RTI: Part 2
Part 2 of RTI Q and A:
1) What is student progress monitoring?
Progress monitoring is defined as repeated measurement of performance to inform the instruction of individual students in general and special education. The amount of progress monitoring depends on where the student is in the pyramid. A student our is only needing core instruction-benchmarks assessments are all you need to do. Like DIBELS where you give beginning, middle and end of the year screening. Students in Tier 2 it's suggested that they are progress monitored bi-monthly.
Tier 3 students weekly or bi-weekly. It should be noted that progress monitoring Tier 3 weekly allows you to make changes more quickly and move these students through the referral process in a timely fashion. Depending on the skill, I'm working on, I do daily collection with things like letter identification, letter sounds, or number identification.
I'm a huge fan of having my students do their own graphing of their progress. It keeps them motivated and moving towards goals. I also send on these graphs home weekly. This is one way to keep parents in the loop on student progress. Parent involvement in the RTI process is huge and in Colorado required by the time a student is staffed for a learning disability. Part of our paperwork is to document what we did to keep parents informed through the whole process.
2) What are culturally and linguistically responsive practices?
The use of culturally and linguistically responsive practices by teachers involves purposeful considerations of the cultural, linguistic, and socio-economic factors that my have an impact on students' success or failure in the classroom. Attention to these factors, along with inclusion of cultural elements in the delivery of instruction, will help make the strongest possible connection between the culture and expectations of the school and the culture(s) that students bring to the school. Instruction should be differentiated according to how students learn, build on existing student knowledge and experience, and be language appropriate. In addition, decisions about Tier 2 and Tier 3 interventions should be aware of students' cultural and linguistic strengths and challenges in how they respond to instruction.
In Colorado, (and I'm sure with others) this means making sure core instruction in the classroom uses those research based strategies. That doesn't mean teachers providing interventions should tune in to those strategies. This is were my team tends to get hung up in the referral process. We have to prove that students are receiving those strategies in core and not making progress-when compared to others ELL students in the grade. This is where progress monitoring is a huge help.
Sites to check out:
1) What is student progress monitoring?
Progress monitoring is defined as repeated measurement of performance to inform the instruction of individual students in general and special education. The amount of progress monitoring depends on where the student is in the pyramid. A student our is only needing core instruction-benchmarks assessments are all you need to do. Like DIBELS where you give beginning, middle and end of the year screening. Students in Tier 2 it's suggested that they are progress monitored bi-monthly.
Tier 3 students weekly or bi-weekly. It should be noted that progress monitoring Tier 3 weekly allows you to make changes more quickly and move these students through the referral process in a timely fashion. Depending on the skill, I'm working on, I do daily collection with things like letter identification, letter sounds, or number identification.
I'm a huge fan of having my students do their own graphing of their progress. It keeps them motivated and moving towards goals. I also send on these graphs home weekly. This is one way to keep parents in the loop on student progress. Parent involvement in the RTI process is huge and in Colorado required by the time a student is staffed for a learning disability. Part of our paperwork is to document what we did to keep parents informed through the whole process.
2) What are culturally and linguistically responsive practices?
The use of culturally and linguistically responsive practices by teachers involves purposeful considerations of the cultural, linguistic, and socio-economic factors that my have an impact on students' success or failure in the classroom. Attention to these factors, along with inclusion of cultural elements in the delivery of instruction, will help make the strongest possible connection between the culture and expectations of the school and the culture(s) that students bring to the school. Instruction should be differentiated according to how students learn, build on existing student knowledge and experience, and be language appropriate. In addition, decisions about Tier 2 and Tier 3 interventions should be aware of students' cultural and linguistic strengths and challenges in how they respond to instruction.
In Colorado, (and I'm sure with others) this means making sure core instruction in the classroom uses those research based strategies. That doesn't mean teachers providing interventions should tune in to those strategies. This is were my team tends to get hung up in the referral process. We have to prove that students are receiving those strategies in core and not making progress-when compared to others ELL students in the grade. This is where progress monitoring is a huge help.
Sites to check out:
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