|Regional publication features district’s Response to Intervention program|
This week reporter Rhonda Barton of the Northwest Regional Educational Laboratory visited Walla Walla to do a story on the district’s Response to Intervention (RTI) program. Walla Walla Public Schools was recommended by David Tudor of the State Superintendent of Public Instruction special education department. District RTI grant coordinator Maria Garcia served as the district’s liaison to Barton. Garcia assembled an interview panel and organized classroom visits.
“What a great visit,” Barton said. “Maria had everything so well organized and I got to see so many terrific things at the high school. I think it’ll be a really strong story.”
Northwest Education is published by the Northwest Regional Educational Laboratory and distributed free of charge
to about 10,000 educators and policymakers in our 5-state region (Alaska, Oregon, Washington, Idaho, and Montana). Each issue focuses on a different topic, and is widely read online (www.nwrel.org/nwedu).
Response to Intervention Overview
Response to Intervention (RTI) is a way of organizing instruction and assessment that has two purposes:
1.) To identify children needing help in reading, math, writing, and prevent the development of serious learning problems; and
2.) To identify children who, even when given extra help, make very limited progress. Research has shown that these children sometimes have a learning disability.
Services and strategies our district provides to ensure all children are learning:
Tier I: The student receives core instruction from their general education teacher at a particular age or grade level.
Tier IIa: The student receives research based interventions used with students whose progress places them at some risk for not meeting instructional goals and whose skill needs are easily grouped with other students of similar needs.
Tier IIb: The student receives individualized research based interventions used with students whose progress places them at high risk for not meeting instructional goals and whose skill needs are so unique as to require individualized instructional approaches.
Progress monitoring will be conducted on all students to identify the effectiveness of the intervention and make adjustments accordingly.
When children continue to have difficulty:
The school will keep you informed of your child’s progress. If you and the school have tried several interventions, and progress continues to be limited, you may be asked to give consent for an evaluation. The purpose of such an evaluation is to determine what your child’s educational needs are, and to consider whether your child may have a learning disability.
A parent may request an evaluation for special education services at any time, including any stage of the RTI process. To request a special education evaluation, contact your building learning specialist or school counselor.