Response to Intervention (RtI)
Wisconsin's vision for RtI has three essential elements:
- High quality instruction
- Balanced assessment
- Collaboration
These elements work together within a culturally responsive, multi-level system of support and to increase success for all students.
Schools employ the three essential elements of RtI at varying levels of intensity based upon student responsiveness to instruction and intervention with all systems interacting and working together.
How does RtI support district goals?
RtI is high quality, research- based instructional and behavioral supports in general education which ensure the following district goals:
- A year plus of learning growth for each child, each year
- Programming opportunities through systems and practices that recognize the talents of each child
- Individualized learning by engaging students with a personalized learning environment
How can parents be involved in RtI?
Parents play a critical role in supporting what their children are learning in school. The more parents are involved in student learning, the higher the student’s achievement. Ask questions to learn more about this process:
- Is my child successful? If not, what additional instruction/interventions will my child receive?
- What types of programs are used in my child’s classroom (e.g. instructional programs intervention supports)?
- How will additional assistance be provided? By whom? How often? For how long?
- How will I know if my child is making progress? How will I know if my child is making sufficient progress?
- What will the school do if my child is not improving?
- What can I do at home to help my child?
Ask your child’s teacher for more information about how you can be involved in the RtI process.
What can I expect with RtI?
Parents want to see their child excel, and it can be very frustrating if a child falls behind in reading, math, writing or other subjects, or if a child has difficulty getting along with others or making appropriate choices. With RtI in East Troy, you will:
- Be informed and involved in planning and providing interventions for your child.
- See levels of support (academic and behavioral) that increase and decrease in intensity depending on your child’s needs.
- Receive frequent progress monitoring about how your child responds to the intervention provided.
|