Most often, with Response to Intervention (RTI) or Multi-Tiered System of Supports ( MTSS), teachers must work through two cycles of interventions for a student, then meet again to discuss if the interventions were effective in moving the student forward. At its best, these protocols can identify the gap in a student’s learning quickly, provide an intervention to move the student forward, and consider this a success. But too often, our observations and comments are vague, and our approaches try   to solve a big problem-"She can't read."  "He is behind his classmates in math."  "She doesn't like art and often acts out."Instead, Dr. Ross Greene asks us to define the difficulty precisely: Difficulty making 1-1 correspondence with objects to 20Difficulty naming beginning sounds.Difficulty tracing lines and shapes, letters and numbers.I suggest you do the same.  Ask for help from others to find the specific lagging skill and support that skill for your student.  The earlier the better. For both of you:)Online phonics diagnostic @whamphonics.comAdditional elementary resources @ https://www.teacherspayteachers.com/Store/Whamphonics

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