Insufficient Progress (RTI)
Two interventions meeting the standard as being scientific research-based or evidence-based must be implemented for each area of concern. These two interventions must be scientific research-based or evidence-based and implemented with the student with adequate fidelity (at least 80 percent of the recommended sessions, weeks, and minutes per session, according to the administration guide for the intervention). The IEP team analyzes progress monitoring data (which was collected weekly using probes) to determine whether or not the student’s response to intensive intervention was sufficient.
The Student Intervention Team will come together to determine the following:
What is the Area(s) of Focus for Intervention under the 8 potential areas of Specific Learning Disabilities?
What Intervention(s) to use that highly aligns to the students area of need?
What tool to use to weekly progress monitor student growth?
The Student Intervention Team will come together to determine the following:
What is the Area(s) of Focus for Intervention under the 8 potential areas of Specific Learning Disabilities?
What Intervention(s) to use that highly aligns to the students area of need?
What tool to use to weekly progress monitor student growth?
Applying the Rule: IEP Team Discussion When Using Data from Intensive Intervention to Determine Insufficient Progress
• Has evidence been considered to determine whether a lack of appropriate instruction is primary in causing insufficient progress as determined by data from intensive, scientific research-based or evidence-based intervention in one or more areas of concern?
• Has evidence been considered to determine whether limited English proficiency, other impairments, or economic, environmental or cultural factors is the primary reason for the insufficient progress? For example, if there are norms for the student’s subgroup (e.g., primary language, ethnicity, socioeconomic status), has the IEP team considered how the student’s performance compares to the subgroup norms and to norms for grade or age level peers?
• Is there evidence that at least two intensive, scientific research-based or evidence-based interventions as defined in the rule have been implemented for the student for each area of concern?
• Have the decision rules defined in the rule been applied when considering the data from intensive interventions and determining rate of progress?