So, let me tell you a little bit about my experience with Response to Intervention, aka. RtI.
I’m going to be real – I didn’t have a thorough understanding of RtI until this past year when I took on the role as the Title I teacher and became responsible for collecting and analyzing data for our entire school, moving kids in and out of interventions to best support their individual learning needs, and working with teachers to help make the best instructional decisions for our kiddos. Overwhelming? YES. But super informative. I was finally able to see the “big picture” and really self-reflect about my former RtI practices.
So, briefly, let’s talk about my former RtI practices.
At best, I was differentiating instruction by leveling reading groups during “RtI block.” At worst, I was differentiating instruction by leveling reading groups during “RtI block.”. Tiers? You mean the tears I was crying because I was overwhelmed and lost and confused and I DONT KNOW WHAT RTI IS and DOES THE I STAND FOR INSTRUCTION OR INTERVENTION?!?!?!?
I HAD NO IDEA WHAT I WAS DOING.
And I am here to openly and honestly admit that.
But, now, I get it. I understand it. I see the GREAT benefits it has for our students. I believe in it.
I really want to share what RtI looks like in our building, but that’s another post. A long post.
What I do want to tell you is that intentional teaching, rigorous curriculum, fidelity in research-based programs, the implementation of school-wide, daily RtI, and AMAZING teachers, administrators, and staff has paid off in a BIG way for our school.
After being identified as a “Needs Improvement” school for years, we have finally achieved PROFICIENCY status!!!!!!! And, not only have did we meet proficiency, but we also grew 23% points, met our AMO, and had the most growth of any elementary school in our school district!!!!!
I don’t want to brag, but I DEFINITELY want to celebrate!!!
We are so dang excited! And not just because our efforts have finally paid off, but because – most importantly – our kids are growing and learning! Woo hoo!
To celebrate, I’ve put my newest RtI product (exclusive for kindergarten) on sale until midnight tonight!
It’s specific to phonemic awareness and addresses CCSS.ELA-Literacy.RF.K.2d, which states that students should be able to isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (CVC) words. Click the pic below to check it out in more detail 🙂
Inside, you’ll find easy, kid-friendly activities for helping students practice skills to help them develop their phonemic awareness. One of my favorite things about this resource is the student-friendly directions that you can display using clear, plastic photo frames! By adjusting your printer settings, you can print for larger or smaller frames as shown below! This is a great way to help students visualize the directions and focus on the objective at hand.
Every activity is easy-peasy, includes options for progress monitoring, and requires only straight-line cutting! I tried to keep in mind how much fun it is to cut around detailed pieces 😉
Oh, and did I mention this resource was inspired by my own kiddo? He was having a little trouble identifying medial vowels and ending consonants, so I decided we need a little intervention to use at home 🙂
I’m off to a 3-hour data analysis meeting (where we really dig into our state testing data), and I can’t wait to hear the details of our success and our current challenges so that we can continue to help our kiddos.
Happy Hump Day! Woot Woot!
PS. That’s a Hump Day camel on top of Iron Man (according to Becks). Have a good one!
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