Yes....we have a range of expectations.  If a child is not progressing within 
the core curriculum we provide targeted intervention in the areas they are not 
demonstrating growth.  
How would you determine who receives intervention and in which areas the 
student would benefit from intervention without targets and expectations?  I do 
not think this is nit-picky, I think it is responsible teaching that helps all 
children become readers.  

--- On Tue, 11/1/11, Renee <phoenix...@sbcglobal.net> wrote:

From: Renee <phoenix...@sbcglobal.net>
Subject: Re: [MOSAIC] Common Core and F & P
To: "Mosaic: A Reading Comprehension Strategies Email Group" 
<mosaic@literacyworkshop.org>
Date: Tuesday, November 1, 2011, 1:56 PM

April,

I am curious as to whether the teachers in your school/district are speaking 
out against this plan? It seems to have very little recognition of the fact 
that children learn at different rates, and that some take longer to "get" 
something than other. Two months behind? Wow. That seems very nit-picky and 
also very arbitrary.

Are there others out there who are assessing/judging children in this way?
Renee

On Nov 1, 2011, at 6:15 AM, Stein, Ellen H. wrote:

> What would that look like? What "extra intervention" are you doing?
> 
> 
> -----Original Message-----
> From: mosaic-bounces+estein=bcps....@literacyworkshop.org 
> [mailto:mosaic-bounces+estein=bcps....@literacyworkshop.org] On Behalf Of 
> Willard, April D
> Sent: Tuesday, November 01, 2011 8:01 AM
> To: 'Mosaic: A Reading Comprehension Strategies Email Group'
> Subject: Re: [MOSAIC] Common Core and F & P
> 
> Students who are two or more levels behind the monthly target are the 
> students who we focus on for extra intervention.  This could be in the form 
> of after school tutoring, extra small group instruction with the teacher or a 
> reading specialist.
> 
> April Willard

"Holding a grudge is like eating rat poison and then
waiting for the rat to die." ~ Anne Lamott


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