RTI
Why It Matters
Response to Intervention (RTI) is a prevention framework for implementing data-driven decision-making. It’s important because it provides necessary stakeholders with timely and specific information about children so that they can improve learning and increase student performance.
Middle School: Please review this article. Then, respond to the prompt below.
Elementary: After watching Lessons 1-3 and completing your Assessment, please respond to the following prompt:
Prompt: Refer to this RTI Reflection Questions Resource. Glance over the questions and identify one area you would like to improve at Empower. Tell us what you selected and why.
Monelle Dalman and Rebecca Minerd
The question I choose is "How long will we try an intervention before determining whether or not a child is making adequate progress?" This question hit home with me this year because of a couple of students. As a committee we realized that some RTI students have been Tier 3 for quite a long time with little progress. Then you start asking, "Is it their home life?", "Will parents agree there is a problem?" , "Do they just stay Tier 3 forever?" I feel that Empower tries to move our students up the Tier process, but a lot of times our hands are tied once we get to that point. Would changing interventions help? If you change the intervention, how long do we stay on that one? There, unfortunately, isn't a crystal ball out there to let us know where our students will be years from now, so we can only hope we did the best that we could for the time we had them.
ReplyDeleteI feel like it can be a fine line between really trying a new intervention for a period of time and deciding that the intervention may not be working or needs to be changed. This is an important question that we discuss often in the RTI process.
DeleteI totally agree with you on this, I think Empower does a great job with moving kids through the tiered process, but our hands are tied once we get to the tier 3 level or referral process.
DeleteThe question I chose is “How are parents updated about progress?” In addition to progress and report cards, there are meetings for Tier 3 parents, but how often should parents be updated on their student’s progress without it becoming too much information all the time? It can already be a struggle to get parents to read/respond to messages. As someone who gets to help with progress monitoring and interventions, I also asked myself the question, “What is the best way to keep all teachers informed of a student’s progress?” I try to keep detailed records of what I am doing with students and have work samples for data points, but it can still be hard to keep multiple people fully informed.
ReplyDeleteI think the use of data tracking technology programs like Schoolytics, Quizizz, and other programs that implement parent emails can be a great way to bridge this notification gap.
DeleteI chose the question: What screening process do we use to identify students who need extra support?
ReplyDeleteI chose this one because this year it felt like we didn’t have a universal screener for reading and math. The GLOSS, the Georgia Numeracy Project, and iReady just were not a good fit for my students and they did not give us the information we really needed. I think with the new language arts adoption we will have a universal screener next year which will be great. I am curious to see if something is developed for Math at the county level.
I am also excited about the new curriculum and possibly a new Math screener geared to the younger students.
DeleteHow will an students receive pull out intervention and catch up on instruction done in the classroom ?
ReplyDeleteOne of the ongoing challenges for teachers is how to effectively support students who are performing below grade level. For the upcoming year, I plan to implement a two-pronged approach for Tier two and three students during reading and math instruction. The first part of the class will focus on review work below their current grade level, targeting skills and concepts that will lay the foundation for mastering the current year's standards. This intervention period will aim to close the achievement gap by addressing any gaps or misconceptions in their prior learning.
Following the intervention segment, the remainder of the class will concentrate on grade-level material. However, the pace of instruction will be adjusted to accommodate the needs of these students, ensuring they have ample time and support to grasp the concepts thoroughly. Towards the end of each week, I will administer assessments to monitor their progress and inform my planning for the following week's lessons.
By combining targeted interventions with grade-level instruction at an appropriate pace, I hope to provide a comprehensive and differentiated learning experience that empowers Tier two and three students to overcome their challenges and achieve success in reading and math.
This sounds great! It also sounds like a lot of work but I believe in you! I like the idea of reviewing previous skills to address the learning gaps or misconceptions.
DeleteI love this idea and think it will greatly benefit our students and help them grow by continuing to build on foundational skills and addressing gaps in their learning, while also reinforcing grade level skills.
DeleteI think your idea of a two-pronged approach to reaching our students who need more support is great! I believe that giving them the time to build some of the foundational skills they are missing will help them make greater strides than it would if you were solely focusing on what they are currently working on in class.
DeleteI choose the following questions: What interventions and instructional programs do we use? What research do we have to support their effectiveness?
ReplyDeleteI am excited to look at our current interventions with a new perspective after completing the Cox Campus training and receiving new ELA curriculum. I hope to be able to utilize a variety of learning strategies and interventions. I sometimes wonder if the interventions get boring and then the students are not benefiting as much from the strategies. I also think and hope that by "beefing up" my tier 1 instruction from my Cox Campus learning and the new ELA curriculum, I won't have as many students needing tier 2 or 3 support. I also want to implement more spiral review throughout the school year to support learning gaps or misconceptions.
The question that caused me to think twice was the following, What process do we use to determine which interventions we provide? I would love to see suggested interventions accompanied by a list of what concerns they target so that I am better able to choose the best intervention for each child. Additionally, it would be helpful to have material provided that would provide for consistency throughout the county. I feel that this would help me identify both the student need and help me determine which intervention to use for student growth.
ReplyDeleteThis sounds like a great way to truly identify and target learning gaps! I would love to see something like this.
DeleteYour post made me wonder if there are any resources out there that have suggested interventions and the concerns they target. I plan to research later to see if I can find something. I also wonder if we could use AI to help create a resource like that.
DeleteI do wonder about the consistency throughout the county. A systematic list of intervention suggestions might be a great idea.
DeleteI chose the question: Progress Monitoring Reflection Questions: How are parents updated about progress? I have would like to improve on this next year, and one easy way that this can be implemented is if Quizizz is implemented on a consistent basis next year, parent emails can be uploaded and progress reports sent out to parents on student progress at increments decided upon by the teacher. This would be a great way to provide parents with greater insight about their student's progress as quizizz questions can be specifically tied to standards. Thus parents sill be able to identify areas of weakness for students to hone in on.
ReplyDeleteI chose the question: How long will we try an intervention before determining whether or not a child is making adequate progress? I would like to improve in this area, because I realize that MTSS is not a one-size fits all solution to our problem, but it provides great support to help us measure and understand our student's performance in the classroom. I always feel like the intervention that is selected, should be the one to work, which is not always the case ,OR I may feel as if I should take longer on an intervention to try and make it work as opposed to moving on to something else. It states that between 4-6 weeks is when you should begin seeing progress or progress has been made, but again; I often want to go pass this point. Some interventions work better than others! I just need to understand that it's ok to try a new intervention and start over. The progress want be lost - the student may even make better gains the previous attempt!!
ReplyDeleteThe question I chose was "What interventions and instructional programs do we use?" because sometimes I feel as if I am pulling from so many different places. Initially, we were using a lot of the Numeracy Project, but even that became cumbersome to not only navigate but to convert to digital resources as well. I think if we had a really great program that could house multiple areas for intervention, that would work well. I am hopeful that next year we will have access to Progress Learning as that will help immensely.
ReplyDeleteI am curious if I will have access to Progress Learning even though this is not within my realm of instruction. Perhaps it would give me ways to incorporate tier 2 & 3 support during PE. IDK?
DeleteI will choose: What interventions and instructional programs do we use? Because quiet frankly these screening tools and interventions are not something that I am actively involved it.
ReplyDeleteHonestly, I feel like Empower does an AMAZING job with RTI! I have learned so much just by going through this process here. I do think the ongoing dilemma in my mind has been, "They need to be pulled for their intervention, but I can't afford for them to lose the time in class because they are so far behind." Of course, the end product is that hopefully we will be able to find a strategy that helps it all just "click" and then they can fill in gaps and start making necessary growth. It's such a complex process that is important to take step by step.
ReplyDelete