Chapter 1: Response to Intervention

      As an elementary teacher, I can identify strategies that I use in the classroom that are considered best practices in response to intervention.  I attend professional development and training to become proficient in implementing instructional and behavioral strategies and interventions.  I screen all of my students in math and reading using MAP and DRA testing.  I keep records of student achievement in reading using running records and reader responses.  I also collaborate with parents, administrators, and special education teachers to ensure that students are receiving appropriate support in the classroom.      
     Just as I can identify strengths in my response to intervention, I can also identify weaknesses in my training for response to intervention.  I do not feel I appropriately monitor the progress of my students receiving Tier 2 support.  These students receive intervention outside of the classroom and I leave it to the teacher working with them to assess their progress.  I rarely have conversations with these individuals and rely on their expertise to inform me when the student has graduated from the program.
      To better assess the performance of students receiving Tier 2 support, I plan to form a more collaborative relationship with the special education teachers.  I also want to compare data with the teachers to ensure that I am providing the appropriate instructional support in the classroom.  Many of my students receiving ERI do not have a IEP.  Therefore, it is my responsibility along with the ERI teacher to communicate the exact areas of weakness to better service the child.