RtI

Discussion in 'General Education' started by Pisces_Fish, Sep 22, 2010.

  1. Pisces_Fish

    Pisces_Fish Fanatic

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    Sep 22, 2010

    I'm posting this in the general forum, even though I'm not sure if it's a K-6 program or a k-12. I just want to get a general thread going to talk about it, as I know so little about it.

    When I began teaching 3 years ago I had never even heard of RtI. My 2nd year teaching, I heard about bits and pieces a few times, but it was still something I didn't understand whatsoever. Now my school is using it full-force, and I'm grappling with trying to figure it all out.

    My school is really "into" it. All grades participate. We're in tier 2, but some students are still in tier 1. Each grade splits their kids up into groups. The specials teachers, the TA's, the regular ed teachers, the SpEd teachers, the ESL teacher, etc all have a flex group 2x week for 30 mins. The other 3 days are for progress monitoring. We will be using AIMSWeb (speaking of, what is this???) next week.

    Right now we have about 8-9 RtI groups. We have a few place value groups, a few high reading groups, a few low reading/phonics groups, and an enrichment group. Technically, the place value kids are the only ones truly on RtI. This way, all kids have a place to go during the RtI block so we don't have a whole class to manage while we do our flex groups. I really like that.

    I had my first flex session today. It was SO NICE to have 6 kids in an empty classroom to just give them the instruction they so desperately need. I have high hopes for RtI.

    But...the paperwork, assessment, progress monitoring, parent conferences, planning, etc. are going to be the end of me! :unsure:

    Jump in and discuss anything and everything related to RtI :)
     
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  3. Securis

    Securis Cohort

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    Sep 22, 2010

    We just had a PD about RtI at the beginning of the year. MS hasn't implemented it yet but we're supposed to very soon. Honestly, I put it out of my mind for the time being because it wasn't biting me on the leg right now. My impression is that this is also an apparatus for determining teacher pay based on student performance. We already have TST and RtI is supposed to be paired with TST as psrt of the interventions. I may have gotten the wrong impression, though. It's been several weeks. I'll have to go grab up my workshop agendas and PP handouts to add more.
     
  4. JustMe

    JustMe Virtuoso

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    Sep 22, 2010

    Honestly, I have a lot to say about RtI...but I'm very, very frustrated at the moment with this topic. So maybe later. :)

    AIMSweb is a program that allows schools to collect and analyze data. In connection with RtI, the results from the universal screening tools such as fluency assessments will be entered into this program. Among other things.
     
  5. Pisces_Fish

    Pisces_Fish Fanatic

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    Sep 23, 2010

    I hope you will, even if it's "ugly," I'd love to hear your thoughts! ;)
     
  6. amaran20

    amaran20 Rookie

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    Sep 23, 2010

    This is the first year my school implemented RTI, and it's a bit of a mess. I think we're all confused about what's supposed to be going on. Each grade level has a planning time for RTI when all our classes are at resource. Then, on a day when none of us has resource we have our RTI block. Mine's today (and it will be the first one for me since I started teaching 4th grade), so I might have more to add later once I see it in action.
     
  7. StarrShine2

    StarrShine2 Rookie

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    Sep 23, 2010

    I am not 100% clear on RTI but here's my take on it. Well we know it stands for response to intervention. Basically there are different tiers as someone mentioned earlier. MY understanding is that tier 1 is everyday interventions done by the classroom teacher within the classroom. This is just normal teaching and normal differentiated instruction. For those students who are not responding, they might be moved to tier 2. I'm not really sure it's even necessary to classify students as an RTI tier 2 student. Tier 2 is support either by pull out teachers or teachers pushing in...for example an AIS reading or math teacher, speech, sped, etc working with small groups. I *think* if a student (over time) is still not responding, tier 3 might be considered. I'm not quite sure what tier 3 is...but I believe the small groups might be made smaller and help might be more one on one. It's also possible that at that point teachers may discuss with the parent if testing can be done to eliminate any factors that may be a learning disability.

    Again, I'm not 100% sure on it, but that's how it is to my knowledge.

    AIMSweb is a monitoring tool that identifies where students struggle...in what specific areas in reading, I think.
     
  8. Ranchwife

    Ranchwife Companion

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    Sep 23, 2010


    That is a good description and is exactly what I know about it. We are in the process of training and I will be involved in the data collection/analysis portion.
     
  9. amaran20

    amaran20 Rookie

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    Sep 23, 2010

    From what I understand Tier 2 is for the children who are struggling in class but are not being serviced for Special Education. Tier 3 is for students who have already been identified as having special needs and are receiving special education services such as resource pull out etc.

    RTI is focused on the Tier 2 kids, because Tier 3 is already receiving special attention other than regular differentiated instruction.
     
  10. lindita323

    lindita323 Companion

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    Sep 23, 2010

    At my school, any student working on a tier 2 intervention may possibly move to a tier 3 (more intensive) intervention if they are not improving enough with the Tier 2 intervention. Every day, every grade level at my school has a 35 minute intervention period. I work at a title I school, so this is the time that title I students are pulled, ENL students are pulled, special ed pulls, and other students are in small groups to meet their differentiation needs even if they are not on Tier 2. After all that, I am left with 9 students in my classroom. Half of them are working on math facts in a flash on the computer while I run and on-grade level reading group with the other half. They flip-flop every day. I am loving our intervention time, it gives me the confidence that all students are having their needs met. Once a month, we have data team meetings, at which point we also bring up students of concern who are not making adequate progress.
     
  11. ecochick

    ecochick Rookie

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    Sep 23, 2010

    My middle school has been using the RTI program for several years. We use the "pyramid of intervention" model. The bottom of the pyramid "Tier/Level 1" contains the regular gen ed kids. If a student is not doing well (with normal classroom interventions), then they are moved up to Tier/Level 2 (IST - Instructional Suppor Team). Here they would be placed in either a Math or Reading support class based on their needs. They would also have goals written and be progress monitored with a program like AIMSweb mentioned above. If that is not working, they are moved into Tier/Level 3 or SST (Student Support Team). This level involves more intensive interventions and formal data collection. Parents become more involved and we have meetings that are very similar to IEPs. If data validates it and interventions, students are usually tested for SPED at this point. SPED students make up Tier/Level 4.
    In addition to the formal SST meetings we also meet once/month to discuss all IST (level 2) students and their progress.
     
  12. runsw/scissors

    runsw/scissors Phenom

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    Jun 17, 2011

    Very interesting. I am headed to an interview this afternoon at a school which utilizes a modified version of RtI. This helps me prepare for some possible questions. I'd be curious to hear more from those teachers who used RtI this year for the first time. Was it difficult to adjust? What kinds of support did you need as a teacher using this program/method for the first time?
     
  13. Aussiegirl

    Aussiegirl Habitué

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    Jun 17, 2011

    We are starting RtI this year at our MS. We too are doing the pyramid thing, but I am still a little confused. I don't understand how it is beneficial to push kids in and out of tiers at random times and put them back into the regular class/enrichment class. I have an enrichment (the higest level kids) class, but have been told that I can expect to have kids moved in and out at various times depending on whether they need extra work in particular topics in reading or math. Huh? How does that work? How do I have continuity in my class? If they were in and out on a three week schedule, I can plan for three week intervals and all who are in there, would benefit. Am I supposed to just do an independent activity day to day so kids who are here one day, gone the next, and back again aren't losing out?
     
  14. AZMrs.S

    AZMrs.S Cohort

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    Jun 17, 2011

    This has been so helpful! The school that I just got hired at does RTI and I have no clue what I'll be doing... Anyone have any tips that would have been helpful for your first year using the program?
     
  15. Ms. I

    Ms. I Maven

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    Jun 17, 2011

    I 1st heard about RtI when I was hired in 2006 as a resource specialist. In fact, I was asked on my job interview if I knew about it, which I had to say no (but I still got hired). That district was just starting to implement it that yr too.

    I haven't had a chance to read upon it though.
     
  16. a2z

    a2z Virtuoso

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    Jun 17, 2011

    The problem I see in MS and HS with any kid that is behind and needs to be caught up is that the structure of the school day does not allow for any remediation to be done without giving up an elective. Our schools don't have study halls. They are finally building in portions of the day for remediation, but it still isn't running smoothly. It was added because late transportation was cut and kids can't stay for extra help anymore. Therefore, regular kids grades were slipping and kids that were excused had no opportunity to make up work and keep up.

    The other issue is when kids are behind by MS and HS they are typically REALLY behind because elementary dropped the ball and the kids fell through the cracks. Not enough slots open for the number of kids that need help was the old excuse in our school. The reading teacher can only help 5 first graders. Well, when there are 200+ kids and 20 need help 15 fall through the cracks.
     
  17. waterfall

    waterfall Virtuoso

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    Jun 17, 2011

    I'm in elementary, but I often have kids moved in and out of my intervention groups. I try to do small "units" anywhere from 1-2 (rarely, 3) weeks long. If we decide to move a kid out, I wait until the end of that particular unit. If a new kid is coming in, I may ask them to wait a few days until we start a new unit so they're not lost.
     
  18. Aussiegirl

    Aussiegirl Habitué

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    Jun 17, 2011

    Thanks for the feedback folks. I appreciate it.
     

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