Ch. 1 Synthesis

With RTI and my knowledge of its benefits, when a child is showing below level work in Reading or Math, I contact those interventionists right away to come pull that child to screen.  When the interventionists progress monitor my RTI students and give me progress monitoring data, I analyze the data and know where he/she is.  This helps with conversation with the interventionists and ensures us to be on the same page.  I also am aware of the certain target instructional goals that are made for the students specifically. 

I could analyze the progress monitoring data more extensively and know exactly what area of the subject needs more work.  Instead, I just focus on the general subject.  I could also know exactly what lessons are being taught when my students go to RTI and what verbiage the interventionists use.  Using terms they become familiar with in RTI will carry over to the general classroom and could help students be more in tune with certain skills being focused on and helping them to progress faster. And with the actual program terminology, I’m not too familiar with such as the tiers and the two different RTI models, I know the basic idea of them but would like to see them in practice.

I should attend more professional development on RTI to know exactly how the program is ran.  I also want to ask the interventionists at my school to give me a copy of their lesson plans.  Our Reading interventionist was doing that in the beginning of the year by his own choice, but has stopped.  I’d like to know the specific data for each child and will ask the interventionists to be more detailed and send an e-mail bi-weekly to let me know what exact areas of the subjects to focus the most on.