Assignment #3 Response to Intervention.

     Both articles that I read talked about how important it is for the RtI process to be timely in order to better serve our students. Screenings need to occur within the first weeks of school.  These screenings need to be done in order for a plan to put into place to serve the student.  The general education and special education teacher need to work together to form the best plan possible for the student.  With more people watching and helping the better off the student will be.  If something is not working then the interventions may need to be adjusted to better suit the needs of the student.  It is an on going process that will grow and change with the student. 

After reading these articles, I have determined that we use the RtI practice a whole lot more than I realized on my campus.  I teach Head Start and we must screen all of our students with a screening tool within the first 45 calendar days of school.  The tools lets us know if they are considered greatly at risk, at risk, mildly at risk or not a risk.  Based on this tool we determine what we need to do for each student.  At the end of the first six weeks of school we meet with our administrative team and discuss any concerns we have about any children in our class and how they scored.  If we have a special ed concern we then fill out paperwork and start the process of a referral.  On the other hand if we have a student that we feel needs more time to adjust to school and more support we continue and monitor.  We repeat this process of meeting and discussing our students each six weeks.  To me this sounds a lot like the RtI process we just have not been calling it that.  I agree completely with the articles in that the process benefits all students not just students with special education needs.   We are prime example of what early intervention can mean for students.

An important idea that I took away from this article is that we need to have our plan in place and make sure that we have all members of the team on board to support our students.  We have some good practices in place, but I feel like we could refine our process to be more proactive.  Waiting six weeks to bring concerns forward could be late for some.  I think we need to get a plan in place for documenting our students that we want to continue to watch to see if we need to refer or not.  We do a great job with the students who need the referral.  We get them started and receiving services as fast a possible.  

    "RTI is not a program you can buy. It is not a pathway to special education. It is a method of organizing and coordinating school resources to create a more efficient range of options that serve all students in danger of not reaching their potential." (Searle, M. 2010).  I believe that this quote sums up what RtI should be in our schools.  It is a way that we can make sure that we are serving all students to the best of our abilities and giving them the support they need to succeed.  

     Oliver, B. and Rutherford, P. (2010) Response to Intervention (RtI): An Idea Whose Time Has Come. Just Ask Publications & Professional Development.

     Searle, M. (2010) What Every School Leader Needs To Know About RTI. What is RTI and Why Should We Care? ASCD publications. 
     http://www.ascd.org/publications/books/109097.aspx

Assignment #2 "Send Me in Coach!"

I connected with the article "Send Me in Coach!" in two ways.  The first connection is as a mentor teacher.  As lead teacher for my campus I was assigned four new teachers to mentor last year and continuing this year.  Last year I met with them weekly, observed them in the classroom, provided feedback and generally supported them with any needs. This year we have scaled our meetings back to just once a month, with the understanding that they may come to me at any time with any questions or concerns.  I have really enjoyed getting to support and encourage these new teachers by watching them grow with confidence.  The second connection I made with the article is with my educational coach.  I teach Head Start and we meet monthly with our coach.  I love getting to meet with her and get amazing feedback on things I can do to improve my teaching in my classroom.  I feel like there is always room to grow.  She has helped me grow in my understanding of Head Start regulations and to prepare me for the federal review that we will be undergoing in the near future.

The article talked about how important it is to build relationships.  I found this to be so true when meeting with my new teachers.  In the beginning they were very quiet and hesitant to ask questions or for help. It took several meetings of encouraging them to open up and talk.  Once we got to know one another they felt so much more comfortable asking for and hearing advice.  I think that the support offered to new teachers is so important in the first couple of years.  This ties right back into the article when it says we need to listen.  By listening we build relationships and therefor will be better able to support others needs.

My "aha" moment came at the end of the article with the quote " Helping the teacher to persevere and not give up and celebrating their success, no matter how small, is very satisfying.  It is hard work but ultimately it is worth it.  I have to keep believing that I can and will make a difference." (Oliver, 2007)
This really summed up my experience with coaching.  It is so easy to feel lost and like you are the only one feeling that way.  We need to remember to tell each other great job and to acknowledge what great teaching is going on around us.  We do this for our students so easily, we need to do it just as easily for each other.  We are all a team and we need to support each other.

Oliver, B. (September, 2007) Send ME in Coach! Just for the ASKing! IV(IX),

Assignment #1 Role of Central Office Supervisor

I read an article titled, "The Invisible Role of the Central Office".  They are the backbone that keeps the school district running.  They conduct the textbook adoption process by choosing appropriate instructional materials to support teachers in the classroom.  Developing programs of continuing education for staff to grow professionally and foster teacher leadership.  The supervisors also search, apply for and manage grant funded projects to help enhance learning for our students. They also work hard on completing all of the state and federal reports that are required. 

Another important role central office has is the training of newly hired staff.  I feel like this is a very important piece to help new teachers or new to the district teachers become comfortable and confident in their new roles.  The supervisors design the number of days, the speakers, and the information that will be covered.  Our district has designed a mentor program that also helps support new teachers.  I feel like this is a great addition, in that new teachers are given intentional support.

"In these ways, central office leaders are effective, in part, precisely because they are invisible, much as the skeleton in the body is invisible" (Grove, 2002)

From this article I learned that central office plays an essential role in keeping the district running like a well oiled machine.

Reference:
Kathleen F. Grove. (2002). The Invisible Role of the Central Office. Alexandria, VA. ASCD.
http://www.ascd.org/publications/educational-leadership/may02/vol59/num08/The-Invisible-Role-of-the-Central-Office.aspx

First experience

Hi All,

This is my first experience with blogging.  I will be expanding my educational knowledge for my Master's on this blog.  Happy reading!

Traci