandates continue to shift to ensure that students are receiving an appropriate education regardless of disability or difficulty, schools must work to meet these guidelines and the individualized needs of all students. In order to do so, many districts have moved to the Response to Intervention framework of  "a multi-tier approach to the early identification and support of students with learning and behavior needs" (National Center for Learning Disabilities, 2020).

According to the RTI network, the first step in the Response to Intervention framework requires that students be provided high quality instruction in the general education classroom. Students who continue to struggle despite the high leverage instructional practices are then provided research based interventions to meet their individual needs. As the process continues progress and intervention initiatives are monitored as students move through various tiers of intervention. Students individual placements and their intervention strategies are determined based on data analysis and their response to intervention (National Center for Learning Disabilities, 2020).

As schools push toward the implement of RTI, one issue effecting the success of students making their way though the various tiers is the lack of appropriate RTI training. While schools often focus on the RTI process itself, little training is provided related to appropriate data analysis, how and when to move students through the various tiers, and how to target the specific needs of students in order to push them forward to the next level in the RTI process.

As quoted by Alexander Den Heijer, "when a flower doesn't bloom, you fix the environment in which it grows, not the flower." We must get better at fixing the environment.

# data[].attributes.body
·         The first, and most effective method in the Response to Intervention method is high-quality, effective teaching in the general education classroom. Meeting the needs of struggling students cannot be left primarily to intervention or special education teachers.
·         In order to ensure that students are receiving instruction and intervention in the most appropriate setting in the RTI model, progress should be monitored and analyzed regularly.
·         Tier 1 of the model includes high-leverage instruction in the general-ed classroom, with progress being monitored periodically to determine their success. Tier 2 involves targeted instruction to meet students specific needs, and continued progress to analyze success. Tier 3, the highest level in the Response to Intervention model focuses on intensive, research-based interventions to target specific deficits.
·         The Response to Intervention model should not take the place of Section 504 or Special Education referrals, and students are not required to work through each tier before being referred for special education services.
·         "RTI should be a school-wide framework for efficiently allocating resources to improve student outcomes" (National Center for Learning Disabilities, 2020)
·         "RTI's underlying premise is that schools should not wait until students fall far enough behind to qualify for special education to provide them with the help they need" (Bufam, Mattos, Weber, 2010)

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(Bryson, Maden, Mosty, Schultz, 2010)
http://www.ascd.org/publications/educational-leadership/oct10/vol68/num02/Doing-RTI-Right.aspx

In its article, "Doing RTI Right", the Association for Supervision and Curriculum Development highlighted common issues related to the implementation of RTI and strategies to overcome them. Some of the "roadblocks" as they are referred to in the article include moving past the student deficit model, viewing RTI as more than a handoff of challenging students, the need for true qualitative data to determine student placements, and moving beyond the belief that RTI is nothing more than a pathway to Special Education. Once these roadblocks are addressed and a shift is made in the initiative, infrastructure, and mindset surrounding RTI, schools will truly move toward doing RTI right.

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According to its website, rtinetwork.org, the RTI networks primary purpose is to help districts effectively implement Response to Intervention nationwide. With resources for parents, specific grade level teachers, and even information and resources for students in higher education, the website provides a wealth of knowledge for understanding, implementing, and effectively moving students through the RTI model and toward success.

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(Samuels, 2017)
https://www.edweek.org/ew/articles/2017/02/15/rti-may-fall-short-in-flagging-certain.html

·         While identifying struggling students and providing targeted intervention to meet their needs sounds like a positive and effective method of increasing student success, unfortunately researchers are finding that is not always the case.
·         Following the implementation of the Individuals with Disabilities Act of 2004, the federal government left RTI specifics such as evaluation procedures, the parent notification process, and data analysis/reporting information to individual districts. The lack of consistency in policies and procedures has lead to students spending extended periods of time in the RTI process, rather than being referred to special education as may be necessary to meet their needs.
·         Another significant concern is that over 80% of states report having "no prescribed system for evaluating the effectiveness of RTI."  Without specific policies and procedures in place, the model that was intended to provide students with support to increase their overall success, may in fact fall short, leading to potential ethical and legal consequences.
·         As quoted by Samuels, "it is crucial that districts adopt a guideline for what "response" means that is definable in court."

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Every Student Succeeds Act
(Every Student Succeeds Act, 2015)
https://uscode.house.gov/view.xhtml?req=granuleid:USC-prelim-title20-section6301&num=0&edition=prelim

·         In order to address highly criticized areas of previous law, the Every Student Succeeds Act was passed in December of 2015.
·         Rather than analyzing standardized tests to assess school and student performance, the Act focuses on progress from year to year, college and career-readiness, and support for struggling students.
·         The law sets provisions for districts to provide a "multi-tiered system of supports" for the social, emotional, and behavioral needs of students, similar to those outlined in the Response to Intervention process, though the RTI model is not directly referenced in the act.

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(Samuels. 2018)
https://www.edweek.org/ew/articles/2018/01/11/ed-dept-finds-texas-suppressed-enrollment-of.html

·         As the popularity of the RTI model has increased over the last several years, the number of students qualifying for special education has declined, potentially violating students rights under IDEA.
·         A 2017 report from the Office of Special Education services under the direction of the U.S. Secretary of Education indicates that as districts shift their attention to a Response to Intervention model or 504 services rather than special education, many students may be falling through the program cracks.
·          The lack of consistency in evaluation and referral processes across Texas schools often falls back on a lack of training in the RTI process. As quoted by Samuels, "Many state educators said they thought a child had to go through every tier of an RTI process before they could be screened", a violation of Education Department recommendations and of the students rights under IDEA.

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(19 T.A.C. § 247)

Standard 3.4 of the Texas Educators Code of Ethics states that the educator shall not exclude a student from participation in a program, deny benefits to a student, or grant advantage to a student on the basis of race, color, gender, disability, national origin, religion, family status, or sexual origin.

As previously described, the Response to Intervention model has been under controversy as students were potentially denied special education services as they moved through the RTI process. This denial of services is clearly a violation of ethical standards and must be corrected to ensure the success of all students and avoid potential litigation.