Reply to 

1.

At the school I work at, for our interventions with the students the teachers are responsible for all tier II documentation. If the student is in tier III their is an interventionist who will come pull the student and work with them for 30 mins if not a little longer. There are usually 4-6 students to 1 teacher in the intervention room.

To me I do not think intervention works as well as we hope it would. When there are student who are performing at a kindergarten level, but are in third and fourth grade there’s a problem. We do have a lot of EL students at our school so a language barrier is present. However, the tier system to me is very cookie cutter and not all students will fit that cookie cutter mold. Our interventions need to be more differentiated to better help our students.

The paperwork for doing interventions is overwhelming. It’s like an endless mountain of paperwork each time the child is pulled for the intervention. I do believe interventions can be very helpful and improve student learning, but I also believe there has to be a better way of providing interventions for our students that will benefit each individual student.

2. 

Discuss the intervention (RtI, Tier I, II, III) process in your school. How well is it working? Who is responsible for delivering instruction at the different tier levels? What about the paperwork involved?

I’m sure other districts are like the district I’m teaching in. Since I’ve been in the district, local schools use progress monitoring, work samples, student observations, and teacher test data to determine which intervention group a student should be in. There is a total of three different intervention groups: tier 1, tier 2, and tier 3.

In tier 1 intervention group, general instructions are provided to all students in a classroom setting. This intervention group is designed to provided learning access to all grade-level curriculum. In this group, all students are part of the instruction and additional intervention is based on the instruction the teacher is given. The second intervention group is tier 2 intervention group. During this intervention group, students who share and demonstrate similar skill insufficiencies or social/emotional/behavioral risk characteristics are apart of this group. In this intervention group, a collaborative interventional plan is created, supervised, and documented. For this intervention group, administrators are responsible. However, the general education teacher should share responsibility for the instructional planning and the decision-making process for these students. The last intervention group is tier 3 intervention. Tier 3 intervention group is the most intense group. Tier 3 intervention students are those who work in small groups, or individual lessons. Majority of the students in this group can get their support in a general education classroom. Yet, they may spend bigger parts of the day in a resource room. These students are inclusive in a general ed classroom but need additional support and tutorial. During our intervention blocks, we are directed to work with the students depending on their individual or group needs. Students are required to sign in and teachers are required to provide each student with a folder to keep track of their progress.

Edited by Vantashia Jones“>Vantashia Jones on Apr 14 at 5:15pm