Not as long as there is RTI and progress monitoring....
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-----Original Message-----
From: "Jeanne Crider" <jeann...@charter.net>
Date: Sun, 7 Feb 2010 19:41:38 
To: Mosaic: A Reading Comprehension Strategies Email 
Group<mosaic@literacyworkshop.org>
Subject: Re: [MOSAIC] RTI - Any info on AIMS Web?

Boy all the comments I'm reading are exactly what I've noticed about using 
the AIMS Web in my school.  How is it gaining such popularity?  It doesn't 
seem like many people really like it.  I know it is quick and makes jazzy, 
colorful graphs. . .but so what!  Maybe it will start losing momentum soon. 
(I sure hope so.)
Jeanne
----- Original Message ----- 
From: "EDWARD JACKSON" <lori_jack...@q.com>
To: <mosaic@literacyworkshop.org>
Sent: Sunday, February 07, 2010 4:31 PM
Subject: Re: [MOSAIC] RTI - Any info on AIMS Web?


>
> No first hand experience but word of mouth has not been good. My husband's 
> school is dissatisfied because kids that do well with this measure are not 
> doing well with other measures.
>
>
> Lori Jackson M.Ed.Reading Specialist
> Broken Bow, NE
>
>
>
>
>
>
> EMAILING FOR THE GREATER GOOD
> Join me
>
>> Date: Sun, 7 Feb 2010 07:34:36 -0800
>> From: lisamcgill...@yahoo.com
>> To: mosaic@literacyworkshop.org
>> Subject: [MOSAIC] RTI - Any info on AIMS Web?
>>
>> Hi to all-
>>      I have been a 'voyeur' on the site for quite a while now and have 
>> found many of your comments and suggestions helpful.
>>      I am a member of our district's RTI committee and we are currently 
>> looking at ways to 'roll out' our RTI from grades K-2 into grades 3 and 
>> up.  We use DIBELS as one of our screening measures with this early 
>> population but are thinking it won't meet our needs as we move into the 
>> higher grades.  Does anyone have any information on AIMS Web?  It was 
>> suggested that we look into it as an alternative to DIBELS or to use 
>> starting in grades 3 and up?
>>      Thanks so much for your help and suggestions.
>>                 Lisa
>>                 Grade 6 Teacher/RTI Committee
>>
>>
>>
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>
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