It's been an interesting March thus far.

 I have a new 1st grade group of three, 2 boys and one girl, all three with lots of energy.  All three have the need to monitor and correct each other's actions, no matter what.  I can be right in the middle of teaching and one will interrupt loudly, totally ignoring me and the lesson at hand to either: A, tell me what the other person is doing wrong or B, tell the other person what they're doing wrong.    Usually they choose option B which then lead to an argument between two of the three students and learning stops while I settle the dispute.

I'm struggling with this group for a lot of reasons beyond behavior and inattention.  Mostly, I am questioning the logic of moving on to teaching blends when clearly these 3 are still not confident with their knowledge of short vowels, vcv patterns or consonants.  They often do not differentiate between consonants and vowels, nor do they understand that every word has to have a vowel.  I find myself  trying to insert skills pertaining to vowels and consonants while trying to teach blends.  I'm frustrated.

I have been gathering data from our RTI 4th graders for a meeting with the staff from the 5/6 building.  I am also questioning some of that data and our responses.  I discovered that 5 or 6 of our students are currently performing at grade level.  I have more than one data piece to supports this.  So I ask myself, why are we still pulling these kids out for interventions?  Who makes that decision, who says STOP and move on to the next needy student?  I think we are lacking in our reporting/monitoring process.  Who monitors the interventionists?  Should the interventionists be reporting to someone (who?) that their student has been reading proficiently for the past x amount of time?  I think we need to revisit this problem.

One of the reasons this distresses me is because I know of other students in the school who are on a waiting list for intervention.  We do not have enough people, or possibly we have the people but the interventionists do not the time, because of budget constraints, to service all in need.   It's all a balancing act, that's for sure.

One of the dilemmas that I am currently  facing  is what to say to fellow teachers when they tell me they simply do not have the time to reteach a skill, even though half of the class is not understanding it.  I want to ask how can you not reteach it, but they are already moving on to how little time is left in the school year with so much curriculum left to teach.  How can you argue with that, yet how can you not argue that the data says half of your class does not have this skill and it needs to be retaught.  Is this a fault in the curriculum?  Is there not enough time devoted to this particular skill or is it the make up of the class or the presentation of the materials?  Who decided these issues?   I don't view that decision making as mine, yet whose is it?

Likewise, when I speak to another staff member about  possibly backing up a bit with one particular student and making sure that student has the basic skills needed for reading and being told no that student is just fine.  I have assessed that student and no, he/she is not just fine and yes they do need to back up and hit that skill.  What do you say then?  Well, the data shows.....and it does but my fellow staff member is not buying what I'm saying.  Frustration!

Well, 4th grade has completed another chapter math assessment and it shakes out that many kids still need more intervention with long division.  However, it seems that the root of the division problems actually is the fact that they do not have their multiplication facts memorized.  So we are working on memorizing math facts and practicing long division.

Another group of 4th graders are needing interventions centering around angles.  We found a great YouTube video that presents the names of the angles through song http://www.youtube.com/watch?v=yptZt9hwrzU

First grade RTI kids have moved on to blends.  I am very conflicted by this because they are by no means proficient in the short e skill and the next skill packet 2.6 is checked out.   So I am forced to skip to blends when we should be moving on to short vowel u whether I like it or not.

After working with my 2 new guys in the 1st grade RTI group for a few days, it has become apparent that these two are not at the same skill level.  I think we will need to readjust the RTI groups.  Luckily that is allowed and we will do it.

4th graders are still struggling with the concept of long division and may actually, finally see the need to memorize multiplication facts.

Last week 4th grade had a unit math test which contained division problems.  One boy from the RTI group aced the test.  He found me after school and waving his math test in my face exclaimed I got 100% Mrs. Mac! Priceless!

This week was strange. No RTI for first grade. Lots of needy kids in fourth grade. We are focusing on one skill and one skill alone in fourth grade, long division! Long division has turned many of our fourth grader's world upside down. These kids would find long division much easier if they knew all of the multiplication facts from memory. Sadly, they do not.

 I will begin work with only two first grade students tomorrow. We will be focusing on short e. These two kiddos scored at the bottom of the class.  The pressure is on for me to get the up to grade level.

How do you weigh the needs of one vs many?  That is the question I've been asking myself for the past few days.  Lately I've been questioning if what I am doing is enough.  I feel like there is not enough time in the day/week/year to meet the extreme educational needs that I deal with on a daily basis.

I give the 4th grade RTI students a pre-test on the skills that we will be working during our morning sessions.  I give a post test...and see that some kids are still confused.  So now these kids have had direct instruction in a general ed classroom and struggled with the concept.  They have been pulled into small group learning, taught the skill/concept with much more hands on and visuals and they're still confused.  Now what?  Hit it again or move on? Of course we will hit it again and the clock keeps ticking.

I have just completed the first week of short a interventions with my 1st grade group.  There are to be 5 students in my group, 2 boys and 3 girls.  One girl was absent all week, one girl was absent Thursday and Friday.  I wonder how often these 2 girls will be absent.  2 of these students are currently in the STEP process of the Child Study Team.  

I have to admit I felt totally out of my comfort zone while working with my group this week.  It is nothing that I haven't done before...it is just that I am not familiar with the way the RTI group suggests you teach the interventions.  I am so hoping to become much more comfortable with the pace of teaching the group as well as the materials themselves.  

Each level of intervention is to last 7 consecutive days.  I am wondering if I can move more quickly with the short a sound since the kids who have been there do seem to be able to identify short a patterns in the CVC words as well as the sound.

It was a bit unnerving last week when I asked one student what the consonant g said and the student did not know.  Of course my radar went up and I was wondering what the heck I was going to do about the lack of that skill along with the lack of knowledge of short vowels.


The 4th grade math RTI groups have also undergone a bit of a change with the addition of my student teacher.  We are now able to meet with 2 groups, six students in each group, on M.W and Thurs instead of twice a week as we did before break.  We are going to begin each day with a multiplication timed facts test because these kids still do not know their multiplication facts automatically and then move on to the identified skills for remediation.

Interestingly, after school on the first day of the new groupings, an irate parent called and demanded that her child no longer attend the group because it was in the EI (emotionally impaired) classroom.  Her child is NOT EI and should not have to go down to that classroom.  Mom does not understand that RTI is a regular ed initiative, that focuses on skills missed in the general education classroom and has nothing what so ever to do with special education besides the fact that I am one of the interventionists and I am also a special ed teacher.