I am a Title I reading teacher in a small rural/suburban district.  We try to 
schedule intervention outside of the students' reading blocks so that the Title 
I intervention is in addition to their regular, daily reading instruction.  
When I first started in this job, the reading teachers were doing mostly 
push-in but it looked kind of like what I call a "hover" model in which too 
many adults hovered around children and  "supported" them.  What ended up 
happening was that the kids seemed to develop more learned helplessness.  I 
felt kind of uncool when I started pulling out more.  I schedule it so each 
group goes at a different time each day of the week so that kids don't miss a 
subject lesson in their class more than once a week.  I also create my groups 
based on need rather than by whose class they're in.  I might have students 
from three different classes at one time because they all need phon. aw. or 
they might need comprehension, etc.  It's not perfect but we're getting pretty 
good results. 

Cathy






-----Original Message-----
From: Janel Atwell <janelatw...@gmail.com>
To: Mosaic@literacyworkshop.org
Sent: Tue, Jun 8, 2010 6:12 pm
Subject: [MOSAIC] inclusion for Title I reading remediation


My district, which is a quite small urban district, is implementing
nclusion for all special classes such as special ed and remedial reading
ext year.  I am a Title I reading specialist who has never done "push in"
ut always "pull out".  Knowing our administration, there won't be a lot of
irection as far as scheduling and implementation.  I serve K-5. Any
uggestions for what will really work?  We will not have planning time with
he teachers; that is a main concern along with scheduling since most have
heir literacy block in the morning.  I'm afraid that it will be a three
ing circus with special ed and Title I going on at the same time as the
egular classroom instruction.
- 
anel Atwell
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