MTSS/RtI

This past year my school has been working towards a new RtI model using PLC's (professional learning communities).

We are NOt even close to where we want to be and have so much more to learn,
however...

Everyone has an active role in the students learning!

Here is how it works...

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• Teachers complete beginning of the year assessments.
• Both grade level teachers review the assessment results for each student.
• Teachers use the above results to group the students by needs into combined grade level Rti groups.

student Groupings & expectations...

High Performers:

Specials Teachers
are expected to follow a lesson plan given to them by the gen. ed. teachers
OR
in some cases they can create a reading extension activity in their subject area (art, music, etc.).

High- middle performers:

Teachers plan the lesson for the paraprofessionals
OR
They complete a boxed literacy kit.

These students work with our general education teachers.

general education teachers

Low performers: These students work with our general and special education teachers.

Special education teachers

Since the teachers are the most educated in reading they get the lowest readers and plan the lessons.

COMMUNICATION

same grade level teachers get the same planning time so they are able to meet with each other & the parapros. to discuss Rti plans and groups.

However...
General education teachers do not have common planning time with specials teachers or the special education teacher. So, this communication is done via email.

the substitute teachers role

the role for the sub varies by teacher preference.

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• Some teachers have them take on their rti teaching role.
• others might cancel rti for the day and leave a whole group literacy lesson to be taught.

My role

since I received the most training in strategies to teach struggling learners I receive the lowest rti group.

this group is a mix of both special & general education students that struggle in reading.

I plan my own lesson & communicate with the teachers whenever possible (meeting, email, passing in the hall).

Sometimes I also co-teach large groups with the general education teachers
(more of a push in model).

My instruction varies based on the students needs.

Typically my groups include phonemic awareness skills, comprehension and/or fluency.

curriculum based measurements

cfa's

• Common formative assessments (cfa) were designed when both of our elementary schools met as grade level teams. They were created based on curriculum & the common core. they are given after each critical component is taught in the lessons.

dibels

• the dibels reading assessment is given to the students at the beginning, middle and end of the school year. It helps drive the rti groups.

delta math

• the delta math assessment is given at the beginning, middle, and end of the school year.
• delta quick checks are used after teaching the math lessons that coordinate with the delta math assessment & common core expectations.

fountas & pinnell

• this reading assessment is given at the beginning, middle and end of the year. it helps with rti groups.
• running records are completely every 4-6 weeks to ensure the students progress and an update on needs.

my school has a long way to go with rti. however, I am excited for this next year. my now full time position in the resource room will provide me more time to be apart of this process!