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Response to Intervention

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When we came to this process, five years ago, Russell was a school that students in our area often opted out of. Although we had been a strong school, we felt like being a strong school, educators were working hard and they were doing great work! Our overall problem solving capabilities were not very deep and wide. Response to Intervention Helping All Students Succeed Teacher greeting kids Teacher greeting kids Principal greeting students Principal greeting students And so, when we came to this process, we had to envision a time and a place in school, where kids can move seamlessly in and out, get the help they need, regardless of their labels. Where the overall culture and climate was positive and productive, not only for the kids that came here, but also for our staff. High Five! Because Russell is a fairly large school of approximately 830 to 40 students, and because we operate on the middle school model, we teach in teams, which means: for the 7th grade there are two english teachers, two math teachers, two science teachers, etc. Each one of those teachers has been assigned to a team. The students are broken up, and students who belong to a team have the four same teachers through out the day; What this allows for is greater communication on a team's behalf with their students. Getting to know the same group, a smaller group of students, and being able to intervene on their behalf, and find out what their needs are and making sure that we provide those. Class Period Structure With the middle school model we have seven class periods per day, fifty two minutes per class period. And teacher is there for half two prep periods, one that is assigned for collaboration and team building, team meetings, problem solving, RTI, PBS, and the other that is your standard teacher preparation hour. The teachers meet once a week as a team, specifically to discuss students and student's success, student's interventions, they have that one planning time, every week, that is committed to just that, is not talking about field trips or parents. Is talking about student data, is talking about student success, is talking about student interventions. The child studies of the past are gone! We don't sit around and discuss the student, we sit around and discuss the students data. Because of the way we've designed our schedule, and because of the way we operate our team meetings, frequently with lots of communication; we don't have to wait for a certain set of test results to come back or a certain amount of paperwork to go through before we intervene on that child's behalf. Implementing RTI Problem Solving When we acknowledge a problem we immediately begin to problem solve it. We immediately begin to collect data, open a line of communication with not only the teacher where the problem might be occurring, but also all of the teachers, to get a feel for, if this is happening in other places... We talk to the parents, we start interventions and collecting data. If they are working below grade level on reading or math, then we need to make sure that their foundation is built up in order for them to access what they need. That's where the intervention is coming, if they need an intervention in multiplication facts, they'll get it and that's how they can access now a 7th grade lesson in math, because they've received this intervention in math. Is more individualized, then you have to look at each student as an individual student. Teacher talking to kids in math class. I am a 7th Grade Math Intervention Teacher, that is my sole teaching job here. I teach five sections of 7th Grade Math Intervention that are built into our daily schedule, just like a class. Students are not removed from their core math class to be part of the intervention class, is scheduled through out their day later on, which means that my students are getting basically two hours of math every day, the core math class and the intervention classroom. Within my intervention classroom, my job is twofold, to help them be successful in their current core math class at a 7th grade level and to go back and target and fill skill gaps that they already have, so that they can catch up and keep up and be successful in their future. Well my favorite thing is going SM: Success Maker and that helps you a lot, that will bring up your scores, they will teach you new math problems. And some kids don't get why I'm in it, but that's because they don't have to be in it. and I enjoy being in it because it helps you a lot! RTI is a system for placing kids where they need to be academically and behaviorally, and giving them the support that they need. With all the different Interventions that we have out there, we've created an intervention menu, is how we call it here, an Intervention menu and you put them, you give them the right order; then it would create the gains and it would help the kid be more successful. Implementing RTI Behavior Because RTI Model is the three tiered pyramid, with both an academic side and a behavior side, we really focus on addressing both issues. This is absolutely critical in middle school, often times our tier two and tier three kids have both, academic struggles and behavior struggles through out the day. And sometimes is hard to differentiate between the two and find out if one is the cause of the other. Our positive behavior support system that we have in place, go hand in hand and overlap perfectly with the RTI problem solving process. Often times the interventions we put in place have an academic aspect to them and the behavior aspect to them, both of these are monitored by the team, data is collected on both, so not only we are looking at academic marks, standardized test, grade level progress, we are also monitoring and putting numeric data values with the behavior so that we can get accurate information on if that is interfering with the child success. Implementing RTI Student Involvement in RTI At the beginning I really didn't like school I thought I was stuck all day, stuck into a building! But now I'm like loving school. I had a problem in math, this is how it help me a lot, I don't have the problem anymore! Students respond extremely well, even at the 6th, 7th and 8th grade level to knowing where they are, seeing a goal, and seeing their achievements towards that goal. They are checking their progress, we graph every friday, we have a graph for every student and they are able to graph their progress. So, at the beginning of each quarter, we all set a goal and, remember, the goal of this program is to increase your grade level at least by half a grade level by the end of the quarter. I learnt that I can achieve my goal if I really believe in myself, and I believe that if I try my hardest I can reach my goal. I've started to get the hint of it. My grades have improved, I have like, my average was like C's and B's. But I'm like A's and B's right now. Implementing RTI Results Not all students with needs are going to be qualified for special education. We can't expect that. The only students that we are going to be working with are students from IEP's. We have to expect that we come to a school to work with all kids no matter the needs, no matter the label. Kids reciting the pledge of allegiance. I feel much better about being able to address student's issues. I feel like I have a process, tools, a team, colleagues, in place. We are more aligned in our goals, our conversations are more clear, our interventions are more specific, and all of the things we are doing are therefore, more effective. Teachers are very busy, but this process does not have to be converted into time consuming or difficult; there are ways to get the information you are looking for without adding more tasks to your day. And ultimately, putting the right interventions in place makes your classroom a more pleasant place. I have a purpose beyond my teaching now. I'm very goal driven with my teaching, short term and long term. And we connect with everybody now, we make our decisions based on data and we also get more feedback from our student's parents to have their input to. We are more systematic now. Teacher talking to students With the RTI model we've always said that every child can be successful, but now we are giving them a plan as to how you can be successful. I guess I would want to inspire staffs, everywhere, that wherever you are, whatever you have or don't have there is a way; to bridge from here to where you see yourself going in terms of a successful school and programming that is dynamic and responsive to kids needs. For more information visit © National Center for Learning Disabilities

Video Details

Duration: 9 minutes and 55 seconds
Country: United States
Language: English
Producer: NCLD
Director: NCLD
Views: 74
Posted by: deya_castilleja on Apr 5, 2011

Video about Response to Intervention in Colorado Springs, Colorado

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