RTI Toolkit - Overview

Parents send their children to school with great hope for their child?s school success. Early reports that their child is struggling are often difficult words to hear. After experiencing a variety of emotions, parents will often ask, "What help is available for my child?" In many schools when struggling students can't keep up in class, educators and families have had to wait for the student to fall behind enough to qualify for Special Education before help was available. Both teachers and parents were upset that more help wasn?t available as soon as difficulties were observed.
Response to Intervention:
An educational process that identifies struggling students through periodic screenings and provides interventions early to the students who are not making adequate progress. It is generally provided in a three ? tiered process. Instruction begins for all students with a solid base of instruction in the regular classroom. (See diagram on next page) Components of RTI include:
Regular screening (3 times per year)
Use of scientific-based instruction/ interventions
Made decisions based on data
On-going monitoring of student classroom performance
Use of multi-tired system of instruction/interventions
Recent legislation (IDEA 2004 and No Child Left Behind) encouraged districts to find new ways to provide assistance to students who are struggling. One way schools can now provide assistance is called Response to Intervention (RTI). Local districts are able to use 15% of their Part B Special Education funds to provide for early intervening services for high risk students.
Generally school districts use RTI as a way to provide interventions as soon as they realize a student may be at risk. Response to Intervention provides for screening of all students at least three times per year to identify students who are falling behind. Since academics and classroom behavior are closely related both need to be evaluated in determining appropriate interventions.
Students who have not made enough progress can receive additional interventions for a determined period of time. The interventions provided through RTI need to be based on current research and be delivered as the publisher intended. These could be provided either by the classroom teacher or another designated person. If progress is sufficient the student may not need further intervention. If ongoing monitoring reveals the student has continuing needs, the interventions may increase in intensity (more time), different interventions, interventions provided in a smaller group or to the individual student. For some students these interventions delivered at an earlier point may prevent future failure and the need for more intensive services. Ongoing monitoring will ensure students receive services when they are needed for all students? success.
While parental permission is not required to provide RTI interventions to students, parents should be informed of their child's progress and have the opportunity to provide valuable information to the school team that shapes the intervention plan. In addition parents can request a copy of the plan for their child and continue to be updated on their child's progress. If the district believes a Special Education Evaluation seems to be needed parental permission is required. The parent can request a Special Education Evaluation at any point in the process if they are concerned about their child's progress. Special Education procedural safeguards begin for parents when they sign the consent for evaluation form or parents make a formal request for evaluation in writing. Ask your School District for a copy of the district procedural safeguards or get a copy on line at: www.k12.wa.us/SpecialEd/pubdocs/PS.pdf.