Math PLC Reflects on the RtI Process
After reading Response to Intervention: The future for Secondary Schools by Canter, Klotz, and Cowan, (2008) the Athena High School Math Department’s professional learning community (PLC) discussed and reflected on the RtI process and the current reality of our school.
A couple most valuable points (MVPs) were important to the group. First, parent support and involvement is critical. So often parents are not engaged in the learning of their children for different reasons. Parents should be invited to information sessions and included on advisory councils to provide input into the design of the RtI program.
A second MVP is that Athena should build our RtI model in a realistic time line. Often times educators jump into something without addressing specifics. If something sounds good, we try it for a year and abandon it the year after. For the RtI process to have a successful start next year, we need to be talking about specifics as soon as possible. Going forward as Athena High sets up the RtI process, the decision makers must encourage and seek out parent involvement, and begin planning soon. Decision makers must also not rush something that is not ready.
Some members of our PLC are also reading Pyramid Response to Intervention by Buffum, Mattos, and Weber (2009). This book continues to be a great resource to be used in our work on ensuring that all students learn at high levels. This book describes the RtI model, PLCs, and how to respond when kids don’t learn.
Posted on May 9, 2012, in Athena High Best Practices, Research & Strategies and tagged athena, parent communication, PLCs, professional learning communities, response to intervention, RtI. Bookmark the permalink. Leave a comment.