Laurel County
Intervention
System
(LCIS)
Response to
Intervention
(RTI)
Laurel County Schools
2011-2012
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Table of Contents
Introduction……………………………………………………………………………………
Overview………………………………………………………………………………………
Universal Screening………………………………………………………………………….
LCIS/RTI School-Wide Teams: Academic and Behavior……………………………….
Features of a Tiered Service Delivery Model……………………………………………..
Tier I---Universal Instruction/Interventions…………………………………………
Tier II---Strategic Interventions……………………………………………………...
Tier III---Intensive Interventions……………………………………………………..
RTI Models: Standard Protocol and Problem Solving…………………………………..
Standard Protocol Model…………………………………………………………….
Problem Solving Model……………………………………………………………….
LCIS/RTI and Behavior………………………………………………………………………
Parent Participation…………………………………………………………………………..
Appendix A - Kentucky Revised Statutes and Kentucky Administrative Regulations
Appendix B - Definitions
Appendix C - LCIS/RTI Forms
Progress Monitoring and Data Analysis Forms
Professional Learning Community (PLC) Journal Form
Appendix D
Parent Letters for Tier I, II, III
Parent Brochure
Appendix E - Snapshot of the Tiers
Appendix F - References
Appendix G-Laurel County Schools RTI Procedures for Speech
Guidelines and Data Plan for Communication
Introduction
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On December 3, 2004, Congress reauthorized the Individuals with Disabilities Education
Improvement Act (IDEA 2004). The language that Congress uses in IDEA 2004 and
Elementary and Secondary Education Act (NCLB 2001) stresses the use of professionally
sound interventions and instruction based on defensible research, as well as the delivery
of effective academic and behavior programs to improve student performance. RTI is a
general education initiative written into the special education law. Congress believes that
as a result, fewer children will require special education services. Provisions of IDEA
2004 allow school districts to use scientific, research-based interventions as an alternative
method for identifying students with specific learning disabilities (SLD). This process is
generally referred to as Response to Intervention (RTI).
The Kentucky System of Intervention (KSI) is a framework for providing systematic
comprehensive services to address academic and behavioral needs for all students
preschool through grade 12. KSI addresses several key points:
 Decision making rules ensure effective, equitable and fair treatment of all students.
 Tiered services provide a system of interventions to maximize student achievement
and to reduce behavior problems.
 Intervention team roles enable successful collaboration in meeting the needs of
students.
 Curriculum must be aligned to national, state and local standards and accessible to
all students.
 Highly effective instruction is research based, aligned to curriculum and accessible
to all students.
 Universal screening determines the need for diagnostic assessments that inform
decisions made by the intervention team.
 Progress monitoring informs decisions about instruction and individual student
learning.
 Family and community engagement is focused on improving student learning.
Kentucky Revised Statutes and Kentucky Administrative Regulations are included in
(Appendix A).
Laurel County Intervention System (LCIS)/Response to Intervention (RTI) is designed to
connect Kentucky System of Interventions (KSI) to the Federal Response to Intervention
requirements. This manual describes the LCIS/RTI process in Laurel County Schools by:
(a) explaining the principles and components of the LCIS/RTI process and (b) providing
guidelines related to decision making within a LCIS/RTI system.
Recent research shows that multi-tiered models are effective educational practices within
schools to bring high quality instruction to all students. The LCIS/RTI concepts presented
in this manual make use of a multi-tiered approach that incorporates the aspects of a
personalized education. This process can lead to the development and use of the multitiered system with other education content areas. These procedures have been designed
to propose a framework for schools to implement LCIS/RTI.
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Overview
The National Research Center on Learning Disabilities (NRCLD, 2006) defines RTI as:
“…an assessment and intervention process for systematically monitoring student
progress and making decisions about the need for instructional modifications or
increasingly intensified services using progress monitoring data.”
RTI is an integrated approach to service delivery that encompasses general, remedial and
special education through a multi-tiered service delivery model. It utilizes a problemsolving framework to identify and address academic and behavioral difficulties for all
students using scientific, research-based instruction. Essentially, RTI is the practice of:
(a) providing high-quality instruction/interventions matched to all students needs and (b)
using learning rate over time and level of performance to (c) make important educational
decisions to guide instruction (National Association of State Directors of Special
Education, 2005). RTI practices are proactive, incorporating both prevention and
intervention and is effective at all levels from early childhood through high school. RTI is
intended to reduce the incidence of “instructional casualties” by ensuring that students are
provided high quality instruction with fidelity.
RTI is comprised of core principles that represent recommended RTI practices (Mellard,
2003). These principles represent systems that must be in place to ensure effective
implementation of RTI systems and establish a framework to guide and define the
practice.
1. Use all available resources to teach all students. RTI practices are built on the
belief that all students can learn. One of the biggest changes associated with RTI is
that it requires educators to shift their thinking: from the student… to the intervention.
This means that the initial evaluation no longer focuses on “what is wrong with the
student.” Instead, there is a shift to an examination of the curricular, instructional,
and environmental variables that change inadequate learning progress. Once the
correct set of intervention variables have been identified, schools must then provide
the means and systems for delivering them so that effective teaching and learning
can occur. In doing so, schools must provide resources in a manner that is directly
proportional to students’ needs. This will require schools to reconsider current
resource allocation systems (time, staff, materials and financial).
2. Monitor classroom performance. General education teachers play a vital role in
designing and providing high quality instruction. Furthermore, they are in the best
position to assess students’ performance and progress against grade level standards
in the general education curriculum. This principle emphasizes the importance of
general education teachers in monitoring student progress rather than waiting to
determine how students are learning in relation to their same-aged peers based on
results of state-wide or district-wide assessments.
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3. Conduct universal screening/benchmarking. School staff conducts universal
screening in core academic areas and behavior. Screening data on all students can
provide an indication of an individual student’s performance and progress compared to
the peer group’s performance and progress. The resulting screening data forms the
basis for an initial examination of individual and group patterns on specific academic
skills (e.g., identifying letters of the alphabet or reading a list of high frequency words)
as well as behavior skills (e.g., attendance, cooperation, tardiness, truancy,
suspensions, and/or disciplinary actions). Universal screening is the least intensive
level of assessment completed within a RTI system and helps educators and parents
identify students early who might be “at-risk.” Since screening data may not be as
reliable as other assessments, it is important to use multiple sources of evidence in
reaching inferences regarding students “at risk.”
4. Use a multi-tier model of service delivery. A RTI approach incorporates a multitiered model of service delivery in which each tier represents an increasingly intense
level of services associated with increasing levels of learner needs. The system
described in this procedures manual reflects a three-tiered design.
In a RTI system, all students receive instruction in the core curriculum supplemented
by strategic and intensive interventions when needed. Therefore, all students,
including those with disabilities, are found in Tiers I, II, and III. Important features, such
as universal screening, progress monitoring, fidelity of implementation and problem
solving occur within each tier. The basic tiered model reflects what we know about
students in school: their instructional needs will vary. Thus, the nature of the academic
or behavioral intervention changes at each tier, becoming more rigorous as the student
moves through the tiers.
Figure 1 illustrates layers of instruction that can be provided to students according to
their individual needs. Tier I represents the largest group of students, approximately
80-90%, who are performing adequately within the core curriculum. Tier II comprises a
smaller group of students, typically 5-10% of the student population. These students
will need strategic interventions to raise their achievement to proficiency or above
based on a lack of response to interventions at Tier I. Tier III contains the fewest
number of students, usually 1-5%. These students will need intensive interventions if
their learning is to be appropriately supported (Tilly, 2006).
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Figure 1:
Three-Tier Model of Interventions
Academic Systems
Intensive Interventions
Individual students
Interventions increase in intensity
Weekly monitoring of progress
Strategic Interventions
Targeted students (at-risk)
Supplementary instruction
Small group of students with
Monitoring of progress (every 2 weeks)
Universal Interventions
All students
Core curriculum
Classroom interventions
Differentiated instruction
Preventative, proactive interventions
Analysis of student progress (6-8 weeks)
Behavioral Systems
Intensive Interventions
Individual students
Interventions increase in intensity
Weekly monitoring of progress
Strategic Interventions
Targeted students (at-risk)
Supplementary instruction
Small group of students with
Monitoring of progress (every 2 weeks)
Universal Interventions
All students
Classroom interventions
Behavior in all settings
Preventative, proactive interventions
Analysis of student progress (6-8 weeks)
Adapted from Sagai, Kutash, et al
5. Use scientific, research-based interventions/instruction. The critical element of
RTI systems is the delivery of scientific, research-based interventions with fidelity in
general, remedial and special education. This means that the curriculum and
instructional approaches must have a high probability of success for the majority of
students. By using research-based practices, schools efficiently use time and
resources and protect students from ineffective instructional and evaluative practices.
Since instructional practices vary in efficacy, ensuring that the practices and curriculum
have demonstrated validity is an important consideration in the selection of
interventions.
6. Make data-based decisions. Decisions within a RTI system are made by teams using
Problem Solving and/or Standard Protocol techniques. The purpose of these teams is
to find the best instructional approach for a student with an academic or behavioral
problem. Problem Solving and Standard Protocol decision making provide a structure
for using data to monitor student learning so that decisions can be made at each tier
with a high probability of success. Problem Solving and Standard Protocol techniques
ensure that decisions about a student’s needs are driven by the student’s response to
high quality interventions.
7. Monitor progress frequently. In order to determine if the intervention is working for a
student, the decision making team must establish and implement progress monitoring.
Progress monitoring is the use of assessments that can be collected frequently and are
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sensitive to small changes in student behavior. Data collected through progress
monitoring will inform the decision making team whether changes in the instruction or
goals are needed. Informed decisions about students’ needs require frequent data
collection to provide reliable measures of progress. Various curriculum-based
measurements (CBMs) are useful tools for monitoring students’ progress.
8. Implement with fidelity. Fidelity refers to the implementation of instruction and
interventions as designed, intended, and planned. Fidelity is achieved through
sufficient time allocation, adequate intervention intensity, qualified and trained staff,
and sufficient materials and resources, Fidelity is vital in universal screening, delivery
of instruction and progress monitoring. Successful RTI systems must consistently
maintain high levels of fidelity in the implementation of both interventions and progress
monitoring. This means that the intervention plans are applied consistently and
accurately. It is the responsibility of an administrator at each school to ensure fidelity
by monitoring the delivery of instruction and the analysis of student data.
Laurel County Intervention System/Response to Intervention (RTI) and the Kentucky
System of Intervention components are congruent with current research and aligned with
the existing Kentucky regulations and statutes that require intervention.
Universal Screening
An important first step in identifying “at-risk” students is the use of universal screening
and/or benchmarking of students in core academic areas and behavior. At Tier I,
universal screening for all students is conducted at least three times during a school year:
fall, winter and spring. Scores earned at different times during the year are used to
determine whether a student’s performance and progress is increasing, decreasing, or
staying the same.
Significant numbers of students meeting proficiency levels (e.g., 80% or greater) based on
the results of universal screening tools is an indicator that the instruction in the core
curriculum is effective. When there is evidence that instruction in the core curriculum is
not effective, schools must examine whether it is occurring school-wide or whether it is a
class-specific problem. If, for example, a school has a high percentage of students with a
particular risk factor for low achievement (e.g., low-income) this does not automatically
mean it is acceptable to refer a higher proportion of students in that school for special
education services. Instead, consideration should be given to redesigning the core
program so that it meets the needs of the school’s core student population. When the
core curriculum is effective, interventions within the core will need to be made for at-risk
students in accordance with their individual needs based on universal
screening/benchmarking data, followed by progress monitoring.
Using the universal screening data, the lowest 10% of students, will be identified as “atrisk” and in need of interventions. Each school will generate a list by grade and teacher of
the targeted students. Send Tier I Parent Letter and Parent Brochure to the parents of the
targeted students on the list. Students with disabilities who are receiving services through
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an Individual Education Program (IEP) may be included in this 10% if an area is identified
that is not addressed on their IEPs. The RTI process will be followed for these students
the same as it would be for students without disabilities.
LCIS/RTI School-Wide Teams: Academic and Behavior
Each Laurel County school will have a School-Wide RTI Academic “A” Team and Behavior
“B” Team. The purpose of the “A” Team and “B” Team is to identify the needs of all
students; gather information to assist in decision making; analyze data; and make informed
decisions to promote student learning. The “A” and “B” Teams will meet at least one time
per month. These meetings will be documented on the Professional Learning Community
(PLC) Journal Form.
“A” Team may consist of:
Elementary: principal, curriculum coach, counselor, school psychologist, grade level
chairs
Middle School: assistant principal, curriculum coach, counselor, school psychologist,
team case manager
High School: assistant principal, curriculum coach, counselor, school psychologist
department representative
“B” Team may consist of:
All Levels (Elementary, Middle and High Schools): principal/assistant principal,
building coach, staff representatives
Features of a Tiered Service Delivery Model
A LCIS/RTI approach incorporates a multi-tiered system of service delivery in which each
tier represents an increasingly intense level of services. Students move fluidly from tier to
tier. The actual length of time that an intervention is implemented depends on the
student’s response to the intervention and time period required for the targeted skills on
behavior to develop. A multi-tiered concept aligns all available resources to support and
address students’ needs regardless of their eligibility for other programs. LCIS/RTI is not a
placement model of defining where students are placed within the tiers, but a service
delivery model that guides the services to the students in an organized structured format.
Tier I-Universal Instruction/Interventions
In the LCIS/RTI framework, all students in Tier I receive high quality scientific, researchbased instruction from general education teachers in the core curriculum. The core
curriculum provides the foundation for instruction upon which all strategic and intensive
interventions are formulated. While Tier I instruction occurs in the general education
setting, it is not necessarily grade level instruction. Instruction at Tier I includes all
developmental domains such as behavioral and social development along with instruction
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in academic content areas. Tier I instruction must be both differentiated and culturally
responsive to serve approximately 80-90% of the student body and is effective for the vast
majority of students. At this phase, general education teachers match students’
prerequisite skills with course content to create an appropriate instructional match and use
instructional strategies with fidelity that are evidence-based. The general education
teacher will complete the Tier I Progress Monitoring Documentation Form per subject area
identified (See Appendix C) for students who have been identified as “at-risk” on the
universal screener and other performance indicators. These interventions will be
implemented at Tier I.
Progress Monitoring documents student growth over time to determine whether the
student is progressing as expected in the core curriculum. Data collection for progress
monitoring is closely tied to instruction, so it has a multifunctional purpose—to establish
where students begin, identify expected growth, and measure performance over time.
Progress monitoring data provides a picture of the student’s performance and rate of
growth (i.e., progress) to inform instructional and curricular changes. Progress monitoring
data at Tier I will be documented on the Tier I Progress Monitoring Documentation Form.
(See Appendix C).
Curriculum-Based Measurements (CBMs) are the most common tool for gathering
progress data. CBMs are tools for measuring or assessing student growth and proficiency
on discrete skills critical to learning (e.g., oral reading fluency, reading comprehension,
math computation). Data collected through CBMs will be graphed for ease of analysis. All
CBMs will be provided by the district.
The use of progress monitoring data will guide instruction and interventions as well as
guide decision making for lack of responsiveness.
Lack of responsiveness is defined as the rate of improvement that is not sufficient for
the student to become proficient with state standards without more interventions. Six to
eight weeks (6 to 8 weeks) or more of progress monitoring is needed before reviewing
lack of responsiveness at Tier I. The decision to advance to Tier II is based upon an
analysis of the progress monitoring data and a determination of a lack of responsiveness
at Tier I.
When the general education teacher determines that the student’s progress monitoring
data indicates lack of responsiveness at Tier I, the teacher completes the Tier I Progress
Monitoring Documentation and the Tier I Analysis Form at the end of the 6-8 week period
and are submitted to the principal/assistant principal. The principal/assistant principal
conferences with the teacher to analyze the data and to determine if the student should
receive Tier II interventions through the Standard Protocol Model or if a Problem Solving
Team meeting should be convened. The decision is documented on Tier I Analysis Form.
(See Appendix C). The Tier II Parent Letter is sent to the parent after this meeting. (See
Appendix D).
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Tier II-Strategic Interventions
At Tier II, strategic interventions are provided to students who are not achieving the
standards through the core curriculum with differentiated instruction. Tier II typically
consists of 5-10% of the student body. Strategic interventions are provided in addition to
the instruction in the core curriculum provided in Tier I. Strategic interventions should
focus on particular skill areas that need strengthening and reviewed through progress
monitoring at appropriate intervals after interventions are implemented. The general
education teacher will complete the Tier II Progress Monitoring Form per subject area
identified (See Appendix C) for interventions to be implemented at Tier II.
Strategic interventions are intended to be short-term in duration (e.g., 9-12 weeks).
Teacher directed interventions are generally provided in a small group setting and may
occur in the general classroom or outside the classroom as part of the general education
instruction. The homogeneity of the group and the flexibility to move from one group to
another based upon instructional need is critical. Interventions at Tier II consist of two to
three (2 to 3) sessions per week at 30-45 minutes per session. Supplementary instruction
must be provided by trained staff and supervised by individuals with expertise in the
intervention. Students may benefit from more than one Tier II intervention cycle as long as
they are making reasonable progress.
Progress monitoring is conducted once every two weeks. Progress monitoring on students
placed in Tier II will be documented on the Tier II Progress Monitoring Form. The
progress monitoring and intervention data will be analyzed at least one time per month by
the principal/assistant principal, general education teacher and the interventionist(s) and
recorded.
When selecting programs for strategic interventions, schools are encouraged to identify no
more than two (2) to three (3) programs, per area (reading, writing, math, behavior).
Students who are successful at Tier II may be reintegrated into Tier I or continue in Tier II.
However, for a small percentage of students, Tier II interventions will not be enough. If a
student is showing lack of responsiveness at Tier II, after strategic interventions have
been implemented through either research-based Standard Protocol(s) or Problem
Solving methods, the student would continue in Tier II with modified interventions or move
into Tier III, as determined by the LCIS team. The Tier II Analysis Form shall be completed
for the student (See Appendix C). After this decision has been made, send appropriate
Tier Parent Letter (See Appendix D).
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Tier III - Intensive Interventions
Intensive interventions at Tier III are designed to accelerate a student’s rate of learning
by increasing the frequency and duration of individualized interventions based on
progress monitoring that analyzes the lack of responsiveness to the interventions provided
at Tier I and Tier II. Intensive interventions at Tier III are in addition to instruction in the
core curriculum provided at Tier I. Students at Tier III are those students who are
performing significantly below standards and who have not adequately responded to high
quality interventions provided at Tier I and Tier II. The general education teacher will
complete the Tier III Progress Monitoring Form per subject area identified for interventions
to be implemented at Tier III.
Tier III generally serves fewer than 5% of the student body. Intensive interventions are
delivered individually or in small group settings. All Tier III interventions must be
integrated with Tier I and Tier II instruction. Interventions may occur for a time period of 912 weeks. Interventions at Tier III should be provided at least three to four (3 to 4) times
per week in 45-60 minutes sessions (e.g., two 30 minute sessions; four (4) 15 minute
sessions, etc.). Progress monitoring at Tier III is completed weekly and documented on
the Tier III Progress Monitoring Form (See Appendix C). Students who are successful at
Tier III may be returned to previous tiers or they may benefit from more than one Tier III
intervention cycle as long as they are making reasonable progress. Students who are not
successful at Tier III with intensive intervention may be considered for a referral for a
special education evaluation. Tier III Analysis form shall be completed for the student
(See Appendix C).
RTI Models: Standard Protocol and Problem Solving
Standard Protocol and Problem Solving are two decision making processes. These
models provide structure for using data to monitor student learning so that decisions can
be made at each tier with a high probability of success. Laurel County Schools will use
a combination of the Standard Protocol and Problem Solving models to guide decision
making and implement research-based interventions to identified “at-risk” students.
Standard Protocol Model
The Standard Protocol Model consists of evidence-based, multi-component programs
focused on specific skill areas. Standard Protocol interventions are designed to be used
in a systematic manner with all participating students and is usually delivered in small
groups. Effectiveness of the interventions delivered through the Standard Protocol
Model will be dependent on the fidelity of implementation.
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Each Laurel County school will compose a list of scientific research-based Standard
Protocols. This list will be used by the principal/assistant principal when they
conference with the general education teacher(s) to analyze data and to determine an
appropriate Standard Protocol for a student who has not made adequate progress with
instructional interventions.
Problem Solving Model
Problem solving is a data-based decision making process used to identify needed
interventions for students in Tiers II, III. Decisions are made by the Problem Solving
Team which is composed of school-based individuals who are qualified to make
educational decisions for students. The composition of the team changes by adding
additional staff as students move from tier to tier. The Problem Solving Team will always
include the principal/assistant principal, the student’s general education teacher(s) and
parents. Other team participants might include: the curriculum coach, a teacher with
expertise in the areas of reading, math and/or writing, school counselor, school
psychologist, speech/language pathologist, behavior specialist, school nurse, social
worker, special education teacher, and paraprofessionals.
In making decisions, teams should use the following approach:
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Define the problem - When a concern is raised, the first step is to review the
concern and attempt to identify the problem. The team should first review existing
student data to determine specific problems. For example, a student should not be
identified as simply having an academic or a behavior problem. The team should
try to narrow the problem (based upon available data) to identify the deficit skill
area(s) (e.g., phonemic awareness, problem solving skills, math calculations,
vocabulary, reading comprehension, sentence structure or peer interactions, etc.).

Analyze the cause - Once the problem is defined, the team needs to develop a
hypothesis as to why the problem is occurring and continuing. This involves
analyzing those variables that can be altered through instruction in order to find an
instructional solution. This includes questions of fidelity, missing skills, motivational
factors, or lack of exposure to the general curriculum. The team should focus on
explanations of the problem that can be addressed through instruction. In addition
to the cause of the problem, the team needs to consider the student’s rate of
learning. In doing this, the team reviews the student’s learning trend (e.g.,
progress) in the areas identified by the team. The team should also compare the
student’s progress to peers over time.
Develop a plan - Once the problem has been analyzed, the team identifies
interventions that will meet the student’s needs. The team does this by developing a
plan that includes: an implementation time frame (e.g., 6 weeks, or 8 weeks); the
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frequency of the interventions (how often the intervention will be provided and for how
many minutes per week); who will provide the intervention (e.g. general education
teacher, counselor, etc); and a time frame to evaluate the effectiveness of the
intervention.

Implement the plan - Interventions must be implemented with fidelity. To ensure
fidelity, qualified staff must deliver the interventions according to the prescribed
process and prescribed timeframe. The team should document their delivery of the
interventions using multiple sources (e.g. observation notes, lesson plans and
grade books, student work reflecting instructional elements and graphs of student
progress, etc.).

Evaluate the plan - In order to determine if the intervention is working for a
student, the team must collect data through progress monitoring (See Appendix
C). The frequency of progress monitoring depends on the tier, but in all cases the
process is similar. A student’s current performance and progress (trend line) is
compared to their projected “target line.” If performance falls significantly below the
“target line” over three or four consecutive monitoring periods and not showing
adequate growth, the team should revisit the intervention plan to make appropriate
modifications or revisions. All changes must be documented on the analysis form
(See Appendix C).
LCIS/RTI and Behavior
There are varieties of reasons why students misbehave. Some students will misbehave
because they “won’t do it,” or because they try and “can’t do it.” Many students struggle
academically and exhibit problem behaviors. Behavior and academic success are closely
linked and need to be addressed simultaneously.
In Laurel County, systematically collected behavioral data (e.g., observations, office
referral patterns, ratings, etc.) provides a basis for making decisions on behavior supports.
Based on the data, the School-Wide Behavior “B” Team uses evidence-based practices to
support the student in reducing challenging behaviors and developing positive attitudes
toward academic and social life. Many evidence-based behavioral interventions will be
considered such as: methods based on applied behavior analysis (e.g., reinforcement);
Positive Behavior Interventions Supports (PBIS) (e.g. CHAMPs); social learning (e.g.,
teaching expected behaviors through modeling and role playing); and cognitive behavioral
methods to teach “thinking skills,” (e.g. problem solving, impulse control, or anger
management, etc.). Kentucky Center for Instructional Discipline (KYCID) will be a partner
in guiding the process of data collection and the development of school and classroom
interventions.
Parent Participation
Involving parents at all phases is a key aspect of a successful intervention program.
Parents can provide critical information about students thus, increasing the likelihood that
interventions will be effective. For this reason, the classroom teacher or other school staff
must make a concerted effort to involve parents as early as possible. This can be done
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through traditional methods such as parent-teacher conferences, regularly scheduled
meetings, or by other communications. Parents will be invited to participate on a Problem
Solving Team if their child is not making adequate progress based on progress monitoring
data.
Laurel County Schools shall provide parents with written information about their LCIS/RTI
program and be prepared to answer questions about the processes. The written
information shall explain how the system is different from a traditional education system
and about the vital and collaborative role that parents play within the LCIS/RTI system.
The more parents are involved, the greater the opportunity for successful student
outcomes. See Parent Brochure Appendix D. The Parent Brochure may be shared with
the parents at any time but should be sent home with the Tier I Parent Letter (See
Appendix D).
Because LCIS/RTI is a method of delivering the general education curriculum to all
students, written consent is not required before administering universal screenings, CBMs,
and targeted assessments within a multi-tiered system when these tools are used to
determine instructional need. However, when a student fails to respond to interventions
and the decision is made to evaluate a student for special education, written consent must
be obtained in accordance with special education procedures.