Response to Intervention

The article Response to Intervention (RtI):  An IDEA Whose Time Has Come, as well as the article Differentiate Instruction and RTI: A Natural Fit define response to intervention as a way for educators to respond to individualized student learning needs before referring a student for special education.  Both articles agree that the goal of the RTI process is to provide interventions for a student before gaps occur in their learning that are too great to be closed.

The articles also both mention that RTI is structured based on pyramid structure.  Interventions become more consistent and intensive as students move to the top of their tiered structure.  

The article Response to Intervention (RtI): An IDEA Whose Time Has Come emphasizes the importance of TIER one instruction.  The article mentions the use of using research based materials and providing professional development for teachers to ensure that lack of instruction is not a cause for students to be referred to special education.

The article Differentiate Instruction and RTI: A Natural Fit discusses that RTI and differentiated instruction are not two different campus initiatives that lend themselves to student success, rather they are interconnected strategies that are best practices in the classroom. Differentiation is making sure that the needs of all the learners in the classroom are met, and RTI is a process that tracks and monitors that the differentiated needs of students are being accounted for.

RTI is a critical component of instruction.  TIER one instruction is the most valuable part of the RTI process in my opinion.  By providing research based instructional practices for all students, educators are ensuring that their students have had an opportunity to participate in meaningful learning experiences.  Learning must be tracked and monitored; however, what the teacher does in response to that information is the most vital component of differentiated instruction. Students must have opportunities for small group instruction within the classroom to meet individualized learning needs.  After students have had exposure to multiple ways to hear instruction, if they are unsuccessful in the classroom then it is at that point that they should move up the RTI pyramid structure.

The information gained from these articles will help me be a more valuable collaborator at future child study meetings at my campus.  I plan to use and share the Ten Intervention Tips mentioned in the article Response to Intervention (RtI):  An IDEA Whose Time Has Come the next time I hear a teacher needing additional strategies to reach a student.

RTI must be consistent, meaningful, and used to meet ALL student's needs in order to be successful.

Dermisky, S. (2010 ,October).  

Differentiated Instruction and RTI: A Natural Fit.  http://www.ascd.org/publications/educational-leadership/oct10/vol68/num02/Differentiated-Instruction-and-RTI@-A-Natural-Fit.aspx

Oliver, B.  Rutherford, P.  (2010, August).  Differentiate Instruction and RTI: A Natural Fit.

Send Me In Coach

Instructional coaches provide curriculum guidance to campuses and teachers.  They have a wealth of knowledge and have often been successful teachers themselves. Sadly, it is sometimes hard for instructional coaches to transfer their skills to other teachers because other educators often resist their support.  When I was moved to fourth grade I was asked to be a model teacher for the district.  This meant that other teachers could come observe or lesson plan with me.  I experienced much of the same resistance that this article mentions.  However, conflict is a part of growth and I always kept student success at the heart of every discussion that I lead with fellow colleagues.  

I also think that it is critical that instructional coaches are not seen as administrators.  Instructional leaders need to be seen as experts of their content and as a person to guide and answer instructional questions.  When their role entails evaluation or administrative duties, trust is lost between the leader and staff members.  This loss of trust hurts the process of instructional collaboration.

In order for coaches to truly make an impact on the instruction taking place at their campuses, relationships with their colleagues must be built.  The relationship between the coach and teachers allows them to accept the coach into their classroom to receive positive and critical feedback.  I have found building relationships to be the most critical element in learning to coach others.  

I believe that good instructional coaches embody leadership skills such as:  leading by example, listening to others, being open minded, and a willingness to collaborate.  When a teacher sees the instructional coach as someone that is hard working and willing to listen to the voices of others, the staff is more likely to respond positively to the suggestions being made by the instructional coach.  Collaborating and valuing the opinion of others also plays a vital role in instructional coaching.

Hinn, A. (2017, June 26). Seven Characteristics of Effective Education Leaders.  http://inservice.ascd.org/7-characteristics-of-effective-education-leaders/

Central Office Supervisor

A central office supervisor is responsible for the oversight of principals and teachers across the district.  Their role is to meet with colleagues regularly, perform observations, and evaluate staff.  They hold monthly meetings at various campuses to provide staff development and communicate the vision of the district. Supervisors actively participate in the school’s instructional programs and understand the needs of the diverse campuses.  It is through their interactions with staff at each campus and conducting evaluations that they truly understand the needs of their district.  

Their role includes leading teachers in instruction to make them as effective as possible.  When making decisions they should consider teacher input, listen to and empathize with teachers concerning their problems, and effectively communicate.

Central office supervisors must also be able to respond to difficult situations and adapt to meet the needs of each individual campus. They need to be able to respond to problems according to the environment in which the situation arises, rather than see solutions as a one size fits all.  Supervisors should be flexible when dealing with situations and should maintain a good relationship with their staff. 

Nebor, J. (1987, August) The Role of the Supervisor as an Instructional Leader.https://eric.ed.gov/?id=ED296474