I
went looking for a blog that discussed the Response to Intervention (RtI) initiative
because it can be confusing and discovered Alfonso Gonzalez, Educator Al
(@educatoral on Twitter). He is a middle-school science teacher who is heavily
involved in learning about RtI, collaboration, Professional Learning
Communities (PLCs) and Professional Learning Networks (PLNs) and offers
extensive commentary and classroom-implemented plans to help students learn.
Although he is a science teacher, nationally board certified, and prolific
grant writer (and winner), he struggles with some of the same basic issues I
do: how to motivate students, how to differentiate in classes, and how to
intervene with those students who have difficulties “doing school.”
RtI
is a puzzle for Educator Al as it is for many teachers. In his blog, “Mr.
Gonzalez’s Classroom: A blog to learn and share about my profession,” he works
his way through the RtI pyramid in an easy-to-follow manner, providing
instruction to the novice as though he’s discovering it along with him or her.
He removes inaccessible jargon from his explanation, which makes the material comprehensible.
For many teachers, student behavior, or misbehavior, results in predetermined
consequences. However, there are a few students for whom those consequences do
not work. An intervention would connect a student with consequences and assistance
that are appropriate for that student. For example, today a student in a class (not
mine, but I witnessed it) got up and walked out. Politely and quietly, but he
still walked out. The usual response to that behavior is a referral. However,
this boy is a special education student and, unbeknownst to the teacher, had a
history of anger and frustration. At his last IEP meeting, it was suggested
that he take control of his behavior by leaving the room to avoid potential
frustration. (Apparently it also was suggested that he inform the teacher, but
he forgot that part.) He left the classroom and walked straight to the freshmen
discipline office to cool off. Crisis averted. (No referral written; double
intervention.)
Gonzalez
connects RtI with behavior, indicating that, at the middle school level,
interventions are primarily about behavior. A teacher cannot teach a student
who will not behave, and if one student is misbehaving, for whatever reason,
there will be no learning in the classroom (there certainly will not be any
teaching except for how to deal with misbehaving students). I find that concept
illuminating with regard to my own freshmen. I am teaching a class that is set
up as an intervention class for those students who do not have the skills to
function in a traditional English class. The class is based on mastering skills
rather than reading specific texts and taking a test or writing a
five-paragraph essay. The students use rotations of small group, independent
reading (a book of their choice) and computer work to build their skills. While
the program might be controversial for traditionalists, thus far it is building
success and confidence in some of my lowest-functioning students. Students work
at their own pace within a two-block class structure while learning the skills
necessary to move into a “traditional” English class. This structure supports
DuFour, DuFour, Eaker and Many’s (2010) conclusion that “it is impossible for
all students to learn at high levels if some do not receive additional time and
support for learning. Even the most ardent advocates of the premise that all
students can learn acknowledge that they will not learn at the same rate and
with the same support” (108-109).
References
DuFour,
D., DuFour, R., Eaker, R., & Many, T. (2010). Learning by doing: A
handbook for professional learning communities at work. Bloomington:
Solution Tree Press.
Gonzalez, A. (3 September 2012). Response
to Intervention. [Web log post]. Mr.
Gonzalez’s Classroom. Retrieved from http://www.educatoral.com/wordpress/2012/09/03/response-to-intervention/
Becky,
ReplyDeleteIt is interesting that the teacher was not informed ahead of time about this intervention. We often give the students a "permanent" pass for the to take out and show the teacher as they walk out the door. This is a non-verbal communication and does not disrupt the class.
It is diffucult with RtI to understand how to effectivly put interventions into place when some students do no respond to anything. Those are the ones which someone needs to take additional time to figure out but RtI never makes it clear who should be incharge of that task.
When I taught at the truancy school, we had a "green pass" system in place. The school was small enough that we all knew who was on a green pass and encouraged them to use it so they could gain control of their anger. As for the teacher being informed, the case manager said that it wasn't officially added, so he didn't/couldn't notify teachers.
ReplyDeleteI guess that if you see a need for an intervention, and you're able to discern what might work, you're in charge of the task. Unfortunately, it's not efficient or, most of the time, effective for zillions of teachers to be "in charge" of many different interventions (or is it?). My solution to most problems with kids is feed them. Most of my last year's juniors and seniors had "challenges" because they were hungry. For the most part, it seemed to work.