6A responses

I hope that you all are in good spirits. The question provided for this discussion is quite interesting and informative.  RTI (Response to Intervention) could be simply define as the multi – tier approach to high the learning and behavioral needs of the students and to support them in the best way possible.  In our school we utilize high – quality and scientific based instructions in the classrooms (Abou-Rjaily & Stoddard, 2017). We make sure to help our students in the best way possible. Universal screening of the students is also done with the help of Ongoing student assessment in the classroom. There is no doubt in saying that RTI is quite helpful for both students and the teachers to help the students to overcome the difficulties in the best way possible.

In my school, all of the teachers utilize the Tier I through group interventions, classroom m instructions of high quality and the screening to ensure that the difficulties faced by the students are not due to the vague instructions by the teachers. Here in our school we make sure to keep our instructions as simple as possible to convey the concept to the students easily (Grapin  et al., 2019). Curriculum – based measurement is also one of the ways we utilize in our classrooms.  As the Tier I is all about the basis of the performance levels. In Tier II, we utilize targeted interventions by creating the group of the students and providing them the needed instructions and interventions in the best way possible (Abou-Rjaily & Stoddard, 2017). When it is about the Tier III, we utilize the functional assessment and hybrid approaches in the classroom to get our desired results.

Jerrie

My first year in education we had an interventionist that pulled them for 30 minutes two times a week or three times a week based on what tier they were in. The interventionist and principal would meet every couple weeks to discuss progress or lack of progress and we either moved back to tier I or sent them for sped testing to see if they qualified.

When a new princial came in the process changed up a little. Tier I is high-quality instruction for all students. Tier II instruction is for students that need extra support to close small learning gaps. Teachers in the classroom provide support through additional small group instruction for 30 minutes 2 times weekly in, classroom. Tier III is for students that have large learning gaps and maybe in the process to be evaluated for the individualized education program. Students can move from tier III back to tier II or from Tier II to Tier I based on their progress monitoring.  Any extra support usually targets deficiencies in phonemic awareness, phonics, fluency, and vocabulary in order to increase comprehension. The classroom teacher must provide all additional support and any necessary paperwork and/or progress monitoring. We also do progress monitoring like you do online on easy cbm.  We also utilize blue folders to keep all information from kindergarten to third grade in case they do not pass the third grade reading test to show that we have provided support.  As the teacher we are responsible for devlivering instruction at at the different tier levels unless there is funding to hire interventitst to come him and help.  There are times when I feel like the process work for some students but not all.

Lahiquia

At Hollandale School District l, our Teacher Support Team gets its directive from the School District's MTSS/TST office.  At my school, we have an in-house TST/MTSS coordinator.  Her primary responsibility is to ensure that interventions are prescribed and implemented holistically. 

At the beginning of each year, the list of TST carryovers is presented to the appropriate teachers and administration. The academic team uses prior knowledge and data to determine if the interventions were successful for each student.  If not, the determination is made about whether the student will move up in the TST program or remain at the current level.

The program that we use for intervention implementation and tracking is iReady.  Instead of working on grade level, students can work at their ability level to close any gaps that may exist in learning.  Any student that is Tier 2 receives a minimum of 60 minutes of interventions per week. For Tier 3, those students receive a minimum of 120 minutes of interventions over a weekly period.

For students who are not carry-overs from the previous year, other methods are used to identify those who can benefit from the TST process. For example, teachers are asked to submit students' names that need to be brought before the TST committee.  The Early Warning System is another method of identifying students.  The Early-Warning System tracks data through the Student Information System to potentially flag areas of concern.  The data that is analyzed includes grades, attendance, and discipline.  When a student is flagged for discipline issues, they are then referred to TST for behavior.  All of those interventions are geared to helping students self-correct and excel.