RTI---just like NCLB--- is a good idea gone very, very wrong. What has to happen is data collection. We need to collect evidence and document the damage done and share it with whoever will listen. Data can be a double edged sword. Let's use it for the good of children. It doesn't have to be numerical data...it just needs to be clear and convincing evidence presented to the press, administrators, politicians, anyone who will listen. I read two books on RTI this summer because our district is starting to move this direction. One very positive part of RTI...as it is originally intended...is that we can identify kids for extra help without using the discrepancy model. It always drives me nuts that I have to wait until a child is two years behind before he or she qualified for extra help. By then, it is almost too late and it becomes incredibly HARD to help the child. What saves us in my district is that we get NO Reading First money and no mandate to implement RTI as many of you have described here. We have the chance here to try to improve classroom instruction and find extra time and new ways to use personnel to target children who need the most help. My students need extra time and work in comprehension, so we will be using Soar to Success as an intervention. From what I can tell, this program does NOT seem to be contradictory to best practices as we have discussed here on the listserv. I do not have to use a script...I can use what I know about these kids to plan lessons for THEIR needs. And I can tweak lessons...so far the 'fidelity police' have not made it to this corner of Maryland. SO...having said that...thanks to those who have sent synthesis ideas...Anyone have any great synthesis lessons for primary aged kids---grade 2 and 3? Good book ideas? I can't be the only one who has struggled with this! Jennifer In a message dated 9/2/2008 11:54:18 A.M. Eastern Daylight Time, [EMAIL PROTECTED] writes:
>From Beverly: ..............if we just ignore the RtI-ers, we are able to teach in the way we see is best for our kids. :-( Beverly and others: I am an administrator and I am having a very hard time "ignoring" RtI - it is a law in my state - in fact our law has gone above and beyond the federal guidelines. I do not have a classroom where I can just shut my door and teach the way I believe - which is also supported by tons and tons of research. So, what do I do? Our state is requiring that an enormous amount of resources be put toward this "law" without the first idea of what it means and how it is ruining our kids' education! I am extremely concerned and I have been saying so for over a year with little to no response from anyone. I feel like people are just following the herd - like they've just given up and feel they are doomed to state oversight and WORST practice in education as opposed to best practice. I would hope that those who subscribe to this listserv are the professionals that could actually do something about this. It won't happen if we just moan and groan - teachers pointing fingers at administration and administrators pointing fingers at the state. What are people out there really doing about this?!?!?!?! Carrie K-8, IL **************It's only a deal if it's where you want to go. Find your travel deal here. (http://information.travel.aol.com/deals?ncid=aoltrv00050000000047) _______________________________________________ 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.
