Response to Intervention
Many new teachers worry about students who seem "behind" in relation to the rest of the class. However, it is important to note that being "behind" doesn't indicated a learning disability. A learning disability is present when the student does not respond to scientifically validated interventions like other students. Below is a list detailing how to correctly implement Response to Intervention (RTI) in the classroom.
Tier 1: Full Class Intervention (Green)
- Universal Screening to identify students who are behind
- Full Class Intervention
- Fidelity Check: have a fellow teacher come in observe you to make sure you are performing the intervention correctly
- Progress Monitoring: measure the progress of those students identified as behind
Tier 2: Small Group Intervention (Blue)
- Choose a different intervention to implement with the small group of students who did not make progress during the full class intervenion
- Fidelity Check: have a fellow teacher come in observe you to make sure you are performing the intervention correctly
- Progress Monitoring: measure the progress of those students receiving the small group intervention
Tier 3: Special Services (Red)
If small group intervention is still not meeting the needs of some individual students, Tier Three will be implemented. This is when students will need to receive individual interventions from special education staff or other specialists outside of the classroom.
Additional Resources
Spiritual Support
"Be not wise in your own eyes; fear the Lord, and turn away from evil. It will be healing to your flesh and refreshment to your bones." Proverbs 3:7-8 (ESV)
It is a temptation in the teaching profession to assume the role of the well-rounded expert--wise in his/her knowledge of the content, and of human developmental stages and the early signs of learning disabilities. While teachers are extremely well-trained, we have not perfected every aspect of our profession. It is important, especially when implementing RTI, that we do not rely on our own understanding, but on scientifically validated interventions and the expertise of specially trained educational specialists. Then, and only then, do we have a chance at successfully helping our students.
It is a temptation in the teaching profession to assume the role of the well-rounded expert--wise in his/her knowledge of the content, and of human developmental stages and the early signs of learning disabilities. While teachers are extremely well-trained, we have not perfected every aspect of our profession. It is important, especially when implementing RTI, that we do not rely on our own understanding, but on scientifically validated interventions and the expertise of specially trained educational specialists. Then, and only then, do we have a chance at successfully helping our students.