What is the focus of policies that provide intensive assistance to struggling children before special education evaluation?

The focus of policies that provide intensive assistance to struggling children before special education evaluation is indeed best encapsulated by the concept of Response to Intervention (RTI). RTI is a multi-tiered approach aimed specifically at identifying and supporting students who are having difficulties in their learning. The framework begins with high-quality, evidence-based instruction in the general education classroom. It involves providing targeted interventions at various levels of intensity, gradually increasing support based on the child’s needs. The goal is to address academic and behavioral issues proactively, ensuring students receive the necessary help before they potentially qualify for special education services.

This proactive stance is essential because it helps to identify and remediate learning difficulties early, providing an opportunity for students to succeed within the general education environment without needing to proceed to more formalized special education evaluations. By utilizing RTI, schools can monitor student progress and make informed decisions about further interventions or assessments.

Other options, while related to support for children, do not encapsulate the focus of intensive pre-evaluation assistance as effectively as RTI does. Early Intervention Services typically refer to programs for children with disabilities or developmental delays, focusing on younger children (generally ages 0-3) rather than the broader strategies employed in RTI. Preventive Assessment suggests evaluating