The RTI method is fully described in the article reading for today. It talks about the tiers that are discussed. In the first tier all children are included in the classroom. In the second tier children are pulled that are havng trouble understanding the material that is being overed. The tiers then go further up with fewer students thta are being weeded out. As they move farther up the pyramid children are receiving more help with the areas that they are struggling in.
The base model of the RTI model is used for the entire classroom. The article explains that most teachers are already implementing this into their classroom. This would just mean the normal classroom procedures and curriculum are already in place and that no real changes have been made. It is in the tier that a teacher would notice that some children are starting to struggle. This would then trigger her to start implementing methods to help them.
In the tiers that follow, teachers will startimplementing methods that will help children. This would mean that they would start using the CBM to assess the children based on the curriculum that is already in place. At this point, a teacher would be able to see that certain children are falling behind in reading (mainly). At this point the teacher would start working COLLABORATIVELY with other teachers, administration, and the parents to help the child. All of these individuals would work together to see what modifications can be made to help the child in school and when they are at home.
I really feel that there are children in my head start that would benefit from RTI. I think that the teachers do ot realize that they are already putting the base model into place just by using the basic curriculum. Analyzing the problem would be the first step that needs to be used. The teacher needs to be aware of what the issue is and how they are prepared to handle it. The next step would to be to use CBM. I think that this would benefit the children because again, they are pulling the testing material from what is already being used in the classroom. I next think that modifictaions should be made. The teacher would be able to see that the child may be having trouble with phonics and will be able to zone in on the problem area. I think that the collaberation part of RTI is useful next. The teacher needs to make all other involved aware of the changes that are being made so that everyone else will be able to follow in this step. The last thing would be to have FORMATIVE assessments done throughout the year. This will allow the child to focus on things that they have recently discussed and not materials from a long time ago. This would also allow the teacher to see periodically if certain modifications are working or if others need to be made.
I have learned so much from this class and the articles that we have read. I really feel that many modifications could be made in my head start room. if these are made then I feel that the children will be able to move forward in their learning process and succeed in the classroom!
Wednesday, October 19, 2011
Real Classroom Experiences
If you were a first grade teacher and noticed that a student was struggling, what would you do? Would you follow the advice of a colleague and just say they were a "late bloomer" and would catch up next year?
If I had a student in my classroom that was struggling I would never put the problem off as a “brain maturation issue” and just let the teacher they had next year worry about. It is my job as that child’s teacher to do all I can to help them. If I knew a child was struggling, it would be time for me to implement some changes to my curriculum. First, I would find books that were on a level slightly lower than what other children may be reading because I want to challenge my students, not overwhelm them with unrealistic expectations. I would then introduce the child to phonics. As we have discussed in class, children that are struggling will be more likely to succeed with phonics then trying whole language practices. I would give the class worksheets to practice what they were learning, but break down the “poor early reader’s” worksheets into a phonics type of exercise. I saw that the child was improving; I would gradually make the worksheets harder until they were at a more fitting reading level. I would try to not pull the student out of my classroom because I would want to try group work were these children that were struggling could also be offered help and support from their peers. As I have mentioned in class, peer interaction is very important to me. I would do all I could to ensure success for EVERY child in my classroom.
Skill Level Learning with Late Bloomers
What is the primary skill poor early readers are lacking?
Phonemic awareness was the critical skill that seemed to be lacking in the poor early readers. “Phonemic awareness is the understanding that words are made up of sounds which can be assembled in different ways to make different words” (Time4Learning). Many children were having trouble just sounding out words as they tried to read them in texts. As the article mentions, researchers believed that the problem stemmed from decoding. They believed that the children did not understand the sounds that letters could make when they were arranged differently to make certain words. As we have all seen in field studies, children do struggle with decoding what sound a letter makes in certain words. The children from this study were tested in the first grade and did not reach the “ceiling” of test scores until they reached the third grade. This would mean that these children were already two years behind their peers that were not struggling in the first place.
Phonemic awareness was the critical skill that seemed to be lacking in the poor early readers. “Phonemic awareness is the understanding that words are made up of sounds which can be assembled in different ways to make different words” (Time4Learning). Many children were having trouble just sounding out words as they tried to read them in texts. As the article mentions, researchers believed that the problem stemmed from decoding. They believed that the children did not understand the sounds that letters could make when they were arranged differently to make certain words. As we have all seen in field studies, children do struggle with decoding what sound a letter makes in certain words. The children from this study were tested in the first grade and did not reach the “ceiling” of test scores until they reached the third grade. This would mean that these children were already two years behind their peers that were not struggling in the first place.
Two Different Theories?
In your own words, please compare and contrast the developmental lag theory and the "early reading weakness as a skill deficit" theory.
I had heard the term “late bloomers” but never really taken its possibly meaning into context. There are so many students that could fall behind in a classroom if, as a teacher, I am not looking for early signs. As mentioned in the article, the main difference between developmental lag and skill deficit theory is that the developmental lag theory based that the brain would mature and that any intervention at an early stage would not be necessary. The skill deficit theory argued that waiting could ultimately hinder the learning of the child further and that steps needed to be taken at a young age or as soon as possible. The commonality between the two is that there has been a recognized struggle with a student’s reading and teachers and parents alike see that a child may need help in the future.
My assessment of these theories came from the article, "Waiting Rarely Works: Late Bloomer Usually Just Wilt."
I had heard the term “late bloomers” but never really taken its possibly meaning into context. There are so many students that could fall behind in a classroom if, as a teacher, I am not looking for early signs. As mentioned in the article, the main difference between developmental lag and skill deficit theory is that the developmental lag theory based that the brain would mature and that any intervention at an early stage would not be necessary. The skill deficit theory argued that waiting could ultimately hinder the learning of the child further and that steps needed to be taken at a young age or as soon as possible. The commonality between the two is that there has been a recognized struggle with a student’s reading and teachers and parents alike see that a child may need help in the future.
My assessment of these theories came from the article, "Waiting Rarely Works: Late Bloomer Usually Just Wilt."
Frequently asked questions about RTI!
Q: Why would one school do RTI and another would not?
A: There is a perception that there is a lot of work associated with using RTI. Many times schools may have a lot of veteran teachers that find older methods to be working in their classroom and feel they do not need to change the set up.
Q: How much more teaching training is needed to understand RTI?
A: Actually, many methods used in RTI are already being implemented in the classroom through regular instruction. I have found that "Article 7" is a very useful tool in understanding Indiana's outlook on Special Education laws!
Q: Are the tiers a statewide thing or basic principals?
A: The tiers are just basic principal but many school will make different generalizations based on what works for their curriculum.
Q: Why wouldn't all teachers want to do RTI?
A: Much like question #1, teachers may feel that there would be a lot of extra work involved in this process. They may also feel that they are not well equipped to handle RTI, when again, they may already be modeling different steps in their classroom right now.
Q:How can parents collaborate with teachers to make RTI happen?
A: The biggest thing that parents can do is be honest about the struggles that they are seeing at home. This will help the teacher to understand where certain problems may arise and also allow for the parent and teacher to work through ideas that will work both in the classroom and at home!
Q: Do parents get open access to their students' records?
A: Absolutely! Teachers should be sending home reports and graphs that monitor the progress that the student is making so that collaboration between school and home can be as strong as possible!
Q: Is RTI just for reading?
A: No; many times RTI is commonly used for reading but it can be used in any academic or possible behavior issue that may arise. But more commonly you would see this used in reading at the Elementary level.
Q: Does this apply to behavior?
A: Yes, RTI is a great system that can monitor behavior and the issues that arise most often. There are methods that can assist through the different tiers, such as PBS (Positive Behavior Support).
Q: How does this differ from tracking?
A: RTI is used to HELP the student succeed. Tracking labels a child from the beginning as a child with issues that may be beyond their control and therefor would keep them from being a part of the class! Tracking is something that will ultimately alienate a student from their peers while RTI will help them get back on track!
Q: This seems to require a lot more staff. Does this hold it back?
A: There is a perception that more staff would need to be hired but this is not the case. It is actually more beneficial that the classroom teacher do all the assessments since they are the one that spends the most time with the student. The CBM tests that would be used are fast and the teacher would be able to get through the entire class in under an hour if kept moving!
A: There is a perception that there is a lot of work associated with using RTI. Many times schools may have a lot of veteran teachers that find older methods to be working in their classroom and feel they do not need to change the set up.
Q: How much more teaching training is needed to understand RTI?
A: Actually, many methods used in RTI are already being implemented in the classroom through regular instruction. I have found that "Article 7" is a very useful tool in understanding Indiana's outlook on Special Education laws!
Q: Are the tiers a statewide thing or basic principals?
A: The tiers are just basic principal but many school will make different generalizations based on what works for their curriculum.
Q: Why wouldn't all teachers want to do RTI?
A: Much like question #1, teachers may feel that there would be a lot of extra work involved in this process. They may also feel that they are not well equipped to handle RTI, when again, they may already be modeling different steps in their classroom right now.
Q:How can parents collaborate with teachers to make RTI happen?
A: The biggest thing that parents can do is be honest about the struggles that they are seeing at home. This will help the teacher to understand where certain problems may arise and also allow for the parent and teacher to work through ideas that will work both in the classroom and at home!
Q: Do parents get open access to their students' records?
A: Absolutely! Teachers should be sending home reports and graphs that monitor the progress that the student is making so that collaboration between school and home can be as strong as possible!
Q: Is RTI just for reading?
A: No; many times RTI is commonly used for reading but it can be used in any academic or possible behavior issue that may arise. But more commonly you would see this used in reading at the Elementary level.
Q: Does this apply to behavior?
A: Yes, RTI is a great system that can monitor behavior and the issues that arise most often. There are methods that can assist through the different tiers, such as PBS (Positive Behavior Support).
Q: How does this differ from tracking?
A: RTI is used to HELP the student succeed. Tracking labels a child from the beginning as a child with issues that may be beyond their control and therefor would keep them from being a part of the class! Tracking is something that will ultimately alienate a student from their peers while RTI will help them get back on track!
Q: This seems to require a lot more staff. Does this hold it back?
A: There is a perception that more staff would need to be hired but this is not the case. It is actually more beneficial that the classroom teacher do all the assessments since they are the one that spends the most time with the student. The CBM tests that would be used are fast and the teacher would be able to get through the entire class in under an hour if kept moving!
Wednesday, October 12, 2011
CBM Now and Then!
When I was first asked to answer questions on Curriculum Based Measurement, I found this a daunting task! I thought that CBM was something that not every teacher would be able to do. I thought that teachers would have to have so much extra training and wondered how this would be possible on limited school budgets. My biggest concern however, was the fact that I thought students were being given assessments on curriculum that they may not have already known about!
I was pleased to find out that CBM is a test that any teacher would be able to give. It would have to do with material that has already been covered in class. This does not mean that the student has already seen the assessment but that they will have seen the initial curriculum in the classroom. I was very pleased that this seems to be an easy task for any teacher to complete that would not take a large amount out of busy class time. These assessments can be as short as one minute in length. It is amazing that teachers would be able to see that a student is struggling in such a short assessment. This would be effective in the classroom because the teacher will see sooner that a student is struggling and will be able to get them the help that they need right away!
I was pleased to find out that CBM is a test that any teacher would be able to give. It would have to do with material that has already been covered in class. This does not mean that the student has already seen the assessment but that they will have seen the initial curriculum in the classroom. I was very pleased that this seems to be an easy task for any teacher to complete that would not take a large amount out of busy class time. These assessments can be as short as one minute in length. It is amazing that teachers would be able to see that a student is struggling in such a short assessment. This would be effective in the classroom because the teacher will see sooner that a student is struggling and will be able to get them the help that they need right away!
Pre- School RTI!
Many people think that Response to Intervention can only be done in upper level grade school and beyond. I have attached an article that shows easy steps that teachers can use in lower grade levels to start intervention in the classroom! This article offers great tips for teachers that may be struggling with how to intervene at such a young age!
Follow this link! ---> https://resources.oncourse.iu.edu/access/content/group/FA11-BL-EDUC-E351-2306/Rebecca_s%20Stuff/Week%207/W7.%20Roadmap%20to%20PreK%20RTI.pdf
Follow this link! ---> https://resources.oncourse.iu.edu/access/content/group/FA11-BL-EDUC-E351-2306/Rebecca_s%20Stuff/Week%207/W7.%20Roadmap%20to%20PreK%20RTI.pdf
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