HCPS Response To Intervention

1. All students are given a fall universal.
   1. Those who meet the benchmark, remain in Tier I.
   2. Those who do not meet the benchmark are given diagnostics and placed in Tier II or Tier III interventions.
2. All students are given a winter universal.
   1. Those who are in Tier I and meet the benchmark for the winter universal, stay in Tier I.
   2. Those students in Tier I who don’t meet the benchmark for the winter universal are given diagnostics and placed in Tiers II or III.
   3. Those students in Tier II who meet the benchmark for the winter universal are returned to Tier I.
   4. Those students in Tier III who meet the benchmark for the winter universal are given diagnostics for Tier II and are placed in Tier II interventions.
   5. For all others, consideration is given by the Intervention Team for continuing interventions at the current level or for a referral for special education or 504 evaluation.
3. All students are given a spring universal.
   1. Those who are in Tier I and meet the benchmark for the spring universal, stay in Tier I.
   2. Those students in Tier I who don’t meet the benchmark for the spring universal are given diagnostics and placed in Tiers II or III.
   3. Those students in Tier II who meet the benchmark for the spring universal are returned to Tier I.
   4. Those students in Tier III who pass the spring universal are given diagnostics for Tier II and are placed in Tier II interventions.
   5. For all others, consideration is given by the Intervention Team for continuing interventions at the current level or for a referral for special education or 504 evaluation.
4. At any time if a teacher or a parent believes that a student is not making sufficient progress in Tier I, even though the student passed the most recent universal benchmark, a request may be made for the Tier II diagnostic to be administered to determine if the student should be placed in Tier II. The most likely circumstance would be that the next universal is not scheduled for a period of time and the student is struggling.
   1. If the student sufficiently passes all parts of the diagnostic and the requestor still feels the need for assistance, a request for assistance is submitted to the Intervention Team.
5. The Intervention Team meets on students and develops intervention plans for students who are in Tiers II and III. The team:
   1. works with the classroom teacher in developing interventions,
   2. guides the classroom teacher and others in progress monitoring of the measurable goals, and determines when a student should be referred for a special education or 504 evaluation.

Intervention Team composition should include classroom teacher, administrator/designee, and Intervention Team chairperson. Other members may include school psychologist, school social worker, and school counselor. Ad hoc members of the Intervention Team may include reading or math specialist, special education teacher, speech and language pathologist, etc. depending on the nature of the request for assistance and staff expertise.

6.  If Section 504 or special education is being considered at any time, parents would be invited and special education mandates regarding meeting procedures, procedural safeguards, parent invitations, etc. would be followed.