...With Parents
1. Encourage Parental Involvement
Parents may not always be aware of the RTI process of identification and subsequent interventions. Research has shown that students whose parents were involved in the RTI process made significantly greater progress in their intervention goals than children whose parents didn't participate (Evangelou & Sylvia, 2003). It is important to establish a good relationship with parents so they are more willing to participate in the process and work with their children at home on the skills they are learning in school.
It is also important to know the parents' specific concerns about their child, and address those concerns first. This will also continue to strengthen the collaborative relationship between you and the parents, and encourage parents to continue staying involved.
2. Explain Educational Language
Parents may not be familiar with the educational terminology that teachers use, especially intervention terms such as "curriculum-based assessment" "progress monitoring" "benchmark" etc. This table has some terms and definitions that may be helpful to explain to parents.
3. Keep in Regular Contact with Parents
This can be done in a number of ways, depending on your preferences. Some teachers prefer to email parents on a daily or weekly basis. Other strategies involve having a "daily diary" where you update parents on the student's daily progress.
This is also a helpful checklist teachers can use and provide for parents to keep track of parent-teacher meetings about the intervention process.
The RTI Network also provides further information on engaging parents in the RTI process.
The National Center for Learning Disabilities provides parent resources and information for parents about the RTI process as well.
...With Teachers
If students in your class see other teachers throughout the day, and they probably will, it is important to communicate the student's difficulty or progress as it applies to the class. In a setting where the student has different teachers for different subjects (i.e. in middle/high school), it is helpful to share information about progress and interventions so all teachers are aware and can do their best to help the student succeed in their classroom.
1. Encourage Parental Involvement
Parents may not always be aware of the RTI process of identification and subsequent interventions. Research has shown that students whose parents were involved in the RTI process made significantly greater progress in their intervention goals than children whose parents didn't participate (Evangelou & Sylvia, 2003). It is important to establish a good relationship with parents so they are more willing to participate in the process and work with their children at home on the skills they are learning in school.
It is also important to know the parents' specific concerns about their child, and address those concerns first. This will also continue to strengthen the collaborative relationship between you and the parents, and encourage parents to continue staying involved.
2. Explain Educational Language
Parents may not be familiar with the educational terminology that teachers use, especially intervention terms such as "curriculum-based assessment" "progress monitoring" "benchmark" etc. This table has some terms and definitions that may be helpful to explain to parents.
3. Keep in Regular Contact with Parents
This can be done in a number of ways, depending on your preferences. Some teachers prefer to email parents on a daily or weekly basis. Other strategies involve having a "daily diary" where you update parents on the student's daily progress.
This is also a helpful checklist teachers can use and provide for parents to keep track of parent-teacher meetings about the intervention process.
The National Center for Learning Disabilities provides parent resources and information for parents about the RTI process as well.
...With Teachers
If students in your class see other teachers throughout the day, and they probably will, it is important to communicate the student's difficulty or progress as it applies to the class. In a setting where the student has different teachers for different subjects (i.e. in middle/high school), it is helpful to share information about progress and interventions so all teachers are aware and can do their best to help the student succeed in their classroom.
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