RTI+-Response+to+Intervention

Fremont Teachers Attend RTI Conference - November 2010

In November, Donna Comminsky, Leigh Anne Mosser, and I attended a conference titled, "Coordinating Title One and Response to Intervention: Strategies that Work." This woman had so much material to share that I felt very overwhelmed and it's taken a while to absorb all of this, although we're already doing many of the things that she shared. She began with assessing the students, using a universal screener, then moved into Tier One as core instruction in the general education setting, using both whole groups and small groups and is the responsibility of the classroom teacher. Tier Two interventions should be based on individual student data. The interventions should be designed to limit the duration of the students' issues.The speaker strongly suggested that monthly meetings are needed to monitor the progress of these students and to adjust their instruction. These students should be progressed monitored. Tier Three Interventions should be provided to students who have made almost no progress after receiving 10-20 weeks of Tier Two interventions. Tier Three should increase the intensity of the instruction by decreasing group size and by increasing intervention time and increasing practice. She also suggested that these students be progressed monitored weekly. She also stated that she feels that Title One teachers should be working with Tier Three students. She felt that the role of the Title One teacher should be more concerned with diagnosis and providing insight to the classroom teachers. She also provided a lot of management and organizational ideas with models and checklists. However, I think, our favorite thing was Tumblebooks. These are provided online by The New York City Library. Donna told me that she just googled tumblebooks and found it. There are lots of stories, puzzles, and games to use on this site. It's wonderful!

"It takes four times as long to remediate a student with poor reading skills in fourth grade as in late kindergarten or early first grade."

"The probability of remaining a poor reader at the end of fourth grade, given the child was a poor reader at the end of first grade was almost 90%."

---Two quotes from our handouts. Submitted by Nancy Ziemke = All Fremont Elementary Schools built a team of teachers during the summer of 2009. Starting in August and throughout the school year, this special group of teachers learned together about Response to Intervention and moved toward co-teaching. During monthly meetings as a district, and countless building collaboration the journey continues. = ====Lutz Staff provided professional development to the District RTI team on March 17. The theme was Disney World and we all got gift bags to remember the trip. Thank you so much for your hard work. Please post your websites on the bottom of the page by clicking "edit" paste your website, then click "save"====



**Working in pairs they shared ideas they learned at a conference they attended. GREAT JOB:**


Websites to check out. Centerforinstruction.com Eric Jenson's Brain Work fcrr.org interventioncentral.org literacymatrix.com nationalreadingpanel.com RTInetwork.com Teachingmadeeasier.com Whatworksclearninghouse.com iaspire learnia