If a student is not making adequate progress in Tier 3 interventions, what should the RtI team do first?

The first step the RtI (Response to Intervention) team should take when a student is not making adequate progress in Tier 3 interventions is to discuss a referral for evaluation. This is a critical action because it allows for a more in-depth assessment of the student's needs, which may include looking for specific learning disabilities or other factors influencing their academic performance. Evaluating the student can help determine whether they qualify for special education services or require a different intervention plan to be more effective.

Engaging in this process confirms the team's commitment to identifying the underlying issues that prevent progress, ensuring that interventions are tailored to the student's unique needs. By starting with an evaluation referral, the team is also following legal and educational guidelines that prioritize data-driven decision-making to provide the best support for the student.

Other approaches listed, such as arranging Title 1 services, having the student attend a resource room, or requesting assessments from the school psychologist, may be part of the broader support system but are secondary steps that typically follow an evaluation referral. Without first establishing a clear understanding of the student's challenges through an evaluation, these alternative supports might not address the underlying issues effectively.