PTHS Student Handbook 2022-2023

RESPONSE TO INTERVENTION (RtI): RtI is a multi-tier process that focuses on providing services and interventions to students who are struggling academically and/or behaviorally while improving student outcomes for all students. The 3 primary components of RtI are: (1) Using a multi-tier model to deliver increasingly intensive instructional supports, (2) Using a problem-solving method at each tier to determine the level and type of support needed, and (3) Collecting effective data to guide instructional decision-making. Typically, RtI is viewed as encompassing three tiers of supports: ● Tier One : Instructional Interventions provided to all students within the general education content areas. Schools should ensure that teachers are provided with research-based curricula that are proven to meet the needs of most students through effective implementation. Universal data is used to determine the effectiveness of this instruction. ● Tier Two : For students who continue to struggle, tier two supports are offered in a small group format to improve the probability of success in the content areas. For example, the student might receive an English class designed to strengthen and remediate skills in addition to their core English class. Strategic monitoring helps determine the success of the program and potential adaptations that need to be made. ● Tier Three : For the small percentage of students who do not respond to Tier One and Tier Two interventions, a referral will be made to the individual problem solving team. In some cases, a student may be referred directly to this team, based on available data, due to the severity of the academic and/or behavioral concerns. The purpose of the problem solving team is to analyze specific educational concerns for the student that continue to exist despite well-designed and implemented research-based interventions and develop an intensive support plan matched to the unique needs of the individual student. The plan should be provided in conjunction with the student’s core academic program in attempts to remediate the skill deficit(s) and improve the probability of success. Frequent progress monitoring data is used to determine the success and the student’s response to the intervention(s). SECTION 504, REHABILITATION ACT OF 1973 The School provides a free appropriate public education in the least restrictive environment and necessary related services to all children with disabilities enrolled in the school. The term “children with disabilities” means children between ages 3 and the day before their 22nd birthday for whom it is determined that special education services are needed. It is the intent of the school to ensure that students with disabilities are identified, evaluated, and provided with appropriate educational services. A copy of the publication “Explanation of Procedural Safeguards Available to Parents of Students with Disabilities” may be obtained from the school office. Students with disabilities who do not qualify for an individualized education program, as required by the federal Individuals with Disabilities Education Act and implementing provisions of this Illinois law, may qualify for services under Section 504 of the federal Rehabilitation Act of 1973 if the student (i) has a physical or mental impairment that substantially limits one or more major life activities, (ii) has a record of a physical or mental impairment, or (iii) is regarded as having a physical or mental impairment.