As February sets in Response to Intervention feels more urgent and classroom teachers begin to raise more serious concerns about student work or growth. At this point in the year I know my students very well and I communicate with their families regularly. As a classroom teacher I knew them even better. I knew their siblings and parents, the specific cultural or familial traditions they enjoyed, their favorite and least favorite things to do, and what was easiest and hardest for them in the classroom.
In November teacher referrals flow freely with concerns about students’ attention, their writing conventions, math computation, often we discuss inferential comprehension and other multi-faceted concerns during these fall and winter meetings. As the winter settles and everyone starts hoping for spring, the conversations become more serious because all of a sudden, in a blink of an eye, our time with our class is limited.
What do we need to put in place so this child can be successful next year? Have these interventions been monitored closely? What is making a difference and what is not? What does that mean for at-risk services and evaluation referrals? What do the parents think, are we seeing the same things at home?
As we head into a season of Tier 2 & 3 meetings all over elementary schools, I beg that we remember the purpose of RTI. We do not refer students so they can receive support outside of our classroom or because they “aren’t learning” within the walls of our larger community. RTI is a system used to support students that need it temporarily and to identify students that need permanent support so they can have a positive school experience and learning can become a lifelong habit.
Onward my educator friends. We have crossed the threshold of mid-year, we know our students well, they feel secure in our community and are beginning to advocate for their own needs [hopefully], so let’s provide them with the support they need to flourish.
Teaching, Leading & Learning 