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West Fargo

RTI

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In West Fargo, we are in the process of building a second high school to keep up with our growing population. Across our school district, we have adopted the response to intervention from the elementary to high school level. This article talks about how to implement in at the high school level. This has become a topic of debate between our current high school and the new high school. Currently, we have PLC's or learning teams, but they are based mainly on content area and departments, not who has the same students. The debate is that while we are in the processing of developing a new high school we should look at changing the implementation of our RTI classes. According to this article, and many of us think that PLC's should change to address students that we have in common not just by department. However, there seems to be quite a bit of resistance at the high school level to adopting this idea. It's done at the middle school levels, but for some reason not at the high school. I guess some us just can't understand why the change would be so difficult or how it could hamper student learning.

Principal of Oregon High School, Oregon, IL

"To say the problem is poor

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"To say the problem is poor instruction is not understanding the complexity of why students are not learning at the same rate and in the same way."

That was not said anywhere in my article. What I was attempting to articulate is that without a viable curriculum throughout the school RtI is a circular process that does not lead to long-term meaningful academic progress in a building. The first job of leaders when implementing a successful RtI program is to analyze and confirm that the core curriculum in their building is strong.

From what you have said it sounds as though this is not the case in your building. Thus, you have a great thing going in your building -- keep up the good work.

Middle School Integrated Curriculum-Aspiring Leader-Lifelong Learner

How can RtI be effective

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First of all- I have followed a team of about 150 students from 6th grade through 8th grade. I have monitored their data through progress monitoring Discovery testing and their standardized test scores, analyzed each strand where incorrect answers were consistent. Those students who are very close to moving up a level or who show over 200 point gain yearly are targeted. Making a schedule for groups not greater than four or five students at a time using empty classrooms during planning periods, and pulling out the students who are in close proximity of each other so time is not wasted is a plus. I also alternated weeks of math and reading. Finally 20 minutes of RtI with 10 minutes of mobility did not interfere with the classroom instruction as the teAchers have silent reading times built into block scheduling. Providing the students access to small group and individual instruction allows them the opportunity to learn questioning skills and thinking skills in a safe atmosphere.

Middle School Integrated Curriculum-Aspiring Leader-Lifelong Learner

RTI Strategies for Secondary Students

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RTI is a great way to utilize specific data to determine the strengths and weaknesses of students. I work closely with a team of teachers to insure students will get the benefits of uninterrupted classroom instruction. Some students need small group, individual instruction specific to their needs. Small groups provides students a safe and secure environment where questioning and thinking skills can be explored. The big idea is to teach students who need more one on one specific instruction how to analyze the bag of strategic tools and how they can be better Learners.
To say the problem is poor instruction is not understanding the complexity of why students are not learning at the same rate and in the same way.
RTI is helping students own their Learning

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