The Good News This Week
The best solutions often work quietly compared to the noisy problems they address. The unique classroom-challenges facing under-performing or learning-disabled students, for instance, are something we may all be vaguely familiar with from their discussion in the media, but, chances are, unless personal experience has already made those challenges a part of your daily life, the resources available to students and educators dealing with these challenges most likely remain foggy at best. How do we evaluate whether a student has an LD? How can we work to meet the unique needs of these students while still serving the whole classroom? Here at Holy Family, the answers to these questions are changing, and for the better. Using a newly improved technique called Response to Intervention (RtI), Holy Family educators can now evaluate a student with a LD faster than ever before and more quickly deliver resources helping that student perform at her natural level of achievement. RtI works by looking for discrepancies between a student’s academic performance and broader measures of achievement, the idea being that a LD may first manifest as the difference between these two metrics. “It used to be that the process of identifying a student with special education needs took years,” explains Holy Family Principal, Christy Robinson, referring to the time it took to accumulate sufficient data to make such a comparison, “but, with these new methods, we can evaluate and serve these students in a fraction of that time which means less time spent suffering in silence.” Using a series of less time-consuming evaluations administered with greater frequency throughout the year, Holy Family teachers are now able to identify under-performing students and more quickly involve them in learning groups designed to address their specific learning challenges. Administrators, teachers, and Holy Family’s special education teacher, Liz Richard, meet twice monthly to analyze recent student data, evaluate the needs of under-performing students, and design specialized curriculum for them. These specializations may vary - from reading buddies to one-on-one math tutoring sessions - but their goal remains identifying a chronically under-served student population and welcoming those kids back into the classroom.
“This has not been a perfect process,” admits Robinson of her efforts to implement RtI at Holy Family, “but we’ve made real progress this year. Liz [Richard] and the teachers are the real heroes and their interest and work ethic has been inspiring.”
Inspiring teachers at Holy Family is nothing new, of course. RtI just works to increase the number of students they can inspire.
-Derrick Martin-Campbell