My child is struggling 
Now that my child has 
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Curriculum-Based Measurement (CBM)
CBM is one way of tracking and recording a child's progress in specific learning areas. Using CBM, teachers regularly assess students' performance (e.g., each week) using very brief, simple tests. The results help teachers determine whether students are learning well from their instructional program. CBM results also provide the teacher with the information needed to tailor instruction for a particular student. CBM practices, supported by a great deal of research, are available in pre-reading, reading, spelling, mathematics and written expression for grades 1-6. Procedures have also been developed for kindergarten and middle school.Written Intervention Plans
If your child's school is using an RTI process to address your child's difficulties, you should expect to receive a written intervention plan. This plan should include details about how the school is planning on helping your child. The written intervention plan should be fully explained to you and should include the following:- A description of the specific intervention
- The length of time (such as the number of weeks) that will be allowed for the intervention to have a positive effect
- The number of minutes per day the intervention will be implemented (such as 30 to 45 minutes)
- The persons responsible for providing the intervention
- The location where the intervention will be provided
- The factors for judging whether the student is experiencing success
- A description of the progress-monitoring strategy or approach, such as CBM, that will be used
- A progress-monitoring schedule
The instructional interventions used as part of an RTI process should provide targeted assistance based on progress monitoring, be delivered by a highly qualified classroom teacher or another specialist and provide additional instruction on an individual or small group basis (with or without technology assistance).
The following practices are not appropriate instructional interventions and should not be part of an RTI intervention plan:
- Special or re-assigned seating in the classroom
- Shortened assignments
- Communications with the parent about the child at regular parent-teacher conferences or other informal communications
- Classroom observations
- Suspension
- Retention
- More of the same/general classroom instruction and/or assignments
As school districts work to improve the process of identifying students who have a specific learning disability and need special education services, parents need to understand the components essential to the appropriate implementation of RTI.
Use the list of Ten Questions to Ask about RTI to help guide you through the process.Table of Contents
- An Overview of IDEA Parent Guide
- Chapter 1: Pre-Referral Services
- Chapter 2: Response-to-Intervention
- Chapter 3: Referral/Request for Evaluation
- Chapter 4: Procedural Safeguards — Understanding and Exercising Your Legal Rights
- Chapter 5: Evaluation: Learning More About Your Child
- Chapter 6: Eligibility Determination: Determining Your Child's Need for Special Education
- Chapter 7: Individualized Education Programs (IEPs) — Developing Your Child's Education Plan
- Chapter 8: Transition — Planning Your Child's Future Success
- Chapter 9: Students in Private School: Understanding Your Child's Special Education Options
- Chapter 10: Student Discipline — Addressing Serious Behavior Issues and Concerns
- Chapter 11: Dispute Resolution Options — Understanding Your Options for Settling Disputes
*Images reprinted with permission of the IRIS Center (OSEP grant H325F01003) and the TN State Improvement Grant (OSEP grant H323A030007).
Note: The IDEA Parent Guide was created to provide a basic understanding of the key requirements of the federal law under IDEA. The information presented here is not legal advice and should not be used as a legal resource.
Candace Cortiella is Director of The Advocacy Institute, a nonprofit focused on improving the lives of people with disabilities through public policy and other initiatives. The mother of a young adult with learning disabilities, she lives in the Washington, D.C., area.
