Response to Intervention

Response to Intervention is a framework that promotes a well-integrated system connecting general, compensatory, gifted and special education in providing high quality, standards-based instruction & intervention that is matched to the students’ academic, social, emotional and behavioral needs.

Colorado Multi-Tiered Model of Instruction & Intervention

Response to Intervention, Model

Six areas significant to RtI implementation:
1. Leadership
2. Curriculum and Instruction
3. School Climate and Culture
4. Problem-Solving Process
5. Assessment
6. Family and Community Involvement

Parents and Community:
Response to intervention also brings many questions that need to be discussed and interpreted for and with parents and the community. Below are some questions that individuals should be asking the schools so we can have open and honest communication about the exciting changes ahead.

1. Is the school my child attending using an RTI process to provide additional support to struggling students? If not, do they plan to?
2. What screening procedures are used to identify students in need of interventions?
3. What are the interventions and instructional programs being used? What research supports their effectiveness?
4. What process is used to determine the intervention that will be provided?
5. What length of time is allowed for an intervention before determining if the student is making adequate progress?
6. What strategy is being used to monitor progress? What are the types of data will be collected and how will the student and parents be informed of progress?
7. Is a written intervention plan provided to parents as part of the RTI Process?
8. Is the teacher or other persons responsible for providing the interventions trained in using them?
9. When and how will the information about the student’s performance and progress be provided?
10. At what point in the RTI process are students who are suspected of having a learning disability referred for formal evaluation?
 

“I think what has really changed is the fact the focus is on early intervention; that we are not looking to give the child a label or we’re not looking to remove a child before we start working with the child. We’re actually saying that early intervention can make a difference. Maybe that child never has to have a label.”
-Commissioner Dwight Jones
 

 
- Resources -
 

AIMSweb Texas Reading Center (ELL researched Reading, etc)
Alpine Achievement STEEP Rti Page
Discipline Help: You can Handle Them All Intervention Central (free interventions)
Do What’s Right Free Research Based Interventions
Intervention Central website Free Scientifically Research Based Interventions
Florida Center for Reading Research Dibels Reading Site
Oregon Reading First Vail, Arizona RtI page
Pikes Peak Literacy Strategies Project Minneapolis RtI site
What Works Clearinghouse Research Institute on Progress Monitoring
Recognition and Response Florida Reading Center
Colorado Department of Education Arizona RtI Page
National Center on Learning Disabilities Research Wisconsin RtI Page
National Center for Culturally Responsive Ed.Systems  

 

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