Dear Class:
NOTE: This is your final chapter blog and final chapter posting. Weeks 14 and 15 --- there will be no blog postings – For Week 16, the Week 16 Teacher Interview Blog will be posted for you to post/share your teacher interview with the class.
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In this chapter, you will be exposed to the concept and practice of RTI, Response to Intervention. You are exposed to solutions or an intervention model as a way to meet some of the challenges of having different learning levels in one classroom. While the model is not an end-all, be-all, it does provide components of teaching and learning that equip teachers with how to support and give attention to students who need ongoing reading and math instruction assistance.
After reading the chapter, follow the videos below:
1. Three Tiers of RTI
2. Response to Intervention: Helping all students succeed
3. RTI [Lehigh University]
4. Another RTI video
5. Teacher Breaks Down [this is not RTI, folks!]
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Week 13 Optional Blog Posting:
Some teachers are confused about different aspects of RTI and uncertain how to deal with some of the challenges they are facing. For example, according to progress monitoring data, more than half of the students in some classes are not reaching benchmarks. What should they do? [students and teachers] (Vaughn, et al, 2011)
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Response-to-Intervention (RTI) programs have become more common as a result of comprehensive school reform, an increase in education funding, and advances in technology. The goal of Response-to-Intervention programs is to meet the individual needs of all students, while seeking to keep them out of special education classes. The RTI process, which begins with the screening of all general education students, is typically done through a team of general education teachers, special education teachers and specialists. The multilevel prevention system integrates assessment and intervention techniques in order to maximize student achievement and reduce behavior problems.
ReplyDeleteAs educational reform has grown in popularity, so has the push towards RTI programs. The Individuals with Disabilities Education Act in 2004 (IDEA) and the federal No Child Left Behind law both require school districts to be able to assess student performance and implement strategies in order to achieve adequate results. Through RTI programs, which seek to meet the needs of all students both academically and behaviorally, districts are able to supplement methods of instruction (Tier 2 and Tier 3). In addition, the increase in federal funding stemming from the American Recovery and Reinvestment Act (ARRA), which provided over $98 billion for education programs, created the greatest surge in RTI usage. Technology tools are also making it easier for teachers to assess information regarding each student’s progress. Computer-assisted tools and intervention software provide efficiency and help improve instruction, however continuous professional development of teachers is required to maximize the effectiveness of these tools.
RTI programs require consistent assessment and monitoring of student learning and/or behaviors. The overall success of RTI programs can be measured by the decrease in percentage of students being referred to special education services and by the decrease in discipline referrals within a district. Intervention is a key factor in helping students become better learners, but also requires that a student be responsive to the technique or method of intervention in order to maximize its effectiveness. I believe that RTI is a worthy initiative for students and school districts alike, however it requires having a team of district leaders that understand it well and can effectively communicate with teachers and administrators.
One method of intervention I have seen at the junior high level is a “homework contract” and/or “behavior contract,” which create accountability to students for completing their homework and/or controlling their behaviors/attitudes. The duration of these interventions depends on the student’s response to the program. In my experience, students tend to take corrective actions during a relatively short time in order to be released from the contractual agreement with their core teachers.
I think that the handling of RTI programs has to extend outside of the classroom and be dealt with on a school level. Initially it would help to have group meetings with teachers of the grades grouping them together for maximum effect. For example Pre-K, Kindergarten and Grade 1 should have regular discussions on expectations and requirements in behavior and skill levels necessary to proceed to the next grade. I think that this is more important than a district simply setting standards. The teachers know their students strengths and weakness'. They are also better able to determine the length of time necessary for skill proficiency. Schools, particularly elementary schools can no longer be subject to the whims of a teachers "pet" projects. Basic material must be covered and each subsequent grade level needs to depend on the previous grade as a building block for future instruction. Teachers working together outside of the class to overcome deficiencies or promote outside learning would make the classroom teacher's job that much easier.
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