Lori,
To me, that sounds like insufficient training in literacy. A teacher may not
need to be 'on board' with the program, but they should definitely be using
appropriate and research supported teaching methods for literacy. If they
don't, then whose responsible for the training that they should have
received to make them effective literacy teachers? I have seen this in the
school system I retired from and it was a lack of training. However, that is
not to say that there aren't teachers who will deliberately sabotage a
schools program because it requires them to move from their comfort zone and
they don't want to. I think your key phrase was 'effective teachers' and my
question becomes how did they become effective teachers and the others
didn't? And what needs to happen to help the other teachers become more
effective in their literacy methods?
Deidra Chandler, NC
MA Early Childhood Ed
MA Reading
MultiSensory Structured Language Intervention Tutor
----- Original Message -----
From: "Ljackson" <ljack...@gwtc.net>
To: "Mosaic: A Reading Comprehension Strategies Email Group"
<mosaic@literacyworkshop.org>
Sent: Wednesday, December 17, 2008 8:23 AM
Subject: Re: [MOSAIC] RTI
The 80% mentioned here probably refers to the RtI pyramid, in
which--ideally--80% of the student population have their needs met within
the regular classroom and are performing within acceptable ranges in terms
of grade level expectations. To me, this implies that the first step in
beginning an RtI program is to carefully examine curricular practices but
it does not follow that there is necessarily a prescribed or correct
single means of doing this. Like Kelly, our district feels that balanced
literacy and a general pacing guide for unit study will support teachers
in attaining this goal. I do see, however, a danger in my own district in
seeing this approach damned and dumped because we are not seeing the kinds
of results one would hope to see. As much as I am nervous about the
bantying of the term fidelity, I think Kelly has hit the nail on the head.
We have ample evidence to show that children in classrooms where balanced
literacy practices are honored under the orchestration of effective
teachers, children are making excellent progress. The issue we have to
grapple with is this. How do we begin to address the issue of teachers who
aren't, for lack of a better term, on board? I can say that the majority
of these teachers are implementing their own brand of instruction that
looks much more like traditional basal instruction than any direct
instruction program I have reviewed.
Lori Jackson
District Literacy Coach and Mentor
Todd County School District
Box 87
Mission SD 5755
----- Original message -----
From: Kelly Andrews-Babcock <kandrews-babc...@killinglyschools.org>
To: Mosaic: A Reading Comprehension Strategies Email Group
<mosaic@literacyworkshop.org>
Date: Wednesday, December 17, 2008 6:56 AM
Subject: Re: [MOSAIC] RTI
Oh my, how scary! I'm not sure what you mean by 80% requirement for RtI,
are you talking about implementing RtI up to 80%? Anyway, we were told
that if you do not have a "program" that whatever your core curriculum is
will be fine as long as it's being implemented with integrity and
fidelity. Our core curriculum consists of guided reading, shared reading
and independent reading. However it does not look the same in every
classroom nor the same at each grade level.
As a coach my job has become interesting in assisting grade levels to
meet expectations. We also formulated some pacing guides for reading last
year which has helped us stay on track. I'm not sure I'm answering your
question here...
Kelly AB
On 12/16/08 5:05 PM, "Beverlee Paul" <beverleep...@gmail.com> wrote:
Help!! I've been told that the only way a district can meet the 80%
requirement for RTI is to adopt a direct instruction program as its core
curriculum. Please--those of you out there that still use balanced
literacy, how do you fulfill the RTI requirement? Thanks. BP
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