RTI

Discussion in 'Elementary Education' started by smalagreca, Aug 6, 2009.

  1. smalagreca

    smalagreca Companion

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    Are any of your schools using this? Have you found it to be helpful? Do you have a intervention checklist for teachers?
     
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  3. MsG

    MsG Companion

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    We're starting this year. I'm interested in seeing what others say too!
     
  4. smalagreca

    smalagreca Companion

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    Ive used RTI in 2 districts before. One district really utilized effective strategies that helped the children. We really saw an increase in achievement and attitude.
    However in another district they just basically made it lookedlike they were using RTI. They even had a checklist that you could check off what you did. However, no one was really doing any intervention! so the end result was the same number of children still got referred to sped
     
  5. smalltowngal

    smalltowngal Multitudinous

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    My district uses it as well. We have 4 stages of intervention. Stage 1 is x amount of small group/one-on-one instruction or modifications. Stage 2 is a greater amount of the above. Stage 3 is a more aggressive instruction. Stage 4 is SpEd testing.
     
  6. kacieann

    kacieann Companion

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    We are starting this year. I'm really interested in seeing what a checklist would look like. If anyone has a copy of one please PM me and I will give you my e-mail. We keep hearing about it, but there is nothing concrete.
     
  7. smalagreca

    smalagreca Companion

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    Stage 1 is what you do in the classroom though right?
    And do you find all of this works?
    Usually it is a 3 tier model, not a 4, but every district can adapt it to meet their needs.
     
  8. mrs100

    mrs100 Comrade

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    We've fully implemented RtI and we all really think it works for us. We have the 3 tier system also. Tier 1 is where we want most of our students to be. For us this means they are meeting our benchmarks with regular classroom activities - no extra help needed. Tier 2 kids get help maybe once or twice a week in whatever area they need it. Tier 3 kids get daily help with their trouble areas. We determine what they need by meeting three times a year (we benchmark test them three times a year) as a staff - classroom teachers, reading teachers, spec ed staff, and administration. Then we choose from a long list of available interventions. In our building, the classroom teachers never have to administer the intervention. We use support staff, specials teachers, and this year we have two full time RtI facilitators whose only job is to do interventions, all day, every day. Then we watch their growth and if they are receiving tier 3 interventions and still not making gains, we look into special ed testing. I love it, and I think when its done right it is very beneficial to staff and students. You'll know its working if you have more students at tier 1 at the end of the year as opposed to the beginning of the year. Kids should be moving in and out of interventions and not be 'lifers'.
     
  9. smalagreca

    smalagreca Companion

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    Excellent, that's how it should be! I have 3 questions for you:
    1. The RTI facilitators-what is the requirements for that position? Are you looking for someone w a sped background? General elem ed? Literacy?
    2. Do you have that long list of interventions? Id love to see it.
    3. Who do you submit your benchmark data too 3x a year? And do they design action plans with that data?
     
  10. mrs100

    mrs100 Comrade

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    Our RtI positions are filled by our very best paraprofessionals. The two we have this year have been in our building for the last five years and are familiar with most, if not all, of the available interventions we have in our building. I believe they are certified teachers, but love the parapro thing. They both have several kids in our building.
    I don't have the list of interventions off hand, but I'm sure I could dig it up for you! I'll work on it...
    We use AIMSWEB data (which in our case is strictly fluency) and we do three SWAT days (School Wide Assessment Team). Every child in the entire building takes the AIMSWEB fluency, our RtI facilitators collect and record the data, and we are given the data prior to the meeting. Then we meet as a large group, discuss kids who showed up as needing interventions according to AIMSWEB and (this is the important part) and other kids we see struggling in our classrooms. We were all afraid AIMSWEB would be the only assessment, but its not. We look at our data from the classroom and suggest other kids who need help with comprehension or vocab, or if they struggled with fluency, we try to help figure out what 'piece' they're missing (phonics, sight words, etc.) We decide as a team what intervention to start them with and go from there. I hope that makes sense!
     
  11. kcjo13

    kcjo13 Phenom

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    We have a nazi team, I mean an RTI team...

    Oops, did I just say that? Yes, I did. I think RTI could be extremely beneficial to teachers and students. However, our team like to throw their power around a lot, doing things like coming in to a classroom unannounced, critiquing you, and then calling you in to tell you how horrible your Tier 2's are doing. These are colleagues, not admin, although the admin lets them get away with this. They are also primarily responsible for us not getting a new reading series this year, after we had chosen it and put in our order. But, in every meeting, they tell us how horrible our current series is and that we need a new one.

    RTI started out as a good thing for us, but has become a thorn in our side. Poor communication, secrecy, and desire for control and power has made it difficult.

    Hopefully no one else has to go through this! I have hopes, we have a good staff, maybe we can push through these difficulties.
     
  12. smalagreca

    smalagreca Companion

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    Very informative. Thanks!
    Wow, I am so sorry. What are the "Nazi's credentials? Is the Board aware of what is going on?
     
  13. kcjo13

    kcjo13 Phenom

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    Our team consists of two Title teachers, an slp, a resource teacher, and 1 elem teacher, whom they exclude at all costs. We've talked to our P and super about our frustrations, but the super doesn't seem to want to listen, and this group could tell our P to lick their shoes, and he would brush his teeth first just to keep them happy. Don't ask me why.

    Don't get me wrong- I LOVE my school, and the people I work with. Even this group, I get along with them as long as it is non-RTI related. They just want to control everything, and it is a major problem with our elem staff.
     
  14. mrs100

    mrs100 Comrade

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    Yikes, kcjo13! Sounds like your RtI program has turned a little retro-active! And I know we've all been there - sometimes the bad attitudes of those RtI folks can really throw a wrench in things. Hang in there!
     
  15. newbie0809

    newbie0809 Companion

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    Aug 7, 2009

    Possibly good if used right

    Here is our "RTI" worked when I did it. We had the tiers.

    - We had small group/one on one..We had reading and Math r.t.i We pretty much had to do the reading the same time as our guided reading. Not to mention the reading and math specialists would pull the kids at the times it was convenient for them for 15-30 minutes so it was hard to do any interventions and whole class instruction time siince we couldnt teach our lessons unless everyone was in the room
    -We documented our interventios daily, which meant everyday we had to have it noted in journal who we met with and what we did and for how long, description of the activity and example, sources
    -Administrators wanted a copy of each paper from a child that made below a 70. This was hard since we could not make our own copies (had someone in the workroom to do this) and had to put in a request 2 days before we actually wanted the paper. It also put a strain on trying to hand back papers in a timely manner.
    -These "specialists" would come to the room unannounced and just stand there with a pen and notepad jotting things down and leave. I was on 2nd grade and I even had the 1st grade "specialist" coming to my room.

    -At end of each 6 weeks we met with the administrators, specialists, and head of curriculum from the admin building. They printed everyone a packet with a copy of everyone's classroom report card results and even had pages and graphs that compared and contrasted progress between the classrooms and where they believed each child should be. They then would ask questions like what we were doing to help the child and provide all documentation. You can imagine how this was for me when I started the school year with 9 children that were already considered needing interventions.
     
  16. smalagreca

    smalagreca Companion

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    This was second grade? So you gave all of your students numeric grades on everything? (You stated 70 and under needed to go to Admin).
    Comparing classes against one another with the teachers name listed is not fair. Everyone has a different "batch" with different issues. Rather your admins shouls be comparing childs growth from pre test to post test.
     
  17. czacza

    czacza Multitudinous

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    Wow- Can we refrain from the 'N-word' please? It's been bandied about in the political world this week as a way of putting down those who disagree- it's a terrible term to call someone-especially professional educators.:2cents:

    Back to the topic at hand...many of the strategies in place in my district support RTI principles. This year we are taking it a step further and implementing more collaborative classrooms so struggling students will be in their classroom more than pulled out. Common planning time as been arranged so teachers can plan together. Scheduling for specials and for the pull-outs that will still remain have been planned with consideration for minimizing the disruption of classroom instruction.
     
  18. newbie0809

    newbie0809 Companion

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    Aug 7, 2009




    Yes we had numeric grades in 2nd. On top of making copies and everything the students had to be given the assignment again after being retaught which I understand if the majority of the class didn't do well but it was always those same few. I had a very different batch than most yet I was expected to maintain the averages of the other teachers. Administrators would respond with the attitude of "well each class has the same kind of kids you have or this is how teaching is and you have to learn to deal it" what a great thing to tell a first year teacher. The other classes WEREN'T like mine. I had some that were supposed to be held back but teachers lied about results so that they would not have to do extra interventions or they were a behavior problem so they just wanted to move them on.

    In these meetings I would try to show the progress from maybe the 1st six weeks and the 3rd six weeks on a benchmark even if the child had a low average they had made some kind of progress to the best of their ability but they didn't want to hear that. They just cared about the here and now
     
  19. Budaka

    Budaka Cohort

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    My problem with RTI is the same problem I have been having with education for years. All the money and time is being spent on remedial students, who of course do need help. But that doesn't mean the rest of the students shouldn't get some of that to. My gifted students were taken away from me this year to open a space for RTI students. (I am teaching a reading class so that the previous reading teacher can do RTI). So my gifted students said they still wanted to do the program with me. They are doing it during study hall and getting no credit. The message being sent to our strong acadmeic students (at my school anyway) is very simply that we don't care about them. It makes me sad. :(
     
  20. Gopher4

    Gopher4 Comrade

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    Well, some good info. and mixed reviews for RTI. We started learning about and implementing classroom strategies last year. This year, we have a 45 minute RTI time build into the schedule. We have a 3 tier system and I will be working with the bottom tier. I teach reading and have several intervention programs at my disposal. One is Reading Plus. This is new to me, so I would appreciate any insight into the program as well as anyone who does a separate RTI period like we will be doing. Thanks

    Also, what about documentation. Many at my school are worried about extra, weekly paperwork. Any experiences to share in that area?
     
  21. natelukesmom

    natelukesmom Companion

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    We just started to "pilot" RTI last year, but are implementing it this year. I'm excited to see how helpful it is for our kids. I need more training on it though!
     
  22. Sam Aye M

    Sam Aye M Mr. Know-It-All

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    Aug 9, 2009

    As a school psychology student, I have been reading this thread on RTI to see how each school has implemented it, and how it differs from what we are taught in grad school. The example quoted above could have been cut and paste from our texts and other materials as a model RTI program. That is pretty much how it has been explained to us, over and over again (more like beaten us over the head with, over and over again). Of course, like anything in education, RTI's effectiveness is highly dependent on the people who implement it. As a teacher, I have only ever worked in a full-time spec. ed school for ED kids, so I have no teaching experience with RTI at all, and the schools where I intern also do not use the RTI model, so all I have to go on are what we hear in school and at conferences. If anyone wants an overview of how RTI is supposed to work (theoretically) you can go to http://iris.peabody.vanderbilt.edu/resources.html for a small tutorial.
     
  23. lcluigs03

    lcluigs03 Cohort

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    boy, reading this makes me realize i know NOTHING about RTI and desperately wish that my district would do training on it. we do RTI, but it is just that they expect us to know what is going on with it and how it works. not fair to us or the kids. therefore, not knowing how to use it and not getting any training for it, it feels somewhat unimportant in my district. like...why should i do this if they aren't going to train me to properly use it? you know? anyway...sounds like a good model to use for ALL students. i just wish my district thought the same and took the time to train us.
     
  24. smalagreca

    smalagreca Companion

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    so during this 45 minute interval, what are your non RTI students doing?
     
  25. Gopher4

    Gopher4 Comrade

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    Aug 9, 2009

    RTI groups

    We haven't started yet, but here's what I've been told will happen.
    Based on AIMSweb results:
    All students will be served during this 45 minute block. The lowest students will be with the teacher of the subject they are most needy in. We have instructional assistants with the middle group doing cooperative learning and intervention activities. Our top/GT group will be with someone else receiving enrichment or working on projects.
     
  26. smalagreca

    smalagreca Companion

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    I have a question for everyone, does everyone who uses RTI in their school use an assessment in the beginning to target weaknesses? If so, do you use AIMSweb or something else? I know true RTI says you must use an assessment for everyone at the beginning, but I do know of some schools that dont. they only use RTI as an intervention method when children are suffering with everyday classwork.
     
  27. kcjo13

    kcjo13 Phenom

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    We use DIBELS, but no one likes it. It is very one dimensional.
     
  28. smalagreca

    smalagreca Companion

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    I actually LOVE DIBELS! But not for RTI. Now DIBELS only goes up to 3rd grade, so what do they use for 4 and 5?
     
  29. kcjo13

    kcjo13 Phenom

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    DIBELS goes through 6th grade. I used to like it, but as I've experienced it more and more, I've found that it just doesn't give me the information I need.
     
  30. Tasha

    Tasha Phenom

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    Tier I - extra/intensified classroom instruction
    Tier II - Tier I stuff plus extra help from paraprofessional or sped/RTI teacher and may be recommended for some extra testing but not sped testing (speech, reading recovery)
    Tier III - continue all of the above and begin sped testing (may not happen in kindergarten)
     
  31. mrs100

    mrs100 Comrade

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    We definitely go by assessments to identify kids at the beginning, and we use AIMSWEB along with our Rigby, ISEL and Dibbels scores. It's SUPER important that teacher observations are also taken into account. There can be kids who don't show up on those scores that still need servicing.
     
  32. smalagreca

    smalagreca Companion

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    I couldn't agree more. Some students look great on paper. Teachers observations and input are key.
     
  33. GoehringTeaches

    GoehringTeaches Comrade

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    The problem I have with RTI is that children can't be identified until nearly 2nd grade now. There is no way a kindergartener can be identified because they have to be "below" grade level and there is no grade level "below" kindergarten!
     
  34. smalagreca

    smalagreca Companion

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    Why don't you suggest that your district model some other districts that target children who do not meet your grade level expectations. Not children who are below grade level
     
  35. mrs100

    mrs100 Comrade

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    GoehringTeaches, your building could and should develop 'benchmarks' that they would consider 'grade level' for K-1. This can be sight words, letter sounds, whatever you decide as a building. There are lots of ways to identify kids who need help in those grades, and they should definitely get help before 2nd.
     
  36. bryanmj

    bryanmj Rookie

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    Aug 11, 2009

    If you're up for some reading I would suggest, Response to Intervention: A Framework for Reading Teachers by Sharon Vaughn. Richard Allington has a quick read about RTI as well. Vaughn's book is really user friendly and a quick read with lots of basic information and suggestions.
     
  37. smalagreca

    smalagreca Companion

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    Thanks. I'm going to look into this tomorrow.
     

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