This is a huge issue and, in fact, a transplanted psychologist from Michigan is trying to press the point that Tier 2 interventions need to be programs- systematic, research -based programs. We, the Reading Specialists in our District , have been doing our homework and have found that Fuchs and Fuchs form Vanderbilt Univ. , who helped develop Dibels , actually promote best researched practices , which is what we are about. You might recommend that "the powers that be "read : Response to Intervention-A Framework for Reading Educators by Douglas and Lynn Fuchs and Sharon Vaughn. There are specific intervention suggestions and research notations listed for what should be happening in Tier 2. Hope this is helpful.
Laura Klug Reading Specialist Williamson County Schools Franklin, TN -----Original Message----- From: mosaic-boun...@literacyworkshop.org [mailto:mosaic-boun...@literacyworkshop.org] On Behalf Of Beverlee Paul Sent: Tuesday, January 13, 2009 3:15 PM To: Mosaic: A Reading Comprehension Strategies Email Group Subject: Re: [MOSAIC] Interventions I'd really like to open this thread up again and take another try at it. Those of us in balanced literacy classrooms are fighting for our professional opinions and desperately need the most up-to-date research which supports comprehensive literacy, not direct instruction. On Wed, Oct 15, 2008 at 2:42 AM, <s...@charter.net> wrote: > Dear All, > > Our group (numbering 10) of Title 1 facilitators, literacy coaches and > classroom teachers are currently putting together a "Response to > Intervention" model within the Michigan district in which we work. > > My questions may seem somewhat ignorant, yet I get different replies > depending on where I look or who I ask. > > Our team is entirely Reading Recovery trained, but because of cost issues > the district decided to pull out of Reading Recovery for this academic year. > > My first and biggest issue: IF interventions are to be "research-based" > does that mean the intervention HAS to be "approved" by the What Works > Clearinghouse? Do the interventions have to be "programs" or in our case, > can we, as trained Reading Recovery teachers continue to do what we have > always done with children, and can we take our expertise and apply that to > small group settings? Can we train paraprofessionals to work one-on-one or > in small groups? > > Please let me know your understandings and how this is working within your > districts. > > I appreciate the sharing of any insight you might have. > > Susan > -- > Susan Nugent > > "We cannot discover new oceans unless we have the courage to lose sight of > the shore." - unknown > > _______________________________________________ > 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.
