A Parent’s Guide to

3D"Response = A Parent’s Guide t= o

Introduction

Changes in federal and state = laws have directed schools to focus more on helping all children learn by addres= sing problems earlier within the general education setting.

These new laws emphasize the importance of providing high quality, scientifically-based instruction and interventions, and hold schools accountable for the adequate yearly progres= s of all students.

This new process of providing interventions to students who are at risk for academic or behavioral problems is called RtI (Response to Intervention).

What is RtI?

RtI is a process designed to help schools focus on hi= gh quality interventions that are matched to student needs and monitored on a frequent basis. The information gained from an RtI process is used by school personnel and parents to adapt instruction and to make decisions regarding the student’s educational program.

What Are the Benefits of RtI?

Perhaps the greatest benefit = of an RtI approach is that it eliminates a “= wait to fail” situation because students get help promptly within the gene= ral education setting. As soon as assessment data indicates a problem area for a student or a group of studen= ts, interventions are put into place to address these concerns.

While the interventions are taking place, school staff monitors any progress that these students are ma= king in their problem areas. =

These progress monitoring techniques used within the RtI process provide information that allows teachers to better evaluate student needs and match= instruction, resources and interventions appropriately.

What is th= e RtI Process?

3D"Academic Most RtI systems are divided into a three-tier intervention model as illustrated below: =

= 3D"Behavioral = &nb= sp; = &nb= sp; 1-5%

= &nb= sp; = &nb= sp; = &nb= sp; = &nb= sp; = &nb= sp; = &nb= sp; Of all Students

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5-10= % 5-10% = &nb= sp; =

= &nb= sp; = &nb= sp; = = &nb= sp; = &nb= sp; Of all Students&= nbsp; Of all Students

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= &nb= sp; 80-90% 80-90% = = &nb= sp; = &nb= sp; = = &nb= sp; = &nb= sp; =

= Of all Students Of all Students

Tier 1: -Core Curriculum – 80-90% = -Whole Group/Core Instruction = -For All Students in t= he Class

Tier 2: -Small Group Interventions 5-10% = &nb= sp; -For Some Students (At-Risk) = -Done in Addition to Tier 1

Tier 3: -Intense Interventions – 1-5% = -Customized Interventions -For a Very Small # of Students = &nb= sp; = -Done in Addition to Tier 1 & Tier 2

What If My Child is Referred to the School’s “Problem-Solving Team”?

· = Attend team meetings. Remember, you are the expert of yo= ur child!

· = Ask what interventions are being used for academic and/or behavioral problems.

· = Ask what techniques are being used to monitor stud= ent progress and the effectiveness of the implemented interventions.=

· = Ask your school to provide you with regular progre= ss monitoring reports.

· = Praise your child for any progress or general improvement in the area(s) of concern.

· = Implement or reinforce any strategies or intervent= ions at home.

· = When possible, make suggestions for strategies or interventions based on what you know works well at home.<= /p>

· = Always ask questions when things are not clear!

· = Your consent is required for the school to evaluat= e or implement special services.

How can Parents Be Invol= ved?

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·      =    Frequently communicate with your child’s teacher(s).

·      =    Attend school functions such as parent-teacher conferences.

·      =    Monitor and assist with your child’s homework assignments.=

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For more information, co= ntact:

Dr. Kathryn M= arx, Superintendent

Gigi Giunta, RtI Coordinator

Marlie Heider, RtI Facilitator

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