Table Of ContentPPaarreenntt IInnvvoollvveemmeenntt iinn
EEaarrllyy IInntteerrvveenniinngg
aanndd
RReessppoonnssiivveenneessss
ttoo IInntteerrvveennttiioonn
((RRttII))
AA PPrriimmeerr ffoorr PPaarreennttss
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8 1
CCoonncclluussiioonn IInnttrroodduuccttiioonn
This primer has been a brief introduction to the IInn 22000044,, tthhee IInnddiivviidduuaallss wwiitthh DDiissaabbiilliittiieess
new process of early intervention and response EEdduuccaattiioonn AAcctt ((IIDDEEAA)) wwaass rreevviisseedd aanndd
to intervention. Don’t be overwhelmed; this is uuppddaatteedd.. IIDDEEAA iiss tthhee ffeeddeerraall llaaww tthhaatt ddeeffiinneess
new for educators as well. If you have further aanndd eexxppllaaiinnss ssppeecciiaall eedduuccaattiioonn iinn tthhiiss ccoouunnttrryy..
questions, ask your school principal for
additional information or call/e-mail the TThheerree aarree ttwwoo eemmeerrggiinngg iissssuueess iinn tthhee llaaww tthhaatt
Parent Training and Information Center in yyoouu mmiigghhtt hheeaarr aatt IIEEPP mmeeeettiinnggss aanndd iinn yyoouurr
your State. ccoonnvveerrssaattiioonnss wwiitthh sscchhooooll ssttaaffff:: EEaarrllyy
IInntteerrvveenniinngg aanndd RReessppoonnssiivveenneessss ttoo
Remember, early intervention and RtI are good IInntteerrvveennttiioonn..
for your child. Every child receives assistance
at one or more levels. It encourages a proactive TThhee ffooccuuss ffoorr tthhiiss pprriimmeerr iiss ttoo eexxppllaaiinn
rather than reactive approach to solving RReessppoonnssiivveenneessss ttoo IInntteerrvveennttiioonn ((RRttII)) aanndd EEaarrllyy
academic and behavioral problems. IInntteerrvveenniinngg SSeerrvviicceess aass tthheeyy ppeerrttaaiinn ttoo ppaarreennttss
aanndd cchhiillddrreenn wwhhoo aarree ““aatt rriisskk”” ffoorr aaccaaddeemmiicc
aanndd bbeehhaavviioorraall pprroobblleemmss..
TThhiiss bbrroocchhuurree eexxppllaaiinnss tthheessee iimmppoorrttaanntt
cchhaannggeess ttoo ssppeecciiaall eedduuccaattiioonn llaaww aanndd hhooww
ppaarreennttss sshhoouulldd bbee iinnvvoollvveedd iinn eeaacchh pprroocceessss..
CCeerrttaaiinn aassppeeccttss ooff eeaacchh iissssuuee aarree ddeeffiinneedd aanndd
eexxppllaaiinneedd iinn ccuurrrreenntt llaaww aanndd rreegguullaattiioonnss wwhhiillee
ootthheerr ppaarrttss aarree ssttiillll vvaagguuee..
G:\TA Files\Regional\R-17 RTI\R-17 Documentation\Parent
Involvement in Early Intervening JC ls 07.doc
2 7
WWhhaatt aarree EEaarrllyy WWhhaatt iiss mmyy iinnvvoollvveemmeenntt iinn
IInntteerrvveenniinngg SSeerrvviicceess?? TTiieerr 33??
OOnnee mmaajjoorr cchhaannggee iinn tthhee llaaww iiss tthhee eemmpphhaassiiss If attempts are unsuccessful in Tiers 1 or 2, it is
oonn eeaarrllyy iinntteerrvveenniinngg sseerrvviicceess ffoorr cchhiillddrreenn wwhhoo sometimes necessary to make a
aarree ““aatt rriisskk”” ffoorr aaccaaddeemmiicc aanndd//oorr bbeehhaavviioorraall referral for an assessment. This
pprroobblleemmss.. TThhee iiddeeaa iiss ttoo iinntteerrvveennee eeaarrllyy wwiitthh assessment will determine if your
eevviiddeennccee--bbaasseedd ssttrraatteeggiieess bbeeffoorree aa cchhiilldd ffaaiillss child has a disability and needs
aanndd bbeeccoommeess ssoo ffaarr bbeehhiinndd tthhaatt special education—specially
tthheeyy rreeqquuiirree ssppeecciiaall eedduuccaattiioonn.. designed instruction for an
eligible student. This is a very
HHooww aarree eeaarrllyy formal process, and parent
iinntteerrvveennttiioonn aanndd RRttII involvement issues have been well defined.
Parent involvement includes, but is not limited
rreellaatteedd??
to, these activities:
TThhee iiddeeaa iiss ttoo iinntteerrvveennee eeaarrllyy wwhheenn aa ssttuuddeenntt
• Your consent is required for the school
sshhoowwss ssiiggnnss ooff aaccaaddeemmiicc aanndd//oorr bbeehhaavviioorraall
to evaluate or implement special
pprroobblleemmss.. RRttII iiss aa ffrraammeewwoorrkk oorr pprroocceessss
services.
sscchhoooollss uussee ttoo ddeelliivveerr tthheessee sseerrvviicceess..
• The school must notify you if they
propose to change or not change your
WWhhaatt iiss RReessppoonnssiivveenneessss ttoo
child’s eligibility, services, or placement.
IInntteerrvveennttiioonn ((RRttII))??
• Actively participate in all
Individualized Education Program (IEP)
RReessppoonnssiivveenneessss ttoo IInntteerrvveennttiioonn iiss bbaasseedd oonn tthhee
meetings.
ccoonncceepptt ooff pprroovviiddiinngg eevviiddeennccee--bbaasseedd
•• The special education Parent Rights
iinnssttrruuccttiioonnaall aanndd bbeehhaavviioorraall ssttrraatteeggiieess bbyy
brochure will explain your involvement
hhiigghhllyy qquuaalliiffiieedd ssttaaffff tthhaatt iiss mmaattcchheedd ttoo ssttuuddeenntt
and rights in special education.
nneeeeddss aanndd mmoonniittoorreedd oonn aa ffrreeqquueenntt bbaassiiss.. TThhee
iinnffoorrmmaattiioonn ggaatthheerreedd bbyy tthhiiss aapppprrooaacchh iiss uusseedd
ttoo mmaakkee ddeecciissiioonnss rreeggaarrddiinngg tthhee ssttuuddeenntt’’ss
eedduuccaattiioonnaall pprrooggrraamm..
6 3
WWhhaatt iiss tthhee RRttII pprroocceessss??
• Work with your child at home.
Most RtI systems are divided into a three-tier
• Praise your child for good work and intervention model as illustrated below:
discuss issues that are problems.
Most Restrictive
Special Education
WWhhaatt iiss mmyy iinnvvoollvveemmeenntt iinn
Intense individual
TTiieerr 22?? instruction Tier 3
If your child is struggling academically or Target
interventions for
behaviorally, it might be necessary for the
students
school to implement targeted academic and/or Genera l Education experiencing
behavioral interventions. In many cases, this academic and/or Tier 2
behavioral
will be enough to get your child “back on problems
track.” Your involvement could include the
following:
• Make a referral for your child to the
Tier 1
Child Study Team (this process might
be called something different in your All students receive quality
school). Ask your child’s teacher about instruction from highly qualified
staff. (General Education)
the referral process.
• Ask the school to notify you of
team meetings and progress on
the intervention.
• If necessary, attend team meetings. Least Restrictive
The three-tier process is analogous to the
• Suggest interventions and strategies.
medical model. We might start with practicing
• If necessary, implement and reinforce
good health with rest, exercise, and a proper
strategies at home.
diet (Tier 1). At times, we might need a
• Reinforce your child as he/she
physical exam and special medical
improves.
interventions (Tier 2). Finally, some of us
might need individualized treatment, therapy,
or surgery (Tier 3).
4 5
WWhhaatt aarree tthhee ggooaallss ooff eeaarrllyy WWhhaatt aarree ssoommee ooff tthhee nnaammeess
iinntteerrvveennttiioonn aanndd RRttII?? ffoorr TTiieerr 22??
• Prevent unnecessary academic failure. • Child Study Team
• Implement evidence-based interventions • Teacher Assistance Team
for all students. • Schoolwide Support Team
• Prevent unnecessary referral for evaluation • Early Intervening Team
to special education. • Step 1
• Use prevention rather than • School Assistance Team
reaction to student difficulties. • Schoolwide Assistance Team
• Increase parent involvement at
all three tiers. WWhhaatt iiss mmyy iinnvvoollvveemmeenntt iinn
• Encourage teachers to use TTiieerr 11??
evidence-based strategies.
Remember, Tier 1 is the general education
IIss RRttII tthhee ssaammee iinn aallll sscchhoooollss?? classroom with good instruction and qualified
staff. Parents are involved in the following
No; RtI might be implemented in different ways:
ways depending on the school. Tier 1 is usually • Frequently communicate with the
the same—good instruction by qualified staff. teacher.
Tier 3 is defined by most schools as special • Attend school functions, such as back-
education, so there will be similarities from to-school night and parent-
one school to another. Tier 2 can be different teacher conferences.
depending on the school. Tier 2 usually • Ask your child about their
involves a team of school staff who work school day.
together using a problem-solving method. The • Monitor and assist with
team helps define in measurable homework assignments.
terms the student’s problems, • Support and reinforce the classroom
suggests evidence-based
teacher.
interventions, and monitors the
progress of these interventions. • Meet with the teacher if you child starts
to experience difficulties.
