SCHCD-RESPONSE TO INTERVENTION

Amends the School Code. Requires each school district to inform a student's parent or guardian if his or her child is beginning to receive tiered Response to Intervention support that is more intensive than the universal level of instruction and must allow the parent or guardian to participate in the process; defines "Response to Intervention". Provides that the information provided to the parent or guardian must include the problem or problems being addressed for the student, the student's performance goal or goals, the reason why the student is being moved to a more intense level of intervention, and how the parent or guardian may obtain a copy of any progress reports and data being collected for the student. Provides that a school district must inform a parent or guardian with a child who is receiving Response to Intervention support above the universal level of instruction of the parent's or guardian's right to request a special education evaluation at any time. Requires a school district to request parental or guardian consent to conduct a case study evaluation of a student to determine if the student is in need of special education services if the student has been in the highest level of Response to Intervention support for 45 consecutive school days and has not shown meaningful, measurable progress under the performance goal or goals established for the student. Effective immediately. Senate Committee Amendment No. 1 Provides that a Response to Intervention may be utilized as a component of an evaluation to determine if a child is eligible for special education services due to a disability (rather than a specific learning disability).