| Author(s): | Reschly, A. |
| Title: | Schools, families, and Response to Intervention: |
| Source: | http://www.rtinetwork.org/Essential/Family/ar/S... |
| Date: | 2010 |
| Organization: | RTI Action Network |
| Short Description: | RTI represents a significant change in educational practices. Several of these changes, such as the focus on prevention, screening, and early intervention; frequent, systematic data collection; and the change in focus from “where to teach students” to questions of “how,” “what,” and “is this working” to produce optimal student learning, segue to the creation of engaged, positive relationships and problem-solving efforts across families and schools—sharing information, goals, and responsibility. |
| Annotation: | RTI represents a significant change in educational practices. Several of these changes, such as the focus on prevention, screening, and early intervention; frequent, systematic data collection; and the change in focus from “where to teach students” to questions of “how,” “what,” and “is this working” to produce optimal student learning, segue to the creation of engaged, positive relationships and problem-solving efforts across families and schools—sharing information, goals, and responsibility.
Each tier of the RTI model represents a greater intensity of services and problem solving and more frequent data collection. When family–school partnerships are included as part of RTI, each subsequent tier also represents greater frequency of communication and joint problem solving among families and educators.
|
| Link: |
View Full Text
|
