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Response to Intervention (RTI) is a comprehensive assessment and intervention process that uses learning rate over time and level of performance to inform educational decisions while core instruction, with differentiation, is occurring.  RTI provides a framework by which students are provided high-quality instruction and interventions matched to their individual instructional needs in order to ensure academic growth.

Through a team-based approach, multiple sources of data are used to develop prevention-based efforts and respond to student needs using evidence-based interventions.  Efforts are evaluated through progress monitoring and summative assessments.

• Early intervention for students who are struggling

• Increasingly intense levels of instructional interventions

• Instructional decisions guided by formative assessment data (e.g., progress monitoring)

• Collaboration among administrative staff, teachers, and families regarding students’ learning

• Family communication enhanced by student data

• Greater staff, parent, and student involvement in the educational process

• Increased accuracy in the identification of students with a learning disability

The LCPS Decision Trees are guidance documents that define decision-making processes for 

• screening students for potential reading difficulties

• administering additional diagnostic assessment as needed

• determining appropriate tiered supports including evidence-based interventions targeted to students' specific needs 

• informing families of the need for intervention

•  progress monitoring

Practices outlined in the decision trees align with requirements of the Virginia Literacy Act and School Board Policy 5350.

The LCPS Decision Trees are guidance documents that define decision-making processes for 

• screening students for potential math difficulties

• administering additional diagnostic assessment as needed

• determining appropriate tiered supports including evidence-based interventions targeted to students' specific needs 

• informing families of the need for intervention

•  progress monitoring

Practices outlined in the decision trees align with requirements of School Board Policy 5350.