PARENT’S GUIDE TO RESPONSE TO
In order to comply with the
Illinois State Board of Education’s mandate for all public schools,
Tri-C Elementary and Carterville Intermediate Schools are devising a
plan to ensure Response to Intervention (RTI). This plan is aimed at
providing all students with necessary interventions to be successful
in the areas of reading, math, and behavior. All public schools in
Illinois must have a plan in place as of January 2009, and Carterville
Unit 5 is well ahead of schedule in training faculty members in this
process, designing a reading plan that meets our needs, and
implementing the universal reading screenings to the first through
eighth grade student body.
The Response to Intervention
process includes three universal screening assessments throughout the
course of the school year. We are beginning our plan in the area of
reading and will be expanding to math and behavior components in
subsequent years. Each child will fall into one of three tiers based
on screening results, as shown on back. Throughout this process if
your child should require an intervention beyond the scope of the
classroom curriculum, you will be notified from his/her teacher or a
school representative. If you have questions regarding the RTI
process, feel free to contact your student’s school or visit the
district’s website for links to more extensive information about the
state RTI plan (www.cartervillelions.com).
By working together through early interventions, we hope to help each
student reach his or her potential for academic success.
What is “Response to
Intervention” or RTI?
RTI is a federal and state
initiative intended to meet a wide range of individual student needs
through general education services. The regular classroom teacher and
other personnel (other classroom teachers and educational specialists)
can help meet the needs of individual students. The goal of RTI is
to provide students with the help they need to be successful as early
as possible in their school career.
How does RTI work?
When a child begins to have
some area of concern affecting his/her school progress the teacher
will create an intervention plan designed to improve the student’s
performance. If the child continues to have difficulty, the teacher
will meet with a team of other staff members to discuss the child’s
needs, consider other interventions, and outline a method to carefully
monitor the child’s progress**. The child’s progress is measured over
time. If he/she makes acceptable progress the interventions may be
discontinued (if sufficient progress is made) or continued (if the
team feels the interventions are needed to help the student succeed).
If the child continues to struggle then more intensive interventions
may be tried.
**This team – referred to as
the “RTI Team” – uses the insight and expertise of several different
school staff members. Team members contribute in different ways to
the RTI process: offering suggestions, gathering data, and
communicating with other staff and/or parents. The team meets
regularly to discuss and monitor student concerns.
What is the role of the
Parent in RTI?
Parents have an important
role throughout the RTI process. Teachers will communicate concerns
regarding their student and invite parent participation in telephone
conversations and/or team meetings regarding their child. Parents
provide insight into a child’s learning and development to understand
the problem and why it occurs, plan and implement an intervention
plan, and measure and evaluate the plan’s effectiveness. Parents
should contact their child’s teacher with any concerns regarding
academics or behavior.
Please contact your
child’s teacher if you have any questions. We look forward to working
together to help your child succeed.