I am the special education coordinator at 2 elementary campuses in my district. I have noticed that some students referred for special education evaluation have been through rigorous RtI and special ed is truly a last resort, while other students have had relatively little previous intervention.
Are teachers using appropriate RtI protocol before making a referral to special education? Are students who are referred for special education evaluation meeting eligibility criteria? For students who are found not to meet eligibility criteria for special education, what interventions are put into place?
The findings would be significant to the teachers because it would provide better guidance in supporting a struggling student in their classroom using RtI. This would, in turn, benefit to student learning. It would be significant for the special education team because better teacher understanding of RtI should lead to stronger referrals to have special education evaluation and less "DNQ's (did not qualify)". Lastly, the results would be significant for parents because it would reduce the unnecessary worry and anguish sometimes associated with a special education evaluation.
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