Lori Sabo
October 23, 2015
Issue #379
Our journey began in the emergency room. After initial assessments, my dad was taken to the intensive care unit where a steady intrusion of bleeps and beeps of varying tones pulsed in nonmelodic ways.
The wing was full of patients, and we observed with appreciation as dedicated nurses assessed, monitored, and provided just-in-time care to meet individual needs. There was a small celebration each time someone was downgraded, meaning they no longer needed such intensive interventions and support.
Dad was downgraded twice before being released. The standard of care never faltered. Instead, the frequency with which it was delivered was adjusted.
It brought to mind the layers of support we provide to learners. Our Tier 3 students require intensive interventions and comprehensive evaluations. They must be monitored frequently and the strategies and instruction we provide must be critically evaluated when students are not making progress.
Our Tier 2 students need targeted interventions to bridge the gap between themselves and their standard-meeting peers.
Tier 1 students, though not needing the same level of support our Tier 2 and 3 students do, must also receive high-quality classroom instruction tailored to meet their needs.
How often are our intensive and targeted students being downgraded? If they aren’t moving, if we aren’t managing to accelerate their progress, we have to stop and adjust how or what we are teaching, and possibly what they are doing.
Mary Howard, author of RTI From All Sides shares seven keys to success if we are to really be responsive in our instruction to meet the needs of students. Listen to the podcast to see how we can use RTI to combine sensible assessment with high-quality instruction, helping learners have vibrant and healthy literate lives.
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