Diagnosis: The Missing Ingredient in RTI Assessment

 Diagnosis: The Missing Ingredient in RTI Assessment

In Kindergarten assessments are all one on one and having no Para for eighteen, well, it’s time consuming.  That being said when I print out those DIBELS NEXT graphs I can see the big picture and grouping for differentiation is a breeze. I never thought of the RTI as an approach to identifying those that are learning disabled. I thought it was, as stated in the article by Lipson “intended to reduce the number of students identified as having a learning disability by preventing difficulties.” In kindergarten we are starting from scratch. We have a blank slate, sometimes more blank than we’d like. Making up for a lack of language in the home many timesis difficult and assumed to be in place at the beginning of the year.

I think the template included in the article for analyzing student data and creating profiles would be very useful.  It is essential to separate the componentsof reading development to pin point astarting place for intervention and instruction.  Without very clear diagnostic information there is a large chance of wasting valuable time in implementing instruction that is neither beneficial to the child reading ability and adds to their frustration. Children identify at such an early age whether school is a place for them or not, it is our duty on the front lines to guide them to seeing that learning is fun and the only way to responsibly do so is to remove the berries between them and success. Obviously I take laying thefoundational reading skills very seriously. I feel very blessed to have good tools and programs in effect right now.

Also the article stated that attacking the bubble group as largely unsuccessful and an approach that made the school “realize improvement”. I disagree; attacking the bubble lessens the case load for specialists than can focus their attentions on students in real need. It puts the focus on the specific deficit the young reader has and pulls them up with the pack at our grade level.

I feel that we have the data but are not afforded enough time to analyze it with our peers who could bring in added insights especially veteran teachers. I agree that the real challenge before us is using the data we have collected in the most useful instructional decision making. The administration in our school the past two years has a large focus on just that. The more time spent with it the less overwhelming and more useful it feels.