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Implementing RTI, Boulevard Elementary School

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Welcome to Boulevard Elementary. A school in a rural district with high-needs students. Good Morning Boulevard. Please stand for the pledge of allegiance. Everybody wants to do what's best for kids. Thats why we get into the business. With the checks and balances of RTI and the systems that you put in place... that´s what happens! Response to Intervention Helping All Students Success I used to be a school psychologist. I was so frustrated because the material was so difficult, the student, he wasn't learning disable, he was curriculum disabled, that was the problem! It was never fair. It was never fair. We did it for years and years, the old style, of going into the classroom, and pushing it. The hard part was the data showed it didn´t work. And that was tough, and thats why I think the data has no emotion. You put the data on the table, it speaks for itself. Kim tell them what the benchmark was: 32, He went from 8 to 32. The data meeting, truly is almost like a child study, we are really zeroing in on the child's data, moving things, moving it around, moving the program around, maybe increasing services and something. That makes them high emerging, which is .... He is the first one to start reading, he is the first one in figuring out the word. I've seen a huge difference in his attitude when it comes to learning. Implementing RTI Making It Happen We do it by grade levels, so, It's all our grade level teachers, and it's all the reading specialists, and our reading coach, and myself. Our special ed. people is seeing in a lot of our AIS meetings too, depending on which grade level, on who is servicing those kids. I thought to myself, here is my principal, two principals, sitting there, talking about a child's R controlled vowels, which I always thought were important as a teacher of children with learning disabilities. But I really have never heard a whole group of people talking about how to best work on those skills with the child. So it's really efficient for us as teachers, because we could have conversations amongst each other as of, you know, where do you think the child is breaking down? what services does the child need? It was really fun to be a part of that team, and realize that these children are probably not going to be labeled as a child with a learning disability, this child is going to have the intervention they need right here from the regular class, so It's very exciting. We started with the big picture of how is the whole class doing in general; and about every six weeks we meet with the team of AIS providers, our reading coach, the principal, the other second grade teachers. The communication is huge and it really does make the program work a lot better when we are on the same page. We can form and reform our groups, depending upon what the needs of the students are and how they are progressing or not progressing. We have a dedicated thirty minute block, during which teachers can differentiate, because they can group children according to their needs, maybe guided reading groups, maybe working on skills for the children that are where they should be. Those children get extensions activities, or enrichment activities so everybody is benefiting from that time. Implementing RTI Core Curriculum I think the number one thing that needs to be in place for effective RTI is a good core reading program. There are less kids coming to child studies because of the core program and the resources that we have. The time blocks that are available, the extra staff that we have, you know, all that works together to help kids succeed and achieve. When we started many years ago, we were only reaching about 46, 47% of our kids, you can't run an effective RTI program servicing 50% of the kids, can't do. You got to find a core reading program thats going to reach a huge majority of the kids if you switch to a new core, and the training that goes with it. And so now when we are doing the data research, we have less kids because the core is reaching them. Implementing RTI Scheduling One of the hardest things that principals need to do is put a schedule together, and it's extremely cumbersome. What happens a lot of times is that schedules interfere with education. And that is not right, the schedule should be built around kids, and what they needs are. We schedule everything now: We schedule reading blocks, we schedule intervention, we schedule math blocks, we schedule everything in elementary. And what that does is it really helps us come up with slots of time to be more flexible with. If everyone is doing their reading block from 9 to 11, we know that, everybody in the building knows those times are sacred, so we get less class interruptions, which is always a key. But also, if we want to do training, we know we don't do it during those blocks, we are going to do training in a different time. We probably have two, to two and a half hours at every grade level for reading. We start off our day with a whole group instruction, everybody is doing the same thing, and then we have about a half hour of AIS time, where some students would leave and get service provided by a reading specialist, and then for an hour we have reading stations, which are small group instruction, so if we can combine them, we can work on those skills better, they are getting as an additional thirty minutes of really intensive instruction. When we have our station, our small group time, I do have a teacher's assistant with me that really does help me get them run smoothly. Implementing RTI Results We have seen that the state score is moving up, you remember looking at benchmark data, from first, second, third benchmark. Oh My Lord, they were flying, they were skyrocketing, that's great, because those are the sub skills they need, to be able to read later on. We got smart on how to teach kids, studying data, studying kids, and then moving forward in helping them out. We have to fix those bad sentences and make them a good sentence, Isn't that exciting? It's going to be kids that are struggling readers, but they are not special ed. We are giving them support and we will hopefully get to get them more independent on using this support system, so when they get into the higher grades they'll be able to use those support systems in order for them to achieve at the level that they need. -Teachers sharing data about kids' success- Kids have ownership of their own gap, they know where they are, they know where they need to be and they are very proud of: “Look at it, I am almost there.“ These are beautiful. Because she has been working very hard. We are very proud of her, she is very proud, so she is going to find Mr. Crawford, so he can get her back to her... Thats Great! Great Job Sweetheart! So you have been following your numbers all along here? Typically it takes 3 to 5 years to get these things going. Get the universal screening, get the progress monitoring. You know, analize what you have right now and then move forward from there. Oh right, this is where we started, this is where we are. Why do RTI? Because it works. It truly does. It captures those kids that otherwise may have been going to special ed. that don't need to be there. For more information visit: © National Center for Learning Disabilities

Video Details

Duration: 7 minutes and 50 seconds
Country: United States
Language: English
Producer: NCLD
Director: NCLD
Views: 117
Posted by: deya_castilleja on May 3, 2011

Virtual Visit to Boulevard Elementary School and their Response to Intervention Model

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