Re: [MOSAIC] RTI
Please suggest this book to your school psychologist: http://www.amazon.com/Truth-About-DIBELS-What-Does/dp/0325010501/ref=pd_bbs_sr_1/105-9699880-5916468?ie=UTF8&s=books&qid=1191735823&sr=8-1Our school psychologist is pushing for DIBELS, but after using it > briefly and reading the book by Elaine Garan where she addresses valid reasons for > not using it, I'm hoping we won't. > Michelle, NY 2-5 Reading> ___ 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.
Re: [MOSAIC] mastery of stragies
I would think the common assessments would be about comprehending and not about the strategies. In other words, students should show they are comprehending what they read not that they use a particular strategy to do so. Does this make sense? Elisa Elisa Waingort Grade 2 Spanish Bilingual Dalhousie Elementary Calgary, Canada See we need to do common assessments to show mastery of our strategy unit. What would you say to them? Thanks, Gina 6th grade. ___ 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.
Re: [MOSAIC] RTI
In NYS, I believe, eventual RTI (response to intervention) involvement is not optional. It is part of the state push to lower special education classification numbers. The idea is that we make sure we have given a child the best possible intervention before we make assumptions about learning disabilities. It also includes the idea that even if a child does have a learning disability, we need to have a real and concrete plan for addressing the child's learning needs. In the past we worked with the discrepancy model which looked for a certain gap between a child's actual achievement and their expected potential. That model assumed that the child was receiving the best possible intervention, which isn't always the case. The tiers indicate the child's level of instruction, tier three being the most needy and perhaps will end up being classified with a learning disability. Tier one, grade level and doing fine. In our school, use of this model has been ok. I have found that special education teachers and reading teachers are working much more closely together. This is a good thing. It's all a continuum of learning needs, in my opinion. We have had experiences with children that we were pretty sure would end up under the Committee for Special Education who did not after the "tier 3" intervention we were able to provide. This intervention for the most needy learners has worked out to be that sometimes a child will have 3 reading lessons a day, planned pretty congruently: one from the Title I Reading teacher, one from the special education teacher and one from their classroom teacher. I've been a teacher for a long time and I do have mixed feelings about this stuff. Overall, I am ok with it and have been able to shape my piece in it to contain what I believe to be best for my students in Title I. I work in a small district in which we are able to contribute specifically with the direction our programs go. I am curious to hear other people's experiences. Cathy Title I Reading NYS ** See what's new at http://www.aol.com ___ 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.
Re: [MOSAIC] RTI
I'm curious to know what will you use as your universal screening tool if you don't use DIBELS? Will it be AIMSWeb? We're using DIBELS and it's just not enough. Our kids need screened for reading comprehension and math and the DIBELS just doesn't do that. Our school psychologist is pushing for DIBELS, but after using it > briefly and reading the book by Elaine Garan where she addresses valid reasons for > not using it, I'm hoping we won't. ___ 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.
Re: [MOSAIC] RTI
What is RTI and could you please explain the tiering system further. Thanks. J.Hayden On 10/6/07 6:40 PM, "[EMAIL PROTECTED]" <[EMAIL PROTECTED]> wrote: > My district started investigating RTI last year and we are using the tiering > system this year. I'm an AIS reading teacher. ___ 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.
Re: [MOSAIC] RTI
My district started investigating RTI last year and we are using the tiering system this year. I'm an AIS reading teacher. Because of the tiering we have some groups limited to 3 kids (tier 3) and 6 kids (tier 2). We have not been told to use any specific program yet, but I could see it coming because of the need for frequent progress monitoring. That is different from our previous AIS where the kids were formally assessed 3 times a year with DRA or QRI testing. Our school psychologist is pushing for DIBELS, but after using it briefly and reading the book by Elaine Garan where she addresses valid reasons for not using it, I'm hoping we won't. Is your district advocating the Options program because they wanted a common intervention for all tier 3 kids? I'd also like to hear from other interventionists and if RTI has hit their districts. Michelle, NY 2-5 Reading ** See what's new at http://www.aol.com ___ 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.
Re: [MOSAIC] San Diego quick test
If so, perhaps you could share the source.? We purchased the DRA2 - big 's - is it something that you got when your district bought from Pearson? Thanks. -Martha -Original Message- From: [EMAIL PROTECTED] To: mosaic@literacyworkshop.org Sent: Sat, 6 Oct 2007 5:10 pm Subject: Re: [MOSAIC] San Diego quick test I am pretty sure this is copyright infringement...??? Jennifer In a message dated 10/6/2007 4:31:08 P.M. Eastern Daylight Time, [EMAIL PROTECTED] writes: Can you post the word list that correlates with the DRA levels? ** See what's new at http://www.aol.com ___ 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. Email and AIM finally together. You've gotta check out free AOL Mail! - http://mail.aol.com ___ 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.
Re: [MOSAIC] mastery of stragies
---Am I right that the STW 2 doesn't focus on connecting? I am about to rethink it myself. I just spent 2 weeks on it. Forcing a connection, and then forcing a So What? meaningful use of the connection isn't flowing well.--- I know what you mean about the 'connections' feeling forced.? Two points 1) I heard some time ago, before STW#2 came out, that Ellin Keene had said at a conference that had she to do it all over again, she wouldn't have broken it down into T-S, etc.? 2) yes, the 'so what' asked 3 times does help bring the students closer to the importance of making connections, but even better, when we model, we start with, "did you ever feel like so-and-so?" which leads us to a list of feeling words, which leads to some GREAT vocab development.? Which is followed up with, "and when did you feel that way?"? Then the? connection is to the character's feelings which? helps kids dig deeper into understanding WHY a character did what he/she did, etc.? It's also great to connect to a character trait. We have found that starting out this way, way down into kindergarten, eliminates that "oh yeah, I have a red wagon, too" syndrome and moves the learners much more quickly to those meaty connections.? Even in a great story like Smoky Night, students have felt loss, fear, closeness of family etc. and can make connections to the child in the story without having had to experience the awful riots and fires. -Martha -Original Message- From: gina nunley <[EMAIL PROTECTED]> To: mosaic@literacyworkshop.org Sent: Sat, 6 Oct 2007 2:47 pm Subject: [MOSAIC] mastery of stragies Boo!?Scare away worms, viruses and so much more! Try Windows Live OneCare! http://onecare.live.com/standard/en-us/purchase/[EMAIL PROTECTED]://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at ___ Mosaic mailing list To unsubscribe or modify your membership please go to http://snipurl.com/MosaicArchive. Email and AIM finally together. You've gotta check out free AOL Mail! - http://mail.aol.com ___ 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] strategies
The school I work at read Debbie Miller's book, and now we are required to teach a different comprehension strategy every month. However, we don't really have a system for assessing students on mastery of the strategies. I like this posted idea of students coming up with their own methods of identifying where they are using strategies. However, I work with second graders, so I'm wondering if there are specific ways that people have found to work well in assessing any or all of the strategies at this level. I may be off base here but isn't the goal of the strategies comprehension? I don't think we need to assess the strategies, we need to assess the comprehension. In sports players work and practice many strategies that their coaches have taught them but the test comes in the game-if they apply the strategies they play well. We don't want to test the strategies we test the comprehension. Several have mentioned how kids can get hung up in coding connections-the point isn't to code correctly, the point is to make and use the connection to comprehend what they are reading. Teacher observations, reading conferences etc. will give us the information on whether the students are using the strategies. Laura C ___ 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.
Re: [MOSAIC] mastery of strategies
Rose, I, too, am a second grade teacher and to be honest; the best way I have found to assess my children in the use of their strategies is through simple conversation through readers conferences and taking anecdotal notes. There is a strategy rubric available that you can use to assess formally from your anecdotal records: http://www.readinglady.com/mosaic/tools/Strategy%20Rubrics.pdf Christina ___ 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.
Re: [MOSAIC] mastery of strategies
The school I work at read Debbie Miller's book, and now we are required to teach a different comprehension strategy every month. However, we don't really have a system for assessing students on mastery of the strategies. I like this posted idea of students coming up with their own methods of identifying where they are using strategies. However, I work with second graders, so I'm wondering if there are specific ways that people have found to work well in assessing any or all of the strategies at this level. Thanks for any thoughts on the subject! Rose [EMAIL PROTECTED] wrote: Gina, I found the same true in my classroom. After insisting they code T-S, T-T, T-W, it dawned on me that my kids were focusing more on whether they were "coding" correctly than on their actual connections. Instead, I introduced it to them and allowed them to come up with their own unique ways to code whether it be a picture or writing. Some of my kids starting drawing a lightbulb when they were reminded of something. Some would draw a book when it reminded them of another story we have read in class. I found that in my own reading, I often just mark text in the margins. Who cares whether they code correctly, as long as they're finding meaning in what they read. If they didn't have a connection, that was fine. After conversing with their peers, they often find shared experiences. Christina ___ 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] DRA word list
Can you tell us the name of the book the word list came from? Is it part of the DRA2 assessments ofr previous DRA kit? ___ 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.
Re: [MOSAIC] San Diego quick test
I am pretty sure this is copyright infringement...??? Jennifer In a message dated 10/6/2007 4:31:08 P.M. Eastern Daylight Time, [EMAIL PROTECTED] writes: Can you post the word list that correlates with the DRA levels? ** See what's new at http://www.aol.com ___ 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.
Re: [MOSAIC] mastery of strategies
Assessing Comprehension Thinking Strategies by Ellin Keene, published by Shell Education is very helpful. > Date: Sat, 6 Oct 2007 13:56:21 -0700> From: [EMAIL PROTECTED]> To: > mosaic@literacyworkshop.org> Subject: Re: [MOSAIC] mastery of strategies> > > The school I work at read Debbie Miller's book, and now we are required to > teach a different comprehension strategy every month. However, we don't > really have a system for assessing students on mastery of the strategies. I > like this posted idea of students coming up with their own methods of > identifying where they are using strategies. However, I work with second > graders, so I'm wondering if there are specific ways that people have found > to work well in assessing any or all of the strategies at this level.> > > Thanks for any thoughts on the subject!> > Rose> > [EMAIL PROTECTED] wrote:> > Gina,> > I found the same true in my classroom. After insisting they code > T-S, T-T,> T-W, it dawned on me that my kids were focusing more on whether > they were> "coding" correctly than on their actual connections. Instead, I > introduced> it to them and allowed them to come up with their own unique ways > to code> whether it be a picture or writing. Some of my kids starting drawing > a> lightbulb when they were reminded of something. Some would draw a book> > when it reminded them of another story we have read in class. I found that> > in my own reading, I often just mark text in the margins. Who cares> whether > they code correctly, as long as they're finding meaning in what> they read. > If they didn't have a connection, that was fine. After> conversing with their > peers, they often find shared experiences.> > Christina> > > > > > ___> 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.
Re: [MOSAIC] mastery of stragies
Gina, I found the same true in my classroom. After insisting they code T-S, T-T, T-W, it dawned on me that my kids were focusing more on whether they were "coding" correctly than on their actual connections. Instead, I introduced it to them and allowed them to come up with their own unique ways to code whether it be a picture or writing. Some of my kids starting drawing a lightbulb when they were reminded of something. Some would draw a book when it reminded them of another story we have read in class. I found that in my own reading, I often just mark text in the margins. Who cares whether they code correctly, as long as they're finding meaning in what they read. If they didn't have a connection, that was fine. After conversing with their peers, they often find shared experiences. Christina ___ 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.
Re: [MOSAIC] San Diego quick test
Can you post the word list that correlates with the DRA levels? ** See what's new at http://www.aol.com ___ 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.
Re: [MOSAIC] Margaret Mooney
I recognized a lot of friends at the recent Ralph Fletcher conversation on the TLN ( Richard Owen ) listserv. There is going to be an online talk with Margaret Mooney this week. I have taken a class with her and heard her speak twice, and came away with many new great ideas. For those of you who are interested, here is a link with more info. _The Learning Network Solutions_ (http://www.rcowen.com/TLNOnlineDiscussions.htm) Nancy ** See what's new at http://www.aol.com ___ 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] mastery of stragies
Am I right that the STW 2 doesn't focus on connecting? I am about to rethink it myself. I just spent 2 weeks on it. Forcing a connection, and then forcing a So What? meaningful use of the connection isn't flowing well. I also decided after several years that insisting they code T-S, T-T, and T-W isn't really necessary either. I am being much simpler. I am saying Hey did this remind you of anything...oh yeah? What? Oh do you think that you can use that information to understand and event or character...no OK let's go on. Yes OK let's talk about that. No connection? OK let's keep reading. Or maybe I add my own. I see teachers, myself included, forcing the strategy work and it just doesn't work that way most days, which leaves me wondering how to talk to my district about MASTERY. See we need to do common assessments to show mastery of our strategy unit. What would you say to them? Thanks, Gina 6th grade. _ Boo! Scare away worms, viruses and so much more! Try Windows Live OneCare! http://onecare.live.com/standard/en-us/purchase/trial.aspx?s_cid=wl_hotmailnews ___ 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.
Re: [MOSAIC] San Diego quick test
I also would appreciate it. Lori On 10/6/07 6:40 AM, "[EMAIL PROTECTED]" <[EMAIL PROTECTED]> wrote: > > We are about to launch our very first round of DRA testing.? Would you be > able to share that list, perhaps as an attachment?? I'm guessing I'm one of > many who will thank you! > -Martha > > > > > > > > -Original Message- > From: [EMAIL PROTECTED] > To: mosaic@literacyworkshop.org > Sent: Sat, 6 Oct 2007 8:08 am > Subject: Re: [MOSAIC] San Diego quick test > > > > > > > > > > > Jennifer I have a word list that has correlated dra levels on it. When first > graders come to their very first DRA test ever we usually pick about five > benchmark books. Then we work up or down from the initial reading if that text > is not the just right text. But this is time consuming so if I administer > the word test (which is just lists correlated to Dra levels it almost always > chooses a text better than the five finger rule and student and teacher > discussion i just started using the word list and am actually > Narrowing the benchmarks used for initial DRA assessment and am able to > place students in appropriate levels earlier . > > > > ** See what's new at http://www.aol.com > ___ > 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. > > > > > > > > > Email and AIM finally together. You've gotta check out free AOL Mail! - > http://mail.aol.com > ___ > 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. > -- Lori Jackson District Literacy Coach & Mentor Todd County School District Box 87 Mission SD 57555 http:www.tcsdk12.org ph. 605.856.2211 Literacies for All Summer Institute July 17-20. 2008 Tucson, Arizona ___ 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.
Re: [MOSAIC] San Diego quick test
We are about to launch our very first round of DRA testing.? Would you be able to share that list, perhaps as an attachment?? I'm guessing I'm one of many who will thank you! -Martha -Original Message- From: [EMAIL PROTECTED] To: mosaic@literacyworkshop.org Sent: Sat, 6 Oct 2007 8:08 am Subject: Re: [MOSAIC] San Diego quick test Jennifer I have a word list that has correlated dra levels on it. When first graders come to their very first DRA test ever we usually pick about five benchmark books. Then we work up or down from the initial reading if that text is not the just right text. But this is time consuming so if I administer the word test (which is just lists correlated to Dra levels it almost always chooses a text better than the five finger rule and student and teacher discussion i just started using the word list and am actually Narrowing the benchmarks used for initial DRA assessment and am able to place students in appropriate levels earlier . ** See what's new at http://www.aol.com ___ 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. Email and AIM finally together. You've gotta check out free AOL Mail! - http://mail.aol.com ___ 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.
Re: [MOSAIC] Help. .(again)
At my school, our Reading With Meaning book club was open to all grade levels, and as a fifth grade teacher, I'm so glad I joined it. RWM clearly explains how to teach the strategies described in Mosaic. I found it easy to envision how Miller's lessons would look in a fifth grade classroom. Paula [EMAIL PROTECTED] wrote: I had a similar experience...intermediate teachers were turned off by the primary focus. One group picked Mosaic rather than Strategies That Work (it looked shorter) but found it too abstract. They wanted practical. Those that did Strategies That Work were intimidated at first by the size of the book but found it the most practical and applicable of all... Jennifer Maryland In a message dated 10/4/2007 9:02:19 P.M. Eastern Daylight Time, [EMAIL PROTECTED] writes: I'm torn between starting with "Mosaic of Thought" or "Reading with Meaning." What do you all think? Also, as far as starting the group. . . What do you think would be the best possible way of advertising? We all know that not every teacher is open to new ideas and I really want to present it in the best light possible. Please share any of your thoughts or personal experiences. ** See what's new at http://www.aol.com ___ 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. - Moody friends. Drama queens. Your life? Nope! - their life, your story. Play Sims Stories at Yahoo! Games. ___ 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.
Re: [MOSAIC] San Diego quick test
Jennifer I have a word list that has correlated dra levels on it. When first graders come to their very first DRA test ever we usually pick about five benchmark books. Then we work up or down from the initial reading if that text is not the just right text. But this is time consuming so if I administer the word test (which is just lists correlated to Dra levels it almost always chooses a text better than the five finger rule and student and teacher discussion i just started using the word list and am actually Narrowing the benchmarks used for initial DRA assessment and am able to place students in appropriate levels earlier . ** See what's new at http://www.aol.com ___ 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.
Re: [MOSAIC] RTI
In a message dated 10/5/07 11:38:01 PM, [EMAIL PROTECTED] writes: > Anyone from this group involved with Response to Intervention (RTI). Our > district just began this process this year. I was assigned to be an > interventionist at Tier 3. I was told that I needed to use Options > Intervention > materials. Is anyone in the same position and/or has experience using > Options? > I am also an AIS or RTI teacher. I have one section of grade 6 ELA and three of grade 8. I am not being directed to use any specific program though. Pat - NY ** See what's new at http://www.aol.com ___ 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.
