The teacher instantly knows the student requires substantial intervention to address her deficits. Later that morning, a placement test is administered to identify the specific level of intervention needed. Before the end of the day, the student is receiving intervention that historically would take months or years to secure. Because the school has a proactive support structure with highly effective interventions, the student achieves nearly two years of reading growth by the end of the school year.
Now, which scenario do you want for your school? Which would you choose for your own child? Which would you prefer to work in as a teacher? Skill Deficits and Long-Term Implications Too often, intervention occurs late, is fragmented, and is not supported by the system as a whole. Using traditional intervention structures, struggling students and the educators who support them are unlikely to achieve long-term success.
By the beginning of high school, years of struggle and basic skill deficits set the stage—high school students fail core classes. If students receive one semester F, the likelihood of graduating goes from 83 percent to 60 percent. What do students failing core classes most often have in common? Basic skill deficits in reading and math. Few high schools are set up to address the underlying reasons why students fail. Tutoring, help with homework, and study skills are the most common remedies applied, yet they do little to address skill deficits that drive student failure—the same deficits that have been in the making since kindergarten.
With good intentions, elementary and middle schools also have structures that go through the motions of intervention but fail to have lasting effects.
In a typical school in which the percentage of students in each risk category remains constant as students progress through grades, intervention is often a series of unrelated strategies taught in isolation for 30 minutes per day with little to no reinforcement or connection to the rest of the school day.
Moreover, interventions fail to be adequately differentiated and violate critical principles of intervention such as repetition, scaffolding, modeling, and correction procedures.
Without a systematic protocol for carrying out intensive, targeted, and long-term years as opposed to weeks or months interventions coordinated from grade to grade, teachers have little hope of addressing the problems that interfere with graduation years down the road. In schools with systematic schoolwide structures of support, coordinated from grade to grade and carried out across all school environments, the percentage of at-risk students decreases from grade to grade as the percentage of students at benchmark increases.
Schoolwide Support Structures To be successful and sustainable, schools must have support systems that differentiate according to student needs. The most important rule is that one size does not fit all, meaning that students are provided what they need rather than what is necessarily prescribed at their given grade level.
Lessons from schools with longstanding RTI systems suggest that differentiated systems must be established to carry out varying levels of instructional support to meet the needs of all students. Such a structure is designed around student needs, from the high-achieving student to the learning disabled. The school:. In the first example, three third-grade classrooms have a minute block for reading instruction.
For the first 30 minutes, students remain with their homeroom teachers who read aloud and introduce key vocabulary tied to the core reading curriculum. Even students far below grade level participate and benefit from hearing the vocabulary and stories. After 30 minutes, Walk to Read begins. Intensive students from all three classrooms walk to one classroom, and the Benchmark and Strategic students are evenly distributed into two classrooms.
In the Intensive classroom, students are placed in a highly structured reading program that adheres to the critical instructional design principles. Although all Intensive students are in the same intervention, they place at different levels according to their skill development.
In this article, the author stresses that without intensive, targeted, and long-term interventions, students' major skill deficits cannot be successfully erased. Principals can decide how to arrange their building to support students and teachers. They can develop a tiered structure to support individualized student instructional needs that does not, by design, assume one size fits all.
Tel: ; Tel: ; Fax: ; e-mail: naesp naesp. Irwin's agenda for the presentation. During the presentation, Mr. Irwin and the planning team field questions from the staff and provide as much information as they can.
At the end of the meeting, Mr. After reviewing the survey results, Mr. Irwin and the planning team are excited that a majority of the staff supports adopting the RTI approach. Listen as Principal Brian Miller shares his experiences with gaining teacher commitments time: View Transcript. Transcript: Brian Miller. When introducing a new approach or strategy to their schools, principals must keep such factors in mind and must consider how this change will impact the students, the teachers, and the school in general.
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