Professional Documents
Culture Documents
Helpful
Resources
WEBSITES
NATIONAL
CENTER
FOR
LEARNING
DISABILITIES:
A
parents
guide
to
response
to
intervention.
http://www.ncld.org/checklists-a-more/parent- advocacy-guides/a-parent-guide-to-rti
RTI
ACTION
NETWORK:
Resources
for
parents
and
families.
http://www.rtinetwork.org/parents-a-families
NEW
YORK
STATE
RESPONSE
TO
INTERVENTION:
Numerous
resources
providing
useful
information
for
parents
and
families
regarding
RTI.
http://www.nysrti.org/page/for-parents/
NATIONAL
CENTER
ON
RESPONSE
TO
INTERVENTION:
The
ABCs
of
RTI-
A
guide
for
parents.
http://www.rti4success.org/resourcetype
/abcs-rti- guide-parents-2
NASP
RESOURCES:
RTI-
A
primer
for
parents.
http://www.nasponline.org/resources/factsheets/rtipr imer.aspx
WEST
VIRGINIA
DEPARTMENT
OF
EDUCATION:
Understanding
the
response
to
intervention
process-
A
parents
guide.
http://wvde.state.wv.us/osp/ResponsetoIntervention ParentsGuide.pdf
Does
our
school
use
an
RTI
process
or
something
similar?
What
types
of
interventions
are
being
used
and
are
they
supported
by
research?
How
long
is
an
intervention
in
place
before
determining
if
it
is
working?
How
are
the
interventions
being
checked
to
ensure
they
are
being
carried
out
correctly?
In
what
ways
do
school
personnel
monitor
student
progress
and
effectiveness
of
the
intervention?
Will
these
progress
reports
be
provided
to
parents,
and
how
often?
At
what
point
will
the
school
refer
a
child
for
an
evaluation
due
to
lack
of
response
of
instruction?
When
are
parents
informed
of
their
due
process
rights
under
IDEA?
When
is
informed
parental
consent
necessary?
BOOKS
Frequently
Asked
Questions
About
Response
to
Intervention
by
Pierangelo
&
Giuliani
References
Bruce, S. (2009). A parent's guide to response to intervention (RTI). Retrieved from http://www.wrightslaw.com/info/rti.parent.guide.html Cortiella, C. National Center for Learning Disabilities, (2011). A parent's guide to response to intervention Klotz, M. B., & Canter, A. National Association of School Psychologists, (2006). Response to intervention (RTI): A primer for parents. MD: Bethesda.
RTI
Why
RTI?
1. It
will
help
identify
struggling
children
early.
2. It
works
to
ensure
that
ALL
children
are
provided
appropriate
and
high
quality
instruction
in
the
regular
education
classroom.
3. It
attempts
to
prevent
the
need
to
refer
children
into
special
education.
At the end of 5 weeks, Susans progress-monitoring information showed that her performance was below the cut-point that would show a positive response. So, Susan was considered unresponsive to Tier 1 general education. Susans mother received a written intervention plan and a kit of materials to use every night at home to help develop important reading skills. Susan also received preventative tutoring for 45 minutes, four times each week, in groups with 2 other students and for 8 weeks. Progress monitoring information was collected weekly. D espite both the tutoring and the additional assistance provided by Susans mother, progress monitoring showed that Susan failed to respond to the Tier 2 intervention. Due to Susans lack of response to Tier 2, the school recommended testing that could measure Susans language skills. Information from a classroom observation and a parent interview were also gathered, along with information from the progress monitoring records of Susans performance in Tier 1 and Tier 2. All of this information was used to determine that Susan had a learning disability. She was found eligible for special education. A team of people, including Susans mother, met to develop an Individualized Education Program (IEP) for Susan. Susan entered Tier 3, where a trained special education teacher began a more intensive intervention program. In this program the special education teacher worked with Susan 1-on-1 each day for 1 hour and supplemented the hour each day with another half-hour of small-group tutoring with one other student. The teacher monitored Susans progress twice weekly and the graphs showing that, at last, Susan was making some progress in reading.
Universal Screening: All children should be screened early to identify or predict students who may be at risk for poor learning outcomes. Progress Monitoring: Schools should document actual data on all at risk students in order to determine if they are benefiting from instruction. Fidelity of Implementation: Schools must make sure to use instruction and/or materials in the way they are intended to be used. Curriculum-Based Measurement: A quick, brief assessment teachers use to find out how students are progressing in basic academic areas, such as math, reading, writing, and spelling. Data-Based Decision Making: The use of student data to guide design, implementation, and modification of instruction. Scientific, Research-Based Instruction: Curriculum and educational interventions that are backed by research and have been p roven to be effective for most students. Individuals with Disabilities Education Act (IDEA): The federal law that requires all states that accept IDEA federal funds to provide a free appropriate public education to all children with disabilities.