Understanding RTI

One way to really reach the educational needs of those bubble kids (students who struggle with reading and are below grade level in reading and writing scores) is to set up an individualized Response to Intervention plan. There are three tiers to the RTI plan. The first level includes lessons given to all students. The second level includes students that are struggling with grade level material but are not classified as needing special education services. However, they would benefit from some extra help and interventions. The third level works with students with IEP's and are given resource aid because they qualify as needing special education services. This third level also brings attention to the high ability students who need more enrichment in their lessons because they are above grade level in their abilities. Teachers use this RTI pyramid of three tiers to classify what type of instruction each child needs. Yes, the world has come to having each student with their own IEP. However, don't fret, administering to the needs of all students can be done without hours of prep time.

When I was told to think of students who I thought would classify as Tier 2 students, I looked at NWEA scores, ISTEP scores, lexile scores and RIT bands, attendance, attitude, grades, student work, and participation. I focused on students that were putting effort into their studies and would really benefit from more individualized instruction.One student in particular, whom I will refer to as "Katie", really blossomed because of the RTI instruction. First, I talked with Katie about her studies and had her explain her frustrations and struggles. I also administered the Garfield Reading Survey to better understand her feelings towards reading. Then we came up with two goals she would work on in order to boost her scores and grades. I offered modified assignments to Katie, gave her extra time, and moved her to an easier spelling group. Luckily, our school has a program called Inform in which I could record the interventions I was offering Katie. After two weeks, I looked at her daily assignments,quiz scores, and daily participation. Katie was no longer getting F's, but getting high D's. I recorded that I would continue this intervention for another two weeks. Again, I repeated my assessments at the end of that time and she was now getting C's. I also recorded that I had met with her during more one-on-one conferences to make sure that she fully understood the requirements and assessed her progress.

Katie got a B as a final grade for the year and had created some really great products from her comprehension of units. I had her retake the Garfield Reading Survey and was excited that her attitude about reading and writing had also changed. She had also changed her group of friends to a more responsible, hard working group of girls who helped keep her motivated.