Re: [MOSAIC] overwhelmed gen. ed
Leslie, This is great idea! Can you imagine if we started communicating about kids through an open post?? It could lead to conversations about instruction and philosophy...Kathy wouldn't know how to handle the sense of community it would create! Carol -Original Message- From: [EMAIL PROTECTED] [mailto:[EMAIL PROTECTED] On Behalf Of [EMAIL PROTECTED] Sent: Wednesday, November 19, 2008 9:48 PM To: mosaic@literacyworkshop.org Subject: Re: [MOSAIC] overwhelmed gen. ed We are beginning to post as well as a means of communication. And our computer specialists are in the process of setting us up so that we can actually plug into a space on each other's computers from our own computer so we can write lessons,keep records, and share parts of the responsibility of writing report cards... There are some kinks but this is the way we are responding to the issue of time and it really makes a lot of sense In a message dated 11/19/2008 9:06:43 P.M. Eastern Standard Time, [EMAIL PROTECTED] writes: EXCELLENT idea! We are severely understaffed in our special ed. department this year. They are stretched so thin, and we have NO time to talk with the specialists that work in our rooms (we are full inclusion, or are supposed to be!). Thanks for the idea. Melissa/VA/2nd On Wed, Nov 19, 2008 at 8:18 AM, Waingort Jimenez, Elisa [EMAIL PROTECTED] wrote: Hello Everyone, I've searched high and low for this document, even writing to Choice Literacy for their help, but I haven't been able to locate it. I made one up that provides a space for the teacher to start the conversation and then the specialist to continue it. It's really a simple idea: communication through a written conversation since we are all so busy to stop and have frequent talks about the children that we share. I tried pasting it below but of course the formatting was off. Basically, there are four columns. The first and last columns are for the date. The two columns in between are labeled Teacher Comments and Specialist Comments. The form then goes from mailbox to mailbox for each teacher to respond or give updates. Hope this helps. Elisa Elisa Waingort Grade 2 Spanish Bilingual Dalhousie Elementary Calgary, Canada ___ 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. **One site has it all. Your email accounts, your social networks, and the things you love. Try the new AOL.com today!(http://pr.atwola.com/promoclk/10075x1212962939x1200825291/aol?redir=http://www.aol.com/?optin=new-dp %26icid=aolcom40vanity%26ncid=emlcntaolcom0001) ___ 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] overwhelmed gen. ed
Hello Everyone, I've searched high and low for this document, even writing to Choice Literacy for their help, but I haven't been able to locate it. I made one up that provides a space for the teacher to start the conversation and then the specialist to continue it. It's really a simple idea: communication through a written conversation since we are all so busy to stop and have frequent talks about the children that we share. I tried pasting it below but of course the formatting was off. Basically, there are four columns. The first and last columns are for the date. The two columns in between are labeled Teacher Comments and Specialist Comments. The form then goes from mailbox to mailbox for each teacher to respond or give updates. Hope this helps. Elisa Elisa Waingort Grade 2 Spanish Bilingual Dalhousie Elementary Calgary, Canada If you find the doc, I would like to see/know more about it, please. judy --- On Thu, 10/16/08, Waingort Jimenez, Elisa [EMAIL PROTECTED] wrote: From: Waingort Jimenez, Elisa [EMAIL PROTECTED] Subject: Re: [MOSAIC] overwhelmed gen. ed To: Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org Date: Thursday, October 16, 2008, 9:20 PM Hi Kare, There is such a document! I got it from the Choice Literacy Site. I cannot remember the name of the document but if you do a search on the site itself you may be able to find it. If I can track mine down in the next day or two I'll send more information. The idea is that the communication between classroom teacher and specialist that often happens in the hallway on the way somewhere else take place on paper instead. Elisa Elisa Waingort Grade 2 Spanish Bilingual Dalhousie Elementary Calgary, Canada In a perfect world, someone would design a quick fill in the blanks type of memo that both teachers would fill out and send to the other at regular intervals. Kare ___ 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. __ Do You Yahoo!? Tired of spam? Yahoo! Mail has the best spam protection around http://mail.yahoo.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 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] overwhelmed gen. ed
EXCELLENT idea! We are severely understaffed in our special ed. department this year. They are stretched so thin, and we have NO time to talk with the specialists that work in our rooms (we are full inclusion, or are supposed to be!). Thanks for the idea. Melissa/VA/2nd On Wed, Nov 19, 2008 at 8:18 AM, Waingort Jimenez, Elisa [EMAIL PROTECTED] wrote: Hello Everyone, I've searched high and low for this document, even writing to Choice Literacy for their help, but I haven't been able to locate it. I made one up that provides a space for the teacher to start the conversation and then the specialist to continue it. It's really a simple idea: communication through a written conversation since we are all so busy to stop and have frequent talks about the children that we share. I tried pasting it below but of course the formatting was off. Basically, there are four columns. The first and last columns are for the date. The two columns in between are labeled Teacher Comments and Specialist Comments. The form then goes from mailbox to mailbox for each teacher to respond or give updates. Hope this helps. Elisa Elisa Waingort Grade 2 Spanish Bilingual Dalhousie Elementary Calgary, Canada ___ 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] overwhelmed gen. ed
In a message dated 11/19/2008 9:06:43 P.M. Eastern Standard Time, [EMAIL PROTECTED] writes: EXCELLENT idea! We are severely understaffed in our special ed. department this year. They are stretched so thin, and we have NO time to talk with the specialists that work in our rooms (we are full inclusion, or are supposed to be!). Thanks for the idea. Melissa/VA/2nd On Wed, Nov 19, 2008 at 8:18 AM, Waingort Jimenez, Elisa [EMAIL PROTECTED] wrote: Hello Everyone, I've searched high and low for this document, even writing to Choice Literacy for their help, but I haven't been able to locate it. I made one up that provides a space for the teacher to start the conversation and then the specialist to continue it. It's really a simple idea: communication through a written conversation since we are all so busy to stop and have frequent talks about the children that we share. I tried pasting it below but of course the formatting was off. Basically, there are four columns. The first and last columns are for the date. The two columns in between are labeled Teacher Comments and Specialist Comments. The form then goes from mailbox to mailbox for each teacher to respond or give updates. Hope this helps. Elisa Elisa Waingort Grade 2 Spanish Bilingual Dalhousie Elementary Calgary, Canada ___ 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. **One site has it all. Your email accounts, your social networks, and the things you love. Try the new AOL.com today!(http://pr.atwola.com/promoclk/10075x1212962939x1200825291/aol?redir=http://www.aol.com/?optin=new-dp %26icid=aolcom40vanity%26ncid=emlcntaolcom0001) ___ 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] overwhelmed gen. ed
We are beginning to post as well as a means of communication. And our computer specialists are in the process of setting us up so that we can actually plug into a space on each other's computers from our own computer so we can write lessons,keep records, and share parts of the responsibility of writing report cards... There are some kinks but this is the way we are responding to the issue of time and it really makes a lot of sense In a message dated 11/19/2008 9:06:43 P.M. Eastern Standard Time, [EMAIL PROTECTED] writes: EXCELLENT idea! We are severely understaffed in our special ed. department this year. They are stretched so thin, and we have NO time to talk with the specialists that work in our rooms (we are full inclusion, or are supposed to be!). Thanks for the idea. Melissa/VA/2nd On Wed, Nov 19, 2008 at 8:18 AM, Waingort Jimenez, Elisa [EMAIL PROTECTED] wrote: Hello Everyone, I've searched high and low for this document, even writing to Choice Literacy for their help, but I haven't been able to locate it. I made one up that provides a space for the teacher to start the conversation and then the specialist to continue it. It's really a simple idea: communication through a written conversation since we are all so busy to stop and have frequent talks about the children that we share. I tried pasting it below but of course the formatting was off. Basically, there are four columns. The first and last columns are for the date. The two columns in between are labeled Teacher Comments and Specialist Comments. The form then goes from mailbox to mailbox for each teacher to respond or give updates. Hope this helps. Elisa Elisa Waingort Grade 2 Spanish Bilingual Dalhousie Elementary Calgary, Canada ___ 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. **One site has it all. Your email accounts, your social networks, and the things you love. Try the new AOL.com today!(http://pr.atwola.com/promoclk/10075x1212962939x1200825291/aol?redir=http://www.aol.com/?optin=new-dp %26icid=aolcom40vanity%26ncid=emlcntaolcom0001) ___ 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] overwhelmed gen. ed
Are you using google docs? That has seemed like a good idea to me. Sent from my BlackBerry Smartphone provided by Alltel -Original Message- From: [EMAIL PROTECTED] Date: Wed, 19 Nov 2008 21:47:45 To: mosaic@literacyworkshop.org Subject: Re: [MOSAIC] overwhelmed gen. ed We are beginning to post as well as a means of communication. And our computer specialists are in the process of setting us up so that we can actually plug into a space on each other's computers from our own computer so we can write lessons,keep records, and share parts of the responsibility of writing report cards... There are some kinks but this is the way we are responding to the issue of time and it really makes a lot of sense In a message dated 11/19/2008 9:06:43 P.M. Eastern Standard Time, [EMAIL PROTECTED] writes: EXCELLENT idea! We are severely understaffed in our special ed. department this year. They are stretched so thin, and we have NO time to talk with the specialists that work in our rooms (we are full inclusion, or are supposed to be!). Thanks for the idea. Melissa/VA/2nd On Wed, Nov 19, 2008 at 8:18 AM, Waingort Jimenez, Elisa [EMAIL PROTECTED] wrote: Hello Everyone, I've searched high and low for this document, even writing to Choice Literacy for their help, but I haven't been able to locate it. I made one up that provides a space for the teacher to start the conversation and then the specialist to continue it. It's really a simple idea: communication through a written conversation since we are all so busy to stop and have frequent talks about the children that we share. I tried pasting it below but of course the formatting was off. Basically, there are four columns. The first and last columns are for the date. The two columns in between are labeled Teacher Comments and Specialist Comments. The form then goes from mailbox to mailbox for each teacher to respond or give updates. Hope this helps. Elisa Elisa Waingort Grade 2 Spanish Bilingual Dalhousie Elementary Calgary, Canada ___ 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. **One site has it all. Your email accounts, your social networks, and the things you love. Try the new AOL.com today!(http://pr.atwola.com/promoclk/10075x1212962939x1200825291/aol?redir=http://www.aol.com/?optin=new-dp %26icid=aolcom40vanity%26ncid=emlcntaolcom0001) ___ 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] overwhelmed gen. ed
For those that asked about this document...I haven't had a chance to look for it this week but I will search for it over the weekend and get back to everyone. Elisa Elisa Waingort Grade 2 Spanish Bilingual Dalhousie Elementary Calgary, Canada If you find the doc, I would like to see/know more about it, please. judy ___ 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] overwhelmed gen. ed
Thank you for doing that Elisa! Sue In a message dated 11/1/2008 4:57:50 A.M. Eastern Daylight Time, [EMAIL PROTECTED] writes: For those that asked about this document...I haven't had a chance to look for it this week but I will search for it over the weekend and get back to everyone. Elisa Elisa Waingort Grade 2 Spanish Bilingual Dalhousie Elementary Calgary, Canada If you find the doc, I would like to see/know more about it, please. judy ___ 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. **Plan your next getaway with AOL Travel. Check out Today's Hot 5 Travel Deals! (http://pr.atwola.com/promoclk/10075x1212416248x1200771803/aol?redir=http://travel.aol.com/discount-travel?ncid=emlcntustrav0001) ___ 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] overwhelmed gen. ed
If you find the doc, I would like to see/know more about it, please. judy --- On Thu, 10/16/08, Waingort Jimenez, Elisa [EMAIL PROTECTED] wrote: From: Waingort Jimenez, Elisa [EMAIL PROTECTED] Subject: Re: [MOSAIC] overwhelmed gen. ed To: Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org Date: Thursday, October 16, 2008, 9:20 PM Hi Kare, There is such a document! I got it from the Choice Literacy Site. I cannot remember the name of the document but if you do a search on the site itself you may be able to find it. If I can track mine down in the next day or two I'll send more information. The idea is that the communication between classroom teacher and specialist that often happens in the hallway on the way somewhere else take place on paper instead. Elisa Elisa Waingort Grade 2 Spanish Bilingual Dalhousie Elementary Calgary, Canada In a perfect world, someone would design a quick fill in the blanks type of memo that both teachers would fill out and send to the other at regular intervals. Kare ___ 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. __ Do You Yahoo!? Tired of spam? Yahoo! Mail has the best spam protection around http://mail.yahoo.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] overwhelmed gen. ed
Hi Susan- I would love to know what the title of the book is- as I grew up in Kennewick, Washington! Thanks, Tami From: [EMAIL PROTECTED] [EMAIL PROTECTED] On Behalf Of [EMAIL PROTECTED] [EMAIL PROTECTED] Sent: Friday, October 17, 2008 9:19 PM To: Mosaic: A Reading Comprehension Strategies Email Group Subject: Re: [MOSAIC] overwhelmed gen. ed Thank you for all of these posts so far. I agree that communication with the classroom teacher is essential and that was always a difficulty even with Reading Recovery. We invented/created different forms yet never seemed to hit on the one that worked, and I admit I wasn't consistent. We have PLC's (Professional Learning Communities) once a week, yet I am not always in the building where I do interventions nor is that always the topic of discussion. At this point, we need to spend more time on it. We are a Flint, Michigan district and all but one of our buildings are Title 1. The one that isn't is now Targeted Assistance, but will become full Title1 this year. Intervention and professional development are priorities! I also agree that the Merry-go-Round effect is kooky. We are making it a priority to be in the classroom during Reading Workshop, and make our pull-out time in addition to regular classroom reading instruction. This in itself is extremely difficult as you well know...important teaching and learning is always occurring and children cannot miss writing or math either. We have just read an interesting book (of course it is at school and the correct name is escaping me). It is about Catch-up Growth and documents the Kennewick, Washington School District progress toward the goal of 90% of 3rd graders reading at grade level. It was actually published by the district. I am not making a hard sell for the book, although it has some very interesting perspectives. One of the most interesting in the protected 120 minutes for literacy in which everyone in the school participates! Even the PE teacher is teaching reading. Their paraprofessionals are well trained and indispensable. There are definitely approaches in the book that I do not agree with, BUT it is thought-provoking and they did make their goal. We are very familiar with the Linda Dorn model and have used her web site extensively. Being a district formerly using Reading Recovery ): the small group, strategy based approach is wonderful. All work is done in the context of reading/writing...something I would have a hard time living without. I guess one of the major things we are grappling with is being able to address the needs of the teachers and children without purchasing a program. Our research base would be Marie Clay, Linda Dorn, etc. Is this possible, legal? A number of years ago our Title 1 facilitators created...Ok I will say it (a program) that they call ELI (Early Literacy Intervention). It is based completely on Reading Recovery and is used by our paraprofessionals. It is somewhat scripted, yet allows for tutor adaptation depending on the needs of the child. It is also strategy-based. Our Research and Assessment Administrator does not like it! He claims it is not research-based. So we have this dilemma. I have been rambling after the morning coffee. I love this LISTSERV and learn so much. Thanks for listening and sharing so freely. Susan -- Susan Nugent We cannot discover new oceans unless we have the courage to lose sight of the shore. - unknown Waingort Jimenez wrote: Hi Kare, There is such a document! I got it from the Choice Literacy Site. I cannot remember the name of the document but if you do a search on the site itself you may be able to find it. If I can track mine down in the next day or two I'll send more information. The idea is that the communication between classroom teacher and specialist that often happens in the hallway on the way somewhere else take place on paper instead. Elisa Elisa Waingort Grade 2 Spanish Bilingual Dalhousie Elementary Calgary, Canada In a perfect world, someone would design a quick fill in the blanks type of memo that both teachers would fill out and send to the other at regular intervals. Kare ___ 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. __ This email has been scanned by the MessageLabs Email Security System. For more information please visit http://www.messagelabs.com/email __ This email (including attachments) is intended for the addressee(s) named above. No part of it should be reproduced, adapted or transmitted without
Re: [MOSAIC] overwhelmed gen. ed
It sounds very much like Delivering on the Promise. If it is, it was written by a tax attorney who became the president of the school board there. He is, I believe, the CEO (or at least the leader) of the Levels Testing materials. (NWEA, MAP) You need to remember (at least according to my memory; it's been 5 years since I've read it) that the way they met their goal of 90%, etc. is measured by DIBELS and Levels testing. Tami, I would absolutely love further information from someone directly involved with Kennewick schools if you ever acquire any direct info. I think it would be salient to this group as there are very fundamental issues at work here. At first glance, it appears to be an entirely different topic, but I find the book, premise all about understanding and a mosaic of thought. Bev On Sat, Oct 18, 2008 at 5:58 AM, Tamara Westmoreland [EMAIL PROTECTED] wrote: Hi Susan- I would love to know what the title of the book is- as I grew up in Kennewick, Washington! Thanks, Tami From: [EMAIL PROTECTED] [ [EMAIL PROTECTED] On Behalf Of [EMAIL PROTECTED] [ [EMAIL PROTECTED] Sent: Friday, October 17, 2008 9:19 PM To: Mosaic: A Reading Comprehension Strategies Email Group Subject: Re: [MOSAIC] overwhelmed gen. ed Thank you for all of these posts so far. I agree that communication with the classroom teacher is essential and that was always a difficulty even with Reading Recovery. We invented/created different forms yet never seemed to hit on the one that worked, and I admit I wasn't consistent. We have PLC's (Professional Learning Communities) once a week, yet I am not always in the building where I do interventions nor is that always the topic of discussion. At this point, we need to spend more time on it. We are a Flint, Michigan district and all but one of our buildings are Title 1. The one that isn't is now Targeted Assistance, but will become full Title1 this year. Intervention and professional development are priorities! I also agree that the Merry-go-Round effect is kooky. We are making it a priority to be in the classroom during Reading Workshop, and make our pull-out time in addition to regular classroom reading instruction. This in itself is extremely difficult as you well know...important teaching and learning is always occurring and children cannot miss writing or math either. We have just read an interesting book (of course it is at school and the correct name is escaping me). It is about Catch-up Growth and documents the Kennewick, Washington School District progress toward the goal of 90% of 3rd graders reading at grade level. It was actually published by the district. I am not making a hard sell for the book, although it has some very interesting perspectives. One of the most interesting in the protected 120 minutes for literacy in which everyone in the school participates! Even the PE teacher is teaching reading. Their paraprofessionals are well trained and indispensable. There are definitely approaches in the book that I do not agree with, BUT it is thought-provoking and they did make their goal. We are very familiar with the Linda Dorn model and have used her web site extensively. Being a district formerly using Reading Recovery ): the small group, strategy based approach is wonderful. All work is done in the context of reading/writing...something I would have a hard time living without. I guess one of the major things we are grappling with is being able to address the needs of the teachers and children without purchasing a program. Our research base would be Marie Clay, Linda Dorn, etc. Is this possible, legal? A number of years ago our Title 1 facilitators created...Ok I will say it (a program) that they call ELI (Early Literacy Intervention). It is based completely on Reading Recovery and is used by our paraprofessionals. It is somewhat scripted, yet allows for tutor adaptation depending on the needs of the child. It is also strategy-based. Our Research and Assessment Administrator does not like it! He claims it is not research-based. So we have this dilemma. I have been rambling after the morning coffee. I love this LISTSERV and learn so much. Thanks for listening and sharing so freely. Susan -- Susan Nugent We cannot discover new oceans unless we have the courage to lose sight of the shore. - unknown Waingort Jimenez wrote: Hi Kare, There is such a document! I got it from the Choice Literacy Site. I cannot remember the name of the document but if you do a search on the site itself you may be able to find it. If I can track mine down in the next day or two I'll send more information. The idea is that the communication between classroom teacher and specialist that often happens in the hallway on the way somewhere else take place on paper instead. Elisa Elisa Waingort Grade 2 Spanish Bilingual Dalhousie
Re: [MOSAIC] overwhelmed gen. ed
I went to amazon to see if I remembered correctly about the book when I answered your post earlier. The 90% Reading Goal was published in 1998 and was written by Lynn Fielding, Nancy Kerr, Paul Rasier. The book I read was Delivering on the Promise of the 95% Reading and Math Goals published in 2004. The most fascinating part, and the part I took from the book, was a vehicle for early reading. I can't remember what they called it, but we call it SMART in our school (I think they did as well)--*S*tart *M*aking *A* *R*eader *T*oday. I think that has developed into a successful volunteer program in Oregon. On Sat, Oct 18, 2008 at 5:58 AM, Tamara Westmoreland [EMAIL PROTECTED] wrote: Hi Susan- I would love to know what the title of the book is- as I grew up in Kennewick, Washington! Thanks, Tami From: [EMAIL PROTECTED] [ [EMAIL PROTECTED] On Behalf Of [EMAIL PROTECTED] [ [EMAIL PROTECTED] Sent: Friday, October 17, 2008 9:19 PM To: Mosaic: A Reading Comprehension Strategies Email Group Subject: Re: [MOSAIC] overwhelmed gen. ed Thank you for all of these posts so far. I agree that communication with the classroom teacher is essential and that was always a difficulty even with Reading Recovery. We invented/created different forms yet never seemed to hit on the one that worked, and I admit I wasn't consistent. We have PLC's (Professional Learning Communities) once a week, yet I am not always in the building where I do interventions nor is that always the topic of discussion. At this point, we need to spend more time on it. We are a Flint, Michigan district and all but one of our buildings are Title 1. The one that isn't is now Targeted Assistance, but will become full Title1 this year. Intervention and professional development are priorities! I also agree that the Merry-go-Round effect is kooky. We are making it a priority to be in the classroom during Reading Workshop, and make our pull-out time in addition to regular classroom reading instruction. This in itself is extremely difficult as you well know...important teaching and learning is always occurring and children cannot miss writing or math either. We have just read an interesting book (of course it is at school and the correct name is escaping me). It is about Catch-up Growth and documents the Kennewick, Washington School District progress toward the goal of 90% of 3rd graders reading at grade level. It was actually published by the district. I am not making a hard sell for the book, although it has some very interesting perspectives. One of the most interesting in the protected 120 minutes for literacy in which everyone in the school participates! Even the PE teacher is teaching reading. Their paraprofessionals are well trained and indispensable. There are definitely approaches in the book that I do not agree with, BUT it is thought-provoking and they did make their goal. We are very familiar with the Linda Dorn model and have used her web site extensively. Being a district formerly using Reading Recovery ): the small group, strategy based approach is wonderful. All work is done in the context of reading/writing...something I would have a hard time living without. I guess one of the major things we are grappling with is being able to address the needs of the teachers and children without purchasing a program. Our research base would be Marie Clay, Linda Dorn, etc. Is this possible, legal? A number of years ago our Title 1 facilitators created...Ok I will say it (a program) that they call ELI (Early Literacy Intervention). It is based completely on Reading Recovery and is used by our paraprofessionals. It is somewhat scripted, yet allows for tutor adaptation depending on the needs of the child. It is also strategy-based. Our Research and Assessment Administrator does not like it! He claims it is not research-based. So we have this dilemma. I have been rambling after the morning coffee. I love this LISTSERV and learn so much. Thanks for listening and sharing so freely. Susan -- Susan Nugent We cannot discover new oceans unless we have the courage to lose sight of the shore. - unknown Waingort Jimenez wrote: Hi Kare, There is such a document! I got it from the Choice Literacy Site. I cannot remember the name of the document but if you do a search on the site itself you may be able to find it. If I can track mine down in the next day or two I'll send more information. The idea is that the communication between classroom teacher and specialist that often happens in the hallway on the way somewhere else take place on paper instead. Elisa Elisa Waingort Grade 2 Spanish Bilingual Dalhousie Elementary Calgary, Canada In a perfect world, someone would design a quick fill in the blanks type of memo that both teachers would fill out and send to the other at regular intervals
Re: [MOSAIC] overwhelmed gen. ed
Thank you for all of these posts so far. I agree that communication with the classroom teacher is essential and that was always a difficulty even with Reading Recovery. We invented/created different forms yet never seemed to hit on the one that worked, and I admit I wasn't consistent. We have PLC's (Professional Learning Communities) once a week, yet I am not always in the building where I do interventions nor is that always the topic of discussion. At this point, we need to spend more time on it. We are a Flint, Michigan district and all but one of our buildings are Title 1. The one that isn't is now Targeted Assistance, but will become full Title1 this year. Intervention and professional development are priorities! I also agree that the Merry-go-Round effect is kooky. We are making it a priority to be in the classroom during Reading Workshop, and make our pull-out time in addition to regular classroom reading instruction. This in itself is extremely difficult as you well know...important teaching and learning is always occurring and children cannot miss writing or math either. We have just read an interesting book (of course it is at school and the correct name is escaping me). It is about Catch-up Growth and documents the Kennewick, Washington School District progress toward the goal of 90% of 3rd graders reading at grade level. It was actually published by the district. I am not making a hard sell for the book, although it has some very interesting perspectives. One of the most interesting in the protected 120 minutes for literacy in which everyone in the school participates! Even the PE teacher is teaching reading. Their paraprofessionals are well trained and indispensable. There are definitely approaches in the book that I do not agree with, BUT it is thought-provoking and they did make their goal. We are very familiar with the Linda Dorn model and have used her web site extensively. Being a district formerly using Reading Recovery ): the small group, strategy based approach is wonderful. All work is done in the context of reading/writing...something I would have a hard time living without. I guess one of the major things we are grappling with is being able to address the needs of the teachers and children without purchasing a program. Our research base would be Marie Clay, Linda Dorn, etc. Is this possible, legal? A number of years ago our Title 1 facilitators created...Ok I will say it (a program) that they call ELI (Early Literacy Intervention). It is based completely on Reading Recovery and is used by our paraprofessionals. It is somewhat scripted, yet allows for tutor adaptation depending on the needs of the child. It is also strategy-based. Our Research and Assessment Administrator does not like it! He claims it is not research-based. So we have this dilemma. I have been rambling after the morning coffee. I love this LISTSERV and learn so much. Thanks for listening and sharing so freely. Susan -- Susan Nugent We cannot discover new oceans unless we have the courage to lose sight of the shore. - unknown Waingort Jimenez wrote: Hi Kare, There is such a document! I got it from the Choice Literacy Site. I cannot remember the name of the document but if you do a search on the site itself you may be able to find it. If I can track mine down in the next day or two I'll send more information. The idea is that the communication between classroom teacher and specialist that often happens in the hallway on the way somewhere else take place on paper instead. Elisa Elisa Waingort Grade 2 Spanish Bilingual Dalhousie Elementary Calgary, Canada In a perfect world, someone would design a quick fill in the blanks type of memo that both teachers would fill out and send to the other at regular intervals. Kare ___ 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] overwhelmed gen. ed
Susan wrote: What should the interventions look like in the perfect world so that both teachers and students can be supported? One weakness in my school's intervention program is lack of communication between regular teacher and interventionist. We are all so busy delivering services that there is no time to share results. In a perfect world, someone would design a quick fill in the blanks type of memo that both teachers would fill out and send to the other at regular intervals. Kare ___ 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] overwhelmed gen. ed
-- [EMAIL PROTECTED] wrote: Usually my posts are not so self-absorbed... but I think when we work for the good of the kid real district problems are sometimes overlooked being in a contained classroom teachers just go with it and make it work I'm with the McGovern post who noted that not every program works for every kid and the more we can offer to a child the better for us all. but one person trying to offer it all... with less... is not the answer. Hello again, I am the teacher who wrote and asked about how current interventions are going in your schools as we (in a Michigan district) are putting our district Model for intervention together. I did have some specific questions, but because of these last two posts (that were not in response to my query, but hold great interest) maybe I should ask: What should the interventions look like in the perfect world so that both teachers and students can be supported. Right now I am doing a classroom push-in during a 1st grade Reading Workshop, 2 - 2nd grade small group pull-outs, and a one-on-one (most struggling 1st grader). I do the Interventionist part of my job for half a day. My school is a K-3 building and right now all Special Education is resource room pull-out. I really do want to serve everyone to the best of my ability. Susan I://snipurl.com/MosaicArchive. **New MapQuest Local shows what's happening at your destination. Dining, Movies, Events, News more. Try it out (http://local.mapquest.com/?ncid=emlcntnew0002) ___ 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] overwhelmed gen. ed
Well, you know. we have to do everything we can to get 125% of our students reading above grade level by grade two while making sure they know all the state capitals and multiplication tables through the 12s, and that they can identify the elements on the periodic table which can be used to create nuclear power. bleagh Renee On Oct 16, 2008, at 6:32 AM, Beverlee Paul wrote: The only thing I really know for sure is that the more we splinter things, the more splintered they become!! And yes, I meant that sentence to be ridiculous: that's how this whole merry-go-round has sped up and is throwing us all off as it merrily speeds around and around getting nowhere. On Thu, Oct 16, 2008 at 7:12 AM, Kare [EMAIL PROTECTED] wrote: Susan wrote: What should the interventions look like in the perfect world so that both teachers and students can be supported? One weakness in my school's intervention program is lack of communication between regular teacher and interventionist. We are all so busy delivering services that there is no time to share results. In a perfect world, someone would design a quick fill in the blanks type of memo that both teachers would fill out and send to the other at regular intervals. Kare ___ 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. Our lives begin to end the day we become silent about things that matter. ~ Martin Luther King, Jr. ___ 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] overwhelmed gen. ed
Thank you...this made me smile (: -- Susan Nugent We cannot discover new oceans unless we have the courage to lose sight of the shore. - unknown Renee [EMAIL PROTECTED] wrote: Well, you know. we have to do everything we can to get 125% of our students reading above grade level by grade two while making sure they know all the state capitals and multiplication tables through the 12s, and that they can identify the elements on the periodic table which can be used to create nuclear power. bleagh Renee On Oct 16, 2008, at 6:32 AM, Beverlee Paul wrote: The only thing I really know for sure is that the more we splinter things, the more splintered they become!! And yes, I meant that sentence to be ridiculous: that's how this whole merry-go-round has sped up and is throwing us all off as it merrily speeds around and around getting nowhere. On Thu, Oct 16, 2008 at 7:12 AM, Kare [EMAIL PROTECTED] wrote: Susan wrote: What should the interventions look like in the perfect world so that both teachers and students can be supported? One weakness in my school's intervention program is lack of communication between regular teacher and interventionist. We are all so busy delivering services that there is no time to share results. In a perfect world, someone would design a quick fill in the blanks type of memo that both teachers would fill out and send to the other at regular intervals. Kare ___ 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. Our lives begin to end the day we become silent about things that matter. ~ Martin Luther King, Jr. ___ 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] overwhelmed gen. ed
I have been reading this and the departmentalization thread with interest. The multiple perspectives have been helpful to me since, for the first time in 13 years...my reader's workshop is a wreck due to pullouts. The merry-go-round comparision is perfect. I have 5 different pullouts in my block due to: ELL, RtI, and IEP's. This is all supposed to be helpful as I cannot provide it all, as has been suggested. What ends up happening is VERY fragmented reading instruction across the board, as there is NO WAY enough time to plan with 4 different specialists every week...they service all the other teachers as well. It's well-intentioned, but a total mess. What's funny to me, is that when I have been given the help of 1 really good teaching assistant, I have been able to train her to work with kids in more scripted programs, while I can give the same kids the more authentic type of reading instruction. The difference is that I was prescribing the instruction based on daily observation throughout the day and assessments. Now, to be fair, I am trained as a reading specialist, so maybe another teacher may need a different level of support than I do. All I know is that my students are not getting a well-balanced program, and are CERTAINLY not learning to love reading as students in my past classes have. They simply miss too much with all the in and out. Lisa, who is not sorry to be going on maternity leave next month away from all the craziness 2/3 loop IL ___ 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] overwhelmed gen. ed
Well, here's where I feel like we are blind-sided by the everyone/noone, all/nothing, in/out frame of mind. How often do you hear of RtI being a child served by a professional who tailors an instructional plan to her needs? No; what we hear about our programs! And so we get the all or nothing. It's like we're dipping sheep!! Just take your case, Lisa, since you are a trained reading specialist. And take the case of the teacher who has no advanced training and needs some additional support. Well...so be it! Just because she really has to have the help shouldn't mean you all have to have it! Why in the world wouldn't they take advantage of the expertise of the folks who have the expertise? Fascinating, but sometimes it makes me wonder if I could have a miraculous event and go on maternity leave--even though that would have to be a record of some kind. :-)0 On Thu, Oct 16, 2008 at 8:11 PM, Lisa Szyska [EMAIL PROTECTED] wrote: I have been reading this and the departmentalization thread with interest. The multiple perspectives have been helpful to me since, for the first time in 13 years...my reader's workshop is a wreck due to pullouts. The merry-go-round comparision is perfect. I have 5 different pullouts in my block due to: ELL, RtI, and IEP's. This is all supposed to be helpful as I cannot provide it all, as has been suggested. What ends up happening is VERY fragmented reading instruction across the board, as there is NO WAY enough time to plan with 4 different specialists every week...they service all the other teachers as well. It's well-intentioned, but a total mess. What's funny to me, is that when I have been given the help of 1 really good teaching assistant, I have been able to train her to work with kids in more scripted programs, while I can give the same kids the more authentic type of reading instruction. The difference is that I was prescribing the instruction based on daily observation throughout the day and assessments. Now, to be fair, I am trained as a reading specialist, so maybe another teacher may need a different level of support than I do. All I know is that my students are not getting a well-balanced program, and are CERTAINLY not learning to love reading as students in my past classes have. They simply miss too much with all the in and out. Lisa, who is not sorry to be going on maternity leave next month away from all the craziness 2/3 loop IL ___ 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] overwhelmed gen. ed
Hi Kare, There is such a document! I got it from the Choice Literacy Site. I cannot remember the name of the document but if you do a search on the site itself you may be able to find it. If I can track mine down in the next day or two I'll send more information. The idea is that the communication between classroom teacher and specialist that often happens in the hallway on the way somewhere else take place on paper instead. Elisa Elisa Waingort Grade 2 Spanish Bilingual Dalhousie Elementary Calgary, Canada In a perfect world, someone would design a quick fill in the blanks type of memo that both teachers would fill out and send to the other at regular intervals. Kare ___ 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] overwhelmed gen. ed
Amy said I absolutely agree that the classroom teacher needs to provide the first string of reading instruction and intervention. But she is only one person and there is only so much that one person can do effectively when faced with mulitple reading levels. Amy I am totally with you and stunned that districts are trying to pretend that this isn't true. Over and over again I hear what the gen. ed teacher should do, as though they have been dropping the ball and it is time they stepped up to their duty. Without exception, every teacher I know is working hard and attempting to meet the needs of their students, but the stakes grow higher and the demands more diversified with inclusion classrooms. Inclusion classrooms with almost no support. RtI wasn't intended to dump on the gen. ed classroom. Why isn't more being done to provide intervention help? Apologies to schools doing it. I just haven't found them. Gina _ Want to do more with Windows Live? Learn “10 hidden secrets” from Jamie. http://windowslive.com/connect/post/jamiethomson.spaces.live.com-Blog-cns!550F681DAD532637!5295.entry?ocid=TXT_TAGLM_WL_domore_092008 ___ 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] overwhelmed gen. ed
I believe my bias will ooze out into this post ... I really mean no disrespect... I,too, am frustrated. I worked in a private alternative school where specialists came into the classroom and provided intervention that would benefit the entire class but was inspired by the needs of our special ed students. It really worked like a charm in that... the classes were extremely small 10-15 in class... so during given periods in the day there might be four adults in the room providing differentiated instruction geared around one particular strategy... miracles occurred because it truly was an inclusive class with flexible grouping that was multi-modal (did I just make that word up?) mutli-approach to materials and tools . Now I am in public school. Classes are between 20-25. Inclusion occurs (more in some rooms than others) because according to the specialists' schedule ... those needy kids can be reached better if they all grouped togetheror because in the eyes of some administrators ...there are some teachers who are good with those kinds of kids. In the seventies and eighties that was called dumping but now under the veil of inclusion and support services it is deemed co-teaching. In most cases, it just doesn't seem to work in our district kids don't have an exchange of ideas because the division is a steep curve... teachers don't get the support they need because in many cases the specialist time is blocked in 30 min intervals for the entire school ... and the support is not every dayin addition... there is no planning time... because our special interventionists must support every teacher ...therefore, you need to sign up in advance if you want to plan with him/her by the time we dismiss the kids...planning time is over several our support service people are part-timers and keep to the letter of the contract... because there is more work than can ever be contracted for. Usually my posts are not so self-absorbed... but I think when we work for the good of the kid real district problems are sometimes overlooked being in a contained classroom teachers just go with it and make it work I'm with the McGovern post who noted that not every program works for every kid and the more we can offer to a child the better for us all. but one person trying to offer it all... with less... is not the answer. I://snipurl.com/MosaicArchive. **New MapQuest Local shows what's happening at your destination. Dining, Movies, Events, News more. Try it out (http://local.mapquest.com/?ncid=emlcntnew0002) ___ 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.
