Response to Intervention has proven to be successful in many classrooms and schools around the country. In my classroom, I am using preventive strategies to help students from having to receive extra services. I use small-group activities in math and reading to help with struggling learners. I also have learning centers for math and reading. I am constantly examing their performance in my classroom and finding ways that I can help them succeed. I am fortunate to have wonderful parents that are willing to help their child at home, too. I reflect on my teaching practices and work to find new ways to help my struggling students. At my school, we use universal screening through standardized testing to help with identification of students that need help through RtI.
There are several RtI strategies and practices that I feel are implemented incorrectly in my classroom and school. I feel that I could help my students more if there were more resources. We are in constant need of tutors or professional resources to help with guided reading. Also, the testing we use to put students into RtI is the national MAP test. I believe we could use other tests to help with identification, too. Not all of the students that qualify for RtI are able to receive the services. They also only receive extra services one day a week for 50 minutes. The teachers and RtI teachers do not communicate about the progress being made while they are receiving the extra help.
I believe there are many ways to improve my work with RtI in my classroom. First, I would like to know more instructional techniques to help my students in my classroom. I would like to attend more professional developments about RtI to help with my instruction in the classroom. I also would like to have an increase in collaboration between the RtI teachers and classroom teachers. I believe we could better help our students if were had better collaboration and communication about strategies to use with these students.
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