Parent involvement in a Tiered Service-Delivery Model, or any service-delivery system, should be characterized by consistent, organized, and meaningful two-way communication between school staff and parents with regard to student progress and related school activities. Through this communication, parents are enabled to play an important role in their child's education by assisting in the learning and by being involved in decision making as it affects tier-level instruction to increase their child's achievement.
Parents should receive information that discusses provisions of the Individuals with Disabilities Education Improvement Act of 2004, noting that IDEA 2004 does not specify that their state or local school must implement an RTI model. What the law does say is that districts "may use a process that determines if the child responds to scientific, research-based intervention as part of the evaluation process."
In an RTI setting, parents should expect to receive information about their children's needs, the interventions that are being used, who is delivering the instruction, and the academic progress expected for their child. Frequent communication with the school, receipt of regular progress (or lack of progress) information, and participation in decision making should provide parents the information needed to determine whether their child should be referred for a special education evaluation (Learning Disabilities Association of America: Information on responsiveness to intervention.).
In schools that are preparing to implement an RTI model, parents may find it useful to pose the following questions to administrators and teachers:
Standards for judging parent involvement