Here is just a brief overview of what we do. We test the kids in fall, winter and spring. The test results help us to determine what level of interventions need to be put into place. Once a week, we get together as a grade level team with the principal and talk about each of the kids that are below level from the testing or anyone else who seems to be struggling. At that point we decide what tier the kids are at and what types of inteventions should be put into place.
Tier 1: continue to do what you are doing in the classroom
Tier 2: extra reading help for these kids with biweekly monitoring besides what they are getting in the classroom
Tier 3: if tier 2 interventions are not working after a certain amount of time, kids move to this level. This tier gives them even more reading time, to the point where they may be missing science and social studies
We are in the beginning stages of RTI so there are a lot of things we are learning as we go along.
One of the big things is the whole staff has to buy into the RTI model, otherwise it isn't going to work. Reading specialists have to be willing to take students that may not be on their case load. Regular ed. teachers have to be willing to let their kids go to reading instead of science and social studies, etc.
Not sure if this helped at all. There is so much more to it than this brief picture.
If you tutor a student outside of normal school hours-before or after school BUT as part of your district contract time, not for additional income-does that place them in Tier II? I am thinking that a small skill group during guided reading that is separate from guided reading (work on phonemic awareness to help with writing and spelling) would be a Tier I whereas tutoring after school would be a Tier II intervention.
Although this is our first year as well I feel it's insane to do so much work, For little or no results. I don't understand the process. I do get that they do not want to have so many kids being placed in special ed especially if kids are being mis diagnosed but I have a problem. I have at least five students that I feel should be tested for SPED. I have a very low class this year and well these five are working wayyyyyy below their peers. They are reading on levels D ( DRA ) or lower and have difficulty doing many of the assignments in the class. Math may be a little more efficient but anyway I have 21 students and can't possibly give them the amount of help they need. 3 of the 5 have already been retained once or twice and well I feel their is something that needs to be diagnosed in order for me to help them further.
This is where you should be getting help. The kids should be taken out of the classroom for extra reading instruction. You have them grouped in your classroom for reading instruction, then they should be taken out for instruction beyond what you do. Interventions should be put into place by someone else in the building (reading specialist, title 1, speech teacher). Each of these students are monitored and tested every two weeks, by the person giving the interventions, to see what (if any) progress they are making. Little or no progress and they are given more interventions.
Our documentation is all done by the person giving the interventions, not the classroom teacher.
those campuses who have not reading specialist or title 1? Our speech person is considered Sp Ed. We currently use our Specials (PE, music, art, and librarian to have our low performing students read to for fluency). Beyond that all we have are classroom teachers. This is what I find frustrating-we need some more warm bodies. Parent volunteers are inconsistent and cannot always be trustedto mainain confidentiality.
I don't think we are allowed to use parents. It is tough when you don't have the staff. I guess you have to be creative...using the staff members you already use (PE, Music, etc.) is good. How about aides in the building? What about getting students from a local college majoring in education? Just a few things that might work.
What I don't understand is how you can be doing interventions at a tier 2 or 3 level when you are with the rest of your kids. These tier 2 and 3 interventions are suppose to be beyond what you are doing in the classroom.
Just because your speech teacher is special ed., it doesn't mean she can't do interventions. That is what I meant when I said everybody on the staff has to buy into the RTI thing.
but I really don't think anything is going to happen. One of them is being added to the extended day program but again they really don't want to put students in this program that are soooooo low. I think we are supposed to have a pull out EIP teacher being hired soon. So maybe I can get some help this way. Thanks for your suggestions.
We are starting to use PLCs (Professional Learning Communities) along with our RTI program. We also have a limited number of staff members and so our second grade team developed an intervention to help everyone. Every day at 11:10 the intervention students are split up among all of the second grade teachers. The students will go to a teacher that is not their own and will be with a small group of students that are from different classes but are all on the same level. We then spend 20 minutes doing a small reading lesson with the students. We do the intervention groups Tuesday, Wednesday and Thursday. On Monday and Friday we do reteaches based on our students' needs. We have found that by doing our interventions this way, everyone has an understanding of what each other is working with in their classroom and it has helped us work more as a team.
We have been doing RTI for our 2nd year now. We have the staff to do interventions with the students. We test them in the beginning of the year, winter and spring. The beginning DIBELS test determines what intervention they will be in, but only after some kids get a can't do/won't do test. They are tested to see if they really can't, or won't do the work. Those who fall in the bottom 20%, are in interventions.
They are all computer based and reading help. We tried doing Harcourt Interventions workbook last year and didn't see much improvement. We use data points with AIMSWEB. I do not have to document anything because everything gets sent to me via email. I can print them out, look at them and when we meet, I can decided which intervention the kiddos go into.
During intervention time, I am not to teach any core reading and math. I help those kids who are in a yellow zone and challenge those kiddos in the green zone. The zones come from the DIBELS reports.
this is just not working for my kids. I'm being told that we have to fill out this huge 20 pages at least on all students that we consider to be tier 2 and well for me that's a total of 10 where I am working with them in small groups. They came in so low in reading and math. THey did not pass their state exam last year and are reading beginning of first grade. We are still working on sounds, CVC words, and reading level A, B, C,D books. I am so furious that at least 3 kids have been retained twice and are 9 going on 10 in my class with 7 year olds and they are the lowest ones. After we complete the first 12 weeks of documentation then we go to 6 weeks of data collection graphs comparing to other classmates as well as other second grade classes. I am currently on this step. Then the team lead lets the counselor know our concerns. THen a meeting can be setup where most are turned back to say collect more data. HELP WHAT CAN I DO ON MY OWN!!!!