Response to Intervention

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Reading First Chatboard

Response to Intervention

by Anita

Aug 31, 2008

Help! My school is implementing RtI this year and I am beside myself. My pricipal says I must teach my entire class (core group) reading at the same time. I have been teaching for 26 years and this method goes against everything I have ever believed about reading instruction. Children need to be taught at their insturctional level. If I teach everyone out of the same book at the same pace, how in the world will the slower students make it. They will become frustrated and probably behavior problems. The students who already can read that material will be bored and come to hate reading. Give feedback please. I am so depressed over this. Anita

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Tessa- FL Hope this hels:

Tier 1: your normal whole-group thing. Tier 2: differeintiate (which I still can't spell): high/medum/low, although I feel like I have 1 low and 2 mediums this year, and last year low, lower and lowest! For this part we do a lot of readinga-z, and the low group usually re-reads the whole group stuff. 10-15 minutes per group...See More

Sep 17, 2008

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Tessa- FL On 9/17/08, Tessa- FL wrote: > Hope this hels: > > Tier 1: your normal whole-group thing. > Tier 2: differeintiate (which I still can't spell): > high/medum/low, although I feel like I have 1 low and 2 mediums > this year, and last year low, lower and lowest! For this part we > do a lot of readinga-z, and the low group usually ...See More

Sep 17, 2008

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Robin For Mississippi

Tier 1: Quality classroom instruction based on MS Curriculum Frameworks Tier 2: Focused supplemental instruction Tier 3: Intensive interventions specifically designed to meet the individual needs of students

and with Tier 2 ==== pull the student(s) and work with them one on one for 30 minutes!

On 9/17/0...See More

Aug 20, 2009

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Not in a Reading First School though We don't use the terminology Tier 1,2, 3 anymore. We refer to the categories as benchmark (at benchmark or above), strategic (not quite benchmark), and intensive (considerably below benchmark). The intensive are those who - if after a lot of extra instruction and interventions - do not make adequate gains are likely to be referred to Special Educat...See MoreWe don't use the terminology Tier 1,2, 3 anymore. We refer to the categories as benchmark (at benchmark or above), strategic (not quite benchmark), and intensive (considerably below benchmark). The intensive are those who - if after a lot of extra instruction and interventions - do not make adequate gains are likely to be referred to Special Education after two or three intervention cycles. We give all the intensive students at least one shot of extra instruction for 30 minutes every day - not a reteach of the regular curriculum but a scientifically researched intervention program. Some also join an afterschool program and get a third shot. The strategic students get a 30 minute preteach of the regular program or a scientifically researched based instruction depending on their needs. The reading teachers and their assistants do the second shot with the intensive students. The classroom teacher and reading assistants do the second shot with the strategic.

We all have a reading block of 90 minutes. Thirty minutes of this is walk-to-read (leveled reading) with almost all school personnel having a group - to help with differentiated instruction or multi- tiered instruction. The intensive and strategic interventions were in addition to this.

RtI is a SpEd process. Don't forget that. It's about making sure kiddos have had adequate instruction before they are identified as learning disabled. If, after a lot of good instruction they are still not making it, it's time to dig deeper. It's about doing something better than the discrepancy model which is not scientifically research based.

Has it been a lot of work? Yes. Do I agree with every single aspect? No. I like and support DIBELS testing but I don't think the word use fluency and retell fluency are fair to use in deciding groups. These are pretty weak in my humble opinion. There are areas I still have reservations about in assessment mainly .Has it been overall successful in my school? Oh, my, yes!

I think teaching has gotten very hard. I love, love, love teaching but it is not as easy as it used to be 25 years ago when I started. However, I have to keep in mind the district didn't hire me to do my thing. They hired me to do their thing. Mary On 9/17/08, Tessa- FL wrote: > Hope this hels: > > Tier 1: your normal whole-group thing. > Tier 2: differeintiate (which I still can't spell): > high/medum/low, although I feel like I have 1 low and 2 mediums > this year, and last year low, lower and lowest! For this part we > do a lot of readinga-z, and the low group usually re-reads the > whole group stuff. 10-15 minutes per group. I'll also work on > worksheets with them that the medium groups complete alone. > Tier 3: Not my job thankfully! We have teachers that pull out the > lowest of the low. They miss really useless classes like math, > writing, science, or social studies (because the only important > class is reading, right?) I don't know how we're able to get away > with non-teachers doing the tier 3, but somehow we do. Welcome to > the crazy world of NCLB!

Aug 23, 2009

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Jo On 8/23/09, Not in a Reading First School though wrote: > We don't use the terminology Tier 1,2, 3 anymore. We refer to the > categories as benchmark (at benchmark or above), strategic (not quite > benchmark), and intensive (considerably below benchmark). The > intensive are those who - if after a lot of extra instruction and > inter...See MoreOn 8/23/09, Not in a Reading First School though wrote: > We don't use the terminology Tier 1,2, 3 anymore. We refer to the > categories as benchmark (at benchmark or above), strategic (not quite > benchmark), and intensive (considerably below benchmark). The > intensive are those who - if after a lot of extra instruction and > interventions - do not make adequate gains are likely to be referred > to Special Education after two or three intervention cycles. We give > all the intensive students at least one shot of extra instruction for > 30 minutes every day - not a reteach of the regular curriculum but a > scientifically researched intervention program. Some also join an > afterschool program and get a third shot. The strategic students get > a 30 minute preteach of the regular program or a scientifically > researched based instruction depending on their needs. The reading > teachers and their assistants do the second shot with the intensive > students. The classroom teacher and reading assistants do the second > shot with the strategic. > > We all have a reading block of 90 minutes. Thirty minutes of this is > walk-to-read (leveled reading) with almost all school personnel > having a group - to help with differentiated instruction or multi- > tiered instruction. The intensive and strategic interventions were in > addition to this. > > RtI is a SpEd process. Don't forget that. It's about making sure > kiddos have had adequate instruction before they are identified as > learning disabled. If, after a lot of good instruction they are > still not making it, it's time to dig deeper. It's about doing > something better than the discrepancy model which is not > scientifically research based. > > Has it been a lot of work? Yes. Do I agree with every single aspect? > No. I like and support DIBELS testing but I don't think the word use > fluency and retell fluency are fair to use in deciding groups. These > are pretty weak in my humble opinion. There are areas I still have > reservations about in assessment mainly .Has it been overall > successful in my school? Oh, my, yes! > > I think teaching has gotten very hard. I love, love, love teaching > but it is not as easy as it used to be 25 years ago when I started. > However, I have to keep in mind the district didn't hire me to do my > thing. They hired me to do their thing. > Mary

I am so happy to hear positive stories!

Aug 24, 2009

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