Question:
What is my role as a parent?

Answer:
You, the parent, are an important member of the team. Your insight into your child's learning and development is valuable information.

You may be asked to participate in telephone conversations and team meetings and/or may be asked to help with:

understanding the problem
determining why the problem occurs
planning or implementing a plan
monitoring, assessing, and evaluating the plan's effectiveness
In order to ensure success, this approach also includes different forms of assessment of student progress. We know that students demonstrate learning and understanding in a variety of ways, so these assessments might be written, oral, or behavioral.

Different team members contribute different expertise to this process, offering suggestions or gathering data, and so become members of the core team. Many teams meet regularly to discuss student concerns. Within that meeting structure, teams use the problem-solving approach described below. (See "The Problem-Solving Process.")

Educational or behavioral interventions and progress indicators are incorporated, monitored and maintained to gather valuable information and ensure an environment in which your child can be successful.

When all of these components are combined, we create the approach we call Flexible Service Delivery or "Flex."



Question:
How accessible are funds and resources for effective RtI implementation?

Answer:
Response to Intervention does not require adding additional resources. The current resources are used differently and more effectively. All staff time should be spent on activities that are going to result in better outcomes for students. Greater blending of staff roles with flexibility should enhance the education process and further promote a unified educational system. In some instances there is state and/or federal grant money available, however at this time there is no ongoing dedicated funding directly related to RtI.


Question:
How are resources made available in an RtI system?

Answer:
In most cases, it is not necessary to add additional personnel or resources to effectively implement RtI. However, it does require that a number of current personnel use their time differently. For example, school psychologists in an RtI system would spend more of their time consulting with teachers, supporting intervention implementation integrity and collecting and analyzing data that are used to inform and impact instruction. They would not be spending most of their time administering standardized norm-referenced intelligence and achievement tests that provide scores, not necessarily results. Some costs may be incurred if a school or district finds that their current core curriculum is not effectively meeting the needs of 80% of their students or if they do not have an adequate library of scientifically-based supplemental or intensive intervention programs. Staff training is another area in which costs may be incurred.


Question:
Are there many “scientifically-based” methods available to help students?

Answer:
Information regarding scientifically-based methods is more available in some areas than in others. There is a large bank of information available methods regarding what constitutes scientifically-based methods in the area of reading. Large-scale studies, such as those conducted by the National Reading Panel (www.nationalreadingpanel.org), have made strong conclusions regarding what constitutes effective reading instruction. Several Reading First sites have systematically reviewed many core, supplemental, and intensive instructional and intervention reading programs and the results of these reviews are available online (www.texasreading.org; www.fcrr.org; www.reading.uoregon.org). There are fewer consensuses on what constitutes effective instruction in the area of math; however a mathematical equivalent to the National Reading Panel is expected to begin soon. The National Council of Teachers of Mathematics has published a Principles and Standards document to assist schools with the identification of best-practice mathematics instruction. Other resources for scientifically-based practices include the What Works Clearinghouse (www.whatworks.ed.gov) and Intervention Central (www.interventioncentral.com).


Question:
What does “scientific” or scientifically-based research mean? What is its significance?

Answer:
Scientifically-based research is “...research that involves the application of rigorous, systematic, and objective procedures to obtain reliable and valid knowledge relevant to education activities and programs” NCLB 2001. Scientifically-based interventions are those practices that have been rigorously reviewed to determine whether they produce positive educational results in a predictable manner. The strongest evidence comes from studies which use control groups and sound statistical analyses to examine the impact on student achievement. The US Department of Education publishes a documented titled, “Identifying and Implementing Educational Practices Supported by Rigorous Evidence: A User Friendly Guide”. The guide is designed to “provide educational practitioners with user-friendly tools to distinguish practices supported by rigorous evidence from those that are not”. The document is available online at http://www.ed.gov/rschstat/research/pubs/rigorousevid/index.html.


Question:
What does implementation integrity mean and how do we measure it in an RtI model?

Answer:
Implementation integrity within a system using RtI refers to whether the necessary components of a three-tier model of prevention and intervention are implemented as described in the research. Adequate training in the problem solving process and accountability for its implementation can support implementation integrity of the process. Further, implementation integrity of the intervention plan refers to whether the intervention was carried out as it was designed. There are a number of different ways to ensure implementation integrity of an intervention including the use of intervention scripts, guided practice and feedback, and treatment integrity checks. A detailed discussion on this topic is available in Best Practices in School Psychology IV (pp. 503-516). Telzrow, C.F., & Beebe, J.J. (2002). Best Practices in Facilitating Intervention Adherence and Integrity.


Question:
Will there be a delay in receiving services? How long do we intervene before we identify a student for services?

Answer:
In an RtI service delivery system, students typically receive help and support much earlier than they would in a more traditional service delivery system. RtI decisions occur within a prevention and early intervention model. School staff is using a systematic problem solving process to identify student need, implement scientifically-based instruction and intervention, and monitor student progress before a concern becomes large enough to warrant a referral for special education. Services to students begin with changes within general education, without having to “wait” until students qualify for special education. There is no “one size fits all” when using RtI. Therefore the staff assisting a student makes individualized decisions regarding the time in which to provide different and/or more service.


Question:
Will there be an increase of students identified as having a disability? Will there be more confusiion regarding the special education identification label?

Answer:
Data from RtI implementation sites, such as those in Illinois, Iowa, and Minnesota, suggest that identification rates decrease when RtI is used to determine eligibility. Marston (2001) found a 40% decrease in special education placements for LD programs in Minneapolis Public Schools. This is likely because of the increase in basic skill development when a three-tier model of prevention and intervention is implemented in districts. No current evidence exists to suggest that identification rates will increase. In an RtI model of service delivery, student need and response to scientifically-based instruction become the determining factors when deciding whether students require intensive/individualized instruction and/or special services. This type of system does not necessitate labels in order for students to receive the help that they need.


Question:
How do we know that RtI works any better than other special education programs and services for students with disabilities?

Answer:
Many of the essential components of RtI have been supported as effective practices by years of research, such as progress monitoring, formative evaluation, multi-tier models, scientifically-based instruction, assessment that informs instruction, and standard treatment protocol interventions.

Additional evidence regarding outcomes associated with RtI is accumulating. For example, VanDerHeyden and Witt (2005) recently found that RtI methods of identification were more accurate in identifying those students who would benefit from special education support than the traditional discrepancy method of identification.


Question:
Is RtI just another name for pre-referral intervention?

Answer:
No. There are a number of differences between a multi-tiered model of prevention and intervention and a more traditional pre-referral model. More specifically, in an RtI model, problem solving begins within the general education system for students identified as being at-risk. Objective data are used to make decisions at all steps in the problem solving process, interventions are scientifically-based, implementation integrity is ensured, and instructional decisions are made using student response to intervention.


Question:
Why is RtI occasionally misunderstood or misrepresented?

Answer:
RtI is a relatively newer concept. Many professionals are trying to better understand it and apply it in a way that fits their educational experiences and working circumstances. However, there are many school districts throughout the United States that have been applying RtI principals for over a decade. There experiences have helped guide the further development of RtI. There is an outstanding document published by NASDSE, “Response to Intervention: Policy Considerations and Implementation” available at www.nasdse.org., that can serve as a very helpful guide for all interested individuals.


Question:
Is RtI more difficult than current practices? Why should educators use it?

Answer:
Since the use of RtI is a newer method of assisting learners, initially it may be more difficult. However, the results from numerous school districts suggest that with proper training and sufficient resources RtI methods are practical and more meaningful. The use of meaningful student performance data and ongoing progress monitoring yield positive student outcomes that are consistent with a desire to provide early assistance and realistic interventions in the least restrictive environment. Additionally, technology can be used to ease some of the challenges of implementing a prevention and early intervention service delivery model, such as the use of computer-based data management systems like Aimsweb.


Question:
Why is RtI included in IDEA 2004? Is this a significant change?

Answer:
Consistent with the No Child Left Behind (NCLB) legislation that preceded IDEA 2004, greater emphasis is being placed on student outcomes and monitoring student performance. These elements are significant components of RtI. A shift from a reactive traditional model of student service delivery to a model of prevention and intervention represents a systemic change. This reflects a substantial change of philosophy, beliefs and practice. Moving forward with a newer initiative, such as the RtI process within a flexible service delivery system, is a considerable systemic change. Experience with any newer initiative suggests it can occur without significant disruption if properly planned and supported. There is evidence that there has been successful change using RtI in many school districts throughout Illinois.


Question:
What is "Flex"?

Answer:
Flexible service delivery is the problem-solving process through which teachers examine individual learning needs of students.

Your child's teacher identifies an area of concern that is inhibiting appropriate progress and then creates plans called interventions to address the identified area. Within the classroom, a variety of educationally based interventions are used to create an environment in which the child can be successful.

If the child continues to have difficulty meeting the identified goal, the classroom teacher meets with colleagues to discuss the child's needs, different interventions, and the necessary system for monitoring progress.

This team approach utilizes the insight and expertise of several different school staff members.