My thinking would be how can the problem be fixed if you don't know what the problem is and that there needs to be a collaborative meeting of this group of people discussing what strategies would best suit the style of learner this student is. I can't imagine any boy, let alone one with issues carrying words around and learning them in isolation on a 'good' day or even learning isolated words. I would imagine the support people would not be teaching reading but addressing behaviours. Does he forget for example? What can he remain focussed on? And, why wouldn't instructional level be the first place to start I wonder? Nothing else makes much sense to me but I think a meeting of all the experts, lead by thet person, 'You" who knows him best as a learner to agree on a list of strategies, then reports on successes and otherwise, to then re assess the development and program would be a great way to go.
--- On Wed, 12/11/08, Melissa Kile <[EMAIL PROTECTED]> wrote: From: Melissa Kile <[EMAIL PROTECTED]> Subject: [MOSAIC] Response to Intervention question To: Mosaic@literacyworkshop.org Received: Wednesday, 12 November, 2008, 2:31 PM I have a student (2nd grade inclusive classroom) who, recently, did not qualify as learning disabled. The discrepancy between his achievement & ability levels was significant, but there was not a large enough indication of a processing problem to label him LD. We also suspect ADD, but of course, that's the parents' call as to whether they take him to the doctor for a diagnosis, so that isn't being addressed right now. The team's recommendation was to refer him to our (new) county RtI team. I got a little bit of an explanation about what they do, but would like a more in-depth explanation. Here's what I got from our spec. ed lead teacher (who I respect): This is an example of one strategy--they choose a 2nd grade level text for Mason (he reads at beginning first grade), have him read it, and determine which words he can't recognize (which I suspect would be 70% or better). They write those words on small cards that he can carry around during the day and practice. Remember--ADD, in all likelihood. He's well-behaved--a typical active boy, and likeable. I was also told the team might work with him once a day or even more. Then I asked, "So, when would he work with text at his independent or instructional level?" She didn't know. I really wanted to ask if anyone on the team had a background in reading instruction (over and above special education). Two of the people on the team (besides the team leader) would be a county behavioral specialist and our school psychologist. Are these the best choices for this intervention? Is there a special training that takes place before they work with struggling readers? I know our special ed teacher was just able to give me a short answer to a question that I'm sure requires a very long answer. Can anyone help me out with some information, or point me to a reliable source on the Internet? Thank you so much!! Melissa/2nd/VA _______________________________________________ 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. Find your perfect match today at the new Yahoo!7 Dating. Get Started http://au.dating.yahoo.com/?cid=53151&pid=1012 _______________________________________________ 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.
