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
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 -
List of those who are available to
provide support
|
Name |
Organization |
Area of Expertise |
Contact Info |
|
|
SLV
BOCES |
Special
Education IDEA
2004 Section
504 |
719-587-5414 |
|
|
SLV
BOCES |
Problem
Solving Process Data
Collection & Interpretation Behavior
Intervention/plans |
719-587-5419 |
|
|
SLV
BOCES |
Preschool
Preschool
Behavior Preschool
Academics Preschool
Data Driven Dialogue |
719-587-5425 |
|
|
Evans
Elementary |
Learning
Disabilities Multi-Sensory
Gifted
Education K-6 Tier
|
719-589-3685 |
|
|
SLV
BOCES |
Gifted Education Change Theory |
719-587-5425 |
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