RTI is something all teachers must use in order to meet the needs of their learners. In my school, we screen students at the beginning of the year through different types of assessments. In my third grade class, my students are mainly assessed using MAP data, benchmark tests, and by their classroom performance on unit tests and quizzes. Using this data, students who need accommodations can be identified and strategies can be implemented. Before the intervention takes place, I have a conference with all the parents to get their input on the best way to help that child. After the conference, we will implement the strategies discussed and monitor that student's progress. By midyear, if the student is not progressing as he or she should, we hold another conference to discuss new strategies. This process helps insure that students are getting the help they need and parents are kept informed.
There are some flaws throughout this process that can lead to accidental disregard of student needs. For example, the main testing used to screen students are MAP and benchmarks. There are students who may score well on these assessments, but still struggle in the classroom. These students do not qualify for some of the services they can receive outside of the classroom because they scored within the "normal" range. I also question the validity of these assessments, since the tests are written at much higher reading levels. These students, who need assistance based on their classroom performance, do not always get the help they need. I have a student this year who fits into this category and it has been a struggle for me to find ways to help this child.
In order to help this child, I think more collaboration is needed. Part of the reason why I struggle with helping this child is because I feel like it is solely up to me to provide help. I need to go to others in the building for support in implementing strategies. For example, her speech teacher can help the child with listening comprehension, an area where I see a deficit. I could also have the student come in early to get extra practice with me on the skills she needs. I think a meeting with the student and her parents to set goals for school and home would also be beneficial since the potential is there, but the student is not performing at that level. Through more communication, this child could receive the help she needs to be successful in the classroom.
I stand and applaud you! If you see a deficit in listening comprehension, utilize the speech teacher as often as you can. Talk with the speech therapist and ask for advice and any information they are willing to give you. Keep up the good work and push the parents if you have too! They are blessed to have their daughter instructed by such a caring teacher!
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