Getting back to the original question here, the way RTIworks in our school is that the student would receive interventions from an interventionist, either in a push-in setting or pull-out, depending on the level of interventions (strategic or intensive), IN ADDITION TO the regular reading instruction (guided reading)provided by the classroom teacher. The guided reading instruction would be at his instructional reading level. If the child is receiving intensive level interventions, he would also receive strategic interventions. What this means is that the child described in the original post (assuming he is considered "intensive") would receive regular guided reading instruction at his instructional level from his classroom teacher, he would receive 20 minutes/day of strategic (push-in) support AND 20 min/day ofpull-out intensive support from the reading specialist (me). Push-in interventions are provided by a paraprofessional, with my guidance. I am finding that I am spending more and more time "diagnosing" but I also feel like I am really getting to the root of the individual students' problems and that the time I spend doing that will eliminate time spent teaching things/using methods that are not what that student needs.
This became very clear to me this past week when I was administering the Word Analysis portion of the DRA2 to a 2nd grade student who is reading at a DRA level 4. The first task I gave her was one where she had to use a number line to count the # of words in a sentence as she repeated it. She could not do it. But she flew through all of the other tasks with no difficulty. Running records, anectdotal notes, word lists, etc. would not have given me this information. Now that I know this, I can share with the classroom teacher and the para and we can triple dose her with instruction. I am finding that RTI is meaning much more evaluation than I would have originally expected,and will probably require more teachers/paras, but getting to the root of the individual students problems is what it is all about - and keeping as many kids as possible out of SPED. Hope this helps! Debbie ----- Original Message ----- From: [EMAIL PROTECTED] To: mosaic@literacyworkshop.org Sent: Saturday, November 15, 2008 1:57:39 PM (GMT-0600) America/Chicago Subject: Re: [MOSAIC] Response to Intervention question Look at this site...it is great for record keeping of your progress monitoring. http://www.jimwrightonline.com/php/chartdog_2_0/chartdog.php Terry "Love of reading and writing is not taught, it is created. Love of reading and writing is not required, it is inspired. Love of reading and writing is not demanded, it is exemplified. Love of reading and writing, is not exacted, it is quickened. Love of reading and writing is not solicited, it is activated." -Russell Stauffer, 1980 -----Original Message----- From: Dawn Vela <[EMAIL PROTECTED]> To: Mosaic: A Reading Comprehension Strategies Email Group <mosaic@literacyworkshop.org> Sent: Sat, 15 Nov 2008 2:33 pm Subject: Re: [MOSAIC] Response to Intervention question This is on the same topic but not necessarily a response to the question.? Does anyone have any good forms for recording information for RTI?? I know we can do simple anecdotals and of course running records.? In particular I'm looking for records for classroom teachers and intervention teachers grades pk-5.? All replies would be appreciated! Dawn Vela ________________________________ From: Melissa Kile <[EMAIL PROTECTED]> To: [EMAIL PROTECTED]; Mosaic: A Reading Comprehension Strategies Email Group <mosaic@literacyworkshop.org> Sent: Wednesday, November 12, 2008 5:44:48 AM Subject: Re: [MOSAIC] Response to Intervention question Well, you and I certainly think alike!! They may be addressing behaviors--he doesn't seem to retain information, and when he does, it's inconsistent. For example, a simple math practice sheet (addition) is done almost entirely correctly one day, and the next a very similar sheet has more wrong answers than right. Thank you! I plan to insist on a "pre-"intervention meeting w/ all involved. Melissa On Tue, Nov 11, 2008 at 10:51 PM, suzie herb <[EMAIL PROTECTED]> wrote: > 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 wou ld > 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 t o 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. > > _______________________________________________ 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. _______________________________________________ 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.
