Week 3 Assignment, Part
3
Draft Action Research Project Progress Report
Response
To Intervention: Can It Be A Commonsense Renewal?
The need for
improvement in this area was identified by Julie Brown, Krueger Elementary
principal, and Lynda Large, Krueger Elementary assistant principal. This
information was based on the lack of data presented when additional interventions
were required for assisting our at-risk students in the regular education,
pull-out programs and extended programs. Special Education referrals required a
paper trail of teacher interventions which too were deficient.
My objective
for this action research plan is to improve the current Response to
Intervention process at Krueger Elementary based on a restructuring and renewal
of the RTI process. My vision is consistency across the board in
order for RTI to succeed as a whole. This means it is impairative that administrators,
teachers and district special eduction employees have the same vision for
creating responsible interventions for our struggling at-risk students.
( My RtI manuel where I obtained a lot of my
research is at school. We are on Spring Break and I was able to attain that for
citing resources. )
Response to Interventions is a tiered or leveled
program that assists teachers implement academic and or behavior interventions for
struggling at-risk students.
Our Educational Region Center was contacted and the
latest version of created RtI paperwork was sent to our school. Training by
administration to educate teachers on the process and steps to implement RTI
for at- risk students happened shortly after the 2012-2013 school year began.
Folders with our present at-risks students’ names were passed to general
education teachers, Title I math and reading teachers, and behavior teachers
with colored paper that signified the tier each student was presently working
on when they were in that particular classroom setting.
Follow up, feedback, and assessment by administration
has been a must for teacher buy in. Teachers needed to know that this is the
only way to acquire needed documentation for a child to be referred to special
education or 504. This has been made possible through Student Study Committee
meetings. These meetings take place with the Student Study Committee Chair
person, Administrator, Title I teachers, Behavior teacher, and general
education teacher attending. The general education teacher comes to the
committee with a form filled out with general as well as specific academic and
behavior concerns. The committee then discusses interventions that have been
tried, interventions that will be put in place on any given tier level, and a
time to reconvene. This information is recorded within the minutes and all
attendees sign the minutes. Follow up on each student is
decided as an intervention is created.
The committee comes back together within an allotted time. At that time it
is decided if improvement has been made or if a need for further interventions
is necessary. At any given time if improvement is shown, a student can remain
on the same tier or be taken down a level.
This action research project serves the needs of all our students. It
does not discriminate based on diverse backgrounds or special needs.
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