Home > Topics > RTI > A Parent's Guide to Response to Intervention (RTI)
When IDEA was reauthorized in 2004 some new buzz words emerged. One term is Response to Intervention (RTI). Although response to intervention is not actually new, it is very new to IDEA, parents, and to many school districts.
RTI in IDEA and “scientifically research based instruction” in IDEA and NCLB emphasize the quality of instruction ALL children receive. NCLB and IDEA raise the bar in education by attempting to ensure that ALL children receive high quality instruction. The purpose of RTI is to catch struggling children early, provide appropriate instruction, and prevent the need to refer the child for special education. This concept offers hope and fear in advocates and parents.
In an attempt by the US Department of Education to eliminate the wall that separates regular and special education, school districts may use 15% of IDEA funding for early intervention services in regular education - RTI.
RTI and Hope for Better Instruction
RTI offers hope that all children will receive better and more adequate instruction in math and reading. RTI provides a new and different way to identify students with specific learning disabilities.
I concur with the experts who say that many children have not received the type of instruction they need to be successful. The regular education core curriculum often leaves out one or more of the five essential components required for effective reading instruction by the National Reading Panel. When used as intended, RTI should eliminate this problem.
What is RTI?
RTI is a tiered process of instruction that allows schools to identify struggling students early and provide appropriate instructional interventions. Early intervention means more chances for success and less need for special education services. RTI would also address the needs of children who previously did not qualify for special education.
RTI Should be a School Wide Model
Although, a schools model may look different, there are several essential and necessary components that parents need be aware of:
RTI is a delivered to students in tiers or levels. There is much discussion about how many tiers should be in RTI models. The three-tiered model is the most common. This means there are different levels of intervention, based on the needs of the student. The level of intervention increases in intensity if a child does not respond to instruction.
IDEA does not specify how many tiers an RTI model must contain. IDEA does not specify how long a child must remain in one tier before moving to the next level. The US Department of Education left this to the states to determine.
What RTI is NOT
What IDEA Says about RTI and SLD
Section 300.307 of the federal Special Education Regulations says that states must adopt criteria for determining whether a child has a specific learning disability. States must not require the use of a severe discrepancy between intellectual ability and achievement model. States must permit the use of a process based on the child's response to scientific, research-based intervention.
When IDEA was reauthorized in 2004, RTI was added in an attempt to bring IDEA in line with NCLB and Reading First. In the Commentary to the Regulations, US DOE acknowledged that identification “models that incorporate RTI represent a shift in special education toward goals of better achievement and improved behavioral outcomes for children with specific learning disability (SLD).”
Concerns about the RTI Process
I agree with the experts who say that many children are identified with specific learning disabilities because they do not receive adequate instruction in reading and math. In other words, these children are not making sufficient progress because they receive poor instruction, not because they have a learning disability.
I also believe some children have specific learning disabilities.
My fear is that school districts may use RTI to delay, or worse, to not evaluate children who are suspected of having specific learning disabilities.
OSEP Memorandum - RTI process cannot be used to delay-deny an evaluation for eligibility under IDEA. Office of Special Education Programs to State Directors of Special Education, 01/21/11.
In the Commentary to the federal special education regulations, many people expressed these same concerns. Because of these comments, and to ensure that parents are notified of their right to request an evaluation at any time, the US Department of Education added the following to the federal regulation Section 300.311 (Commentary in the Federal Register at p. 46658):
(a) For a child suspected of having a specific learning disability, the documentation of the determination of eligibility, as required in 300.306(a)(2), must contain a statement of--
(b) Each group member must certify in writing whether the report reflects the member’s conclusion. If it does not reflect the member’s conclusion, the group member must submit a separate statement presenting the member’s conclusions.
What Does RTI Mean for our Kids?
Questions for Parents and Educators
The federal regulations specify that “States must permit the use of a process based on the child's response to scientific, research-based intervention.” This is not a question of “if” a school district will be required to use RTI, but when. The Commentary to the federal regulations (p.46646-46647) describes the Essential Components of Reading Instruction and references what the ESEA (NCLB) says about appropriate reading instruction including: Phonemic Awareness, Phonics, Vocabulary Development, Reading Fluency, Reading Comprehension Skills.
In general, when the child moves from a tier 1 general education (class wide intervention) to a tier 2 (more targeted small group interventions), parents should be informed about what is happening and their rights.
Parents should be advised that their child is not making expected academic progress, the services that will be provided and strategies used to increase their child's progress, and other options that are available to them i.e., the right to request an evaluation under IDEA at any time. (NICHCY's "Building the Legacy Training Curriculum on the IDEA 2004", Module 6 - Early Intervening Services and Response to Intervention.)
Questions Parents Should Ask about RTI
The Bottom Line
RTI, if used as intended, will be a significant advance in special education. If used incorrectly, RTI will prevent students who have true learning disabilities from receiving the specialized instruction they need.
As with any special educational issue that affects our children, we parents must become experts on RTI. We must educate ourselves, ask questions, and document what we are told.
Meet Susan Bruce
Susan’s most relevant experience is as the mother of four, three of which are students with disabilities. Susan’s next most relevant experience is as a ten year parent advocate and trainer with South Carolina’s former Parent Training and Information Center, PRO*Parents of SC. Susan has trained over 5000 parents, attorneys and advocates during her tenure with PRO*Parents on virtually any topic that has to do with special education and civil rights law.
Susan’s passion for assisting parents and extensive knowledge of the practical application of the Individuals with Disabilities Education Act along with other laws applying to children makes her a fierce advocate for students. The training she has received over the last ten years is second to none. Susan has trained under some the nation’s leading advocates and attorneys, such as Chris Ziegler Dendy, Rick Lavoie, Matt Cohen and Pete Wright of www.wrightslaw.com.
A Board Member of COPAA (Council of Parent Attorneys and Advocates) for 4 years and a member for 7 years, she serves as the board secretary as well as serving on COPAA's executive committee. She also sits on the media relations, advocate and conference committees. Susan has honed her skills by attending COPAA’s National Conference for the last 7 years, presenting sessions at the last 6 and was asked by COPAA to provide the two day advocate training at their preconference for the last 3 years. She has a certificate from the William and Mary School of Law Institute of Special Education Advocacy and holds certificates in non-profit management from Duke and Winthrop University. However, Susan believes that her expertise actually lies in a specialized field that in all actuality can only be obtained by hands on experience and is not taught in any university setting.
Susan continues to hone her skills by continually training, she believes that a vital part of advocacy lies in staying abreast of ever changing case law, scientific research and guidance from the US Department of Education and the Office of Civil Rights.
July 2012 - William and Mary Law School Institute of Special Education Advocacy
Susan Bruce received her certificate from ISEA 2012 at the W&M Law School Institute of Special Education Advocacy for advanced advocates.