Re: [MOSAIC] question for Terry Decker/supervising ed techs
On Thu, Jun 14, 2012 at 8:13 PM, Terry Decker wrote: > Linda,I don't get to use much volunteer help in my Title 1 > setting--time frames are sticky. I did use them much as you suggest when I > taught a regular classroom. We do train "educated" volunteers to work in > our after-school reading intervention program. There is always good reason > for caring adults to be involved with kids--hence the rationale for SMART > reading. It certainly doesn't replace explicit instruction, but it does > help. Our after-school volunteers are trained to work with children as > you've outlined, plus we taught them a system for working with vocabulary > and questioning for comprehension. Thanks for the volunteer angle, > which does really help students who come from homes where parents don't > read with them. > Terry Hi Terry, I have to ask -- do you meant "smart reading" as in, from BC's Susan Close? Just wondering. (She's amazing; a hero from my past.) On googling, that's what I get (hers). It seems like it'd be obvious all schools should work the volunteer angle much more as in after school -- *except* it's just one of those "one thing too many" kind of things -- everyone is maxed out. I don't think anyone here attempts after-school, but we do have a lot of "one-to-one" volunteer programs during the school day. Thanks! Linda ___ 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] question for Terry Decker/supervising ed techs
Linda, I don't get to use much volunteer help in my Title 1 setting--time frames are sticky. I did use them much as you suggest when I taught a regular classroom. We do train "educated" volunteers to work in our after-school reading intervention program. There is always good reason for caring adults to be involved with kids--hence the rationale for SMART reading. It certainly doesn't replace explicit instruction, but it does help. Our after-school volunteers are trained to work with children as you've outlined, plus we taught them a system for working with vocabulary and questioning for comprehension. Thanks for the volunteer angle, which does really help students who come from homes where parents don't read with them. Terry --- On Thu, 6/14/12, Linda Rightmire wrote: From: Linda Rightmire Subject: Re: [MOSAIC] question for Terry Decker/supervising ed techs To: "Mosaic: A Reading Comprehension Strategies Email Group" Date: Thursday, June 14, 2012, 5:44 PM Terry, I leave in your full comments on EAs. Great suggestions especially with the amount of back and forth interaction you have detailed. Interesting comment re Allington -- also a longtime favorite of mine -- that he disagrees with EAs for assisting weaker students. I know one of his major points is expert help for those kids. However, I feel a "live, warm body" is better than a computer (that responds with whatever ding or boink when you're right or wrong ;/ ). I speak of using volunteers. I recruited volunteers very selectively -- not from the general parent population per se, but often from my educated friends (including retirees). (My husband will regularly find me at a gathering chatting up a friend -- turns out we're discussing whether I can rope them in to help one half hour a week.) No they are not trained specifically at length -- but I did train them and give them ongoing feedback. I have had this argument with other university personnel, and I think those kids need *both* (obviously, I'd say). They need my expertise, but they also need a lot of oral reading practice at a suitable level (in self-chosen material, another Allington 'pillar' of reading instruction) -- practise reading with a friendly adult who has a bit of training. You can train as to 'pause-prompt-praise' (just one simple approach people can remember, not my invention). For example, it is common for adults to think they must instantly say, "no", and interrupt "that second". Reading Recovery taught us to use -- *after* the paragraph or whatever -- "Let's look at that, there's a tricky bit here," and "You said -- what would we expect it to look like [or sound like] if it was ?" In more substantial material (or with very struggling students) I would also encourage the adult to "take a turn" -- read for a page or two, just to improve comprehension, establish some of the vocabulary, share enjoyment, etc. And so on. Great stuff, thanks, Terry. Linda Rightmire SD #73 Kamloops, BC On Thu, Jun 14, 2012 at 9:51 AM, Terry Decker wrote: > Hi Cathy, I'm sorry I'm so slow getting a response to you. Life's been > very hectic, as you know from the teaching at the end of the year > perspective. > As for supervising EAs, I've found it to be one of the most rewarding > parts of my job as our school's Title 1 teacher/Literacy Specialist & > supervisor. There are a few things that I think have helped our team to be > successful, and I hope this is what you're wanting. If not, maybe this > will trigger specific questions I can answer. 1) Hire the right EA. If > you have input on personnel, I'd opt for experience as much as possible. I > have 3 retired teachers on my team, and they're wonderful. They have the > background, the "teacher work ethic," and the love of children. I also > have 2 EAs who have worked in Title for many years and one certified > teacher (secondary math--but still a teacher) who just wanted part-time > because of family...It helps when your EAs don't have to learn the ropes > from the ground up. 2) Take time to train your EAs on exactly which > programs, progress monitoring tools, and routines you want to use. Make > sure he/she > can use materials with fidelity. 3) Find a way (and this is a hard one > for me, but I found it helps a lot ) to do regular mini-observations on > your EA to support her/him and for your peace of mind that the students are > getting what they need. This will also help support the EA and give you > the opportunity to answer specific questions about practice. This is > particularly important if your EA has no prior teaching background. 4) > Meet weekly to go over the data he/she has collected on students. You > sh
Re: [MOSAIC] question for Terry Decker/supervising ed techs
Hi Cathy, The thing that made doing observations easy and non-threatening for both my EAs and me was using the basic lesson plan I'd taught them to use as the format for observation. I also made sure to find several things to praise first, and then would ask questions about anything that I felt deviated from the lesson outline. For example, if the the EA didn't model a skill that students were practicing, I might ask how she/he'd modeled it previously, or asked how she'd know when her students understood that concept. Another way I handle it is to arrange for her to observe me or another EA/teacher with a similar group, then debrief with the same formal we use for observation. I try to couch it as a conversation about the children among "teachers." I guess having a lesson format in place that has been taught as part of the training/professional development gives the EA a security blanket and the basis for good conversation about best practice that can be used in a non-threatening way. I hope that helps. For me, it's finding the time and making arrangements to take the time to observe that is hard, as all observations need to have a follow-up with plenty of praise and practical suggestions. :) Terry --- On Thu, 6/14/12, CAG wrote: From: CAG Subject: Re: [MOSAIC] question for Terry Decker/supervising ed techs To: "Mosaic: A Reading Comprehension Strategies Email Group" Date: Thursday, June 14, 2012, 6:39 PM Thanks, Terry and Linda. I agree 100% with both of you and everything you say. Linda - I like the phrase 'pause-prompt-praise' - I needed something easy to put in volunteers'/EA's brains. Terry - your third point of mini-observations is my biggest discomfort. Can you speak more to that? Thanks. Cathy - Original Message - From: "Linda Rightmire" To: "Mosaic: A Reading Comprehension Strategies Email Group" Sent: Thursday, June 14, 2012 7:44 PM Subject: Re: [MOSAIC] question for Terry Decker/supervising ed techs > Terry, > > I leave in your full comments on EAs. Great suggestions especially with the > amount of back and forth interaction you have detailed. Interesting comment > re Allington -- also a longtime favorite of mine -- that he disagrees with > EAs for assisting weaker students. I know one of his major points is expert > help for those kids. > > However, I feel a "live, warm body" is better than a computer (that > responds with whatever ding or boink when you're right or wrong ;/ ). I > speak of using volunteers. I recruited volunteers very selectively -- not > from the general parent population per se, but often from my educated > friends (including retirees). (My husband will regularly find me at a > gathering chatting up a friend -- turns out we're discussing whether I can > rope them in to help one half hour a week.) No they are not trained > specifically at length -- but I did train them and give them ongoing > feedback. > > I have had this argument with other university personnel, and I think those > kids need *both* (obviously, I'd say). They need my expertise, but they > also need a lot of oral reading practice at a suitable level (in > self-chosen material, another Allington 'pillar' of reading instruction) > -- practise reading with a friendly adult who has a bit of training. You > can train as to 'pause-prompt-praise' (just one simple approach people can > remember, not my invention). For example, it is common for adults to think > they must instantly say, "no", and interrupt "that second". Reading > Recovery taught us to use -- *after* the paragraph or whatever -- "Let's > look at that, there's a tricky bit here," and "You said > -- what would we expect it to look like [or sound like] if it was > ?" > > In more substantial material (or with very struggling students) I would > also encourage the adult to "take a turn" -- read for a page or two, just > to improve comprehension, establish some of the vocabulary, share > enjoyment, etc. > > And so on. Great stuff, thanks, Terry. > > Linda Rightmire > SD #73 Kamloops, BC > > > > On Thu, Jun 14, 2012 at 9:51 AM, Terry Decker wrote: > >> Hi Cathy, I'm sorry I'm so slow getting a response to you. Life's been >> very hectic, as you know from the teaching at the end of the year >> perspective. >> As for supervising EAs, I've found it to be one of the most rewarding >> parts of my job as our school's Title 1 teacher/Literacy Specialist & >> supervisor. There are a few things that I think have helped our team to be >> successful, and I hope this is what you're wanting. If not
Re: [MOSAIC] question for Terry Decker/supervising ed techs
Thanks, Terry and Linda. I agree 100% with both of you and everything you say. Linda - I like the phrase 'pause-prompt-praise' - I needed something easy to put in volunteers'/EA's brains. Terry - your third point of mini-observations is my biggest discomfort. Can you speak more to that? Thanks. Cathy - Original Message - From: "Linda Rightmire" To: "Mosaic: A Reading Comprehension Strategies Email Group" Sent: Thursday, June 14, 2012 7:44 PM Subject: Re: [MOSAIC] question for Terry Decker/supervising ed techs Terry, I leave in your full comments on EAs. Great suggestions especially with the amount of back and forth interaction you have detailed. Interesting comment re Allington -- also a longtime favorite of mine -- that he disagrees with EAs for assisting weaker students. I know one of his major points is expert help for those kids. However, I feel a "live, warm body" is better than a computer (that responds with whatever ding or boink when you're right or wrong ;/ ). I speak of using volunteers. I recruited volunteers very selectively -- not from the general parent population per se, but often from my educated friends (including retirees). (My husband will regularly find me at a gathering chatting up a friend -- turns out we're discussing whether I can rope them in to help one half hour a week.) No they are not trained specifically at length -- but I did train them and give them ongoing feedback. I have had this argument with other university personnel, and I think those kids need *both* (obviously, I'd say). They need my expertise, but they also need a lot of oral reading practice at a suitable level (in self-chosen material, another Allington 'pillar' of reading instruction) -- practise reading with a friendly adult who has a bit of training. You can train as to 'pause-prompt-praise' (just one simple approach people can remember, not my invention). For example, it is common for adults to think they must instantly say, "no", and interrupt "that second". Reading Recovery taught us to use -- *after* the paragraph or whatever -- "Let's look at that, there's a tricky bit here," and "You said -- what would we expect it to look like [or sound like] if it was ?" In more substantial material (or with very struggling students) I would also encourage the adult to "take a turn" -- read for a page or two, just to improve comprehension, establish some of the vocabulary, share enjoyment, etc. And so on. Great stuff, thanks, Terry. Linda Rightmire SD #73 Kamloops, BC On Thu, Jun 14, 2012 at 9:51 AM, Terry Decker wrote: Hi Cathy,I'm sorry I'm so slow getting a response to you. Life's been very hectic, as you know from the teaching at the end of the year perspective. As for supervising EAs, I've found it to be one of the most rewarding parts of my job as our school's Title 1 teacher/Literacy Specialist & supervisor. There are a few things that I think have helped our team to be successful, and I hope this is what you're wanting. If not, maybe this will trigger specific questions I can answer. 1) Hire the right EA. If you have input on personnel, I'd opt for experience as much as possible. I have 3 retired teachers on my team, and they're wonderful. They have the background, the "teacher work ethic," and the love of children. I also have 2 EAs who have worked in Title for many years and one certified teacher (secondary math--but still a teacher) who just wanted part-time because of family...It helps when your EAs don't have to learn the ropes from the ground up. 2) Take time to train your EAs on exactly which programs, progress monitoring tools, and routines you want to use. Make sure he/she can use materials with fidelity. 3) Find a way (and this is a hard one for me, but I found it helps a lot ) to do regular mini-observations on your EA to support her/him and for your peace of mind that the students are getting what they need. This will also help support the EA and give you the opportunity to answer specific questions about practice. This is particularly important if your EA has no prior teaching background. 4) Meet weekly to go over the data he/she has collected on students. You should be the one to enter that data into whatever record-keeping system you use, so you know exactly where each student is working. 5) Build a professional and friendly rapport with the EA. Those weekly meetings give you the opportunity to listen to the EAs insights and feelings about the chilodren he/she teaches, and are usually insightful. 6) If you learn something new/know of available professional development opportunities that would be beneficial, help to facilitate the EA's professional growth. For example, I scheduled a training fro
Re: [MOSAIC] question for Terry Decker/supervising ed techs
Terry, I leave in your full comments on EAs. Great suggestions especially with the amount of back and forth interaction you have detailed. Interesting comment re Allington -- also a longtime favorite of mine -- that he disagrees with EAs for assisting weaker students. I know one of his major points is expert help for those kids. However, I feel a "live, warm body" is better than a computer (that responds with whatever ding or boink when you're right or wrong ;/ ). I speak of using volunteers. I recruited volunteers very selectively -- not from the general parent population per se, but often from my educated friends (including retirees). (My husband will regularly find me at a gathering chatting up a friend -- turns out we're discussing whether I can rope them in to help one half hour a week.) No they are not trained specifically at length -- but I did train them and give them ongoing feedback. I have had this argument with other university personnel, and I think those kids need *both* (obviously, I'd say). They need my expertise, but they also need a lot of oral reading practice at a suitable level (in self-chosen material, another Allington 'pillar' of reading instruction) -- practise reading with a friendly adult who has a bit of training. You can train as to 'pause-prompt-praise' (just one simple approach people can remember, not my invention). For example, it is common for adults to think they must instantly say, "no", and interrupt "that second". Reading Recovery taught us to use -- *after* the paragraph or whatever -- "Let's look at that, there's a tricky bit here," and "You said -- what would we expect it to look like [or sound like] if it was ?" In more substantial material (or with very struggling students) I would also encourage the adult to "take a turn" -- read for a page or two, just to improve comprehension, establish some of the vocabulary, share enjoyment, etc. And so on. Great stuff, thanks, Terry. Linda Rightmire SD #73 Kamloops, BC On Thu, Jun 14, 2012 at 9:51 AM, Terry Decker wrote: > Hi Cathy,I'm sorry I'm so slow getting a response to you. Life's been > very hectic, as you know from the teaching at the end of the year > perspective. >As for supervising EAs, I've found it to be one of the most rewarding > parts of my job as our school's Title 1 teacher/Literacy Specialist & > supervisor. There are a few things that I think have helped our team to be > successful, and I hope this is what you're wanting. If not, maybe this > will trigger specific questions I can answer. 1) Hire the right EA. If > you have input on personnel, I'd opt for experience as much as possible. I > have 3 retired teachers on my team, and they're wonderful. They have the > background, the "teacher work ethic," and the love of children. I also > have 2 EAs who have worked in Title for many years and one certified > teacher (secondary math--but still a teacher) who just wanted part-time > because of family...It helps when your EAs don't have to learn the ropes > from the ground up. 2) Take time to train your EAs on exactly which > programs, progress monitoring tools, and routines you want to use. Make > sure he/she > can use materials with fidelity. 3) Find a way (and this is a hard one > for me, but I found it helps a lot ) to do regular mini-observations on > your EA to support her/him and for your peace of mind that the students are > getting what they need. This will also help support the EA and give you > the opportunity to answer specific questions about practice. This is > particularly important if your EA has no prior teaching background. 4) > Meet weekly to go over the data he/she has collected on students. You > should be the one to enter that data into whatever record-keeping system > you use, so you know exactly where each student is working. 5) Build a > professional and friendly rapport with the EA. Those weekly meetings give > you the opportunity to listen to the EAs insights and feelings about the > chilodren he/she teaches, and are usually insightful. 6) If you learn > something new/know of available professional development opportunities that > would be beneficial, help to facilitate the EA's professional growth. > For example, I scheduled a training from our district ELL department on > SIOP techniques, which was very beneficial and appreciated. You don't have > to do all the training yourself.I hope this helps. One of my favorite > reading gurus, Richard Allington, is very against the use of EAs, saying > that the least trained people are working with the neediest children. He > is undoubtedly correct most of the time. But if you can hire experience, > train carefully, and monitor effectively, I think you'll get a lot of bang > for your district's buck. :) Terry ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mai
Re: [MOSAIC] question for Terry Decker/supervising ed techs
Hi Cathy, I'm sorry I'm so slow getting a response to you. Life's been very hectic, as you know from the teaching at the end of the year perspective. As for supervising EAs, I've found it to be one of the most rewarding parts of my job as our school's Title 1 teacher/Literacy Specialist & supervisor. There are a few things that I think have helped our team to be successful, and I hope this is what you're wanting. If not, maybe this will trigger specific questions I can answer. 1) Hire the right EA. If you have input on personnel, I'd opt for experience as much as possible. I have 3 retired teachers on my team, and they're wonderful. They have the background, the "teacher work ethic," and the love of children. I also have 2 EAs who have worked in Title for many years and one certified teacher (secondary math--but still a teacher) who just wanted part-time because of family...It helps when your EAs don't have to learn the ropes from the ground up. 2) Take time to train your EAs on exactly which programs, progress monitoring tools, and routines you want to use. Make sure he/she can use materials with fidelity. 3) Find a way (and this is a hard one for me, but I found it helps a lot ) to do regular mini-observations on your EA to support her/him and for your peace of mind that the students are getting what they need. This will also help support the EA and give you the opportunity to answer specific questions about practice. This is particularly important if your EA has no prior teaching background. 4) Meet weekly to go over the data he/she has collected on students. You should be the one to enter that data into whatever record-keeping system you use, so you know exactly where each student is working. 5) Build a professional and friendly rapport with the EA. Those weekly meetings give you the opportunity to listen to the EAs insights and feelings about the chilodren he/she teaches, and are usually insightful. 6) If you learn something new/know of available professional development opportunities that would be beneficial, help to facilitate the EA's professional growth. For example, I scheduled a training from our district ELL department on SIOP techniques, which was very beneficial and appreciated. You don't have to do all the training yourself. I hope this helps. One of my favorite reading gurus, Richard Allington, is very against the use of EAs, saying that the least trained people are working with the neediest children. He is undoubtedly correct most of the time. But if you can hire experience, train carefully, and monitor effectively, I think you'll get a lot of bang for your district's buck. :) Terry --- On Mon, 5/28/12, CAG wrote: From: CAG Subject: [MOSAIC] question for Terry Decker/supervising ed techs To: "Mosaic: A Reading Comprehension Strategies Email Group" Date: Monday, May 28, 2012, 6:06 PM Hi, Terry. I couldn't quite tell what your address was so am emailing you here. You can email me off-list at cag...@myfairpoint.net. I would like to talk about supervising ed techs/EA's/other staff, as I'm supervising 1 ed tech for RTI, and I'm not sure I'm doing it the best it can be done. I'm open to anyone else being in on the conversation as well. Thanks. Cathy <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] question for Terry Decker/supervising ed techs
Explain walk to Read please . Blessings ;) On May 28, 2012, at 8:06 PM, "CAG" wrote: > Hi, Terry. I couldn't quite tell what your address was so am emailing you > here. You can email me off-list at cag...@myfairpoint.net. > > I would like to talk about supervising ed techs/EA's/other staff, as I'm > supervising 1 ed tech for RTI, and I'm not sure I'm doing it the best it can > be done. I'm open to anyone else being in on the conversation as well. > > Thanks. Cathy > > < difference in the reading success of the students at my school. Classroom > teachers are still using the reading series for whole class instruction and > are using literacy workshop too. We have a mandated 90 minutes of reading > instruction, and the Walk to Read is 30-35 minutes of that. Our district > funded 4 "literacy assistants, who, along with the Title 1 staff, help us to > place every child in appropriate materials for their rate and level of > instruction. As the Title 1 reading specialist, I supervise the lit EAs and > Title staff. Additionally, I pull Tier 3 students for another "dose" of > focused instruction in the afternoon. \ We are moving to an RtI-like > process next year, which I eagerly < > > ___ > 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] question for Terry Decker/supervising ed techs
Hi, Terry. I couldn't quite tell what your address was so am emailing you here. You can email me off-list at cag...@myfairpoint.net. I would like to talk about supervising ed techs/EA's/other staff, as I'm supervising 1 ed tech for RTI, and I'm not sure I'm doing it the best it can be done. I'm open to anyone else being in on the conversation as well. Thanks. Cathy
