The information we have is from our state department of ed. I am wondering... is this going to be like Reading First and vary from state to state in terms of how it is interpretted?
Lori ----- Original message ----- From: [EMAIL PROTECTED] To: mosaic@literacyworkshop.org Date: 2008, 16, Saturday Of February 09:08 Subject: Re: [MOSAIC] rti conversation > > We are using DIBELS and will continue to do so, but we are having > conversations now about how to go deeper into diagnosis of phonics/phonemic > awareness concerns. Also, the gap between a good reading rate and a good > score on the state test - which in Delaware is a least 50% higher level > questions that require written answers - is a concern. The only thing that > matters on it is higher level comprehension skills. > > > > The RtI requirements ask for a "universal screening instrument" and use the > term "scientifically research based," so I am not hopeful that any district > developed instrument will pass muster. However, we are still going to work on > that. I think the people at our dept. of education will as well. > > > > Cathy > > > -----Original Message----- > From: Ljackson <[EMAIL PROTECTED]> > To: Mosaic: A Reading Comprehension Strategies Email Group > <mosaic@literacyworkshop.org> > Sent: Sat, 16 Feb 2008 8:27 am > Subject: Re: [MOSAIC] rti conversation > > > > > Cathy, > > I agree, we need to help each other out as much as possible with RtI. Having > just adopted the DRA2 for grades K05 (K-3 previously used the old version), > our > primary issue right out of the gate is fluency, and more specifically rate. I > just met with our Exceptional Education director yesterday and we are > concerned > that RtI may force us to bring back DIBLES, which I helped put to rest last > year. One of our schools has purchased the new Fountas and Pinnell > calculators, > making it posible to easily caculate a rate score with every running record. > I > suggested that we consider asking for a weekly running record for 'progress > monitoring', rather than use the DIBLES. Our teachers are already doing > running > records, so it looks like a way to naturally incorporate this rather > unnatural > process of timing. We are going to see if this will fly. > > A second issue of concern is related to phonemic awareness. I think a wider > review of the research (including what was knowingly excluded by the NRP) > suggests a chicken and the egg conversation--which comes first, what is a > bi-product of what. I want to avoid having to use DIBELS and those darned > nonsense words if possible. Cathy, and others, how are you planning to > address > this concern? > > Lori > > > ----- Original message ----- > From: [EMAIL PROTECTED] > To: mosaic@literacyworkshop.org > Date: 2008, 15, Friday Of February 15:01 > Subject: Re: [MOSAIC] rti conversation > > > > > We are dealing with the same situation in experimenting with RtI this year, > before it is required next year. It will be tough to find a comprehension > assessment that we can do quickly enough to use for progress monitoring. Our > older students are all over the map with the retell. Many of the very > competent > students summarize, which is a higher level skill, rather than retell. So > their > dibels scores look bad, but they can comprehend just fine. Since we will all > be > in the same boat very soon, we should all collaborate on the development of a > comprehension assessment that deals with strategies. We are actually > experimenting with the ones form Keene's assessment book. > > > > > > > > Cathy > > > > DE > > > > K-5 > > > > > > -----Original Message----- > > From: STEWART, L <[EMAIL PROTECTED]> > > To: Mosaic: A Reading Comprehension Strategies Email Group > <mosaic@literacyworkshop.org> > > Sent: Fri, 15 Feb 2008 11:48 am > > Subject: Re: [MOSAIC] rti conversation > > > > > > > > > > Thanks for this message. You just gave me my aha moment. We moved to > > DRA2 testing this year. Our initial testing put the majority of our > > kids below grade level, because we had not been teaching retell. We > > were teaching summarizing (which I still believe is the better skill to > > teach). Now that we are teaching retell the children are passing the > > DRA2 with flying colors. However, when we ask them to respond to text > > we are able to clearly see that they are not necessarily comprehending > > anything beyond a literal interpretation. When are we going to get > > these things right! > > > > -----Original Message----- > > From: [EMAIL PROTECTED] > > [mailto:[EMAIL PROTECTED] On Behalf Of > > [EMAIL PROTECTED] > > Sent: Friday, February 15, 2008 9:18 AM > > To: mosaic@literacyworkshop.org > > Subject: [MOSAIC] rti conversation > > > > Our district is implementing the tiering for rti as well as thinking > > about who needs more intensive instruction, but so far we have not had > > any mandated progress monitoring methods. We check back after an IST- > > Instructional support team- meeting, usually about 6-8 weeks, and see if > > the issues with the child have been resolved. Our problem with DIBELS > > is that it really doesn't seem to address comprehension issues for > > older kids. If the student can retell what they've read and use the > > words from the story they get credit. Yet, isn't that just assessing > > working memory, not comprehension? They only get 1 minute to talk about > > the story. So, we really don't have a good progress assessment that can > > be used weekly or biweekly like we should for tier 3 kids. Does anyone > > else have these issues? > > Michelle- NY AIS 2-5 reading > > > > > > > > **************The year's hottest artists on the red carpet at the Grammy > > > > Awards. Go to AOL Music. > > (http://music.aol.com/grammys?NCID=aolcmp00300000002565) > > _______________________________________________ > > Mosaic mailing list > > Mosaic@literacyworkshop.org > > To unsubscribe or modify your membership please go to > > http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. > > > > Search the MOSAIC archives at http://snipurl.com/MosaicArchive. > > > > > > _______________________________________________ > > Mosaic mailing list > > Mosaic@literacyworkshop.org > > To unsubscribe or modify your membership please go to > > http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. > > > > Search the MOSAIC archives at http://snipurl.com/MosaicArchive. > > > > > > > > ________________________________________________________________________ > > More new features than ever. Check out the new AOL Mail ! - > http://webmail.aol.com > > _______________________________________________ > > Mosaic mailing list > > Mosaic@literacyworkshop.org > > To unsubscribe or modify your membership please go to > > http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. > > > > Search the MOSAIC archives at http://snipurl.com/MosaicArchive. > > > > > > > _______________________________________________ > Mosaic mailing list > Mosaic@literacyworkshop.org > To unsubscribe or modify your membership please go to > http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. > > Search the MOSAIC archives at http://snipurl.com/MosaicArchive. > > > > ________________________________________________________________________ > More new features than ever. Check out the new AOL Mail ! - > http://webmail.aol.com > _______________________________________________ > Mosaic mailing list > Mosaic@literacyworkshop.org > To unsubscribe or modify your membership please go to > http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. > > Search the MOSAIC archives at http://snipurl.com/MosaicArchive. > > _______________________________________________ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
