What I do

I'm always asked what my job looks like. What kinds of students do I work with throughout the day?

As a Resource Teacher in Exceptional Needs means that I have a room (YEAH) where I can do small pull out groups to provide targeted interventions for students. These days, in my district, I don't just provide services for students with learning disabilities but I also have students with autism, physical disabilities, and speech too. It all depends on what kind of support the student needs to be successful and make progress. I have some students I only see in class for 30 minutes and have others that I see closer to 9 hours in a week. Each year my high needs students shift depending on the grade and how much progress the student made the year before.

I work closely with grade level teams to ensure students are generalizing what I teach in small groups back into the classroom. I plan with grade levels as much as possible-it tends to be with the ones where I have the greatest need. This year its my sixth graders. I have my work cut out.  But with the help of those teachers, we can get those students to grow at least a year or more before they go to middle school. I hate to send on students who struggle with reading anything close to grade level. They are scary low. I help teachers focus on making data based decisions--and that hard with a curriculum that's paced out to ensure that all the tested material is covered before state assessments. It's great that we see the kidoos as ALL of our's--it helps when making the hard calls.

Where do all the RTI kids go? The last two days, my life has revolved about all the students who are reading below grade level 1st to 6th. Our school has 2 Title One Reading Teachers and 2 Exceptional Needs teachers. Myself and my counter part broke apart the students with IEPs because they are our number one priority. Once the students are broken into strategic and intensive, we start looking at how best to group them. Then, we go back and look at who is going to take which group. We look at where the great grade level need is first and start figuring out who is going do take which group and for how long. We make decisions based on the data and putting the kids first. Our Title 1 team may service a student on an IEP sometimes and that's okay. And I may have group that's all RTI kids and that's okay. Because it's about what the kids need not what's best for the adults. (Yes, our district says another interventionist can provide IEP services. It just means that we have to talk way more offend and make sure the parents are okay with that.) the RTI kids get their needs met as well. We make changes as we need to--that's what progress monitoring is for. Kids come and they go as they need to. With the make-up of the group changing as long as the kids are making moves.

So, what does my day look like?? Well, I don't know let. I know that I have students who need in class support for math and pull out for math that I must do. I know that I have students that need an hour a day of reading. I guess--I have a very rough draft of what my day looks like. I think I even have a lunch and plan :-)   Will this plan change if I get more students with IEPs--you bet. IEPs get my time first and then RTI.

That's what Resource is in my building. What does it look like in your build? I hope you have had a wonderful week and are planning something fun for the long weekend.


1 comment:

  1. We are still trying to build a good resource program in our school (private). I'm so glad you posted this. I just found out I may be able to work 4 days at my school next year to help support the large number of kids coming in that need it. I am in charge of 8 IEP kids and currently we have 9 RTI kids this year with only 3 days. I would love to pick your brain some more eventually to see really see how you group the kids and make your schedule.
    Taylor
    BakingCraftingTeaching Oh My!

    ReplyDelete

About Me

Welcome to my all thing special education blog. I empower busy elementary special education teachers to use best practice strategies to achieve a data and evidence driven classroom community by sharing easy to use, engaging, unique approaches to small group reading and math. Thanks for Hopping By.
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