Gr 2 Email Blast Feb 16 2018
Happy Friday!
We had a great Reading PLC yesterday led by Ms. Roseman and Ms. Holm. Our focus was common mistakes made with interventions, and it was extremely helpful and relatable information. If you have a minute to read through some of our talking points, you might find a tip or trick to improve your intervention strategies! Or, check out the pictures I attached of our posters.
*If nothing else, skip to the bottom and read the “Take-aways” section, please!!*
Mistake #1: Thinking Intervention, NOT Instruction
-ALL STUDENTS SHOULD HAVE ACCESS TO GRADE-LEVEL STANDARDS
*Do not remove at-risk students from quality core instruction
-We need to intervene with a gradual release of responsibility by:
-Establishing the purpose
-Modeling
-Guided Instruction
Mistake #2: Relying on Prepackaged Curricula
-Figure out WHY the student is struggling
-Look for patterns in errors students make
-Align materials with students’ needs
Mistake #3: Isolating Teachers and Interventionists
-COMMUNICATION, COMMUNICATION, COMMUNICATION
-Updating interventions as necessary if they are not successful
-Once an intervention is in place, don’t just push it to the side and carry on
Mistake #4: Making Data Decisions Alone
-RTI committee looks at data collaboratively to figure out…
-what intervention works for each student
-trends
-Reading specialist shares insights about what is effective
-Extra eyes on data can spot a trend that was overlooked
Mistake #5: Leaving the Family out of Planning
-Family Involvement is an important consideration in RTI efforts
-Families can help determine ways to accelerate student progress
-Families become frustrated when they learn that their child has been involved in an intervention without their knowledge
-It’s good practice to invite parents into the process of their child’s education
-Positive communication IS communication!
Take aways/What can WE do??
- Work with ESOL, HSM teachers to find good times for at-risk students to be pulled so that they are not missing instruction; make sure core instruction is well scaffolded
- Regular communication with other adults the child sees (ESOL, Special Ed, Speech, etc). Possibly build a time into your collaborative planning block to allow for updates on at-risk student progress with non-classroom teachers
- Communicate with families as much as possible about interventions and for deeper insight on a students’ strengths and needs
In the end, it comes down to working as a team to intervene with our at-risk students. It is easy to get caught up in what we are doing with them, and forget how many other people are on our side and attacking the same goal. The more heads that are put together, the more beneficial it will be for the student. Be on the same page and don’t be afraid to change it up when things aren’t working.
Have an awesome Friday, a terrific long weekend, and keep being the awesome teachers and co-workers that you are!