Bev: I've been trying not to add anything to the RTI discussion because I just don't have much positive to say right now. My ENORMOUS frustration is the "research-based" and "measurable" facets, not with the philosophy, which is wonderful. Again, I believe the whole thing is profit-driven if you peel back enough layers. The same folk who gave us Reading First "programs" and tutoring "programs" and summer school "programs" just happen to also have intervention "programs" for sale. And, once again, RtI must use "scientifically-based programs" (and they of course tell you which those are). But, the clincher remains the measurement. Just think about it--what meaningful intervention can be measured in 4-6 weeks??? DIBELS measures parts. Parts can be measured. Part measurement can be charted. Documentation springs eternal. But...what about the kind of learning that Ellin talks of in To Understand? What about ANYTHING greater than parts? By setting the 4-week intervention requirement, a team MUST choose parts -- what else could change in that amount of time that can be easily measured and charted over and over? Maybe comprehension is the problem (ya think?) -- what significant can be taught with a scientifically based program, measured, charted, retaught, etc. etc. etc.?? This is why I try so hard to just steer clear of any discussion. I can't imagine that there is absolutely anything other than a profit-motive for the assessment- and program-makers AND a way to lower our swelling special education numbers, which is what big business and government is demanding. Do you think kids will really be referred if the classroom teacher knows what happens next -- documentation, leaving of other learners to fend for themselves, many meetings, the kind of interventions required that might not even fit the kid? I believe teachers deserve all the credit in the world--they are our nations' unseen and unheralded treasures. But, give me a break, they also have an abundance of common sense. If they know a kid needs extra help AND they know what it will cost to get it to them through RtI, what do we think they'll do? They'll decide to help them after school every night when they can choose interventions that they believe are effective, even if they can't be documented quantitatively and quickly. They'll ask a para to give them extra support (now there's a new idea, right?). They'll pair them with peers. They'll do what teachers have always done. And, if there's any way humanly possible to live with themselves and their conscience, they'll ignore anyone on the margin - and those are the very ones that true, quality interventions would make all the difference for. *************************************************************** Jennifer: Some schools seem to require 'research based programs" as part of the tier 1,2 or 3 interventions...but others seem to be looser in what counts as intervention. What seems to be crucial is careful data collection to prove that a child is not responding to the series of interventions and then that can get them qualified as an Learning Disabled child and receive special ed outside of the discrepancy formula most districts have used before this time. _________________________________________________________________ Enjoy 5 GB of free, password-protected online storage. http://www.windowslive.com/skydrive/overview.html?ocid=TXT_TAGLM_WL_Refresh_skydrive_062008 _______________________________________________ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org.
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