| 1. | 2/5/2008 3:48:00 AM | Natural follow up to #5 and 6. |
| 2. | 2/5/2008 2:08:00 PM | Need time to do this. All goals are worthwhile, but need time to implement |
| 3. | 2/5/2008 2:29:00 PM | I believe we’re trying to implement these interventions in our school, but are often meeting resistance. Teachers feel overwhelmed and struggle with the idea of differentiation in large classes. I’d like to see to more information on RTI presented to staff, as well as explore different intervention methods to determine which will be most effective and fit the needs of our classrooms. |
| 4. | 2/5/2008 2:32:00 PM | As long as the focus is ALL learners, including gifted and high achieving student needs. |
| 5. | 2/5/2008 3:36:00 PM | We need to also think about the extra time that is going to be required to implement this strategy. Are more staff going to be hired to ensure class sizes are small enough that teachers will have time and resources to take this on? Extra planning time will be required. |
| 6. | 2/5/2008 4:08:00 PM | As a staff we agree that this is good practice for all kids, but we are very concerned about the lack of additional support. Currently, my high needs students are not receiving any additional support because my schedule does not coordinate with any of the support staff's schedule. The extra responsibility of catching these kids up all falls onto my hands. We are continually being asked to stretch our time and attention to more issues. To make this goal a reality our district is going to need to be very creative with resources. Also, we often feel like we are testing the students to death. It's frustrating to feel like my time is being used for more testing instead of it being used for interventions or quality time with the students. I've been involved in several conversations where we, as teachers, comment that we know exactly what a student needs to work on, but we lack the time to make it happen. It's frustrating! |
| 7. | 2/5/2008 4:58:00 PM | RTI is a good model to use for meeting the needs of students, but it requires TIME for teachers to meet and plan. Without the opportunity for communication between staff members involved in a child's programming, the benefits will be lost. It will also be difficult to implement if class sizes continue to be so large. It will take longer to get to know your kids and there will not be enough minutes in the day to provide the support for individual students in a large class. |
| 8. | 2/5/2008 6:21:00 PM | We already do a lot of assessments. Do we have time for more? |
| 9. | 2/5/2008 6:53:00 PM | RTI should not be used as a reason not to refer students. We also need to have a plan in place for what interventions could/should be tried and by whom. What classroom interventions can be utilized? Who is qualified to provide interventions. Any research in reading supports the importance of the most highly trained/qualified teachers working with the students who stuggle. Aides and computer programs are not usually the answer. We also need to be cautious in adding more assessments--better use of the ones that are already in place and a better understanding of how they can/should inform instruction may be a better route |
| 10. | 2/5/2008 7:20:00 PM | 1 prep time for all of our classes in a day (not 2 or 3) for 1 or 2 classes |
| 11. | 2/5/2008 7:54:00 PM | Isn't this going to be required by DPI? |
| 12. | 2/5/2008 8:44:00 PM | I agree, but numbers 5 and 6 need to come first in people's (even teachers') minds. Good first teaching is our primary tier. |
| 13. | 2/5/2008 9:28:00 PM | While I believe in differentiation and meeting the needs of all students, my concern is the amount of time teachers will actually have the meet the needs of these specific students. I would expect that special education services would continue to give instruction where appropriate or more support staff would be hired to help regular classroom teachers with students in need. |
| 14. | 2/6/2008 3:05:00 AM | This is very important. But, we need to realize the importance of TIME involved to create and maintain meaningful interventions for these needy students. |
| 15. | 2/6/2008 3:07:00 AM | Will more staff be hired to assist in meeting this goal? We have a lot of student needs to meet, specifically in the areas of reading and math, but not always enough time/support to meet them. |
| 16. | 2/7/2008 3:08:00 PM | If this is to be done, we need to have more help in the classroom! One person cannot continue to meet all of the diverse needs we have. |
| 17. | 2/7/2008 9:39:00 PM | I think RTI will help classroom teachers take responsibility for student learning and they will not rely solely on special ed., ELL, or reading specialists. |
| 18. | 2/11/2008 6:16:00 PM | Difficult to be effective when classrooms are at capacity numbers. I beleive everyone has more than one or two/more students that require lots of extra attention. We need help! |
| 19. | 2/12/2008 10:07:00 PM | Should this be lower on the list if you have them listed in priority? |
| 20. | 3/4/2008 3:01:00 AM | In order to meet this goal and to provide effective interventions, teachers need time to meet with each other and with special education teachers to collaborate and discuss strategies. |
| 21. | 3/4/2008 3:01:00 PM | This is a given. |
| 22. | 3/5/2008 6:51:00 PM | This must not be a rushed goal. Teachers must be given adequate training and time to carry out the goals. Too often we are told we need to carry something out, and are not given adequate time to do so. |
| 23. | 3/5/2008 7:40:00 PM | I checked medium because I'm concerned that we may be getting things out of wack with respect to other content areas. Our state test scores in the future will help us keep track of this. |
| 24. | 3/5/2008 8:57:00 PM | How will we evaluate what is measurable and effective? Will reading specialists be involved in this process? |
| 25. | 3/5/2008 9:01:00 PM | would like to see physical education added to this to address at risk students |
| 26. | 3/6/2008 3:55:00 PM | Please avoid making this a list of skills to drill and test, especially in reading. Been there; it doesn't make better readers. |
| 27. | 3/6/2008 4:52:00 PM | I certainly think that it is important to meet the needs of all students, but constantly adding more to the teachers' plates is not a way to help students. If this is really to be done well, we would need more teachers - not less. Class size affects how much time I can give to students. The type of students in the class is also a factor. I do think that for the most part, teachers do their very best to help all students achieve their maximum potential. |
| 28. | 3/6/2008 7:02:00 PM | Additional help in the classroom with aides would be needed to have this work in its fullest capacity |
| 29. | 3/6/2008 8:05:00 PM | Teacher need time to collaborate to make this effective. Class sizes also need to be manageable. I also need more inservices/training in RTI. I honestly cannot say I know enough about it. |
| 30. | 3/6/2008 8:33:00 PM | I think that professional development in this area and the area of differentiation in general should be provided. |
| 31. | 3/18/2008 11:53:00 AM | Need much more information. I don't see how we can get this to work with budget constraints that we keep hearing about. |
| 32. | 3/18/2008 2:10:00 PM | As long as sufficient time is given to do any of this work and that it is evaluated over a period of time and given time to work as proposed. Too many of these plans appear and disappear with changes in school boards and administrations with little concern for their overall value to students, teachers or parents. |
| 33. | 3/18/2008 4:17:00 PM | Is there really any debate on this? Mr. Peterson's presentation led me to believe that this is something we have to do. |
| 34. | 3/19/2008 1:22:00 PM | What is the classroom teacher's responsibility as far as testing/evaluating and then implementing? |
| 35. | 3/19/2008 5:20:00 PM | I assume that appropriate and adequate time, resources, and aide will be provided for the teachers to put these interventions into practice. |
| 36. | 3/19/2008 5:22:00 PM | Curriculumn standards and assessment should be finalized first so that the interventions can be taylored to them. |
| 37. | 3/19/2008 5:41:00 PM | We need to ease off on this for a while and learn to work with the new things we've implemented. There's too much too fast and none of it is getting done as well as it should. We are being turned into "jacks of all trades, but masters of none." This is especially difficult for those of us who teach in two different course areas. Our large class sizes and spec ed/"reg ed" ratios make this difficult and time consuming |
| 38. | 3/19/2008 7:20:00 PM | I've always felt this was an essential componenet of what we should be doing to help kids learn, even before I ever heard the term, "RTI". But why only in reading and math...why not all subject areas, and who is going to be responsible for all the documentation and additional workload? Staff needa additional inservice on implementing this goal. |
| 39. | 3/20/2008 3:18:00 AM | I am not sure what you expect of me as a teacher. How much prep time will it take |
| 40. | 4/7/2008 9:56:00 PM | This new and required method of providing intervetnions will necessitate a new way of operation and a reallocation of resources. It will not allow to maintain the old ways and just adding more. This is a big change in mindset that will take time and resources. |
| 41. | 4/8/2008 12:31:00 AM | Not too sure how this really affects the HS |
| 42. | 4/8/2008 1:03:00 PM | There appears to still be little understanding on how this will effect general education staff. |
| 43. | 4/8/2008 12:18:00 PM | I have no idea what RtI is. |
| 44. | 4/8/2008 12:26:00 PM | I am concerned about how this will actually look and what we will have to give up in order to make this work. Our budget will only go so far. |
| 45. | 4/8/2008 3:02:00 PM | In theory a great idea. But How? When? It feels like it will be very time consumimg. |
| 46. | 4/8/2008 4:21:00 PM | alternative schools, alternative schedules, alternative ways to allocate personnel, advanced students can have more autonomy, give options to students where they take more ownership in their learning, student choices need to be more varied, let them select where they need to be, blocking hte scheudle or changing it froma traditional one would help immensely with this allocation of resources, |
| 47. | 4/8/2008 4:59:00 PM | What districts currently have something like this in place? What sort of training will we have BEFORE we put this into practice? Often times an edict is declared and then the training follows. |
| 48. | 4/8/2008 7:58:00 PM | Absolutely a priority for academic success which is our primary goal. |
| 49. | 4/8/2008 10:05:00 PM | This is a low priority if it is being done MAINLY to answer No Child Left Behind. It is also a low priority for taking money away from other items. |
| 50. | 4/9/2008 5:14:00 PM | I like the idea of what is trying to be done with RTI. However, I am concerned about how it will be implimented. It sounds as if it will require a significant amount of teacher time to work with relatively small groups of kis in each class area. I am not sure how we will be able to find the time to impliment this stratagy with current staffing levels and scheduals. It will either take time out of preperation time, other supervisions or before or after school. Will there be compensation for that extra time? |
| 51. | 4/10/2008 1:16:00 PM | RTI is a movement that is obviously staring districts in the face today. It is a valuable move toward providing a quality education for all students. However, when RTI is rolled out, it certainly needs to provide more answers than questions for those responsible for implementing it. It seems like, at least from my perspective, we still haven't moved far enough on our curriculum alignment work to necessitate a working model for RTI yet. We still have not completely decided what needs to be taught, and while intervention is important, it seems that content needs to be solidified in the minds of nearly ALL educators in the district first (for each level/subject) before we can move on to a new initiative. To be honest, as a young teacher, I've heard many older/experienced teachers refer to the idea that we need to just "wait it out" because in a few years the district will be on to some new initiative and we won't have to whole heartedly embrace this initiative. If we move to quickly into RTI without first focusing on completing our objectives now on curriculum alignment, it will further this problematic technique of avoidance utilized to deal with change. I say, finish what you've started, and in the mean time the administration can be working out the kinks of the next initiative instead of rolling out the next big thing without any real vision for it (I'm referencing the presentation at the high school staff meeting about RTI that was painted a great initiative in a rather negative light). |
| 52. | 4/10/2008 4:36:00 PM | lots of focus/resources is given to special ed - where does that leave the middle and high end students? What is done to foster and nurture the potential of middle and high end students? |
| 53. | 4/10/2008 6:13:00 PM | If this is going to be a state requirement, we have heard very little about it, especially in concern with the increased requirements on regular classroom teachers. Training will have to be an ultimate priority in this, which includes time to learn the process. |