La Porte
..
Independent School District
How to Get Help for my struggling School-aged Child?
Taking the Mystery out of RtI and EIT
A parent with concerns about a child’s learning or behavior is encouraged to contact the child’s teacher or
principal. The first step is for concerns to be addressed by the teacher, the parent and the child. If this
step is unsuccessful, a parent should ask the child’s teacher, principal or counselor about making a referral
to the campus-based student support team. In La Porte ISD, these teams are called the Early Intervention
Team (EIT).
The goal of the school and the EIT is to identify struggling learners early in order to improve their
educational outcomes. This is different from a special education referral. It is a way to intervene early.
When a child is referred to the EIT, the team will meet to develop a program of intervention in the general
education environment. To assist in developing this program of intervention, parents and teachers are
asked to provide more specific information about the child to the team. The EIT may meet more than
once to address a child’s needs and monitor the child’s progress. The school will keep the parent informed
of the efforts being made and the results of the interventions used to help the child.
What is RtI?
Response to Intervention (RtI): A Process of Early Intervention
Many school districts and campuses have begun implementing activities associated with RtI. RtI activities
are expected to have a positive effect on schools across the state. RtI is a model that addresses the needs
of all children through a continuum of services, which provide:
• high-quality instruction and tiered intervention strategies aligned with individual student needs;
• frequent monitoring of progress to make results-based academic or behavioral decisions; and
• application of child response data to important educational decisions (such as those regarding
placement, intervention, curriculum and instructional goals and methodologies).
In a RtI process, it is anticipated that 80 percent of all children will be successful in Tier 1 high-quality
general education instruction in the core curriculum.
Academic Systems
Behavioral Systems
Tier 1 Core Instructional Interventions
• All students
• Preventative, proactive
Tier 1
80% of the student
population
Tier 2 Targeted Group Interventions
• Some students (at-risk)
• High efficiency
• Rapid response
Tier 3 Intensive, Individual Interventions
• Individual Students
• Assessment-based
• High intensity
• Of longer duration
July 2008
Tier 2
15%
Tier 3
5%
Tier 1 Core Instructional Interventions
• All settings, all students
• Preventative, proactive
Tier 2 Targeted Group Interventions
• Some students (at-risk)
• High efficiency
• Rapid response
Tier 3 Intensive, Individual Interventions
• Individual Students
• Assessment-based
• Intense, durable procedures
Page 1 of 2
Children who are at-risk are identified for Tier 2 targeted interventions through screening measures that
indicate a child is having problems in academics or with behavior. This process of screening and
identification within LPISD may include data gathered from parents, teachers, TPRI, DRA levels,
benchmarks, and CFAs (Common Formative Assessments).
The goal of any Response to Intervention (RtI) process is to identify children who are at-risk and
intervene early. The targeted interventions a child receives in Tier 2 are those that have been proven
successful in similar cases. The school will implement these interventions with fidelity over time for a
minimum of 9-12 weeks. A child’s progress will be regularly monitored in Tier 2.
The targeted interventions will be continually adjusted based on progress monitoring until the child meets
with success. Children who do not respond to these targeted interventions within a reasonable period of
time as suggested by research are referred for Tier 3 interventions. Tier 3 interventions are more intensive
and individualized than Tier 2 interventions.
How does RtI fit into the EIT (Early Intervention Team) Process?
If a child receives Tier 2 instruction and intervention for a minimum of 9-12 weeks with little or no
progression, then the Early Intervention Team (EIT) process may begin. The EIT meets and reviews the
child’s cumulative school record, work samples, teacher information, parent information, and the child’s
response to interventions (RtI) at Tier 2. The EIT’s goal is to design Tier 3 interventions and strategies
for the individual child. As part of Tier 3, the EIT may request a consult from relevant specialists (i.e. –
reading specialist, district behavior specialist, speech pathologists, etc.).
Tier 3 interventions are in addition to interventions already in place in Tier 2. After a minimum of 6
weeks at Tier 3, a 2nd EIT should be held. The 2nd EIT reviews the student’s response to Tier 3
interventions and any additional data and information available about the student since the 1st EIT.
If the student is responding adequately to the Tier 3 interventions, then the EIT can either continue the
Tier 3 interventions or if that level of intervention is no longer needed, then the student is returned to Tier
2.
If the student is not responding adequately to the Tier 3 interventions, then the EIT can revise and/or
increase the level of interventions or refer the student for an evaluation. Appropriate assessment staff and
specialists will be invited to the EIT and in attendance.
Referral of a child for an initial evaluation for possible dyslexia, 504, or special education services must
be a part of the school’s overall general education referral or screening system. In Texas, prior to referral
for an evaluation, State law requires that the child be considered for all support services available to all
children. These services include tutorial, remedial and compensatory services, but are not limited to these
options. If a child continues to experience difficulty in the general classroom after the provision of
interventions, school personnel may refer the child for an evaluation.
Student Success
Student success is our priority at La Porte ISD. Collaboration between LPISD and you, the parent, is
essential. Our goal is to identify struggling learners early in order to improve their educational outcomes
through the use of the EIT process and RtI.
July 2008
Page 2 of 2