Re: [MOSAIC] RtI
Word Analysis from DRA is pretty good, although I wish they hadn't "sold out" on a couple of the sections. On Thu, Aug 27, 2009 at 3:13 PM, Janelle wrote: > DRA, letter/sound test for kinders/beginning first graders. > Janelle > > Sent from my iPhone > > > On Aug 27, 2009, at 11:05 AM, wr...@att.net wrote: > > The only elementary school in my district is going to start Response to >> Intervention this fall with reading. >> >> The committee who has been investigating RtI has come to the conclusion >> the DIEBELS is the only universal screener to use. They want something very >> fast and not too hard to use. >> >> Do any of you use another universal screener? >> Thanks! >> Jan >> >> >> ___ >> 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] RtI
DRA, letter/sound test for kinders/beginning first graders. Janelle Sent from my iPhone On Aug 27, 2009, at 11:05 AM, wr...@att.net wrote: The only elementary school in my district is going to start Response to Intervention this fall with reading. The committee who has been investigating RtI has come to the conclusion the DIEBELS is the only universal screener to use. They want something very fast and not too hard to use. Do any of you use another universal screener? Thanks! Jan ___ 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] RtI
Jan We use TPRI in K---Texas Primary Reading Inventory. It does not include the things that bother me most about DIBELS...the one minute timings and reading of nonsense words. We use it for K only but there are 1-2 grade materials too. Jennifer In a message dated 8/27/2009 5:10:01 P.M. Eastern Daylight Time, wr...@att.net writes: The only elementary school in my district is going to start Response to Intervention this fall with reading. The committee who has been investigating RtI has come to the conclusion the DIEBELS is the only universal screener to use. They want something very fast and not too hard to use. Do any of you use another universal screener? Thanks! Jan **A Good Credit Score is 700 or Above. See yours in just 2 easy steps! (http://pr.atwola.com/promoclk/100126575x1222846709x1201493018/aol?redir=http://www.freecreditreport.com/pm/default.aspx?sc=668072&hmpgID=115&bcd =JulystepsfooterNO115) ___ 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
Hi Jennifer, I did not read all the posts leading up to this--but thought I'd share something on the reading/testing of non-sense words. My school district invited Dr. Ted Hasselbrin ( I may have misspelled his last name) to give our key note this year. He did an excellent job of delving into the science of reading. One of the things he shared is that the best way to be sure students have become "fluent" with the alphabetic principal is to test them on non-sense words. He works with mostly middle and high school kids who did not master the alphabetic principal in elementary school. When these kids were given a list of site words, many of them would be extremely accurate. When they were given a list of non-sense words, they had no idea how to attack them. Here's my point: any multisyllabic word, or any word that you may have never seen before has a lot in common with non-sense words. Students must be absolutely fluent in the alphabetic principal in order to advance their reading skills. A non-sense word test does a very good job of mimicking what kids need to be able to do when they have no where else to look but at the word...no pictures, no adult help, nothing but their own tool box of skills...and keep in mind that at some point, even context will break down as a way to figure out meaning... Fluency in the alphabetic principal needs to be rock solid by third grade or students will fail at reading and eventually at school. Non-sense word tests have there place in the testing arena because they give us good information on how kids attack words they have never seen before. Amy McGovern Reading Teacher Direct Instruction Specialist Educational Consultant 715-966-6645 > From: cnjpal...@aol.com > Date: Thu, 27 Aug 2009 19:40:18 -0400 > To: mosaic@literacyworkshop.org > Subject: Re: [MOSAIC] RtI > > > Jan > We use TPRI in K---Texas Primary Reading Inventory. It does not include > the things that bother me most about DIBELS...the one minute timings and > reading of nonsense words. We use it for K only but there are 1-2 grade > materials too. > Jennifer > In a message dated 8/27/2009 5:10:01 P.M. Eastern Daylight Time, > wr...@att.net writes: > > The only elementary school in my district is going to start Response to > Intervention this fall with reading. > > The committee who has been investigating RtI has come to the conclusion > the DIEBELS is the only universal screener to use. They want something very > fast and not too hard to use. > > Do any of you use another universal screener? > Thanks! > Jan > > > > > **A Good Credit Score is 700 or Above. See yours in just 2 easy > steps! > (http://pr.atwola.com/promoclk/100126575x1222846709x1201493018/aol?redir=http://www.freecreditreport.com/pm/default.aspx?sc=668072&hmpgID=115&bcd > =JulystepsfooterNO115) > ___ > 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. > _ Windows Live: Keep your friends up to date with what you do online. http://windowslive.com/Campaign/SocialNetworking?ocid=PID23285::T:WLMTAGL:ON:WL:en-US:SI_SB_online:082009 ___ 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 do not agree that a student "must be absolutely fluent in the alphabetic principal in order to advance their reading skills" or that "fluency in the alphabetic principal needs to be rock solid by third grade or students will fail at reading and eventually at school." Are they important? Yes. Can some students advance their reading skills without being fluent in reading nonsense words? You bet. I don't think such blanket statements are fair to students or anyone else. These are the kinds of statements that lead to unfairly labeling students as failures. Renee On Aug 28, 2009, at 4:59 AM, Amy McGovern wrote: Hi Jennifer, I did not read all the posts leading up to this--but thought I'd share something on the reading/testing of non-sense words. My school district invited Dr. Ted Hasselbrin ( I may have misspelled his last name) to give our key note this year. He did an excellent job of delving into the science of reading. One of the things he shared is that the best way to be sure students have become "fluent" with the alphabetic principal is to test them on non-sense words. He works with mostly middle and high school kids who did not master the alphabetic principal in elementary school. When these kids were given a list of site words, many of them would be extremely accurate. When they were given a list of non-sense words, they had no idea how to attack them. Here's my point: any multisyllabic word, or any word that you may have never seen before has a lot in common with non-sense words. Students must be absolutely fluent in the alphabetic principal in order to advance their reading skills. A non-sense word test does a very good job of mimicking what kids need to be able to do when they have no where else to look but at the word...no pictures, no adult help, nothing but their own tool box of skills...and keep in mind that at some point, even context will break down as a way to figure out meaning... Fluency in the alphabetic principal needs to be rock solid by third grade or students will fail at reading and eventually at school. Non-sense word tests have there place in the testing arena because they give us good information on how kids attack words they have never seen before. Amy McGovern Reading Teacher Direct Instruction Specialist Educational Consultant 715-966-6645 "Learning isn't a means to an end; it is an end in itself." ~ Robert A. Heinlein ___ 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
We did use DIBELS but switched to AIMSweb because they offered more tools. - Original Message - From: To: "Mosaic: A Reading Comprehension Strategies EmailGroup" Sent: Thursday, August 27, 2009 1:05 PM Subject: [MOSAIC] RtI The only elementary school in my district is going to start Response to Intervention this fall with reading. The committee who has been investigating RtI has come to the conclusion the DIEBELS is the only universal screener to use. They want something very fast and not too hard to use. Do any of you use another universal screener? Thanks! Jan ___ 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] RtI
The missing link between nonsense words and unknown words is "meaning"...If the child has "nowhere else to look but at the word" find another book or ask for help. Elisa Elisa Waingort Grade 2 Spanish Bilingual Dalhousie Elementary Calgary, Canada The best and most beautiful things in the world cannot be seen or even touched. They must be felt within the heart. Helen Keller Visit my blog, A Teacher's Ruminations, and post a message. http://waingortgrade2spanishbilingual.blogspot.com/ Here's my point: any multisyllabic word, or any word that you may have never seen before has a lot in common with non-sense words. Students must be absolutely fluent in the alphabetic principal in order to advance their reading skills. A non-sense word test does a very good job of mimicking what kids need to be able to do when they have no where else to look but at the word...no pictures, no adult help, nothing but their own tool box of skills...and keep in mind that at some point, even context will break down as a way to figure out meaning... give us good information on how kids attack words they have never seen before. Amy McGovern Reading Teacher Direct Instruction Specialist Educational Consultant 715-966-6645 ___ 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
And teachers. Elisa Elisa Waingort Grade 2 Spanish Bilingual Dalhousie Elementary Calgary, Canada The best and most beautiful things in the world cannot be seen or even touched. They must be felt within the heart. Helen Keller Visit my blog, A Teacher's Ruminations, and post a message. http://waingortgrade2spanishbilingual.blogspot.com/ These are the kinds of statements that lead to unfairly labeling students as failures. Renee On Aug 28, 2009, at 4:59 AM, Amy McGovern wrote: > > Hi Jennifer, > > > > I did not read all the posts leading up to this--but thought I'd share > something on the reading/testing of non-sense words. My school > district invited Dr. Ted Hasselbrin ( I may have misspelled his last > name) to give our key note this year. He did an excellent job of > delving into the science of reading. > > > > One of the things he shared is that the best way to be sure students > have become "fluent" with the alphabetic principal is to test them on > non-sense words. He works with mostly middle and high school kids who > did not master the alphabetic principal in elementary school. When > these kids were given a list of site words, many of them would be > extremely accurate. When they were given a list of non-sense words, > they had no idea how to attack them. > > > > Here's my point: any multisyllabic word, or any word that you may > have never seen before has a lot in common with non-sense words. > Students must be absolutely fluent in the alphabetic principal in > order to advance their reading skills. A non-sense word test does a > very good job of mimicking what kids need to be able to do when they > have no where else to look but at the word...no pictures, no adult > help, nothing but their own tool box of skills...and keep in mind that > at some point, even context will break down as a way to figure out > meaning... > > > > Fluency in the alphabetic principal needs to be rock solid by third > grade or students will fail at reading and eventually at school. > Non-sense word tests have there place in the testing arena because > they give us good information on how kids attack words they have never > seen before. > > Amy McGovern > > Reading Teacher > > Direct Instruction Specialist > Educational Consultant > 715-966-6645 "Learning isn't a means to an end; it is an end in itself." ~ Robert A. Heinlein ___ 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] RtI
I suppose this would be vital information if we were raising children to read word lists, rather than text. Pat Cunnigham advocates reading names, which makes more sense to me. Lori Jackson M.Ed.Reading Specialist Broken Bow, NE EMAILING FOR THE GREATER GOOD Join me > Date: Sat, 29 Aug 2009 03:52:12 -0600 > From: elwaingor...@cbe.ab.ca > To: mosaic@literacyworkshop.org > Subject: Re: [MOSAIC] RtI > > The missing link between nonsense words and unknown words is "meaning"...If > the child has "nowhere else to look but at the word" find another book or ask > for help. > Elisa > > Elisa Waingort > Grade 2 Spanish Bilingual > Dalhousie Elementary > Calgary, Canada > > The best and most beautiful things in the world cannot be seen or even > touched. They must be felt within the heart. > —Helen Keller > > Visit my blog, A Teacher's Ruminations, and post a message. > http://waingortgrade2spanishbilingual.blogspot.com/ > > Here's my point: any multisyllabic word, or any word that you may have never > seen before has a lot in common with non-sense words. Students must be > absolutely fluent in the alphabetic principal in order to advance their > reading skills. A non-sense word test does a very good job of mimicking > what kids need to be able to do when they have no where else to look but at > the word...no pictures, no adult help, nothing but their own tool box of > skills...and keep in mind that at some point, even context will break down as > a way to figure out meaning... > > give us good information on how kids attack words they have never seen > before. > > Amy McGovern > > Reading Teacher > > Direct Instruction Specialist > Educational Consultant > 715-966-6645 > ___ 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
More food for thought. Ok, I have readers in my kindergarten classroom. Parents are for ever telling me their children can read. My focus is to to have the children enjoy reading and to teach all the facets of comprehension to all my students. Some questions.Any opinions about a guided reading program in kindergarten? Is it just memorization ( their fortunate to have someone reading to them so they have memorized the words) at this level when parents say their child can read? If a child is a good reader wouldn't he be a good writer? One is decoding and the other recoding. What does it say if the child is not a good writer but a real good reader? Thanks for your kind responses. Hillary On Aug 29, 2009, at 7:37 AM, EDWARD JACKSON wrote: I suppose this would be vital information if we were raising children to read word lists, rather than text. Pat Cunnigham advocates reading names, which makes more sense to me. Lori Jackson M.Ed.Reading Specialist Broken Bow, NE EMAILING FOR THE GREATER GOOD Join me Date: Sat, 29 Aug 2009 03:52:12 -0600 From: elwaingor...@cbe.ab.ca To: mosaic@literacyworkshop.org Subject: Re: [MOSAIC] RtI The missing link between nonsense words and unknown words is "meaning"...If the child has "nowhere else to look but at the word" find another book or ask for help. Elisa Elisa Waingort Grade 2 Spanish Bilingual Dalhousie Elementary Calgary, Canada The best and most beautiful things in the world cannot be seen or even touched. They must be felt within the heart. —Helen Keller Visit my blog, A Teacher's Ruminations, and post a message. http://waingortgrade2spanishbilingual.blogspot.com/ Here's my point: any multisyllabic word, or any word that you may have never seen before has a lot in common with non-sense words. Students must be absolutely fluent in the alphabetic principal in order to advance their reading skills. A non-sense word test does a very good job of mimicking what kids need to be able to do when they have no where else to look but at the word...no pictures, no adult help, nothing but their own tool box of skills...and keep in mind that at some point, even context will break down as a way to figure out meaning... give us good information on how kids attack words they have never seen before. Amy McGovern Reading Teacher Direct Instruction Specialist Educational Consultant 715-966-6645 ___ 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] RtI
I do think the two skills compliment each other but writing has a mechanical component and many different skills than reading does. I have many good readers (high SES school) in Kindergarten each year. I think they are truly reading. Their ability to get their thoughts down on paper vary: some can write with spaces, capital letters, etc. and some start out the same as lower kindergarteners. Why do you suspect that the children aren't really reading? If they know the words, discuss the book, and can apply that learning to a new, previously unseen book, isn't that reading? On Sat, Aug 29, 2009 at 1:35 PM, Hillary Marchel wrote: > More food for thought. Ok, I have readers in my kindergarten classroom. > Parents are for ever telling me their children can read. My focus is to to > have the children enjoy reading and to teach all the facets of comprehension > to all my students. Some questions.Any opinions about a guided > reading program in kindergarten? Is it just memorization ( their fortunate > to have someone reading to them so they have memorized the words) at this > level when parents say their child can read? If a child is a good reader > wouldn't he be a good writer? One is decoding and the other recoding. What > does it say if the child is not a good writer but a real good reader? Thanks > for your kind responses. Hillary > > On Aug 29, 2009, at 7:37 AM, EDWARD JACKSON wrote: > > >> I suppose this would be vital information if we were raising children to >> read word lists, rather than text. Pat Cunnigham advocates reading names, >> which makes more sense to me. >> >> >> Lori Jackson M.Ed.Reading Specialist >> Broken Bow, NE >> >> >> >> >> >> >> EMAILING FOR THE GREATER GOOD >> Join me >> >> Date: Sat, 29 Aug 2009 03:52:12 -0600 >>> From: elwaingor...@cbe.ab.ca >>> To: mosaic@literacyworkshop.org >>> Subject: Re: [MOSAIC] RtI >>> >>> The missing link between nonsense words and unknown words is >>> "meaning"...If the child has "nowhere else to look but at the word" find >>> another book or ask for help. >>> Elisa >>> >>> Elisa Waingort >>> Grade 2 Spanish Bilingual >>> Dalhousie Elementary >>> Calgary, Canada >>> >>> The best and most beautiful things in the world cannot be seen or even >>> touched. They must be felt within the heart. >>> —Helen Keller >>> >>> Visit my blog, A Teacher's Ruminations, and post a message. >>> http://waingortgrade2spanishbilingual.blogspot.com/ >>> >>> Here's my point: any multisyllabic word, or any word that you may have >>> never seen before has a lot in common with non-sense words. Students must >>> be absolutely fluent in the alphabetic principal in order to advance their >>> reading skills. A non-sense word test does a very good job of mimicking >>> what kids need to be able to do when they have no where else to look but at >>> the word...no pictures, no adult help, nothing but their own tool box of >>> skills...and keep in mind that at some point, even context will break down >>> as a way to figure out meaning... >>> >>> give us good information on how kids attack words they have never seen >>> before. >>> >>> Amy McGovern >>> >>> Reading Teacher >>> >>> Direct Instruction Specialist >>> Educational Consultant >>> 715-966-6645 >>> >>> ___ >> 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] RtI
I think their reading words and not a story. For the most part their reading is mechanical. Of course after studying comprehension strategies during the year, the students read with prosody,intonation and comprehension. I'm really talking more about the beginning of the year. I guess I would like to look into some research and see what is says about children who are good readers but not good writers. I like your point about "thought." It is hard for some children and adults to get their thoughts on paper. Do you use a reading program in kindergarten? Thank you, Hillary On Aug 29, 2009, at 2:10 PM, Laura Rieben wrote: I do think the two skills compliment each other but writing has a mechanical component and many different skills than reading does. I have many good readers (high SES school) in Kindergarten each year. I think they are truly reading. Their ability to get their thoughts down on paper vary: some can write with spaces, capital letters, etc. and some start out the same as lower kindergarteners. Why do you suspect that the children aren't really reading? If they know the words, discuss the book, and can apply that learning to a new, previously unseen book, isn't that reading? On Sat, Aug 29, 2009 at 1:35 PM, Hillary Marchel >wrote: More food for thought. Ok, I have readers in my kindergarten classroom. Parents are for ever telling me their children can read. My focus is to to have the children enjoy reading and to teach all the facets of comprehension to all my students. Some questions.Any opinions about a guided reading program in kindergarten? Is it just memorization ( their fortunate to have someone reading to them so they have memorized the words) at this level when parents say their child can read? If a child is a good reader wouldn't he be a good writer? One is decoding and the other recoding. What does it say if the child is not a good writer but a real good reader? Thanks for your kind responses. Hillary On Aug 29, 2009, at 7:37 AM, EDWARD JACKSON wrote: I suppose this would be vital information if we were raising children to read word lists, rather than text. Pat Cunnigham advocates reading names, which makes more sense to me. Lori Jackson M.Ed.Reading Specialist Broken Bow, NE EMAILING FOR THE GREATER GOOD Join me Date: Sat, 29 Aug 2009 03:52:12 -0600 From: elwaingor...@cbe.ab.ca To: mosaic@literacyworkshop.org Subject: Re: [MOSAIC] RtI The missing link between nonsense words and unknown words is "meaning"...If the child has "nowhere else to look but at the word" find another book or ask for help. Elisa Elisa Waingort Grade 2 Spanish Bilingual Dalhousie Elementary Calgary, Canada The best and most beautiful things in the world cannot be seen or even touched. They must be felt within the heart. —Helen Keller Visit my blog, A Teacher's Ruminations, and post a message. http://waingortgrade2spanishbilingual.blogspot.com/ Here's my point: any multisyllabic word, or any word that you may have never seen before has a lot in common with non-sense words. Students must be absolutely fluent in the alphabetic principal in order to advance their reading skills. A non-sense word test does a very good job of mimicking what kids need to be able to do when they have no where else to look but at the word...no pictures, no adult help, nothing but their own tool box of skills...and keep in mind that at some point, even context will break down as a way to figure out meaning... give us good information on how kids attack words they have never seen before. Amy McGovern Reading Teacher Direct Instruction Specialist Educational Consultant 715-966-6645 ___ 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. ___ 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
Did you use AIMSweb for math? From: Yingling To: Mosaic: A Reading Comprehension Strategies Email Group Sent: Friday, August 28, 2009 9:56:11 PM Subject: Re: [MOSAIC] RtI We did use DIBELS but switched to AIMSweb because they offered more tools. - Original Message - From: To: "Mosaic: A Reading Comprehension Strategies EmailGroup" Sent: Thursday, August 27, 2009 1:05 PM Subject: [MOSAIC] RtI > The only elementary school in my district is going to start Response to > Intervention this fall with reading. > > The committee who has been investigating RtI has come to the conclusion the > DIEBELS is the only universal screener to use. They want something very fast > and not too hard to use. > > Do any of you use another universal screener? > Thanks! > Jan > > > ___ > 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] RtI
Yes, some early readers do not sound fluent. I don't believe this means they are not truly reading. Maybe it is just that I teach kindergarten, but I am excited when they make any attempt at reading (even when they remember it from reading it yesterday). There are so many skills for them to blend to become a reader that I love every step they take. If a child comes into kindergarten as an F level reader, it means I do a running record and comprehension check with them to find that level (so I know what to teach next). Most of the early readers can answer the questions (or they would be back a level or two). Some of my special ed kids who come in reading (mainly on the Autism spectrum) will not be able to answer the questions and show no comprehension in discussing the story. I use trade books for guided reading. I use Daily Five as my management system and this year I plan to really focus more on strategies through more focused individual conferences. We do not have a required basal. On Sat, Aug 29, 2009 at 8:05 PM, Hillary Marchel wrote: > I think their reading words and not a story. For the most part their > reading is mechanical. Of course after studying comprehension strategies > during the year, the students read with prosody,intonation and > comprehension. I'm really talking more about the beginning of the year. I > guess I would like to look into some research and see what is says about > children who are good readers but not good writers. I like your point about > "thought." It is hard for some children and adults to get their thoughts on > paper. Do you use a reading program in kindergarten? Thank you, Hillary > > On Aug 29, 2009, at 2:10 PM, Laura Rieben wrote: > > I do think the two skills compliment each other but writing has a >> mechanical >> component and many different skills than reading does. I have many good >> readers (high SES school) in Kindergarten each year. I think they are >> truly >> reading. Their ability to get their thoughts down on paper vary: some can >> write with spaces, capital letters, etc. and some start out the same as >> lower kindergarteners. Why do you suspect that the children aren't really >> reading? If they know the words, discuss the book, and can apply that >> learning to a new, previously unseen book, isn't that reading? >> >> On Sat, Aug 29, 2009 at 1:35 PM, Hillary Marchel > >wrote: >> >> More food for thought. Ok, I have readers in my kindergarten classroom. >>> Parents are for ever telling me their children can read. My focus is to >>> to >>> have the children enjoy reading and to teach all the facets of >>> comprehension >>> to all my students. Some questions.Any opinions about a >>> guided >>> reading program in kindergarten? Is it just memorization ( their >>> fortunate >>> to have someone reading to them so they have memorized the words) at this >>> level when parents say their child can read? If a child is a good reader >>> wouldn't he be a good writer? One is decoding and the other recoding. >>> What >>> does it say if the child is not a good writer but a real good reader? >>> Thanks >>> for your kind responses. Hillary >>> >>> On Aug 29, 2009, at 7:37 AM, EDWARD JACKSON wrote: >>> >>> >>> I suppose this would be vital information if we were raising children to >>>> read word lists, rather than text. Pat Cunnigham advocates reading >>>> names, >>>> which makes more sense to me. >>>> >>>> >>>> Lori Jackson M.Ed.Reading Specialist >>>> Broken Bow, NE >>>> >>>> >>>> >>>> >>>> >>>> >>>> EMAILING FOR THE GREATER GOOD >>>> Join me >>>> >>>> Date: Sat, 29 Aug 2009 03:52:12 -0600 >>>> >>>>> From: elwaingor...@cbe.ab.ca >>>>> To: mosaic@literacyworkshop.org >>>>> Subject: Re: [MOSAIC] RtI >>>>> >>>>> The missing link between nonsense words and unknown words is >>>>> "meaning"...If the child has "nowhere else to look but at the word" >>>>> find >>>>> another book or ask for help. >>>>> Elisa >>>>> >>>>> Elisa Waingort >>>>> Grade 2 Spanish Bilingual >>>>> Dalhousie Elementary >>>>> Calgary, Canada >>>>> >>>>> The best and most beautiful things in the world cannot be seen or even >>>>> touched. They must be felt with
Re: [MOSAIC] RtI
We have found that when we get the kids involved in conversations before they write, they have a much better sence of what they write. So, if we, as a class, small group, or pair, share what we've read, in terms of "strategies good readers use," they are much more able to put those conversations on paper. Ellen Stein Reading Resource Teacher Riverview Elementary School 410-887-1428 From: mosaic-bounces+estein=bcps@literacyworkshop.org [mosaic-bounces+estein=bcps@literacyworkshop.org] On Behalf Of Hillary Marchel [march...@hawthorn73.org] Sent: Saturday, August 29, 2009 8:05 PM To: Mosaic: A Reading Comprehension Strategies Email Group Subject: Re: [MOSAIC] RtI I think their reading words and not a story. For the most part their reading is mechanical. Of course after studying comprehension strategies during the year, the students read with prosody,intonation and comprehension. I'm really talking more about the beginning of the year. I guess I would like to look into some research and see what is says about children who are good readers but not good writers. I like your point about "thought." It is hard for some children and adults to get their thoughts on paper. Do you use a reading program in kindergarten? Thank you, Hillary On Aug 29, 2009, at 2:10 PM, Laura Rieben wrote: > I do think the two skills compliment each other but writing has a > mechanical > component and many different skills than reading does. I have many > good > readers (high SES school) in Kindergarten each year. I think they > are truly > reading. Their ability to get their thoughts down on paper vary: > some can > write with spaces, capital letters, etc. and some start out the same > as > lower kindergarteners. Why do you suspect that the children aren't > really > reading? If they know the words, discuss the book, and can apply that > learning to a new, previously unseen book, isn't that reading? > > On Sat, Aug 29, 2009 at 1:35 PM, Hillary Marchel >wrote: > >> More food for thought. Ok, I have readers in my kindergarten >> classroom. >> Parents are for ever telling me their children can read. My focus >> is to to >> have the children enjoy reading and to teach all the facets of >> comprehension >> to all my students. Some questions.Any opinions about a >> guided >> reading program in kindergarten? Is it just memorization ( their >> fortunate >> to have someone reading to them so they have memorized the words) >> at this >> level when parents say their child can read? If a child is a good >> reader >> wouldn't he be a good writer? One is decoding and the other >> recoding. What >> does it say if the child is not a good writer but a real good >> reader? Thanks >> for your kind responses. Hillary >> >> On Aug 29, 2009, at 7:37 AM, EDWARD JACKSON wrote: >> >> >>> I suppose this would be vital information if we were raising >>> children to >>> read word lists, rather than text. Pat Cunnigham advocates >>> reading names, >>> which makes more sense to me. >>> >>> >>> Lori Jackson M.Ed.Reading Specialist >>> Broken Bow, NE >>> >>> >>> >>> >>> >>> >>> EMAILING FOR THE GREATER GOOD >>> Join me >>> >>> Date: Sat, 29 Aug 2009 03:52:12 -0600 >>>> From: elwaingor...@cbe.ab.ca >>>> To: mosaic@literacyworkshop.org >>>> Subject: Re: [MOSAIC] RtI >>>> >>>> The missing link between nonsense words and unknown words is >>>> "meaning"...If the child has "nowhere else to look but at the >>>> word" find >>>> another book or ask for help. >>>> Elisa >>>> >>>> Elisa Waingort >>>> Grade 2 Spanish Bilingual >>>> Dalhousie Elementary >>>> Calgary, Canada >>>> >>>> The best and most beautiful things in the world cannot be seen or >>>> even >>>> touched. They must be felt within the heart. >>>> —Helen Keller >>>> >>>> Visit my blog, A Teacher's Ruminations, and post a message. >>>> http://waingortgrade2spanishbilingual.blogspot.com/ >>>> >>>> Here's my point: any multisyllabic word, or any word that you >>>> may have >>>> never seen before has a lot in common with non-sense words. >>>> Students must >>>> be absolutely fluent in the alphabetic principal in order to >>>> advance their >>>> reading skil
Re: [MOSAIC] RtI
we have investigations (plus some of our own). On Sat, Aug 29, 2009 at 11:39 PM, Nicole Rinehardt wrote: > Did you use AIMSweb for math? > > > > > > From: Yingling > To: Mosaic: A Reading Comprehension Strategies Email Group < > mosaic@literacyworkshop.org> > Sent: Friday, August 28, 2009 9:56:11 PM > Subject: Re: [MOSAIC] RtI > > We did use DIBELS but switched to AIMSweb because they offered more tools. > - Original Message - From: > To: "Mosaic: A Reading Comprehension Strategies EmailGroup" < > mosaic@literacyworkshop.org> > Sent: Thursday, August 27, 2009 1:05 PM > Subject: [MOSAIC] RtI > > > > The only elementary school in my district is going to start Response to > Intervention this fall with reading. > > > > The committee who has been investigating RtI has come to the conclusion > the DIEBELS is the only universal screener to use. They want something very > fast and not too hard to use. > > > > Do any of you use another universal screener? > > Thanks! > > Jan > > > > > > ___ > > 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. > > ___ 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
Yes, we have used it for math, but we haven't done much with the math yet. - Original Message - From: "Nicole Rinehardt" To: "Mosaic: A Reading Comprehension Strategies Email Group" Sent: Saturday, August 29, 2009 10:39 PM Subject: Re: [MOSAIC] RtI Did you use AIMSweb for math? From: Yingling To: Mosaic: A Reading Comprehension Strategies Email Group Sent: Friday, August 28, 2009 9:56:11 PM Subject: Re: [MOSAIC] RtI We did use DIBELS but switched to AIMSweb because they offered more tools. - Original Message - From: To: "Mosaic: A Reading Comprehension Strategies EmailGroup" Sent: Thursday, August 27, 2009 1:05 PM Subject: [MOSAIC] RtI The only elementary school in my district is going to start Response to Intervention this fall with reading. The committee who has been investigating RtI has come to the conclusion the DIEBELS is the only universal screener to use. They want something very fast and not too hard to use. Do any of you use another universal screener? Thanks! Jan ___ 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. ___ 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
Hi Hillary, I guess it all depends on what the parents mean by "reading". If parents mean their child can read a string of words without understanding then they are not reading. Memorization is a stage in beginning reading that should not be ignored. This means children have been listening to a story and are starting to recognize that words on the page have permanence. This would be a good time to actually point out some words or talk about sounds, letters, lengths of words etc, whatever the child seems to be interested in. If parents mean their child can read with understanding even if they can't read word for word, then that is reading. My son, who just started kindergarten, can read. And, lately he is noticing when he comes across a word or phrase that he doesn't know. I work with him on using the pictures as cues and what would make sense and how the word starts, etc. He has not had formal reading instruction other than being read to a lot and learning to use the computer a lot. He's not yet writing a whole lot and I'm looking forward to his feeling comfortable with writing this year so that it takes him wherever and as far as it takes him. When I would read to my son he would often ask where does it say that or what does that word say and I would do a lot of oral cloze prompts as we were reading to help him "read". I also ran my finger along the bottom of a line on a page when he started to show more interest in the text. My experience working with the early childhood grades is that many children start writing before they start reading and this becomes the path to learning to read. At the same time, just because children are good readers doesn't necessarily mean that they can get their ideas down on the page easily - motor skills and all that. However, good readers do have good stories to tell and in that sense they are good writers; they are familiar with story conventions, themes, etc. Sometimes, children will need some scaffolding to get them physically writing independently. Make sense? Elisa Elisa Waingort Grade 2 Spanish Bilingual Dalhousie Elementary Calgary, Canada The best and most beautiful things in the world cannot be seen or even touched. They must be felt within the heart. Helen Keller Visit my blog, A Teacher's Ruminations, and post a message. http://waingortgrade2spanishbilingual.blogspot.com/ More food for thought. Ok, I have readers in my kindergarten classroom. Parents are for ever telling me their children can read. My focus is to to have the children enjoy reading and to teach all the facets of comprehension to all my students. Some questions.Any opinions about a guided reading program in kindergarten? Is it just memorization ( their fortunate to have someone reading to them so they have memorized the words) at this level when parents say their child can read? If a child is a good reader wouldn't he be a good writer? One is decoding and the other recoding. What does it say if the child is not a good writer but a real good reader? Thanks for your kind responses. Hillary ___ 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
Was there a handout you could stick in the files? On Tue, Nov 10, 2009 at 1:27 PM, Domina.Natasha < domina.nata...@north-haven.k12.ct.us> wrote: > > I just heard Richard Allington speak on Saturday and he said that 2 hours > of reading per day will mean that a struggling reader doesn't fall further > behind. If we want them to close the gap and catch up to their peers they > should be reading even more than that. (He was talking about RtI so maybe > his new book on RtI would have more information about that.) > Natasha > > > -- > > Message: 24 > Date: Tue, 10 Nov 2009 04:11:07 + > From: wr...@att.net > Subject: [MOSAIC] RtI > To: "Mosaic: A Reading Comprehension Strategies Email >Group" > Message-ID: >< > 111020090411.16339.4af8e7db0005a9de3fd322218683269b0a02d29b9b0ebf0a9b079...@att.net > > > > > This group really helped answer questions from me about universal screeners > for RtI. Now I'm wondering about when my middle school starts RtI. I think > that will happen next fall. > > I have read that students who are two, three, or four years behind in their > reading level by middle school need an additional 90 hours of reading > time??? instruction??? every day. Can anyone point me to something > authoritative that asserts this? > > It seems as if we're going to go to half measures, and students who need > additional help with get maybe 45 minutes a couple of times a week. > > I fear that RtI will not be successful at my school because we will not put > the time into additional support for students. > > Thanks for any information you can give me. > Jan > > > > > > ___ > 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. > > -- "There is nothing so unequal as equal treatment of unequals."Chief Justice Oliver Wendell Holmes ___ 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
His book does just that. Great research information in his book. On 11/10/09 3:27 PM, "Domina.Natasha" wrote: I just heard Richard Allington speak on Saturday and he said that 2 hours of reading per day will mean that a struggling reader doesn't fall further behind. If we want them to close the gap and catch up to their peers they should be reading even more than that. (He was talking about RtI so maybe his new book on RtI would have more information about that.) Natasha -- Message: 24 Date: Tue, 10 Nov 2009 04:11:07 + From: wr...@att.net Subject: [MOSAIC] RtI To: "Mosaic: A Reading Comprehension Strategies Email Group" Message-ID: <111020090411.16339.4af8e7db0005a9de3fd322218683269b0a02d29b9b0ebf0a9b079...@att.net> This group really helped answer questions from me about universal screeners for RtI. Now I'm wondering about when my middle school starts RtI. I think that will happen next fall. I have read that students who are two, three, or four years behind in their reading level by middle school need an additional 90 hours of reading time??? instruction??? every day. Can anyone point me to something authoritative that asserts this? It seems as if we're going to go to half measures, and students who need additional help with get maybe 45 minutes a couple of times a week. I fear that RtI will not be successful at my school because we will not put the time into additional support for students. Thanks for any information you can give me. Jan ___ 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] RTI
Did he say what that 2 hours of reading should be? Pure reading? I envision some to take it as lots of phonics and skills lessons. Jan On 11/10/09 12:27 PM, "Domina.Natasha" wrote: > > I just heard Richard Allington speak on Saturday and he said that 2 hours of > reading per day will mean that a struggling reader doesn't fall further > behind. If we want them to close the gap and catch up to their peers they > should be reading even more than that. (He was talking about RtI so maybe his > new book on RtI would have more information about that.) > Natasha > > > -- > > Message: 24 > Date: Tue, 10 Nov 2009 04:11:07 + > From: wr...@att.net > Subject: [MOSAIC] RtI > To: "Mosaic: A Reading Comprehension Strategies Email > Group" > Message-ID: > > <111020090411.16339.4AF8E7DB0005A9DE3FD322218683269B0A02D29B9B0EBF0A9B079D > 9...@att.net> > > > This group really helped answer questions from me about universal screeners > for RtI. Now I'm wondering about when my middle school starts RtI. I think > that will happen next fall. > > I have read that students who are two, three, or four years behind in their > reading level by middle school need an additional 90 hours of reading time??? > instruction??? every day. Can anyone point me to something authoritative that > asserts this? > > It seems as if we're going to go to half measures, and students who need > additional help with get maybe 45 minutes a couple of times a week. > > I fear that RtI will not be successful at my school because we will not put > the time into additional support for students. > > Thanks for any information you can give me. > Jan > > > > > > ___ > 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] RTI
Would you mind giving me the name of that book. Pat From: mosaic-bounces+phassan=bridgeportedu@literacyworkshop.org on behalf of Kelly Andrews-Babcock Sent: Wed 11/11/2009 8:45 AM To: Mosaic: A Reading Comprehension Strategies Email Group Subject: Re: [MOSAIC] RTI His book does just that. Great research information in his book. On 11/10/09 3:27 PM, "Domina.Natasha" wrote: I just heard Richard Allington speak on Saturday and he said that 2 hours of reading per day will mean that a struggling reader doesn't fall further behind. If we want them to close the gap and catch up to their peers they should be reading even more than that. (He was talking about RtI so maybe his new book on RtI would have more information about that.) Natasha -- Message: 24 Date: Tue, 10 Nov 2009 04:11:07 + From: wr...@att.net Subject: [MOSAIC] RtI To: "Mosaic: A Reading Comprehension Strategies Email Group" Message-ID: <111020090411.16339.4af8e7db0005a9de3fd322218683269b0a02d29b9b0ebf0a9b079...@att.net> This group really helped answer questions from me about universal screeners for RtI. Now I'm wondering about when my middle school starts RtI. I think that will happen next fall. I have read that students who are two, three, or four years behind in their reading level by middle school need an additional 90 hours of reading time??? instruction??? every day. Can anyone point me to something authoritative that asserts this? It seems as if we're going to go to half measures, and students who need additional help with get maybe 45 minutes a couple of times a week. I fear that RtI will not be successful at my school because we will not put the time into additional support for students. Thanks for any information you can give me. Jan ___ 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] RTI
He said a minimum of 2 hours of reading text at their level - that they can read and understand independently. Mini-lessons, conferences would need to be done as well - but he's talking about reading - not instruction. On 11/11/09 11:22 AM, "Jan Sanders" wrote: Did he say what that 2 hours of reading should be? Pure reading? I envision some to take it as lots of phonics and skills lessons. Jan On 11/10/09 12:27 PM, "Domina.Natasha" wrote: > > I just heard Richard Allington speak on Saturday and he said that 2 hours of > reading per day will mean that a struggling reader doesn't fall further > behind. If we want them to close the gap and catch up to their peers they > should be reading even more than that. (He was talking about RtI so maybe his > new book on RtI would have more information about that.) > Natasha > > > -- > > Message: 24 > Date: Tue, 10 Nov 2009 04:11:07 + > From: wr...@att.net > Subject: [MOSAIC] RtI > To: "Mosaic: A Reading Comprehension Strategies Email > Group" > Message-ID: > > <111020090411.16339.4AF8E7DB0005A9DE3FD322218683269B0A02D29B9B0EBF0A9B079D > 9...@att.net> > > > This group really helped answer questions from me about universal screeners > for RtI. Now I'm wondering about when my middle school starts RtI. I think > that will happen next fall. > > I have read that students who are two, three, or four years behind in their > reading level by middle school need an additional 90 hours of reading time??? > instruction??? every day. Can anyone point me to something authoritative that > asserts this? > > It seems as if we're going to go to half measures, and students who need > additional help with get maybe 45 minutes a couple of times a week. > > I fear that RtI will not be successful at my school because we will not put > the time into additional support for students. > > Thanks for any information you can give me. > Jan > > > > > > ___ > 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] RtI
Original Message - From: To: "Mosaic: A Reading Comprehension Strategies EmailGroup" Sent: Monday, November 09, 2009 9:11 PM Subject: [MOSAIC] RtI I have read that students who are two, three, or four years behind in their reading level by middle school need an additional 90 hours of reading time??? instruction??? every day. Can anyone point me to something authoritative that asserts this? It seems as if we're going to go to half measures, and students who need additional help with get maybe 45 minutes a couple of times a week. Jan, The book that some of us in my school district read is Annual Growth, Catch-Up Growth by Lynn Fielding, Nancy Kerr, and Paul Rosier (2007). It is the story of how the Kennewick, Washington school district met their district goal of getting 90% of their students to grade level by the end of third grade. The book outlines a mathematical model for figuring how much instructional time is needed to get a child that is reading three years below grade level to reading at grade level. The book is a pretty interesting read, although many people on this list serve will disagree with its premise. The district also has a program that services the city's preschool population that helps better prepare those children for kindergarten. The district gives the NWEA MAP test and focuses on reading, math, and writing. That is their priority. As you read their story, compare their cut score for proficiency to your district's cut score. You can also Google Kennewick, Washington School district and find out more information. That will help you a lot with your research. I also have some power point presentations from the district that I can email you privately if you would like. Thanks, Barb ___ 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
Of course they give the MAP: the president of their school board, Lynn Fielding, was the CEO of the company that developed the Levels tests. They do have some good ideas such as START programs--Start Making a Reader Today. Sent from my BlackBerry Smartphone provided by Alltel -Original Message- From: "Ron Borchert" Date: Wed, 11 Nov 2009 19:23:03 To: Mosaic: A Reading Comprehension Strategies Email Group Subject: Re: [MOSAIC] RtI Original Message - From: To: "Mosaic: A Reading Comprehension Strategies EmailGroup" Sent: Monday, November 09, 2009 9:11 PM Subject: [MOSAIC] RtI > I have read that students who are two, three, or four years behind in > their reading level by middle school need an additional 90 hours of > reading time??? instruction??? every day. Can anyone point me to > something authoritative that asserts this? > > It seems as if we're going to go to half measures, and students who need > additional help with get maybe 45 minutes a couple of times a week. > Jan, The book that some of us in my school district read is Annual Growth, Catch-Up Growth by Lynn Fielding, Nancy Kerr, and Paul Rosier (2007). It is the story of how the Kennewick, Washington school district met their district goal of getting 90% of their students to grade level by the end of third grade. The book outlines a mathematical model for figuring how much instructional time is needed to get a child that is reading three years below grade level to reading at grade level. The book is a pretty interesting read, although many people on this list serve will disagree with its premise. The district also has a program that services the city's preschool population that helps better prepare those children for kindergarten. The district gives the NWEA MAP test and focuses on reading, math, and writing. That is their priority. As you read their story, compare their cut score for proficiency to your district's cut score. You can also Google Kennewick, Washington School district and find out more information. That will help you a lot with your research. I also have some power point presentations from the district that I can email you privately if you would like. Thanks, Barb ___ 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] RTI
What Really Matters in Response to Intervention, Richard Allington. On 11/11/09 5:46 PM, "Hassan, Patricia A" wrote: Would you mind giving me the name of that book. Pat From: mosaic-bounces+phassan=bridgeportedu@literacyworkshop.org on behalf of Kelly Andrews-Babcock Sent: Wed 11/11/2009 8:45 AM To: Mosaic: A Reading Comprehension Strategies Email Group Subject: Re: [MOSAIC] RTI His book does just that. Great research information in his book. On 11/10/09 3:27 PM, "Domina.Natasha" wrote: I just heard Richard Allington speak on Saturday and he said that 2 hours of reading per day will mean that a struggling reader doesn't fall further behind. If we want them to close the gap and catch up to their peers they should be reading even more than that. (He was talking about RtI so maybe his new book on RtI would have more information about that.) Natasha -- Message: 24 Date: Tue, 10 Nov 2009 04:11:07 + From: wr...@att.net Subject: [MOSAIC] RtI To: "Mosaic: A Reading Comprehension Strategies Email Group" Message-ID: <111020090411.16339.4af8e7db0005a9de3fd322218683269b0a02d29b9b0ebf0a9b079...@att.net> This group really helped answer questions from me about universal screeners for RtI. Now I'm wondering about when my middle school starts RtI. I think that will happen next fall. I have read that students who are two, three, or four years behind in their reading level by middle school need an additional 90 hours of reading time??? instruction??? every day. Can anyone point me to something authoritative that asserts this? It seems as if we're going to go to half measures, and students who need additional help with get maybe 45 minutes a couple of times a week. I fear that RtI will not be successful at my school because we will not put the time into additional support for students. Thanks for any information you can give me. Jan ___ 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] RtI
Thank You. Pat Hassan From: mosaic-bounces+phassan=bridgeportedu@literacyworkshop.org on behalf of beverleep...@gmail.com Sent: Wed 11/11/2009 10:15 PM To: Mosaic: A Reading Comprehension Strategies Email Group Subject: Re: [MOSAIC] RtI Of course they give the MAP: the president of their school board, Lynn Fielding, was the CEO of the company that developed the Levels tests. They do have some good ideas such as START programs--Start Making a Reader Today. Sent from my BlackBerry Smartphone provided by Alltel -Original Message- From: "Ron Borchert" Date: Wed, 11 Nov 2009 19:23:03 To: Mosaic: A Reading Comprehension Strategies Email Group Subject: Re: [MOSAIC] RtI Original Message - From: To: "Mosaic: A Reading Comprehension Strategies EmailGroup" Sent: Monday, November 09, 2009 9:11 PM Subject: [MOSAIC] RtI > I have read that students who are two, three, or four years behind in > their reading level by middle school need an additional 90 hours of > reading time??? instruction??? every day. Can anyone point me to > something authoritative that asserts this? > > It seems as if we're going to go to half measures, and students who need > additional help with get maybe 45 minutes a couple of times a week. > Jan, The book that some of us in my school district read is Annual Growth, Catch-Up Growth by Lynn Fielding, Nancy Kerr, and Paul Rosier (2007). It is the story of how the Kennewick, Washington school district met their district goal of getting 90% of their students to grade level by the end of third grade. The book outlines a mathematical model for figuring how much instructional time is needed to get a child that is reading three years below grade level to reading at grade level. The book is a pretty interesting read, although many people on this list serve will disagree with its premise. The district also has a program that services the city's preschool population that helps better prepare those children for kindergarten. The district gives the NWEA MAP test and focuses on reading, math, and writing. That is their priority. As you read their story, compare their cut score for proficiency to your district's cut score. You can also Google Kennewick, Washington School district and find out more information. That will help you a lot with your research. I also have some power point presentations from the district that I can email you privately if you would like. Thanks, Barb ___ 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] RtI
Would you please send power point presentations. Thanks Barb. Pat Hassan Private email is pione...@aol.com From: mosaic-bounces+phassan=bridgeportedu@literacyworkshop.org on behalf of Ron Borchert Sent: Wed 11/11/2009 9:23 PM To: Mosaic: A Reading Comprehension Strategies Email Group Subject: Re: [MOSAIC] RtI Original Message - From: To: "Mosaic: A Reading Comprehension Strategies EmailGroup" Sent: Monday, November 09, 2009 9:11 PM Subject: [MOSAIC] RtI > I have read that students who are two, three, or four years behind in > their reading level by middle school need an additional 90 hours of > reading time??? instruction??? every day. Can anyone point me to > something authoritative that asserts this? > > It seems as if we're going to go to half measures, and students who need > additional help with get maybe 45 minutes a couple of times a week. > Jan, The book that some of us in my school district read is Annual Growth, Catch-Up Growth by Lynn Fielding, Nancy Kerr, and Paul Rosier (2007). It is the story of how the Kennewick, Washington school district met their district goal of getting 90% of their students to grade level by the end of third grade. The book outlines a mathematical model for figuring how much instructional time is needed to get a child that is reading three years below grade level to reading at grade level. The book is a pretty interesting read, although many people on this list serve will disagree with its premise. The district also has a program that services the city's preschool population that helps better prepare those children for kindergarten. The district gives the NWEA MAP test and focuses on reading, math, and writing. That is their priority. As you read their story, compare their cut score for proficiency to your district's cut score. You can also Google Kennewick, Washington School district and find out more information. That will help you a lot with your research. I also have some power point presentations from the district that I can email you privately if you would like. Thanks, Barb ___ 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] RtI
Barb, I would LOVE a copy of this power point! thx kd On Wed, Nov 11, 2009 at 8:23 PM, Ron Borchert wrote: > Original Message - From: > To: "Mosaic: A Reading Comprehension Strategies EmailGroup" < > mosaic@literacyworkshop.org> > Sent: Monday, November 09, 2009 9:11 PM > Subject: [MOSAIC] RtI > > > > I have read that students who are two, three, or four years behind in their >> reading level by middle school need an additional 90 hours of reading >> time??? instruction??? every day. Can anyone point me to something >> authoritative that asserts this? >> >> It seems as if we're going to go to half measures, and students who need >> additional help with get maybe 45 minutes a couple of times a week. >> >> Jan, > > The book that some of us in my school district read is Annual Growth, > Catch-Up Growth by Lynn Fielding, Nancy Kerr, and Paul Rosier (2007). It is > the story of how the Kennewick, Washington school district met their > district goal of getting 90% of their students to grade level by the end of > third grade. The book outlines a mathematical model for figuring how much > instructional time is needed to get a child that is reading three years > below grade level to reading at grade level. The book is a pretty > interesting read, although many people on this list serve will disagree with > its premise. > > The district also has a program that services the city's preschool > population that helps better prepare those children for kindergarten. > > The district gives the NWEA MAP test and focuses on reading, math, and > writing. That is their priority. As you read their story, compare their > cut score for proficiency to your district's cut score. You can also Google > Kennewick, Washington School district and find out more information. That > will help you a lot with your research. > > I also have some power point presentations from the district that I can > email you privately if you would like. > > Thanks, > Barb > > > > > > ___ > 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. > > -- Kelley Dean ___ 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
Read Richard allington's book on RTI. On 8/30/11 5:33 AM, "norma baker" wrote: > Our school haphazardly implemented Tier II of RTI last year. In light of > that, are there any schools out there that have done a thoughtful and > successful implementation of RTI? What does each Tier look like? When > (schedule-wise) is it being done and who delivers the services? Are you > using specific programs for it? If so, which ones and how were they chosen? > Are you only addressing literacy or have you managed to address math issues as > well. > > Thanks ever so much! > > norma > > > PS If you have any book recommendations I'd be interested in that info as > well. Thanks again! > > An old man once said, "There comes a time in your life, when you walk away > from all the drama and people who create it. You surround yourself with people > who make you laugh. Forget the bad, and focus on the good. Love the people who > treat you right, pray for the ones who don't. Life is too short to be anything > but happy. Falling down is a part of life, getting back up is living." > > > > 57-Year-Old Mom Looks 25 > Mom Reveals $5 Wrinkle Trick That Has Angered Doctors! > http://thirdpartyoffers.juno.com/TGL3131/4e5cd8d8cd1444f2f9st04duc > > ___ > 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] RTI
We have successfully implemented RTI in our school. Each grade level has 30 minutes scheduled in for RTI. Most classrooms do reading 3 days a week and math 2 days a week. We use Education City, Study Island, SRA, Corrective Reading, Leveled Literacy Intervention, Math Facts in a Flash, Great Leaps and the Trophies Intervention Kit. Some of the students are pulled out one on one or in small groups with a staff member. Others stay in the classroom and work with their teacher. The "on-level" students are either working on a challenge activity, or participating in centers that review academic skills. We have also implemented gifted into our RTI time and these students visit with the gifted teacher and are given an independent project to work on. Nicole Lapenas Literacy Coach Oakwood Grade School "Reading is a basic tool in the living of a good life." -Mortimer Adler -Original Message- From: mosaic-bounces+lapenasn=oakwood.k12.il...@literacyworkshop.org [mailto:mosaic-bounces+lapenasn=oakwood.k12.il...@literacyworkshop.org] On Behalf Of norma baker Sent: Tuesday, August 30, 2011 7:34 AM To: mosaic@literacyworkshop.org Subject: [MOSAIC] RTI Our school haphazardly implemented Tier II of RTI last year. In light of that, are there any schools out there that have done a thoughtful and successful implementation of RTI? What does each Tier look like? When (schedule-wise) is it being done and who delivers the services? Are you using specific programs for it? If so, which ones and how were they chosen? Are you only addressing literacy or have you managed to address math issues as well. Thanks ever so much! norma PS If you have any book recommendations I'd be interested in that info as well. Thanks again! An old man once said, "There comes a time in your life, when you walk away from all the drama and people who create it. You surround yourself with people who make you laugh. Forget the bad, and focus on the good. Love the people who treat you right, pray for the ones who don't. Life is too short to be anything but happy. Falling down is a part of life, getting back up is living." 57-Year-Old Mom Looks 25 Mom Reveals $5 Wrinkle Trick That Has Angered Doctors! http://thirdpartyoffers.juno.com/TGL3131/4e5cd8d8cd1444f2f9st04duc ___ 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] RTI
Nicole, What are these PatK On Aug 30, 2011, at 6:09 AM, Lapenas, Nicole wrote: Math Facts in a Flash PatK ___ 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
Pat Quinn, The RTI Guy also has great resources for RTI. You can find him online and he also holds seminars. I recommend attending one of his seminars. He really does a fantastic job explaining RTI from a teacher's perspective. Nicole Lapenas Literacy Coach Oakwood Grade School "Reading is a basic tool in the living of a good life." -Mortimer Adler -Original Message- From: mosaic-bounces+lapenasn=oakwood.k12.il...@literacyworkshop.org [mailto:mosaic-bounces+lapenasn=oakwood.k12.il...@literacyworkshop.org] On Behalf Of norma baker Sent: Tuesday, August 30, 2011 10:24 AM To: mosaic@literacyworkshop.org Subject: Re: [MOSAIC] RTI "No Quick Fix"? Is that the Allington book you mean? Thanks! An old man once said, "There comes a time in your life, when you walk away from all the drama and people who create it. You surround yourself with people who make you laugh. Forget the bad, and focus on the good. Love the people who treat you right, pray for the ones who don't. Life is too short to be anything but happy. Falling down is a part of life, getting back up is living." -- Original Message -- From: Sally Thomas To: mosaic listserve Subject: Re: [MOSAIC] RTI Date: Tue, 30 Aug 2011 06:53:53 -0700 Read Richard allington's book on RTI. On 8/30/11 5:33 AM, "norma baker" wrote: > Our school haphazardly implemented Tier II of RTI last year. In light of > that, are there any schools out there that have done a thoughtful and > successful implementation of RTI? What does each Tier look like? When > (schedule-wise) is it being done and who delivers the services? Are you > using specific programs for it? If so, which ones and how were they chosen? > Are you only addressing literacy or have you managed to address math issues as > well. > > Thanks ever so much! > > norma > > > PS If you have any book recommendations I'd be interested in that info as > well. Thanks again! > > An old man once said, "There comes a time in your life, when you walk away > from all the drama and people who create it. You surround yourself with people > who make you laugh. Forget the bad, and focus on the good. Love the people who > treat you right, pray for the ones who don't. Life is too short to be anything > but happy. Falling down is a part of life, getting back up is living." > > > > 57-Year-Old Mom Looks 25 > Mom Reveals $5 Wrinkle Trick That Has Angered Doctors! > http://thirdpartyoffers.juno.com/TGL3131/4e5cd8d8cd1444f2f9st04duc > > ___ > 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 Get Free Email with Video Mail & Video Chat! http://www.juno.com/freeemail?refcd=JUTAGOUT1FREM0210 ___ 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] RTI
Each of Allington's books and articles are worth their weight in gold. If I were recommending I'd choose these 3 in this order: !. What Really Matters in Response to Intervention: Research-based Designs 2. What Really Matters for Struggling Readers: Designing Research-based Programs 3. No Quick Fix If you can borrow No Quick Fix, I'd say it's great and would be a good one to read. If you are purchasing one I'd recommend the books as I've listed above. On Tue, Aug 30, 2011 at 9:24 AM, norma baker wrote: > "No Quick Fix"? Is that the Allington book you mean? > > Thanks! > > > An old man once said, "There comes a time in your life, when you walk away > from all the drama and people who create it. You surround yourself with > people who make you laugh. Forget the bad, and focus on the good. Love the > people who treat you right, pray for the ones who don't. Life is too short > to be anything but happy. Falling down is a part of life, getting back up is > living." > > > ------ Original Message -- > From: Sally Thomas > To: mosaic listserve > Subject: Re: [MOSAIC] RTI > Date: Tue, 30 Aug 2011 06:53:53 -0700 > > Read Richard allington's book on RTI. > > > On 8/30/11 5:33 AM, "norma baker" wrote: > > > Our school haphazardly implemented Tier II of RTI last year. In light of > > that, are there any schools out there that have done a thoughtful and > > successful implementation of RTI? What does each Tier look like? When > > (schedule-wise) is it being done and who delivers the services? Are you > > using specific programs for it? If so, which ones and how were they > chosen? > > Are you only addressing literacy or have you managed to address math > issues as > > well. > > > > Thanks ever so much! > > > > norma > > > > > > PS If you have any book recommendations I'd be interested in that info > as > > well. Thanks again! > > > > An old man once said, "There comes a time in your life, when you walk > away > > from all the drama and people who create it. You surround yourself with > people > > who make you laugh. Forget the bad, and focus on the good. Love the > people who > > treat you right, pray for the ones who don't. Life is too short to be > anything > > but happy. Falling down is a part of life, getting back up is living." > > > > > > > > 57-Year-Old Mom Looks 25 > > Mom Reveals $5 Wrinkle Trick That Has Angered Doctors! > > http://thirdpartyoffers.juno.com/TGL3131/4e5cd8d8cd1444f2f9st04duc > > > > ___ > > 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 > > > > > Get Free Email with Video Mail & Video Chat! > http://www.juno.com/freeemail?refcd=JUTAGOUT1FREM0210 > > ___ > 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 > > -- "If you want to build a ship, don't herd people together to collect wood and don't assign them tasks and work, but rather teach them to long for the endless immensity of the sea." Antoine de Saint-Exupery ___ 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
"No Quick Fix"? Is that the Allington book you mean? Thanks! An old man once said, "There comes a time in your life, when you walk away from all the drama and people who create it. You surround yourself with people who make you laugh. Forget the bad, and focus on the good. Love the people who treat you right, pray for the ones who don't. Life is too short to be anything but happy. Falling down is a part of life, getting back up is living." -- Original Message -- From: Sally Thomas To: mosaic listserve Subject: Re: [MOSAIC] RTI Date: Tue, 30 Aug 2011 06:53:53 -0700 Read Richard allington's book on RTI. On 8/30/11 5:33 AM, "norma baker" wrote: > Our school haphazardly implemented Tier II of RTI last year. In light of > that, are there any schools out there that have done a thoughtful and > successful implementation of RTI? What does each Tier look like? When > (schedule-wise) is it being done and who delivers the services? Are you > using specific programs for it? If so, which ones and how were they chosen? > Are you only addressing literacy or have you managed to address math issues as > well. > > Thanks ever so much! > > norma > > > PS If you have any book recommendations I'd be interested in that info as > well. Thanks again! > > An old man once said, "There comes a time in your life, when you walk away > from all the drama and people who create it. You surround yourself with people > who make you laugh. Forget the bad, and focus on the good. Love the people who > treat you right, pray for the ones who don't. Life is too short to be anything > but happy. Falling down is a part of life, getting back up is living." > > > > 57-Year-Old Mom Looks 25 > Mom Reveals $5 Wrinkle Trick That Has Angered Doctors! > http://thirdpartyoffers.juno.com/TGL3131/4e5cd8d8cd1444f2f9st04duc > > ___ > 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 Get Free Email with Video Mail & Video Chat! http://www.juno.com/freeemail?refcd=JUTAGOUT1FREM0210 ___ 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
Math Facts in a Flash is a computer program through Renaissance Place. It starts with basic facts. They have three answer choices at the bottom of the screen. It is timed and when they are ready they test. The program moves them up as needed. Nicole Lapenas Literacy Coach Oakwood Grade School "Reading is a basic tool in the living of a good life." -Mortimer Adler -Original Message- From: mosaic-bounces+lapenasn=oakwood.k12.il...@literacyworkshop.org [mailto:mosaic-bounces+lapenasn=oakwood.k12.il...@literacyworkshop.org] On Behalf Of Patricia Kimathi Sent: Tuesday, August 30, 2011 10:13 AM To: Mosaic: A Reading Comprehension Strategies Email Group Subject: Re: [MOSAIC] RTI Nicole, What are these PatK On Aug 30, 2011, at 6:09 AM, Lapenas, Nicole wrote: > Math Facts in a Flash PatK ___ 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] RTI
No, What Really Matters in Response to Intervention. I trust allington on most things. He is usually not an ideologue but bases his ideas on careful and wide reading of research! Think what he says may be surprising to many. On 8/30/11 8:24 AM, "norma baker" wrote: > "No Quick Fix"? Is that the Allington book you mean? > > Thanks! > > > An old man once said, "There comes a time in your life, when you walk away > from all the drama and people who create it. You surround yourself with people > who make you laugh. Forget the bad, and focus on the good. Love the people who > treat you right, pray for the ones who don't. Life is too short to be anything > but happy. Falling down is a part of life, getting back up is living." > > > -- Original Message ------ > From: Sally Thomas > To: mosaic listserve > Subject: Re: [MOSAIC] RTI > Date: Tue, 30 Aug 2011 06:53:53 -0700 > > Read Richard allington's book on RTI. > > > On 8/30/11 5:33 AM, "norma baker" wrote: > >> Our school haphazardly implemented Tier II of RTI last year. In light of >> that, are there any schools out there that have done a thoughtful and >> successful implementation of RTI? What does each Tier look like? When >> (schedule-wise) is it being done and who delivers the services? Are you >> using specific programs for it? If so, which ones and how were they chosen? >> Are you only addressing literacy or have you managed to address math issues >> as >> well. >> >> Thanks ever so much! >> >> norma >> >> >> PS If you have any book recommendations I'd be interested in that info as >> well. Thanks again! >> >> An old man once said, "There comes a time in your life, when you walk away >> from all the drama and people who create it. You surround yourself with >> people >> who make you laugh. Forget the bad, and focus on the good. Love the people >> who >> treat you right, pray for the ones who don't. Life is too short to be >> anything >> but happy. Falling down is a part of life, getting back up is living." >> >> >> >> 57-Year-Old Mom Looks 25 >> Mom Reveals $5 Wrinkle Trick That Has Angered Doctors! >> http://thirdpartyoffers.juno.com/TGL3131/4e5cd8d8cd1444f2f9st04duc >> >> ___ >> 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 > > > > > Get Free Email with Video Mail & Video Chat! > http://www.juno.com/freeemail?refcd=JUTAGOUT1FREM0210 > > ___ > 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] RTI
Jim Wright as well. Sent from my HTC smartphone on the Now Network from Sprint! - Reply message - From: "Lapenas, Nicole" To: "Mosaic: A Reading Comprehension Strategies Email Group" Subject: [MOSAIC] RTI Date: Tue, Aug 30, 2011 11:50 am Pat Quinn, The RTI Guy also has great resources for RTI. You can find him online and he also holds seminars. I recommend attending one of his seminars. He really does a fantastic job explaining RTI from a teacher's perspective. Nicole Lapenas Literacy Coach Oakwood Grade School "Reading is a basic tool in the living of a good life." -Mortimer Adler -Original Message- From: mosaic-bounces+lapenasn=oakwood.k12.il...@literacyworkshop.org [mailto:mosaic-bounces+lapenasn=oakwood.k12.il...@literacyworkshop.org] On Behalf Of norma baker Sent: Tuesday, August 30, 2011 10:24 AM To: mosaic@literacyworkshop.org Subject: Re: [MOSAIC] RTI "No Quick Fix"? Is that the Allington book you mean? Thanks! An old man once said, "There comes a time in your life, when you walk away from all the drama and people who create it. You surround yourself with people who make you laugh. Forget the bad, and focus on the good. Love the people who treat you right, pray for the ones who don't. Life is too short to be anything but happy. Falling down is a part of life, getting back up is living." -- Original Message ---------- From: Sally Thomas To: mosaic listserve Subject: Re: [MOSAIC] RTI Date: Tue, 30 Aug 2011 06:53:53 -0700 Read Richard allington's book on RTI. On 8/30/11 5:33 AM, "norma baker" wrote: > Our school haphazardly implemented Tier II of RTI last year. In light of > that, are there any schools out there that have done a thoughtful and > successful implementation of RTI? What does each Tier look like? When > (schedule-wise) is it being done and who delivers the services? Are you > using specific programs for it? If so, which ones and how were they chosen? > Are you only addressing literacy or have you managed to address math issues as > well. > > Thanks ever so much! > > norma > > > PS If you have any book recommendations I'd be interested in that info as > well. Thanks again! > > An old man once said, "There comes a time in your life, when you walk away > from all the drama and people who create it. You surround yourself with people > who make you laugh. Forget the bad, and focus on the good. Love the people who > treat you right, pray for the ones who don't. Life is too short to be anything > but happy. Falling down is a part of life, getting back up is living." > > > > 57-Year-Old Mom Looks 25 > Mom Reveals $5 Wrinkle Trick That Has Angered Doctors! > http://thirdpartyoffers.juno.com/TGL3131/4e5cd8d8cd1444f2f9st04duc > > ___ > 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 Get Free Email with Video Mail & Video Chat! http://www.juno.com/freeemail?refcd=JUTAGOUT1FREM0210 ___ 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] RtI
Please discuss your feelings about RtI. I am interested. Carol So, the primary aged student had a better shot at success if their needs were addressed asap (I like the idea of "needs being addressed" better than "intervening"intervening sounds too much like a medical model of diagnose and treat - and I don't believe that model should be used in the education field. Intervention also makes me think of RtI - Response to Intervention - which is probably going to be the downfall of public education in the end.) Carrie K-8, Illinois ___ 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] RtI
What are the other RTI models? You're right - we implemented RTI about 2-3 years ago and the three tiers model is the only one I've heard about. BTW, I'm also in Illinois. Jenni > > One of the RtI models is the use of the three tiers of intervention. > This model is not the only one that can be used but for some reason > everyone thinks it is! With that people are jumping on the bandwagon - > textbook publishers are dictating how we teach by publishing programs > that address each tier of intervention. Isn't that exactly what MOT > teaching and this listserv is set up to combat - dictated, scripted > teaching? Tier I is whole class instruction. Tier II is tighter > intervention given to the bottom level of your class (20%, or so) and > Tier III is for the very bottom 2-5% of your class. Depending on who > you talk to both Tier II and Tier III can be a pull out situation or > just Tier III. It doesn't really matter, though, because what it > reminds me of is the old Title I days. There is no research that the > model of Title I pullout was successful but yet - here we go again! > Doesn't it sound like special education without the name? > > ___ 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 see a reaching for 'programs' and packaged curriculums where I am teaching. I see a discussion of the three tiers as well, but if think about defining them as whole class, small group and individual, how is there not room to do this intervention in a holistic way? During my last year in the classroom, I feared a looming mandate for specific interventions that I did not see as being good teaching so designed my own intervention program for a group of six readers. I had never heard of Rti, but my written plan for these children detailed increased opportunities for guided instruction and paired/individual tutoring 2-3x weekly for 20 minutes. We did do the tutoring at a table set up in the hallway (wide hallways, low traffic wing), but everything else was just part of the classroom. Everyone had the opportunity to work in groups, so the fact that these kiddos were working slightly more often in groups was no red flag. Believe me, I stuck to my guns in terms of my own belief system about reading. I am fully convinced there is no magic bullet, but everyone of these kids made very significant progress. I always feel that these interventions--so now we call it Rti and we used to call it Teacher Assistance Teams--end batting around either ideas that good, solid teachers are ALREADY doing or looking for some formulaic, quick fix--generally something neatly and commercially packaged. Darn--if kids just came in neat little boxes, they would probably have instruction manuals and what the heck would teaching be other than following a tidy, little how-to manual!!! Lori On 8/14/07 8:39 PM, "jkyingling" <[EMAIL PROTECTED]> wrote: > > What are the other RTI models? You're right - we implemented RTI about 2-3 > years ago and the three tiers model is the only one I've heard about. BTW, > I'm also in Illinois. > Jenni >> >> One of the RtI models is the use of the three tiers of intervention. >> This model is not the only one that can be used but for some reason >> everyone thinks it is! With that people are jumping on the bandwagon - >> textbook publishers are dictating how we teach by publishing programs >> that address each tier of intervention. Isn't that exactly what MOT >> teaching and this listserv is set up to combat - dictated, scripted >> teaching? Tier I is whole class instruction. Tier II is tighter >> intervention given to the bottom level of your class (20%, or so) and >> Tier III is for the very bottom 2-5% of your class. Depending on who >> you talk to both Tier II and Tier III can be a pull out situation or >> just Tier III. It doesn't really matter, though, because what it >> reminds me of is the old Title I days. There is no research that the >> model of Title I pullout was successful but yet - here we go again! >> Doesn't it sound like special education without the name? >> >> > > ___ > 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] RTI
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? Joyce -- Original message -- From: "Nancy Hagerty" <[EMAIL PROTECTED]> > >>> [EMAIL PROTECTED] 10/04/07 7:39 PM >>> > 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. > > > > Hi Christina. > > While I absolutely LOVE Reading with Meaning, many of our staff members > didn't even care to look at it once they found out Debbie was a first > grade teacher. They felt her style didn't work for them and that what > she was doing didn't pertain to them. (They are missing SOO much) > but, that being said you may want to start with the new Mosaic and then > move on with those that show an interest. > > Good luck! > Nancy > > ___ > 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] 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.
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] 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
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
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
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] RTI
what is rti? Leslie NY K-8 -Original Message- From: [EMAIL PROTECTED] To: mosaic@literacyworkshop.org Sent: Sat, 6 Oct 2007 10:40 pm Subject: 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. 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] RTI
It is important to read the IDEA wording that includes many repetitions of "scientific evidence." The three tiers are built on this assumed "scientific evidence." Tier One has been used tell teachers that "core reading" programs with "scientific research" should meet the needs of 80% of their readers. We now know through the What Works Clearinghouse that NONE of these core programs have the scientific research that meets the requirements for "scientific evidence." (Only Success for All had more than one scientific study to qualify for review, and SFA received a potentially positive rating for general reading achievement-but had "mixed results" on comprehension.) And, in schools where the "core" program hasn't met the needs of 80%, teachers are being pressured to believe its their fault, and/or they need to follow the program even more closely (implying the integrity of the program must have been compromised). NOT that the core program does not have any scientific evidence to support following it even more closely. The next two tiers are supposed to meet the needs of the next 15% and 5 % of struggling readers. And, of course these programs are supposed to have scientific research too. All the programs I have seen listed in Tier 2 & 3 do NOT have effective ratings at WWC, either. (Surprised?) The programs I have seen on these Tiers are supposedly chosen because the their research was supported by Oregon Reading First. I wish I were kidding, but this seems like the Twilight Zone. Interestingly most, if not all of these programs have "potentially positive effects" on alphabetics and/or fluency at WWC, but none for comprehension, nor general reading achievement. (One in particular had potentially negative effects on comprehension. So for all those DIBELS schools pushing reading rate, they too might expect to see comprehension to suffer, based on this "scientific" program.) Importantly, on all the program Tier Frameworks I have seen Reading Recovery is not included at any Tier. That is the most interesting because it of course if the ONLY beginning reading programs to get the WWC highest rating (strong evidence) for general reading achievement. (I think the news that RR was black-balled is still being used against it by Special Ed.) Those who have been using DIBELS are just starting to abandon it in favor of AIMSWEB. My question is what "scientific" evidence that using these screens at AIMSWEB actually improves reading achievement (on other measures especially) in comprehension or general reading achievement. RtI requires these screens because the students identified must be compared across their entire group of peers. (Claims are made that the screens are good for all of course.) They are attractive (screens) because they are CHEAP and QUICK, and can be done whole group in some cases. And, I understand the graphs are pretty. (But, scoring the writing screens isn't "quick," I've heard. Of course the fluency screen has a timed factor because how else could they graph something? So AIMSWEB screens just break reading down into its meaningless parts in more/different ways than DIBELS, and I have yet to see the "scientific" evidence to support it use either. It appears nobody at the U.S. Department of Education has told state Special Education departments about the What Works Clearinghouse, or the Reading First debacle, so they push blindly forward. john d. mosaic@literacyworkshop.org wrote: >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 ___ Sent through e-mol. E-mail, Anywhere, Anytime. http://www.e-mol.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
Respone to Intervention (scientific, or course). RtI is being used by special ed departments in delivery of services to individual and small groups of students. mosaic@literacyworkshop.org wrote: > >what is rti? > > > >Leslie > >NY > >K-8 > > >-Original Message- >From: [EMAIL PROTECTED] >To: mosaic@literacyworkshop.org >Sent: Sat, 6 Oct 2007 10:40 pm >Subject: 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. > > > > >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. ___ Sent through e-mol. E-mail, Anywhere, Anytime. http://www.e-mol.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
We will probably face this same problem. However, at the state training, there was some indication that a state level universal assessment may be developed ( we were talking about math at the time). Has anyone else heard of a state level universal assessment system? Cathy K-5 DE -Original Message- From: jkyingling <[EMAIL PROTECTED]> To: Mosaic: A Reading Comprehension Strategies Email Group Sent: Sat, 6 Oct 2007 10:56 pm Subject: 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. 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] RTI
I agree that we need to stop the referral to special ed as the first resort instead of the last and am hopeful that RtI will help. This is a federal mandate, not a state mandate, but if I understand, state can submit various plans for approval. Cathy K-5 DE -Original Message- From: [EMAIL PROTECTED] To: mosaic@literacyworkshop.org Sent: Sat, 6 Oct 2007 11:07 pm Subject: 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. 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] RTI
I just went to my first training for RtI on October 4. We are starting this year, but it is not required until Fall 2008. I am the reading specialist and will probably have a variety of duties - advising teachers about strategies for intervention, doing interventions myself, and keeping the data. I would love to have some advice via this group, since? we will all be implementing it soon. Cathy K-5 DE -Original Message- From: [EMAIL PROTECTED] To: Mosaic: A Reading Comprehension Strategies Email Group Sent: Fri, 5 Oct 2007 11:37 pm Subject: Re: [MOSAIC] RTI 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? Joyce -- Original message -- From: "Nancy Hagerty" <[EMAIL PROTECTED]> > >>> [EMAIL PROTECTED] 10/04/07 7:39 PM >>> > 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. > > > > Hi Christina. > > While I absolutely LOVE Reading with Meaning, many of our staff members > didn't even care to look at it once they found out Debbie was a first > grade teacher. They felt her style didn't work for them and that what > she was doing didn't pertain to them. (They are missing SOO much) > but, that being said you may want to start with the new Mosaic and then > move on with those that show an interest. > > Good luck! > Nancy > > ___ > 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. 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] RTI
In some of the exploring of research I have done, I can see that the DIBELS "researchers" and the?RtI "researchers" overlap quite a bit.? Cathy K-5 DE -Original Message- From: [EMAIL PROTECTED] To: mosaic@literacyworkshop.org; mosaic@literacyworkshop.org Sent: Mon, 8 Oct 2007 11:16 am Subject: Re: [MOSAIC] RTI It is important to read the IDEA wording that includes many repetitions of "scientific evidence." The three tiers are built on this assumed "scientific evidence." Tier One has been used tell teachers that "core reading" programs with "scientific research" should meet the needs of 80% of their readers. We now know through the What Works Clearinghouse that NONE of these core programs have the scientific research that meets the requirements for "scientific evidence." (Only Success for All had more than one scientific study to qualify for review, and SFA received a potentially positive rating for general reading achievement-but had "mixed results" on comprehension.) And, in schools where the "core" program hasn't met the needs of 80%, teachers are being pressured to believe its their fault, and/or they need to follow the program even more closely (implying the integrity of the program must have been compromised). NOT that the core program does not have any scientific evidence to support following it even more closely. The next two tiers are supposed to meet the needs of the next 15% and 5 % of struggling readers. And, of course these programs are supposed to have scientific research too. All the programs I have seen listed in Tier 2 & 3 do NOT have effective ratings at WWC, either. (Surprised?) The programs I have seen on these Tiers are supposedly chosen because the their research was supported by Oregon Reading First. I wish I were kidding, but this seems like the Twilight Zone. Interestingly most, if not all of these programs have "potentially positive effects" on alphabetics and/or fluency at WWC, but none for comprehension, nor general reading achievement. (One in particular had potentially negative effects on comprehension. So for all those DIBELS schools pushing reading rate, they too might expect to see comprehension to suffer, based on this "scientific" program.) Importantly, on all the program Tier Frameworks I have seen Reading Recovery is not included at any Tier. That is the most interesting because it of course if the ONLY beginning reading programs to get the WWC highest rating (strong evidence) for general reading achievement. (I think the news that RR was black-balled is still being used against it by Special Ed.) Those who have been using DIBELS are just starting to abandon it in favor of AIMSWEB. My question is what "scientific" evidence that using these screens at AIMSWEB actually improves reading achievement (on other measures especially) in comprehension or general reading achievement. RtI requires these screens because the students identified must be compared across their entire group of peers. (Claims are made that the screens are good for all of course.) They are attractive (screens) because they are CHEAP and QUICK, and can be done whole group in some cases. And, I understand the graphs are pretty. (But, scoring the writing screens isn't "quick," I've heard. Of course the fluency screen has a timed factor because how else could they graph something? So AIMSWEB screens just break reading down into its meaningless parts in more/different ways than DIBELS, and I have yet to see the "scientific" evidence to support it use either. It appears nobody at the U.S. Department of Education has told state Special Education departments about the What Works Clearinghouse, or the Reading First debacle, so they push blindly forward. john d. mosaic@literacyworkshop.org wrote: >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 ___ Sent through e-mol. E-mail, Anywhere, Anytime. http://www.e-mol.com ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_l
Re: [MOSAIC] RTI
In our school district, RTI cannot be a special ed function it has to be in the general ed arena. Tracy On Mon, 08 Oct 2007 08:18:16 -0700, <[EMAIL PROTECTED]> wrote: > Respone to Intervention (scientific, or course). RtI is being used by > special ed departments in delivery of services to individual and small > groups of students. > > > mosaic@literacyworkshop.org wrote: >> >> what is rti? >> >> >> >> Leslie >> >> NY >> >> K-8 >> >> >> -Original Message- >> From: [EMAIL PROTECTED] >> To: mosaic@literacyworkshop.org >> Sent: Sat, 6 Oct 2007 10:40 pm >> Subject: 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. >> >> >> >> >> 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. > > ___ > Sent through e-mol. E-mail, Anywhere, Anytime. http://www.e-mol.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] RTI
s On Oct 8, 2007, at 8:16 AM, [EMAIL PROTECTED] wrote: > It is important to read the IDEA wording that includes many > repetitions of "scientific evidence." The three tiers are built on > this assumed "scientific evidence." Tier One has been used tell > teachers that "core reading" programs with "scientific research" > should meet the needs of 80% of their readers. > > We now know through the What Works Clearinghouse that NONE of these > core programs have the scientific research that meets the requirements > for "scientific evidence." (Only Success for All had more than one > scientific study to qualify for review, and SFA received a potentially > positive rating for general reading achievement-but had "mixed > results" on comprehension.) > > And, in schools where the "core" program hasn't met the needs of 80%, > teachers are being pressured to believe its their fault, and/or they > need to follow the program even more closely (implying the integrity > of the program must have been compromised). NOT that the core program > does not have any scientific evidence to support following it even > more closely. > > The next two tiers are supposed to meet the needs of the next 15% and > 5 % of struggling readers. And, of course these programs are supposed > to have scientific research too. All the programs I have seen listed > in Tier 2 & 3 do NOT have effective ratings at WWC, either. > (Surprised?) The programs I have seen on these Tiers are supposedly > chosen because the their research was supported by Oregon Reading > First. I wish I were kidding, but this seems like the Twilight Zone. > > Interestingly most, if not all of these programs have "potentially > positive effects" on alphabetics and/or fluency at WWC, but none for > comprehension, nor general reading achievement. (One in particular had > potentially negative effects on comprehension. So for all those DIBELS > schools pushing reading rate, they too might expect to see > comprehension to suffer, based on this "scientific" program.) > > Importantly, on all the program Tier Frameworks I have seen Reading > Recovery is not included at any Tier. That is the most interesting > because it of course if the ONLY beginning reading programs to get the > WWC highest rating (strong evidence) for general reading achievement. > (I think the news that RR was black-balled is still being used against > it by Special Ed.) > > Those who have been using DIBELS are just starting to abandon it in > favor of AIMSWEB. My question is what "scientific" evidence that using > these screens at AIMSWEB actually improves reading achievement (on > other measures especially) in comprehension or general reading > achievement. > > RtI requires these screens because the students identified must be > compared across their entire group of peers. (Claims are made that the > screens are good for all of course.) They are attractive (screens) > because they are CHEAP and QUICK, and can be done whole group in some > cases. And, I understand the graphs are pretty. (But, scoring the > writing screens isn't "quick," I've heard. Of course the fluency > screen has a timed factor because how else could they graph something? > So AIMSWEB screens just break reading down into its meaningless parts > in more/different ways than DIBELS, and I have yet to see the > "scientific" evidence to support it use either. > > It appears nobody at the U.S. Department of Education has told state > Special Education departments about the What Works Clearinghouse, or > the Reading First debacle, so they push blindly forward. > > john d. > > > mosaic@literacyworkshop.org wrote: >> 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 > > ___ > Sent through e-mol. E-mail, Anywhere, Anytime. http://www.e-mol.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/mo
Re: [MOSAIC] RTI
This may be off topic, so if you're compelled to respond you can do it off list. I just went to a Response to Intervention training today and I came away a little confused. I agree in theory, however the implementation and tools for assessment were very "fuzzy" and seemed a little packaged. If anyone out there is in a school that has implemented RTI, I'd love to hear what you think and how it is done in your school. It seems that we'd need to be very creative in finding the time and personnel to implement this plan. Thanks for any feedback! Kathy [EMAIL PROTECTED] ___ 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
We just completed our 4th year with RTI implementation. Your last sentence says it all - It seems that we'd need to be very creative in finding the time and personnel to implement this plan. Everyone in our building is actively involved with helping the students. We also have a lot of paperwork that needs to be completed for each student. Our first step is to refer a student to our Student Assistance Team (SAT). Then a caseworker from the SAT meets with the teachers involved to discuss the student before the whole SAT gets involved. After that we try several interventions for each student depending on his/her needs. Our universal screening tool was the DIBELS test (next year we'll be using AIMSWeb). For any student scoring below benchmark on DIBELS the classroom teacher had to write a Student Improvement Plan. These plans are very involved. The classroom teacher writes goals for each student and then monitors the student's progress. The SIP are looked at and modified as the student meets the goals. I'm sure there is a lot of our RTI plan that I've forgotten to write about, so if you have any specific questions please just ask. I'll answer them as completely as I can. ___ 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
Thank you for sharing the information about your school's journey with RtI. We have a student assistance team similar to yours.? We? identify a measurable goal and then meet with the teacher again in 6 weeks to review the child's growth related to the goal.? From there we refine, create a new goal, etc.? I was wondering if you might be able to share a sample SIP or a blank form.? Does the classroom teacher write the SIP with the support of the caseworker?? What staff members are typically paired with the teacher as a caseworkercolleague? someone from special ed?? reading staff?? I'm sure I'll have more questions, but this is a start! Perhaps you could email me off line. Thanks again. m. -Original Message- From: jkyingling <[EMAIL PROTECTED]> To: Mosaic: A Reading Comprehension Strategies Email Group Sent: Thu, 12 Jun 2008 8:30 pm Subject: Re: [MOSAIC] RTI We just completed our 4th year with RTI implementation. Your last sentence says it all - It seems that we'd need to be very creative in finding the time and personnel to implement this plan. Everyone in our building is actively involved with helping the students. We also have a lot of paperwork that needs to be completed for each student. Our first step is to refer a student to our Student Assistance Team (SAT). Then a caseworker from the SAT meets with the teachers involved to discuss the student before the whole SAT gets involved. After that we try several interventions for each student depending on his/her needs. Our universal screening tool was the DIBELS test (next year we'll be using AIMSWeb). For any student scoring below benchmark on DIBELS the classroom teacher had to write a Student Improvement Plan. These plans are very involved. The classroom teacher writes goals for each student and then monitors the student's progress. The SIP are looked at and modified as the student meets the goals. I'm sure there is a lot of our RTI plan that I've forgotten to write about, so if you have any specific questions please just ask. I'll answer them as completely as I can. ___ 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] RTI
We will be fully implementing RTI next year, after a partial implementation this year. We have a CARE team (similar to your SAT), where we create plans to help with all areas of need (academic and behavior). We haven't really merged the work of the CARE team with the RTI process we are using. We are only addressing reading with RTI and we use DIBELS as the assessment tool for determining needs. I am somewhat concerned that we are relying too heavily on DIBELS and not looking at other factors (primarily comprehension). I will be meeting with my principal next week to discuss our path for next year. I would appreciate your input on some of my thoughts about how we should proceed. I am planning to propose that we use DIBELS as a screening to determine the need for further assessment before we begin interventions, and that we develop a plan/system for incorporating the DRA into the screening process so that we are also looking for those students who may read fluently but have poor comprehension. I would like to provide further assessment for those students , who show a need for intervention and create a Reading Improvement Plan, with detailed interventions, which may include push-in support provided by a para and/or pull-out support provided by me (the reading specialist). You're right about being creative in finding time and personnel - we are going to a master schedule next year to facilitate the scheduling of interventions. Who does the "administration" of the program in your building? (Data collection is such a big part, and involves a lot of time, and then the research, etc. to find appropriate interventions, collaboration with teachers, parent involvement/communications...) Thanks for any advice, suggestions! Debbie - Original Message - From: "jkyingling" <[EMAIL PROTECTED]> To: "Mosaic: A Reading Comprehension Strategies Email Group" Sent: Thursday, June 12, 2008 7:30:13 PM (GMT-0600) America/Chicago Subject: Re: [MOSAIC] RTI We just completed our 4th year with RTI implementation. Your last sentence says it all - It seems that we'd need to be very creative in finding the time and personnel to implement this plan. Everyone in our building is actively involved with helping the students. We also have a lot of paperwork that needs to be completed for each student. Our first step is to refer a student to our Student Assistance Team (SAT). Then a caseworker from the SAT meets with the teachers involved to discuss the student before the whole SAT gets involved. After that we try several interventions for each student depending on his/her needs. Our universal screening tool was the DIBELS test (next year we'll be using AIMSWeb). For any student scoring below benchmark on DIBELS the classroom teacher had to write a Student Improvement Plan. These plans are very involved. The classroom teacher writes goals for each student and then monitors the student's progress. The SIP are looked at and modified as the student meets the goals. I'm sure there is a lot of our RTI plan that I've forgotten to write about, so if you have any specific questions please just ask. I'll answer them as completely as I can. ___ 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] RTI
I, too, feel that we sometimes depend on DIBELS too much to make placement decisions. It is a screening tool, and a place to begin, but it's also important to use oral reading analysis benchmarks, and phonemic/phonics assessments. This gives a much broader view of the students' skills. Mary - Original Message - From: "KENNETH SMITH" <[EMAIL PROTECTED]> To: "Mosaic: A Reading Comprehension Strategies Email Group" Sent: Friday, June 13, 2008 6:51 AM Subject: Re: [MOSAIC] RTI > We will be fully implementing RTI next year, after a partial > implementation this year. We have a CARE team (similar to your SAT), where > we create plans to help with all areas of need (academic and behavior). We > haven't really merged the work of the CARE team with the RTI process we > are using. We are only addressing reading with RTI and we use DIBELS as > the assessment tool for determining needs. I am somewhat concerned that we > are relying too heavily on DIBELS and not looking at other factors > (primarily comprehension). I will be meeting with my principal next week > to discuss our path for next year. > > I would appreciate your input on some of my thoughts about how we should > proceed. I am planning to propose that we use DIBELS as a screening to > determine the need for further assessment before we begin interventions, > and that we develop a plan/system for incorporating the DRA into the > screening process so that we are also looking for those students who may > read fluently but have poor comprehension. I would like to provide further > assessment for those students , who show a need for intervention and > create a Reading Improvement Plan, with detailed interventions, which may > include push-in support provided by a para and/or pull-out support > provided by me (the reading specialist). > > You're right about being creative in finding time and personnel - we are > going to a master schedule next year to facilitate the scheduling of > interventions. > > Who does the "administration" of the program in your building? (Data > collection is such a big part, and involves a lot of time, and then the > research, etc. to find appropriate interventions, collaboration with > teachers, parent involvement/communications...) > > Thanks for any advice, suggestions! > Debbie > - Original Message - > From: "jkyingling" <[EMAIL PROTECTED]> > To: "Mosaic: A Reading Comprehension Strategies Email Group" > > Sent: Thursday, June 12, 2008 7:30:13 PM (GMT-0600) America/Chicago > Subject: Re: [MOSAIC] RTI > > We just completed our 4th year with RTI implementation. Your last > sentence > says it all - It seems that we'd need to be very creative in finding the > time and personnel to implement this plan. > Everyone in our building is actively involved with helping the students. > We > also have a lot of paperwork that needs to be completed for each student. > Our first step is to refer a student to our Student Assistance Team (SAT). > Then a caseworker from the SAT meets with the teachers involved to discuss > the student before the whole SAT gets involved. After that we try several > interventions for each student depending on his/her needs. > Our universal screening tool was the DIBELS test (next year we'll be using > AIMSWeb). For any student scoring below benchmark on DIBELS the classroom > teacher had to write a Student Improvement Plan. These plans are very > involved. The classroom teacher writes goals for each student and then > monitors the student's progress. The SIP are looked at and modified as > the > student meets the goals. > I'm sure there is a lot of our RTI plan that I've forgotten to write > about, > so if you have any specific questions please just ask. I'll answer them > as > completely as I can. > > > > > > ___ > 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. > > > > -- > No virus found in this incoming message. > Checked by AVG. > Version: 7.5.524 / Virus Database: 270.1.0/1492 - Release Date: 6/9/2008 > 10:29 AM > > ___ 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 are people using for progress monitoring for kids with comprehension problems besides a DIBELS retell? I don't think that is an adequate measure... Jennifer In a message dated 6/13/2008 9:29:20 P.M. Eastern Daylight Time, [EMAIL PROTECTED] writes: I, too, feel that we sometimes depend on DIBELS too much to make placement decisions. It is a screening tool, and a place to begin, but it's also important to use oral reading analysis benchmarks, and phonemic/phonics assessments. This gives a much broader view of the students' skills. Mary **Vote for your city's best dining and nightlife. City's Best 2008. (http://citysbest.aol.com?ncid=aolacg0005000102) ___ 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 use oral reading analyses/running records. I get much more information from these than anything, since they measure comprehension, fluency, and accuracy. Mary - Original Message - From: <[EMAIL PROTECTED]> To: Sent: Friday, June 13, 2008 6:38 PM Subject: Re: [MOSAIC] RTI > > What are people using for progress monitoring for kids with comprehension > problems besides a DIBELS retell? I don't think that is an adequate > measure... > Jennifer > In a message dated 6/13/2008 9:29:20 P.M. Eastern Daylight Time, > [EMAIL PROTECTED] writes: > > I, too, feel that we sometimes depend on DIBELS too much to make > placement > decisions. It is a screening tool, and a place to begin, but it's also > important to use oral reading analysis benchmarks, and phonemic/phonics > assessments. This gives a much broader view of the students' skills. > Mary > > > > > > > > **Vote for your city's best dining and nightlife. City's Best > 2008. (http://citysbest.aol.com?ncid=aolacg0005000102) > ___ > 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. > > > > -- > No virus found in this incoming message. > Checked by AVG. > Version: 7.5.524 / Virus Database: 270.2.0/1497 - Release Date: 6/11/2008 > 8:32 AM > > ___ 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 use the rubric from the dra on other leveled texts Sent via BlackBerry by AT&T -Original Message- From: [EMAIL PROTECTED] Date: Fri, 13 Jun 2008 21:38:39 To:mosaic@literacyworkshop.org Subject: Re: [MOSAIC] RTI What are people using for progress monitoring for kids with comprehension problems besides a DIBELS retell? I don't think that is an adequate measure... Jennifer In a message dated 6/13/2008 9:29:20 P.M. Eastern Daylight Time, [EMAIL PROTECTED] writes: I, too, feel that we sometimes depend on DIBELS too much to make placement decisions. It is a screening tool, and a place to begin, but it's also important to use oral reading analysis benchmarks, and phonemic/phonics assessments. This gives a much broader view of the students' skills. Mary **Vote for your city's best dining and nightlife. City's Best 2008. (http://citysbest.aol.com?ncid=aolacg0005000102) ___ 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] RTI
We were concerned that we were depending on DIBELS too much also because of the fact that there really isn't a comprehension part (I'm 5th grade and most of our kids are pretty fluent by then). So, we convinced our principal to switch to AIMSweb for next year. They have a comprehension part. They also have math screenings. I would say that the administration of RTI is a combination between the school psychologist, principal, and special ed teacher. I should also probably tell you that I'm in a small district. Our elementary building consists of prek - 5th grade students. The total number of students is 305, so needless to say we have a lot of contact with other teachers and students. ___ 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
We are starting to use the Fountas and Pinnell benchmark assessment tool in the fall. Prior to that we used Rigby. Jen Mary and Pete Montoya <[EMAIL PROTECTED]> wrote: I use oral reading analyses/running records. I get much more information from these than anything, since they measure comprehension, fluency, and accuracy. Mary - Original Message - From: To: Sent: Friday, June 13, 2008 6:38 PM Subject: Re: [MOSAIC] RTI > > What are people using for progress monitoring for kids with comprehension > problems besides a DIBELS retell? I don't think that is an adequate > measure... > Jennifer > In a message dated 6/13/2008 9:29:20 P.M. Eastern Daylight Time, > [EMAIL PROTECTED] writes: > > I, too, feel that we sometimes depend on DIBELS too much to make > placement > decisions. It is a screening tool, and a place to begin, but it's also > important to use oral reading analysis benchmarks, and phonemic/phonics > assessments. This gives a much broader view of the students' skills. > Mary > > > > > > > > **Vote for your city's best dining and nightlife. City's Best > 2008. (http://citysbest.aol.com?ncid=aolacg0005000102) > ___ > 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. > > > > -- > No virus found in this incoming message. > Checked by AVG. > Version: 7.5.524 / Virus Database: 270.2.0/1497 - Release Date: 6/11/2008 > 8:32 AM > > ___ 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] RTI
I read with interest your comment about the administration of RTI in your building. My understanding of RTI is that it is a regular education initiative so I am wondering why your team isn't made up of regular education teachers, literacy specialists, math specialists etc. I would love to hear from other educators about who leads RTI in your schools and who administers the interventions. Carol From: [EMAIL PROTECTED] on behalf of jkyingling Sent: Sat 6/14/2008 1:28 AM To: Mosaic: A Reading Comprehension Strategies Email Group Subject: Re: [MOSAIC] RTI We were concerned that we were depending on DIBELS too much also because of the fact that there really isn't a comprehension part (I'm 5th grade and most of our kids are pretty fluent by then). So, we convinced our principal to switch to AIMSweb for next year. They have a comprehension part. They also have math screenings. I would say that the administration of RTI is a combination between the school psychologist, principal, and special ed teacher. I should also probably tell you that I'm in a small district. Our elementary building consists of prek - 5th grade students. The total number of students is 305, so needless to say we have a lot of contact with other teachers and students. ___ 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] RTI
We have two regular ed teachers on our SAT - one primary teacher and one intermediate teacher. The Special Ed teacher is the one who organizes things so we consider her in charge during the meetings. Actually, almost everyone at the meeting has a job - similar to cooperative learning groups. ___ 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 our school we have no interventionists. Regular ed teachers are providing the intervention for the students. We have trained and used students teachers at some grade levels to help. We have one assistant formerly for K who has worked with 1st, 2nd, and 3rd grade students this year to help out. Our committee has a regular ed teacher from each grade level (K-5), the school psychologist, a special ed teacher, and a speech teacher. I am a regular ed teacher and the RTI facilitator for my school. The BIG concern for our school is providing the additional time for at risk students at the expense of everyone else. We keep being told that the other students can work independently on science and social studies activities during this time. I believe the average and gifted students deserve and need instruction in these subjects from a teacher. We can't expect these students to move to higher levels and grow academically if they spend a majority of their day working independently in work stations. We are being told that the intervention must take place outside our normal 90 minute reading block. Our teachers feel very strongly that additional support staff is needed and additional materials. These items are not being funded in our district for nontitle schools. Susan -- Original message -- From: "SPINELLO, Carol" <[EMAIL PROTECTED]> > I read with interest your comment about the administration of RTI in your > building. My understanding of RTI is that it is a regular education > initiative > so I am wondering why your team isn't made up of regular education teachers, > literacy specialists, math specialists etc. I would love to hear from other > educators about who leads RTI in your schools and who administers the > interventions. > > Carol > > > > From: [EMAIL PROTECTED] on behalf of jkyingling > Sent: Sat 6/14/2008 1:28 AM > To: Mosaic: A Reading Comprehension Strategies Email Group > Subject: Re: [MOSAIC] RTI > > > > We were concerned that we were depending on DIBELS too much also because of > the fact that there really isn't a comprehension part (I'm 5th grade and > most of our kids are pretty fluent by then). So, we convinced our principal > to switch to AIMSweb for next year. They have a comprehension part. They > also have math screenings. > I would say that the administration of RTI is a combination between the > school psychologist, principal, and special ed teacher. I should also > probably tell you that I'm in a small district. Our elementary building > consists of prek - 5th grade students. The total number of students is 305, > so needless to say we have a lot of contact with other teachers and > students. > > > > > > ___ > 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] RTI
I think that for so many, RtI is in its infancy. We are just considering it for this coming year. The leadership towards this change is coming from our exceptional education director. However, she is changing positions and will retain that leadership role, so I believe this a personal leadership situation. Our Rti teams for initial review and consultation for tier one interventions will consist of content related coach (math or literacy), classroom teacher and a peer teacher along with a special education teacher (operating in the idea capacity). I believe that it is unclear at this point who will supervise the interventions, as we are literally in the design stage and still talking about how this data will be gathered--the nature of monitoring and probes. Lori On 6/14/08 7:51 PM, "SPINELLO, Carol" <[EMAIL PROTECTED]> wrote: > I read with interest your comment about the administration of RTI in your > building. My understanding of RTI is that it is a regular education initiative > so I am wondering why your team isn't made up of regular education teachers, > literacy specialists, math specialists etc. I would love to hear from other > educators about who leads RTI in your schools and who administers the > interventions. > > Carol > > > > From: [EMAIL PROTECTED] on behalf of jkyingling > Sent: Sat 6/14/2008 1:28 AM > To: Mosaic: A Reading Comprehension Strategies Email Group > Subject: Re: [MOSAIC] RTI > > > > We were concerned that we were depending on DIBELS too much also because of > the fact that there really isn't a comprehension part (I'm 5th grade and > most of our kids are pretty fluent by then). So, we convinced our principal > to switch to AIMSweb for next year. They have a comprehension part. They > also have math screenings. > I would say that the administration of RTI is a combination between the > school psychologist, principal, and special ed teacher. I should also > probably tell you that I'm in a small district. Our elementary building > consists of prek - 5th grade students. The total number of students is 305, > so needless to say we have a lot of contact with other teachers and > students. > > > > > > ___ > 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. > -- 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] RTI
My school started initial RTI steps in the 2006-2007 school year. This year we added more. Our Instructional Support Team oversees implementation. Tier I is implemented by classroom teachers with TA help, Tier II is usually Title I (for reading), Tier III can be Title I, as well, but when possible we try to add other services, as appropriate to the child's needs. A lot of the time it seems like just another way to get more documentation and accountability, other times it seems like we really are taking a better look at what kind of intervention we're giving the kids. It's taken a bunch of collaboration and flexibility which, I think, has been a great thing for reading and special education. We're more interdependent now and that's a good thing. Our IST group usually has one of the members take over keeping an eye on the child's needs and that role depends on what the needs are, ie a speech need, S & L pathologist might be the coordinator, reading, then a reading teacher, etc. We don't use a particular scripted intervention but do have sources for accessible and good quality intervention materials depending on the need. My district gives us room to make professional judgements in terms of how to instruct the child. Cathy Title I Reading In a message dated 6/15/2008 8:05:52 A.M. Eastern Daylight Time, [EMAIL PROTECTED] writes: I think that for so many, RtI is in its infancy. We are just considering it for this coming year. The leadership towards this change is coming from our exceptional education director. However, she is changing positions and will retain that leadership role, so I believe this a personal leadership situation. Our Rti teams for initial review and consultation for tier one interventions will consist of content related coach (math or literacy), classroom teacher and a peer teacher along with a special education teacher (operating in the idea capacity). I believe that it is unclear at this point who will supervise the interventions, as we are literally in the design stage and still talking about how this data will be gathered--the nature of monitoring and probes. Lori On 6/14/08 7:51 PM, "SPINELLO, Carol" <[EMAIL PROTECTED]> wrote: > I read with interest your comment about the administration of RTI in your > building. My understanding of RTI is that it is a regular education initiative > so I am wondering why your team isn't made up of regular education teachers, > literacy specialists, math specialists etc. I would love to hear from other > educators about who leads RTI in your schools and who administers the > interventions. > > Carol > > > > From: [EMAIL PROTECTED] on behalf of jkyingling > Sent: Sat 6/14/2008 1:28 AM > To: Mosaic: A Reading Comprehension Strategies Email Group > Subject: Re: [MOSAIC] RTI > > > > We were concerned that we were depending on DIBELS too much also because of > the fact that there really isn't a comprehension part (I'm 5th grade and > most of our kids are pretty fluent by then). So, we convinced our principal > to switch to AIMSweb for next year. They have a comprehension part. They > also have math screenings. > I would say that the administration of RTI is a combination between the > school psychologist, principal, and special ed teacher. I should also > probably tell you that I'm in a small district. Our elementary building > consists of prek - 5th grade students. The total number of students is 305, > so needless to say we have a lot of contact with other teachers and > students. > > > > > > ___ > 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. > -- 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
Re: [MOSAIC] RTI
I must have missed a few post. Where can I find information on what RTI is? Pat K "to be nobody but yourself -- in a world which is doing its best, night and day, to make you like everybody else -- means to fight the hardest battle which any human being can fight, and never stop fighting." e.e. cummings On Jun 15, 2008, at 6:04 AM, [EMAIL PROTECTED] wrote: > My school started initial RTI steps in the 2006-2007 school year. > This year > we added more. Our Instructional Support Team oversees > implementation. > Tier I is implemented by classroom teachers with TA help, Tier II is > usually > Title I (for reading), Tier III can be Title I, as well, but when > possible we > try to add other services, as appropriate to the child's needs. A lot > of the > time it seems like just another way to get more documentation and > accountability, other times it seems like we really are taking a > better look at what kind > of intervention we're giving the kids. It's taken a bunch of > collaboration > and flexibility which, I think, has been a great thing for reading > and special > education. We're more interdependent now and that's a good thing. > Our IST > group usually has one of the members take over keeping an eye on the > child's > needs and that role depends on what the needs are, ie a speech need, > S & L > pathologist might be the coordinator, reading, then a reading > teacher, etc. > We don't use a particular scripted intervention but do have sources for > accessible and good quality intervention materials depending on the > need. My > district gives us room to make professional judgements in terms of > how to > instruct the child. > > Cathy > Title I Reading > > > In a message dated 6/15/2008 8:05:52 A.M. Eastern Daylight Time, > [EMAIL PROTECTED] writes: > > I think that for so many, RtI is in its infancy. We are just > considering it > for this coming year. The leadership towards this change is coming > from our > exceptional education director. However, she is changing positions > and will > retain that leadership role, so I believe this a personal leadership > situation. Our Rti teams for initial review and consultation for > tier one > interventions will consist of content related coach (math or > literacy), > classroom teacher and a peer teacher along with a special education > teacher > (operating in the idea capacity). I believe that it is unclear at > this point > who will supervise the interventions, as we are literally in the > design > stage and still talking about how this data will be gathered--the > nature of > monitoring and probes. > > Lori > > > On 6/14/08 7:51 PM, "SPINELLO, Carol" <[EMAIL PROTECTED]> > wrote: > >> I read with interest your comment about the administration of RTI in >> your >> building. My understanding of RTI is that it is a regular education > initiative >> so I am wondering why your team isn't made up of regular education > teachers, >> literacy specialists, math specialists etc. I would love to hear >> from other >> educators about who leads RTI in your schools and who administers the >> interventions. >> >> Carol >> >> >> >> From: [EMAIL PROTECTED] on behalf of jkyingling >> Sent: Sat 6/14/2008 1:28 AM >> To: Mosaic: A Reading Comprehension Strategies Email Group >> Subject: Re: [MOSAIC] RTI >> >> >> >> We were concerned that we were depending on DIBELS too much also >> because > of >> the fact that there really isn't a comprehension part (I'm 5th grade >> and >> most of our kids are pretty fluent by then). So, we convinced our > principal >> to switch to AIMSweb for next year. They have a comprehension part. >> They >> also have math screenings. >> I would say that the administration of RTI is a combination between >> the >> school psychologist, principal, and special ed teacher. I should >> also >> probably tell you that I'm in a small district. Our elementary >> building >> consists of prek - 5th grade students. The total number of students >> is > 305, >> so needless to say we have a lot of contact with other teachers and >> students. >> >> >> >> >> >> ___ >> Mosaic mailing list >> Mosaic@literacyworkshop.org >> To unsubscribe or modify your membership please go to >>
Re: [MOSAIC] RTI
Pat RTI stands for Response to Intervention. There are tons of resources out there now and IRA will be putting out a new book on it by the end of the month I think. The idea behind it is that the discrepancy model most schools use to identify learning disabled kids doesn't really work. It is a wait to fail model that policy makers under the renewal of IDEA believed no longer worked. The new regulations on this leave a lot to districts about how to interpret it...but most models have 3 to 4 tiers with the first tier being quality classroom instruction with interventions being put into place by the classroom teacher. She/he collects data and if the child proves resistant to that intervention then the child gets more services...more time/smaller group if possible, in a tier two intervention. Some school systems have tier two still being done by classroom teachers, in other settings, tier two is the reading specialist or title one teacher. Tier three is either special ed or in some case still more time with specialized services. Some schools seem to require 'research based programs" as part of the tier 1,2 or 3 interventions...but others seem to be looser in what counts as intervention. What seems to be crucial is careful data collection to prove that a child is not responding to the series of interventions and then that can get them qualified as an Learning Disabled child and receive special ed outside of the discrepancy formula most districts have used before this time. I have been reading a lot about this since our school is moving to this model next year and it looks like, as reading specialist, I will be playing a big role in the implementation. Jennifer In a message dated 6/15/2008 9:25:57 A.M. Eastern Daylight Time, [EMAIL PROTECTED] writes: must have missed a few post. Where can I find information on what RTI is? Pat K **Vote for your city's best dining and nightlife. City's Best 2008. (http://citysbest.aol.com?ncid=aolacg0005000102) ___ 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 will chime in with Susan regarding the need for additional staff for intervention. Our district has chosen to see Tier 2 (additional instruction for the struggling student) as the classroom teacher's role. I feel that perspective actually null and voids the whole intention of RtI. In order to truly do this in a different and more effective way than we have in the past the RtI model needs to include additional staff with EXPERTISE in literacy (knowledge of assessments and ability to diagnose and address weaknesses). At the middle school level I wish we could have this intervention offered as an elective to those who qualify. But alas right now our school counselors lead the RtI meetings and basically teachers leave being told what else they need to do, despite the fact that they went in saying "this child needs additional help that I can not provide in the regular classroom". I see teachers no longer seeking help for these students. Sadly this new model, which was supposed to improve services for the struggling learner is actually going to hinder that process. IMHO Gina _ Now you can invite friends from Facebook and other groups to join you on Windows Live™ Messenger. Add now. https://www.invite2messenger.net/im/?source=TXT_EML_WLH_AddNow_Now ___ 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
Thank you. Is there a list of approved interventions (who approves or disapproves intervention strategies Pat K "to be nobody but yourself -- in a world which is doing its best, night and day, to make you like everybody else -- means to fight the hardest battle which any human being can fight, and never stop fighting." e.e. cummings On Jun 15, 2008, at 7:56 AM, [EMAIL PROTECTED] wrote: > > Pat > RTI stands for Response to Intervention. There are tons of resources > out > there now and IRA will be putting out a new book on it by the end of > the month I > think. > The idea behind it is that the discrepancy model most schools use to > identify learning disabled kids doesn't really work. It is a wait to > fail model that > policy makers under the renewal of IDEA believed no longer worked. The > new > regulations on this leave a lot to districts about how to interpret > it...but > most models have 3 to 4 tiers with the first tier being quality > classroom > instruction with interventions being put into place by the classroom > teacher. > She/he collects data and if the child proves resistant to that > intervention then > the child gets more services...more time/smaller group if possible, in > a tier > two intervention. Some school systems have tier two still being done > by > classroom teachers, in other settings, tier two is the reading > specialist or > title one teacher. Tier three is either special ed or in some case > still more > time with specialized services. > > Some schools seem to require 'research based programs" as part of the > tier > 1,2 or 3 interventions...but others seem to be looser in what counts as > intervention. What seems to be crucial is careful data collection to > prove that a > child is not responding to the series of interventions and then that > can get > them qualified as an Learning Disabled child and receive special ed > outside of > the discrepancy formula most districts have used before this time. > > I have been reading a lot about this since our school is moving to this > model next year and it looks like, as reading specialist, I will be > playing a big > role in the implementation. > Jennifer > In a message dated 6/15/2008 9:25:57 A.M. Eastern Daylight Time, > [EMAIL PROTECTED] writes: > > must have missed a few post. Where can I find information on what > RTI is? > Pat K > > > > > > > **Vote for your city's best dining and nightlife. City's > Best > 2008. (http://citysbest.aol.com?ncid=aolacg0005000102) > ___ > 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] RTI
Pat, If you use DIBELS, there is a book called "I've Dibled, Now What?" that helps. The Florida site (FCRR.org) has lots of interventions, downloadable, free and organized into the 5 categories (fluency, vocabulary, phonics, phonemic awareness and comprehension). I've found these to be great for use as centers or as tier 2 interventions, especially if you have a para providing the services. Debbie - Original Message - From: "Patricia Kimathi" <[EMAIL PROTECTED]> To: "Mosaic: A Reading Comprehension Strategies Email Group" Sent: Sunday, June 15, 2008 3:35:32 PM (GMT-0600) America/Chicago Subject: Re: [MOSAIC] RTI Thank you. Is there a list of approved interventions (who approves or disapproves intervention strategies Pat K "to be nobody but yourself -- in a world which is doing its best, night and day, to make you like everybody else -- means to fight the hardest battle which any human being can fight, and never stop fighting." e.e. cummings On Jun 15, 2008, at 7:56 AM, [EMAIL PROTECTED] wrote: > > Pat > RTI stands for Response to Intervention. There are tons of resources > out > there now and IRA will be putting out a new book on it by the end of > the month I > think. > The idea behind it is that the discrepancy model most schools use to > identify learning disabled kids doesn't really work. It is a wait to > fail model that > policy makers under the renewal of IDEA believed no longer worked. The > new > regulations on this leave a lot to districts about how to interpret > it...but > most models have 3 to 4 tiers with the first tier being quality > classroom > instruction with interventions being put into place by the classroom > teacher. > She/he collects data and if the child proves resistant to that > intervention then > the child gets more services...more time/smaller group if possible, in > a tier > two intervention. Some school systems have tier two still being done > by > classroom teachers, in other settings, tier two is the reading > specialist or > title one teacher. Tier three is either special ed or in some case > still more > time with specialized services. > > Some schools seem to require 'research based programs" as part of the > tier > 1,2 or 3 interventions...but others seem to be looser in what counts as > intervention. What seems to be crucial is careful data collection to > prove that a > child is not responding to the series of interventions and then that > can get > them qualified as an Learning Disabled child and receive special ed > outside of > the discrepancy formula most districts have used before this time. > > I have been reading a lot about this since our school is moving to this > model next year and it looks like, as reading specialist, I will be > playing a big > role in the implementation. > Jennifer > In a message dated 6/15/2008 9:25:57 A.M. Eastern Daylight Time, > [EMAIL PROTECTED] writes: > > must have missed a few post. Where can I find information on what > RTI is? > Pat K > > > > > > > **Vote for your city's best dining and nightlife. City's > Best > 2008. (http://citysbest.aol.com?ncid=aolacg0005000102) > ___ > 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] RTI
Bev: I've been trying not to add anything to the RTI discussion because I just don't have much positive to say right now. My ENORMOUS frustration is the "research-based" and "measurable" facets, not with the philosophy, which is wonderful. Again, I believe the whole thing is profit-driven if you peel back enough layers. The same folk who gave us Reading First "programs" and tutoring "programs" and summer school "programs" just happen to also have intervention "programs" for sale. And, once again, RtI must use "scientifically-based programs" (and they of course tell you which those are). But, the clincher remains the measurement. Just think about it--what meaningful intervention can be measured in 4-6 weeks??? DIBELS measures parts. Parts can be measured. Part measurement can be charted. Documentation springs eternal. But...what about the kind of learning that Ellin talks of in To Understand? What about ANYTHING greater than parts? By setting the 4-week intervention requirement, a team MUST choose parts -- what else could change in that amount of time that can be easily measured and charted over and over? Maybe comprehension is the problem (ya think?) -- what significant can be taught with a scientifically based program, measured, charted, retaught, etc. etc. etc.?? This is why I try so hard to just steer clear of any discussion. I can't imagine that there is absolutely anything other than a profit-motive for the assessment- and program-makers AND a way to lower our swelling special education numbers, which is what big business and government is demanding. Do you think kids will really be referred if the classroom teacher knows what happens next -- documentation, leaving of other learners to fend for themselves, many meetings, the kind of interventions required that might not even fit the kid? I believe teachers deserve all the credit in the world--they are our nations' unseen and unheralded treasures. But, give me a break, they also have an abundance of common sense. If they know a kid needs extra help AND they know what it will cost to get it to them through RtI, what do we think they'll do? They'll decide to help them after school every night when they can choose interventions that they believe are effective, even if they can't be documented quantitatively and quickly. They'll ask a para to give them extra support (now there's a new idea, right?). They'll pair them with peers. They'll do what teachers have always done. And, if there's any way humanly possible to live with themselves and their conscience, they'll ignore anyone on the margin - and those are the very ones that true, quality interventions would make all the difference for. *** Jennifer: Some schools seem to require 'research based programs" as part of the tier 1,2 or 3 interventions...but others seem to be looser in what counts as intervention. What seems to be crucial is careful data collection to prove that a child is not responding to the series of interventions and then that can get them qualified as an Learning Disabled child and receive special ed outside of the discrepancy formula most districts have used before this time. _ Enjoy 5 GB of free, password-protected online storage. http://www.windowslive.com/skydrive/overview.html?ocid=TXT_TAGLM_WL_Refresh_skydrive_062008 ___ 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
Bev says: I capitalized Gina's comment. I wish someone could write some breakthrough novella a la "Brave New World" or like book which would be allegorical enough for folks to tolerate but scathingly revealing of what is happening to public education today. I SEE TEACHERS NO LONGER SEEKING HELP FOR THOSE STUDENTS.> > Sadly this new model, which was supposed to improve services for the struggling learner is actually going to hinder that process. IMHO Gina _ Enjoy 5 GB of free, password-protected online storage. http://www.windowslive.com/skydrive/overview.html?ocid=TXT_TAGLM_WL_Refresh_skydrive_062008 ___ 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 our district, Tier I is the 90 minute literacy block required for all students. Students who are some risk on Dibels must currently be progressed monitored every week or two. (Fall 09 these students must receive 30 extra minutes of small group instruction with a teacher (not independent or computer work) Students who score at risk on Dibels currently must receive 30 additional minutes of small group instruction with a teacher and be progress monitored every one to two weeks. (Fall 09 these students must receive 60 minutes additional small group instruction.) This is all for Reading. Fall 09 the same amount of time in additional support will be required for math. This means that a teacher could spend an extra hour to three hours working with the at risk students. I do not have a problem with the students getting extra help but I do worry about the impact on the rest of the class. In a non-title school with no interventionist and no math specialist or reading specialist t his is a logistical nightmare. As far as the research based programs go, many of them do not have adequate research behind them. An article in Education Week not long ago discussed the lack of valid research. Some programs that are research based have very small studies behind them usually conducted by the company who put out the product. This is all very messed up. A college professor recently told me that the person who came up with idea for RTi or the tiers is unhappy with the way it has been put into practice. What started as a great idea has been taken to an extreme he never intended. Susan -- Original message -- From: Beverlee Paul <[EMAIL PROTECTED]> > Bev: I've been trying not to add anything to the RTI discussion because I > just > don't have much positive to say right now. My ENORMOUS frustration is the > "research-based" and "measurable" facets, not with the philosophy, which is > wonderful. Again, I believe the whole thing is profit-driven if you peel > back > enough layers. The same folk who gave us Reading First "programs" and > tutoring > "programs" and summer school "programs" just happen to also have intervention > "programs" for sale. And, once again, RtI must use "scientifically-based > programs" (and they of course tell you which those are). But, the clincher > remains the measurement. Just think about it--what meaningful intervention > can > be measured in 4-6 weeks??? DIBELS measures parts. Parts can be measured. > Part measurement can be charted. Documentation springs eternal. But...what > about the kind of learning that Ellin talks of in To Understand? What about > ANYTHING greater than parts? By setting the 4-week intervention requirement, > a > team MUST choose parts -- what else could change in that amount of time that > can > be easily measured and charted over and over? Maybe comprehension is the > problem (ya think?) -- what significant can be taught with a scientifically > based program, measured, charted, retaught, etc. etc. etc.?? > > This is why I try so hard to just steer clear of any discussion. I can't > imagine that there is absolutely anything other than a profit-motive for the > assessment- and program-makers AND a way to lower our swelling special > education > numbers, which is what big business and government is demanding. Do you > think > kids will really be referred if the classroom teacher knows what happens next > -- > documentation, leaving of other learners to fend for themselves, many > meetings, > the kind of interventions required that might not even fit the kid? I > believe > teachers deserve all the credit in the world--they are our nations' unseen > and > unheralded treasures. But, give me a break, they also have an abundance of > common sense. If they know a kid needs extra help AND they know what it will > cost to get it to them through RtI, what do we think they'll do? They'll > decide > to help them after school every night when they can choose interventions that > they believe are effective, even if they can't be documented quantitatively > and > quickly. They'll ask a para to give them extra support (now there's a new > idea, > right?). They'll pair them with peers. They'll do what teachers have always > done. And, if there's any way humanly possible to live with themselves and > their conscience, they'll ignore anyone on the margin - and those are the > very > ones that true, quality interventions would make all the difference for. > > *** > > > Jennifer: Some schools seem to require 'research based programs" as part of > the > tier 1,2 or 3 interventions...but others seem to be looser in what counts as > intervention. What seems to be crucial is careful data collection to prove > that > a child is not responding to the series of interventions and then that ca
Re: [MOSAIC] RTI
I recently a professional development workshop on RtI in our district. The instructor had several resources on hand for interventions. One of them is available through the University of Texas at Austin/ Texas Education Agency. I found that the easiest way to access it was to type in the name of the manual. It is Essential Reading Strategies for the Struggling Reader: Activities for an Accelerated Reading Program. It is 96 pages of really great intervention strategies for reading. I downloaded, printed, and bound it. There are also some good strategies on interventioncentral.org. I feel more prepared next for this coming year. We are just learning about RtI in our district with no formal organization yet. For many of our teachers, their knowledge mostly consists of the fact that the are somehow going to have to work intervention time into an already busy day. Cheryle Thank you. Is there a list of approved interventions (who approves or disapproves intervention strategies Pat K > > > > > > > **Vote for your city's best dining and nightlife. City's > Best > 2008. (http://citysbest.aol.com?ncid=aolacg0005000102) > ___ > 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. **Gas prices getting you down? Search AOL Autos for fuel-efficient used cars. (http://autos.aol.com/used?ncid=aolaut000507) ___ 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
This Texas site has some wonderful strategies and games in the 5 areas of literacy. This is a great companion to the Florida website. Thanks, Cheryl! - Original Message - From: <[EMAIL PROTECTED]> To: Sent: Monday, June 16, 2008 6:29 PM Subject: Re: [MOSAIC] RTI >I recently a professional development workshop on RtI in our district. The > instructor had several resources on hand for interventions. One of them is > available through the University of Texas at Austin/ Texas Education > Agency. I > found that the easiest way to access it was to type in the name of the > manual. > It is Essential Reading Strategies for the Struggling Reader: Activities > for > an Accelerated Reading Program. It is 96 pages of really great > intervention > strategies for reading. I downloaded, printed, and bound it. There are > also > some good strategies on interventioncentral.org. I feel more prepared > next for > this coming year. We are just learning about RtI in our district with no > formal organization yet. For many of our teachers, their knowledge mostly > consists of the fact that the are somehow going to have to work > intervention time > into an already busy day. > > Cheryle > > > > > > Thank you. Is there a list of approved interventions (who approves or > disapproves intervention strategies > Pat K > >> >> >> >> >> >> >> **Vote for your city's best dining and nightlife. City's >> Best >> 2008. (http://citysbest.aol.com?ncid=aolacg0005000102) >> ___ >> 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. > > > > > > > **Gas prices getting you down? Search AOL Autos for > fuel-efficient used cars. > (http://autos.aol.com/used?ncid=aolaut000507) > ___ > 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. > > > > -- > No virus found in this incoming message. > Checked by AVG. > Version: 7.5.524 / Virus Database: 270.2.0/1497 - Release Date: 6/11/2008 > 8:32 AM > ___ 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
Susan said I do not have a problem withthe students getting extra help but I do worry about the impact on the restof the class. In a non-title school with no interventionist and no mathspecialist or reading specialist this is a logistical nightmare. You have described my school and the way it is kept from being a logistical nightmare is simply to say that a good teacher will provide , not more time with the student, but more intensive targeted instruction within the classroom. Sounds wonderful huh? So people are desperately picking targets...um...let's improve their reading of multi-syllabic words. Not all the RtI kids need it, but it sounds good, is perhaps doable, and voila a little assessment in 3 weeks shows that they're better on that skill, so the committee says "Yeah you fixed them" This brand of RtI is clearly not an improvement of the system. I deeply believe you must have a reading and math specialist and more time. I have to believe in my heart of hearts that eventually that will happen...the kids so need it. _ Introducing Live Search cashback . It's search that pays you back! http://search.live.com/cashback/?&pkw=form=MIJAAF/publ=HMTGL/crea=introsrchcashback ___ 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 voting in the general election and contributing as much as I possibly can to the candidate who supports NCLB less. Until we can get rid of the NRP and their self-serving financial interests, we will continue to subscribe to "Scientifically-Based" Reading Research which is what continues to strangle us, whether it be in RtI, tutoring, higher education, or educational practice. RtI is in chaos, just as you described, partly because of the overwhelming use of DIBELS as states were "approved" for Reading First grants. And party because noone really has any idea what is expected. The biggest "authority," McLaughlin (I think, ?, doesn't sound quite right) hasn't even been able to get her manuscript published condemning all our educational system because we have need for special services for special needs services. I would read the thoughtful books by Elaine Garan, Denny Taylor, Gerald Coles, Ken Goodman, Jeff McQuillan and others describing the rampant financial and other corruption in the ranks of the Reading First crowd, SBRR, etcetera. I would read the investigation by Ted Kennedy's office into allegations of wrongdoing. I would check out susanohanian.com. I would absolutely read DIBELS: What It Is, What It Does. And I would pray. > Date: Tue, 2 Sep 2008 10:48:45 -0500> From: [EMAIL PROTECTED]> To: > mosaic@literacyworkshop.org> Subject: [MOSAIC] RtI> > >From Beverly:> > > ..if we just ignore the RtI-ers, we are able to teach in the> way > we see is best for our kids. :-( > > > > Beverly and others:> > I am an > administrator and I am having a very hard time "ignoring" RtI -> it is a law > in my state - in fact our law has gone above and beyond the> federal > guidelines. I do not have a classroom where I can just shut my> door and > teach the way I believe - which is also supported by tons and> tons of > research. So, what do I do? Our state is requiring that an> enormous amount > of resources be put toward this "law" without the first> idea of what it > means and how it is ruining our kids' education! I am> extremely concerned > and I have been saying so for over a year with> little to no response from > anyone. I feel like people are just> following the herd - like they've just > given up and feel they are doomed> to state oversight and WORST practice in > education as opposed to best> practice. I would hope that those who subscribe > to this listserv are> the professionals that could actually do something > about this. It won't> happen if we just moan and groan - teachers pointing > fingers at> administration and administrators pointing fingers at the state. > What> are people out there really doing about this?!?!?!?! > > > > Carrie> > > K-8, 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. > _ Be the filmmaker you always wanted to be—learn how to burn a DVD with Windows®. http://clk.atdmt.com/MRT/go/108588797/direct/01/ ___ 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
Oh, and before I forget, I would do this AS SOON AS POSSIBLE. I would order a copy of Rereading Fluency, Process, Practice, and Policy by Bess Altwerger, Nancy Jordan, and Nancy Rankie Shelton and I would read it at least once!! And I would discontinue my membership in AFT if I had one. > Date: Tue, 2 Sep 2008 10:48:45 -0500> From: [EMAIL PROTECTED]> To: > mosaic@literacyworkshop.org> Subject: [MOSAIC] RtI> > >From Beverly:> > > ..if we just ignore the RtI-ers, we are able to teach in the> way > we see is best for our kids. :-( > > > > Beverly and others:> > I am an > administrator and I am having a very hard time "ignoring" RtI -> it is a law > in my state - in fact our law has gone above and beyond the> federal > guidelines. I do not have a classroom where I can just shut my> door and > teach the way I believe - which is also supported by tons and> tons of > research. So, what do I do? Our state is requiring that an> enormous amount > of resources be put toward this "law" without the first> idea of what it > means and how it is ruining our kids' education! I am> extremely concerned > and I have been saying so for over a year with> little to no response from > anyone. I feel like people are just> following the herd - like they've just > given up and feel they are doomed> to state oversight and WORST practice in > education as opposed to best> practice. I would hope that those who subscribe > to this listserv are> the professionals that could actually do something > about this. It won't> happen if we just moan and groan - teachers pointing > fingers at> administration and administrators pointing fingers at the state. > What> are people out there really doing about this?!?!?!?! > > > > Carrie> > > K-8, 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. > _ See what people are saying about Windows Live. Check out featured posts. http://www.windowslive.com/connect?ocid=TXT_TAGLM_WL_connect2_082008 ___ 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
RTI---just like NCLB--- is a good idea gone very, very wrong. What has to happen is data collection. We need to collect evidence and document the damage done and share it with whoever will listen. Data can be a double edged sword. Let's use it for the good of children. It doesn't have to be numerical data...it just needs to be clear and convincing evidence presented to the press, administrators, politicians, anyone who will listen. I read two books on RTI this summer because our district is starting to move this direction. One very positive part of RTI...as it is originally intended...is that we can identify kids for extra help without using the discrepancy model. It always drives me nuts that I have to wait until a child is two years behind before he or she qualified for extra help. By then, it is almost too late and it becomes incredibly HARD to help the child. What saves us in my district is that we get NO Reading First money and no mandate to implement RTI as many of you have described here. We have the chance here to try to improve classroom instruction and find extra time and new ways to use personnel to target children who need the most help. My students need extra time and work in comprehension, so we will be using Soar to Success as an intervention. From what I can tell, this program does NOT seem to be contradictory to best practices as we have discussed here on the listserv. I do not have to use a script...I can use what I know about these kids to plan lessons for THEIR needs. And I can tweak lessons...so far the 'fidelity police' have not made it to this corner of Maryland. SO...having said that...thanks to those who have sent synthesis ideas...Anyone have any great synthesis lessons for primary aged kids---grade 2 and 3? Good book ideas? I can't be the only one who has struggled with this! Jennifer In a message dated 9/2/2008 11:54:18 A.M. Eastern Daylight Time, [EMAIL PROTECTED] writes: >From Beverly: ..if we just ignore the RtI-ers, we are able to teach in the way we see is best for our kids. :-( Beverly and others: I am an administrator and I am having a very hard time "ignoring" RtI - it is a law in my state - in fact our law has gone above and beyond the federal guidelines. I do not have a classroom where I can just shut my door and teach the way I believe - which is also supported by tons and tons of research. So, what do I do? Our state is requiring that an enormous amount of resources be put toward this "law" without the first idea of what it means and how it is ruining our kids' education! I am extremely concerned and I have been saying so for over a year with little to no response from anyone. I feel like people are just following the herd - like they've just given up and feel they are doomed to state oversight and WORST practice in education as opposed to best practice. I would hope that those who subscribe to this listserv are the professionals that could actually do something about this. It won't happen if we just moan and groan - teachers pointing fingers at administration and administrators pointing fingers at the state. What are people out there really doing about this?!?!?!?! Carrie K-8, IL **It's only a deal if it's where you want to go. Find your travel deal here. (http://information.travel.aol.com/deals?ncid=aoltrv000547) ___ 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 am SO glad to hear you say this. Our county is going head first into this and it is strangling us teachers. Thank you! -- Original message from Beverlee Paul <[EMAIL PROTECTED]>: -- I'm voting in the general election and contributing as much as I possibly can to > the candidate who supports NCLB less. > Until we can get rid of the NRP and their self-serving financial interests, > we will continue to subscribe to "Scientifically-Based" Reading Research > which is what continues to strangle us, whether it be in RtI, tutoring, > higher education, > or educational practice. > RtI is in chaos, just as you described, partly because of the overwhelming > use of DIBELS as states were "approved" for Reading First grants. And party > because noone really has any idea what is expected. The biggest "authority," > McLaughlin (I think, ?, doesn't sound quite right) hasn't even been able to > get her manuscript published condemning all our educational system because we > have need > for special services for special needs services. > I would read the thoughtful books by Elaine Garan, Denny Taylor, Gerald > Coles, Ken Goodman, Jeff McQuillan and others describing the rampant > financial and > other corruption in the ranks of the Reading First crowd, SBRR, etcetera. I > would read the investigation by Ted Kennedy's office into allegations of > wrongdoing. I would check out susanohanian.com. I would absolutely read > DIBELS: What It Is, What It Does. > > And I would pray. > > > > > > > Date: Tue, 2 Sep 2008 10:48:45 -0500> From: [EMAIL PROTECTED]> > To: mosaic@literacyworkshop.org> Subject: [MOSAIC] RtI> > >From Beverly:> > > ..if we just ignore the RtI-ers, we are able to teach in the> way > we > see is best for our kids. :-( > > > > Beverly and others:> > I am an > administrator and I am having a very hard time "ignoring" RtI -> it is a law > in > my state - in fact our law has gone above and beyond the> federal guidelines. > I > do not have a classroom where I can just shut my> door and teach the way I > believe - which is also supported by tons and> tons of research. So, what do > I > do? Our state is requiring that an> enormous amount of resources be put > toward > this "law" without the first> idea of what it means and how it is ruining our > kids' education! I am> extremely concerned and I have been saying so for over > a > year with> little to no response from anyone. I feel like people are just> > following the herd - like they've just given up and feel they are doomed> to > state oversight and WORST practice in education as opposed to best> practice. > I > would hope that those who subscribe to this listserv are> the professionals > that > could actually do something about this. It won't> happen if we just moan and > groan - teachers pointing fingers at> administration and administrators > pointing > fingers at the state. What> are people out there really doing about > this?!?!?!?! > > > > > Carrie> > K-8, 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. > > _ > Be the filmmaker you always wanted to be—learn how to burn a DVD with > Windows®. > http://clk.atdmt.com/MRT/go/108588797/direct/01/ > ___ > 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] RtI
If people are afraid of RTI it seems to me that they don't understand it. RTI = response to intervention. Isn't that what all of us reading teachers have been asking for for years A way to provide services to kids we know are struggling are struggling but who will not qualify for sped because of the discrepency model? I, for one, am thrilled to be able to provide support to those kiddos. If RTI isn't working, it's not because of the model, it's because of how the model is being delivered. RTI doesn't have to be just DIBELS and fluency. Other assessments/screening tools can and should be used either instead of or along with DIBELS. Poor fluency is not a reading deficiency, it is a symptom of a reading deficiency. I have often had teachers tell me that a student's fluency was poor, but never had that been a reason for referral to my Title I class. Now that we are using DIBELS, I am seeing many kids who struggle with fluency. I am finding that it isn't just that they can't say the words fluency and with appropriate expression, they can't "think" the words fluency or with the appropriate expression. And that is the key to understanding what they read. I don't think you will find very many good readers (a very vague term, and not able to be objectively measured) who are not also fluent. I do find fluent word-callers who do not have any idea what they read. While DIBELS may not identify these children, the other measures we have in place will (DRA2, common assessments, etc.) I don't take offense to anyone asking me to be accountable for teaching ALL aspects of reading - which is more than fluency, more than comprehension, more than phonics, more than phonemic awareness, and more than vocabulary - it's all of them. I welcome the accountability factor that is being placed on the schools/teachers in this area. I have spent too many parent conferences trying to explain why darling Johnny needs to be in my reading class when his classroom teacher has given him a B or better in reading on his grade card. I am so pleased to be ale to show parents the data on their child. It helps them better understand what support the child needs. Maybe I am just extremely fortunate to be in a district that seems to "get it", and support the true balance of literacy instruction. Our building reading cadre last year taught the 7 strategies from Mosaic and 7 Keys and this year we are following the timeline for teaching found on the mosaic site. The teachers are really excited about teaching them and all the kids are talking about metacognition. We have hand signals and it's like a big "secret" in the school that only our students know - they have taken such pride and ownership in their learning. With the classroom teachers taking on this huge responsibility I am freed up to help those kids with the other things, like, uh fluency :) (and vocabulary and phonics, phonemic awareness) Our teachers were already used to being held accountable and had to turn in guided reading lists every quarter so that principal could see how "fluid" the groups were and DRA/RR levels had to be reports quarterly as well. We keep an assessment wall in our conference room that does not show teacher or student names on the front of each card, but it is a great visual for keeping us all tuned in to how many kids are having trouble and how much trouble they are having. With these accountability pieces already in place, they are ready to move to the DRA2 and anxious to learn more about fluency instruction/remediation and what they can do to improve that during their guided reading lessons. It doesn't seem appropriate to condemn the RTI model because a district may not be implementing it properly. Just like every other "trend", RTI will swing back and forth a little before settling in to where it belongs. I am hoping that this listserve will not become a political forum (even though I am guilty with this post), and that we will remain focused on sharing positive ideas for improving instruction for the kids. Debbie - Original Message - From: [EMAIL PROTECTED] To: mosaic@literacyworkshop.org Sent: Tuesday, September 2, 2008 8:17:20 PM (GMT-0600) America/Chicago Subject: Re: [MOSAIC] RtI RTI---just like NCLB--- is a good idea gone very, very wrong. What has to happen is data collection. We need to collect evidence and document the damage done and share it with whoever will listen. Data can be a double edged sword. Let's use it for the good of children. It doesn't have to be numerical data...it just needs to be clear and convincing evidence presented to the press, administrators, politicians, anyone who will listen. I read two books on RTI this summer because our district is starting to move this direction. One very positive part of RTI...a
Re: [MOSAIC] RtI
from Response to Intervention: A Framework for Reading Educators (Fuchs, Fuchs, and Vaughn-editors), p. 78 - M.J. McLaughlin writes that - "many consider students with LD, behavior disorders, and mild mental retardation labels to be products of a general education system that has failed 'to adequately support individual differences.'" Although she allows that most of these children perform very poorly in school, she argues that (a) they are not disabled and don't require 'vastly different and highly specialized curriculum or instruction'; (b) their 'disabilities' are little more than social constructions; and (c) the 6.6 million children currently served by special education across the nation may be reduced by 75% to 1.65 million, or from 13% of the general population to 3.25%." p. 79, "McLaughlin states that standards-driven reforms, expressed with increasing clarity and conviction in a succession of federal documents for more than a decade, make it clear that most children currently identified as disabled will become nondisabled with the 'right' general education in place." So Carrie asks us all what we are doing to help. What we are doing to insert some sense into the current state of affairs. And Debbie hopes that we can continue to live "above the fray" (my characterization, not hers) and share positive teaching ideas to improve instruction. Unfortunately, as unnatural as I believe it to be for many dedicated teachers, "politics" sometimes become inevitable when our positive teaching ideas are mutually exclusive from the practices recommended--no, demanded--by those currently in power. I don't say "in fashion" or "a trend" because, for possibly the first time in American education, practice is changing through the use of power, and it isn't just the swinging of the pendulum by and of educators; it's power outside education altogether. And that wouldn't even be so hard to take if we could even pretend that it was not predicated on corrupt financial interests, cronyism, and elitism. I've been basically apolitical my entire life. Like most of you, I've just plain been too busy to dabble in politics. But this isn't a time we can all "hold hands and sing kumbaya." As much as I hate to accept the responsibility Carrie is pleading for us to accept, it's finally become inescapable. As you can infer from McLaughlin's comments above, she believes that if we would all just shape up and do our job and be accountable, we could be all things to all people. And we call that view "progress"? One of the leading voices in the RtoI movement? Can we really swallow she wants better for our kids? our teachers? What strategies would we teach our children to use to comprehend passages such as above? Believe me, I didn't volunteer to be so shrill and seem so reactionary and defensive. But sometimes someone just needs to stand up and say that there's something rotten in ... Denmark?? WWES? > Date: Tue, 2 Sep 2008 22:33:38 -0400> From: [EMAIL PROTECTED]> To: > mosaic@literacyworkshop.org> Subject: Re: [MOSAIC] RtI> > > If people are > afraid of RTI it seems to me that they don't understand it. RTI = response to > intervention. Isn't that what all of us reading teachers have been asking for > for years A way to provide services to kids we know are struggling are > struggling but who will not qualify for sped because of the discrepency > model? I, for one, am thrilled to be able to provide support to those kiddos. > If RTI isn't working, it's not because of the model, it's because of how the > model is being delivered. RTI doesn't have to be just DIBELS and fluency. > Other assessments/screening tools can and should be used either instead of or > along with DIBELS. Poor fluency is not a reading deficiency, it is a symptom > of a reading deficiency. I have often had teachers tell me that a student's > fluency was poor, but never had that been a reason for referral to my Title I > class. Now that we are using DIBELS, I am seeing many kids who struggle with > fluency. I am finding that it isn't just that they can't say the words > fluency and with appropriate expression, they can't "think" the words fluency > or with the appropriate expression. And that is the key to understanding what > they read. I don't think you will find very many good readers (a very vague > term, and not able to be objectively measured) who are not also fluent. I do > find fluent word-callers who do not have any idea what they read. While > DIBELS may not identify these children, the other measures we have in place > will (DRA2, common
Re: [MOSAIC] RtI
to all people. And we call that view "progress"? One of the leading > voices in the RtoI movement? Can we really swallow she wants better for our > kids? our teachers? > > What strategies would we teach our children to use to comprehend passages such > as above? > > Believe me, I didn't volunteer to be so shrill and seem so reactionary and > defensive. But sometimes someone just needs to stand up and say that there's > something rotten in ... Denmark?? > > WWES? > > > >> Date: Tue, 2 Sep 2008 22:33:38 -0400> From: [EMAIL PROTECTED]> To: >> mosaic@literacyworkshop.org> Subject: Re: [MOSAIC] RtI> > > If people are >> afraid of RTI it seems to me that they don't understand it. RTI = response to >> intervention. Isn't that what all of us reading teachers have been asking for >> for years A way to provide services to kids we know are struggling are >> struggling but who will not qualify for sped because of the discrepency >> model? I, for one, am thrilled to be able to provide support to those kiddos. >> If RTI isn't working, it's not because of the model, it's because of how the >> model is being delivered. RTI doesn't have to be just DIBELS and fluency. >> Other assessments/screening tools can and should be used either instead of or >> along with DIBELS. Poor fluency is not a reading deficiency, it is a symptom >> of a reading deficiency. I have often had teachers tell me that a student's >> fluency was poor, but never had that been a reason for referral to my Title I >> class. Now that we are using DIBELS, I am seeing many kids who struggle with >> fluency. I am finding that it isn't just that they can't say the words >> fluency and with appropriate expression, they can't "think" the words fluency >> or with the appropriate expression. And that is the key to understanding what >> they read. I don't think you will find very many good readers (a very vague >> term, and not able to be objectively measured) who are not also fluent. I do >> find fluent word-callers who do not have any idea what they read. While >> DIBELS may not identify these children, the other measures we have in place >> will (DRA2, common assessments, etc.) I don't take offense to anyone asking >> me to be accountable for teaching ALL aspects of reading - which is more than >> fluency, more than comprehension, more than phonics, more than phonemic >> awareness, and more than vocabulary - it's all of them. I welcome the >> accountability factor that is being placed on the schools/teachers in this >> area. I have spent too many parent conferences trying to explain why darling >> Johnny needs to be in my reading class when his classroom teacher has given >> him a B or better in reading on his grade card. I am so pleased to be ale to >> show parents the data on their child. It helps them better understand what >> support the child needs. > > Maybe I am just extremely fortunate to be in a >> district that seems to "get it", and support the true balance of literacy >> instruction. Our building reading cadre last year taught the 7 strategies >> from Mosaic and 7 Keys and this year we are following the timeline for >> teaching found on the mosaic site. The teachers are really excited about >> teaching them and all the kids are talking about metacognition. We have hand >> signals and it's like a big "secret" in the school that only our students >> know - they have taken such pride and ownership in their learning. With the >> classroom teachers taking on this huge responsibility I am freed up to help >> those kids with the other things, like, uh fluency :) (and vocabulary and >> phonics, phonemic awareness) > > Our teachers were already used to being held >> accountable and had to turn in guided reading lists every quarter so that >> principal could see how "fluid" the groups were and DRA/RR levels had to be >> reports quarterly as well. We keep an assessment wall in our conference room >> that does not show teacher or student names on the front of each card, but it >> is a great visual for keeping us all tuned in to how many kids are having >> trouble and how much trouble they are having. With these accountability >> pieces already in place, they are ready to move to the DRA2 and anxious to >> learn more about fluency instruction/remediation and what they can do to >> improve that during their guided reading lessons. > > It doesn't seem >> appropriate to condemn the RTI model because a district may not be >> implemen
Re: [MOSAIC] RtI
one more quoted section from Response to Intervention by Fuchs, Fuchs, and Vaughn: Page 99: "The second group, in which we include McLaughlin, NASDSE/CASE and others, fold much of special education (all of special education for the so-called children with high-incidence abilities) into general education tiers. In a sense, this is the more troubling approach because, as expressed by McLaughlin and others, special education becomes a mere appendage of general education instruction -- a supplement to it. . . . We predict that should special education be redefined in terms of practices like coteaching, many students with special needs will not get the appropriate education that is their legal right and they will experience a lifetime of diminished opportunity." "In sum, one group preserves at least the idea of individualized, data-based, recursive instruction, but would take it from special education and expect general education to implement it The second group would transform special education instruction and special educators' instructional roles in the misguided belief that individualized instruction is unnecessary if not counterproductive because, it is alleged, it leads to a lack of accountability." I think we have reason to worry, Lori. Bev, who has become a total grump I am always fearful that many children who deserve Special Education Support(and have a legal right to it) will be denied those services. I amreassured by our local RtI team and consultants that that is not the case,but believe me, I will be watching.Lori _ Get more out of the Web. Learn 10 hidden secrets of Windows Live. 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] RtI
Wanted to briefly agree with some that RtI WAS what we've wanted. It was to serve the best interest of the kids without testing, labeling, and sending them off to a place so disconnected from the classroom that their learning was weakened rather than addressed. However it takes additional staff /which takes money. Classroom teachers can not carry the burden of the intense progress monitoring of Tier 2 that you need to ensure that what you're doing is making a difference and you're ready to move on with a student. We need interventionists to support the teacher. Sadly in my district this was all dropped on the classroom teacher, with no additional support, thus negative feelings about RtI. _ See how Windows Mobile brings your life together—at home, work, or on the go. http://clk.atdmt.com/MRT/go/msnnkwxp1020093182mrt/direct/01/ ___ 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 not sure where the idea came from that a prescribed program had to be used for RTI. As I understand it, and as it is implemented in my building, the interventions must be research based, but that does not mean they must be a purchased program. Balanced literacy is research based, as is many phonics programs. The Florida Center for Reading Research has many on-line, research based interventions that are available, free, and do not require the program be used for the entire school. The whole point of RTI is to figure out what each student needs and meet that need - and the hope is that many of these students will have their needs met before their deficiencies become disabilities, thus lessening the number of students who are placed in SPED. >From my experience, I am finding that the pyramid is pretty accurate when it >comes to comprehension. We have never assessed fluency before, and with the >DRA2 and DIBELS that has become a huge issue for us. We are scrambling to meet >the fluency needs of lots of kids, in hopes that once they get a little extra >help they will continue to soar. - Original Message - From: "Renee" To: "Mosaic: A Reading Comprehension Strategies Email Group" Sent: Wednesday, December 17, 2008 9:51:06 AM (GMT-0600) America/Chicago Subject: Re: [MOSAIC] RTI Sadly, this is more the case than not, at least where I live. Renee On Dec 17, 2008, at 6:03 AM, Ljackson wrote: > ..--I know that under different circumstances, as in replace > balanced literacy with a prescribed same-page literacy program, this > could be my own idea of hell on earth as a teacher. "Learning isn't a means to an end; it is an end in itself." ~ Robert A. Heinlein ___ 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] RTI
And aren't there just dozens of schools out there that demonstrate the ineffectiveness of the same page idea? I don't think of your comments as doom and gloom, but reality. I've begun teaching developmental reading to adults in college and it's a big jolt to see how many made it through school without learning phonics or reading strategies or vocabulary. So I can see where your students are headed without interventions. This makes me think of another question for you; How are ineffective teachers dealt with in your school system? I am retired but before retirement ineffective teachers were given due process, and then not rehired if performance didn't improve. We are not unionized and that may make a lot of difference in the ability to get rid of teachers who can't or won't keep up with the curriculum requirements. I do know of a few from my school who were 'forced' into taking early retirement because they couldn't keep up with the new paradigm shifts. How does your system handle these kinds of teachers? Just curious. Deidra Chandler, NC MA Early Childhood Ed MA Reading MultiSensory Structured Language Intervention Tutor - Original Message - From: "Beverlee Paul" To: "Mosaic: A Reading Comprehension Strategies Email Group" Sent: Wednesday, December 17, 2008 10:00 AM Subject: Re: [MOSAIC] RTI And in a bit hotter hell on earth as a literacy coach or coach supervisor. On Wed, Dec 17, 2008 at 7:03 AM, Ljackson wrote: That would be nice except...our teachers of literacy have all had (or are having) the opportunity to participate in a year-long literacy class focusing on balanced instruction. Our teachers have unbelievable summer training opportunities. We have coaching support available in all buildings. Teachers are supported in opportunities to observe. These opportunities are carefully undertaken, with an opportunity to visit before and after with the teacher they will observe. The visits are facilitated by our coaching staff. Lack of training is not the issue for most of our staff. I realize how gloom and doom these two posts sound, and I don't mean for them to be so. We have a number of teachers, a significant number, who are simply doing amazing work with students. But after seeing Regie Routman at N CTE this year, I am pondering her comments. She said, basically, for an underperforming school impacted by poverty to see systemic change, 90% of staff members need to be 'on board' with changes in literacy instruction. That remark hit so deeply home with me, as we are so far from that 90% mark in nearly all of our buildings. This year, under new leadership at the district level, the district is exploring that issue of who is responsible for implementation and for the first time, that conversation is going beyond the teacher level. All of this makes me potentially giddy and terrified--I know that under different circumstances, as in replace balanced literacy with a prescribed same-page literacy program, this could be my own idea of hell on earth as a teacher. Lori Jackson District Literacy Coach and Mentor Todd County School District Box 87 Mission SD 5755 - Original message - From: djchan To: Mosaic: A Reading Comprehension Strategies Email Group < mosaic@literacyworkshop.org> Date: Wednesday, December 17, 2008 7:50 AM Subject: Re: [MOSAIC] RTI > Lori, > > To me, that sounds like insufficient training in literacy. A teacher > may not > need to be 'on board' with the program, but they should definitely be using > appropriate and research supported teaching methods for literacy. If > they > don't, then whose responsible for the training that they should have > received to make them effective literacy teachers? I have seen this in the > school system I retired from and it was a lack of training. However, > that is > not to say that there aren't teachers who will deliberately sabotage a > schools program because it requires them to move from their comfort > zone and > they don't want to. I think your key phrase was 'effective teachers' > and my > question becomes how did they become effective teachers and the others > didn't? And what needs to happen to help the other teachers become more > effective in their literacy methods? > > > Deidra Chandler, NC > MA Early Childhood Ed > MA Reading > MultiSensory Structured Language Intervention Tutor > - Original Message - > From: "Ljackson" > To: "Mosaic: A Reading Comprehension Strategies Email Group" > > Sent: Wednesday, December 17, 2008 8:23 AM > Subject: Re: [MOSAIC] RTI > > > > The 80% mentioned here probably refers to the RtI pyramid, in > > which--ideally--80% of the student population have their needs met
Re: [MOSAIC] RTI
Be very selective about which fccr.org activities you choose, however. I found some of them to be a very ineffective way to teach skills in isolation. Carina D. Ball Literacy Specialist IMPORTANT NOTICE: This email is meant for the use of the intended recipient. It may contain confidential information which is legally privileged or otherwise protected by law. If you received this email in error or from someone who was not authorized to send it to you, you are strictly prohibited from reviewing, using, disseminating, distributing, or copying the email. Please notify us immediately of the error by return email and delete this message from your system. Thank you for your cooperation. From: mosaic-boun...@literacyworkshop.org on behalf of KENNETH SMITH Sent: Wed 12/17/2008 1:18 PM To: Mosaic: A Reading Comprehension Strategies Email Group Subject: Re: [MOSAIC] RTI I'm not sure where the idea came from that a prescribed program had to be used for RTI. As I understand it, and as it is implemented in my building, the interventions must be research based, but that does not mean they must be a purchased program. Balanced literacy is research based, as is many phonics programs. The Florida Center for Reading Research has many on-line, research based interventions that are available, free, and do not require the program be used for the entire school. The whole point of RTI is to figure out what each student needs and meet that need - and the hope is that many of these students will have their needs met before their deficiencies become disabilities, thus lessening the number of students who are placed in SPED. >From my experience, I am finding that the pyramid is pretty accurate when it >comes to comprehension. We have never assessed fluency before, and with the >DRA2 and DIBELS that has become a huge issue for us. We are scrambling to meet >the fluency needs of lots of kids, in hopes that once they get a little extra >help they will continue to soar. - Original Message - From: "Renee" To: "Mosaic: A Reading Comprehension Strategies Email Group" Sent: Wednesday, December 17, 2008 9:51:06 AM (GMT-0600) America/Chicago Subject: Re: [MOSAIC] RTI Sadly, this is more the case than not, at least where I live. Renee On Dec 17, 2008, at 6:03 AM, Ljackson wrote: > ..--I know that under different circumstances, as in replace > balanced literacy with a prescribed same-page literacy program, this > could be my own idea of hell on earth as a teacher. "Learning isn't a means to an end; it is an end in itself." ~ Robert A. Heinlein ___ 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] RTI
Sadly, this is more the case than not, at least where I live. Renee On Dec 17, 2008, at 6:03 AM, Ljackson wrote: ..--I know that under different circumstances, as in replace balanced literacy with a prescribed same-page literacy program, this could be my own idea of hell on earth as a teacher. "Learning isn't a means to an end; it is an end in itself." ~ Robert A. Heinlein ___ 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
For me, that would mean not coaching. I could not encourage others to inflict! On 12/17/08 8:00 AM, "Beverlee Paul" wrote: > And in a bit hotter hell on earth as a literacy coach or coach supervisor. > > On Wed, Dec 17, 2008 at 7:03 AM, Ljackson wrote: > >> That would be nice except...our teachers of literacy have all had (or are >> having) the opportunity to participate in a year-long literacy class >> focusing on balanced instruction. Our teachers have unbelievable summer >> training opportunities. We have coaching support available in all >> buildings. Teachers are supported in opportunities to observe. These >> opportunities are carefully undertaken, with an opportunity to visit before >> and after with the teacher they will observe. The visits are facilitated by >> our coaching staff. Lack of training is not the issue for most of our staff. >> >> I realize how gloom and doom these two posts sound, and I don't mean for >> them to be so. We have a number of teachers, a significant number, who are >> simply doing amazing work with students. But after seeing Regie Routman at >> N CTE this year, I am pondering her comments. She said, basically, for an >> underperforming school impacted by poverty to see systemic change, 90% of >> staff members need to be 'on board' with changes in literacy instruction. >> That remark hit so deeply home with me, as we are so far from that 90% mark >> in nearly all of our buildings. >> >> This year, under new leadership at the district level, the district is >> exploring that issue of who is responsible for implementation and for the >> first time, that conversation is going beyond the teacher level. All of >> this makes me potentially giddy and terrified--I know that under different >> circumstances, as in replace balanced literacy with a prescribed same-page >> literacy program, this could be my own idea of hell on earth as a teacher. >> >> Lori Jackson >> District Literacy Coach and Mentor >> Todd County School District >> Box 87 >> Mission SD 5755 >> >> - Original message - >> From: djchan >> To: Mosaic: A Reading Comprehension Strategies Email Group < >> mosaic@literacyworkshop.org> >> Date: Wednesday, December 17, 2008 7:50 AM >> Subject: Re: [MOSAIC] RTI >> >>> Lori, >>> >>> To me, that sounds like insufficient training in literacy. A teacher may >> not >>> need to be 'on board' with the program, but they should definitely be >> using >>> appropriate and research supported teaching methods for literacy. If they >>> don't, then whose responsible for the training that they should have >>> received to make them effective literacy teachers? I have seen this in >> the >>> school system I retired from and it was a lack of training. However, that >> is >>> not to say that there aren't teachers who will deliberately sabotage a >>> schools program because it requires them to move from their comfort zone >> and >>> they don't want to. I think your key phrase was 'effective teachers' and >> my >>> question becomes how did they become effective teachers and the others >>> didn't? And what needs to happen to help the other teachers become more >>> effective in their literacy methods? >>> >>> >>> Deidra Chandler, NC >>> MA Early Childhood Ed >>> MA Reading >>> MultiSensory Structured Language Intervention Tutor >>> - Original Message - >>> From: "Ljackson" >>> To: "Mosaic: A Reading Comprehension Strategies Email Group" >>> >>> Sent: Wednesday, December 17, 2008 8:23 AM >>> Subject: Re: [MOSAIC] RTI >>> >>> >>>> The 80% mentioned here probably refers to the RtI pyramid, in >>>> which--ideally--80% of the student population have their needs met >> within >>>> the regular classroom and are performing within acceptable ranges in >> terms >>>> of grade level expectations. To me, this implies that the first step in >>>> beginning an RtI program is to carefully examine curricular practices >> but >>>> it does not follow that there is necessarily a prescribed or correct >>>> single means of doing this. Like Kelly, our district feels that >> balanced >>>> literacy and a general pacing guide for unit study will support >> teachers >>>> in attaining this goal. I do see, however, a danger in my
Re: [MOSAIC] RTI
That would be nice except...our teachers of literacy have all had (or are having) the opportunity to participate in a year-long literacy class focusing on balanced instruction. Our teachers have unbelievable summer training opportunities. We have coaching support available in all buildings. Teachers are supported in opportunities to observe. These opportunities are carefully undertaken, with an opportunity to visit before and after with the teacher they will observe. The visits are facilitated by our coaching staff. Lack of training is not the issue for most of our staff. I realize how gloom and doom these two posts sound, and I don't mean for them to be so. We have a number of teachers, a significant number, who are simply doing amazing work with students. But after seeing Regie Routman at NCTE this year, I am pondering her comments. She said, basically, for an underperforming school impacted by poverty to see systemic change, 90% of staff members need to be 'on board' with changes in literacy instruction. That remark hit so deeply home with me, as we are so far from that 90% mark in nearly all of our buildings. This year, under new leadership at the district level, the district is exploring that issue of who is responsible for implementation and for the first time, that conversation is going beyond the teacher level. All of this makes me potentially giddy and terrified--I know that under different circumstances, as in replace balanced literacy with a prescribed same-page literacy program, this could be my own idea of hell on earth as a teacher. Lori Jackson District Literacy Coach and Mentor Todd County School District Box 87 Mission SD 5755 - Original message - From: djchan To: Mosaic: A Reading Comprehension Strategies Email Group Date: Wednesday, December 17, 2008 7:50 AM Subject: Re: [MOSAIC] RTI > Lori, > > To me, that sounds like insufficient training in literacy. A teacher may not > need to be 'on board' with the program, but they should definitely be using > appropriate and research supported teaching methods for literacy. If they > don't, then whose responsible for the training that they should have > received to make them effective literacy teachers? I have seen this in the > school system I retired from and it was a lack of training. However, that is > not to say that there aren't teachers who will deliberately sabotage a > schools program because it requires them to move from their comfort zone and > they don't want to. I think your key phrase was 'effective teachers' and my > question becomes how did they become effective teachers and the others > didn't? And what needs to happen to help the other teachers become more > effective in their literacy methods? > > > Deidra Chandler, NC > MA Early Childhood Ed > MA Reading > MultiSensory Structured Language Intervention Tutor > - Original Message - > From: "Ljackson" > To: "Mosaic: A Reading Comprehension Strategies Email Group" > > Sent: Wednesday, December 17, 2008 8:23 AM > Subject: Re: [MOSAIC] RTI > > > > The 80% mentioned here probably refers to the RtI pyramid, in > > which--ideally--80% of the student population have their needs met within > > the regular classroom and are performing within acceptable ranges in terms > > of grade level expectations. To me, this implies that the first step in > > beginning an RtI program is to carefully examine curricular practices but > > it does not follow that there is necessarily a prescribed or correct > > single means of doing this. Like Kelly, our district feels that balanced > > literacy and a general pacing guide for unit study will support teachers > > in attaining this goal. I do see, however, a danger in my own district in > > seeing this approach damned and dumped because we are not seeing the kinds > > of results one would hope to see. As much as I am nervous about the > > bantying of the term fidelity, I think Kelly has hit the nail on the head. > > We have ample evidence to show that children in classrooms where balanced > > literacy practices are honored under the orchestration of effective > > teachers, children are making excellent progress. The issue we have to > > grapple with is this. How do we begin to address the issue of teachers who > > aren't, for lack of a better term, on board? I can say that the majority > > of these teachers are implementing their own brand of instruction that > > looks much more like traditional basal instruction than any direct > > instruction program I have reviewed. > > > > > > > > Lori Jackson > > District Literacy Coach and Mentor > > Todd
Re: [MOSAIC] RTI
Oh my, how scary! I'm not sure what you mean by 80% requirement for RtI, are you talking about implementing RtI up to 80%? Anyway, we were told that if you do not have a "program" that whatever your core curriculum is will be fine as long as it's being implemented with integrity and fidelity. Our core curriculum consists of guided reading, shared reading and independent reading. However it does not look the same in every classroom nor the same at each grade level. As a coach my job has become interesting in assisting grade levels to meet expectations. We also formulated some pacing guides for reading last year which has helped us stay on track. I'm not sure I'm answering your question here... Kelly AB On 12/16/08 5:05 PM, "Beverlee Paul" wrote: Help!! I've been told that the only way a district can meet the 80% requirement for RTI is to adopt a direct instruction program as its core curriculum. Please--those of you out there that still use balanced literacy, how do you fulfill the RTI requirement? Thanks. BP ___ 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] RTI
I am reading all this and shaking my head yes, yes, yes - AMEN to inflicting:) This year I changed from literacy coach/interventionist to special ed teacher in high school.(went from K-1 to HS) I thought if Cris Tovani could do it - so could I. One of the challenges I face is a reading class for non-diploma students. SRA comprehension is the text for the reading class. Clearly, this is not my belief of teaching reading, but it has just been implemented in my district. My question now, I want to propose some changes that don't include SRA. Does anyone have any suggestions for HS students reading from 1.2 to around 3-4.0 reading level? I would like this to be more balanced literacy than structured - though some structure will be needed for these students. any suggestions on reading material for them or me would be greatly appreciated. I read Tanny McGregor's book and used some of the activities - but don't feel I am meeting the needs of the students. >>> ljackson 12/17/2008 3:39 pm >>> For me, that would mean not coaching. I could not encourage others to inflict! On 12/17/08 8:00 AM, "Beverlee Paul" wrote: > And in a bit hotter hell on earth as a literacy coach or coach supervisor. > > On Wed, Dec 17, 2008 at 7:03 AM, Ljackson wrote: > >> That would be nice except...our teachers of literacy have all had (or are >> having) the opportunity to participate in a year-long literacy class >> focusing on balanced instruction. Our teachers have unbelievable summer >> training opportunities. We have coaching support available in all >> buildings. Teachers are supported in opportunities to observe. These >> opportunities are carefully undertaken, with an opportunity to visit before >> and after with the teacher they will observe. The visits are facilitated by >> our coaching staff. Lack of training is not the issue for most of our staff. >> >> I realize how gloom and doom these two posts sound, and I don't mean for >> them to be so. We have a number of teachers, a significant number, who are >> simply doing amazing work with students. But after seeing Regie Routman at >> N CTE this year, I am pondering her comments. She said, basically, for an >> underperforming school impacted by poverty to see systemic change, 90% of >> staff members need to be 'on board' with changes in literacy instruction. >> That remark hit so deeply home with me, as we are so far from that 90% mark >> in nearly all of our buildings. >> >> This year, under new leadership at the district level, the district is >> exploring that issue of who is responsible for implementation and for the >> first time, that conversation is going beyond the teacher level. All of >> this makes me potentially giddy and terrified--I know that under different >> circumstances, as in replace balanced literacy with a prescribed same-page >> literacy program, this could be my own idea of hell on earth as a teacher. >> >> Lori Jackson >> District Literacy Coach and Mentor >> Todd County School District >> Box 87 >> Mission SD 5755 >> >> - Original message - >> From: djchan >> To: Mosaic: A Reading Comprehension Strategies Email Group < >> mosaic@literacyworkshop.org> >> Date: Wednesday, December 17, 2008 7:50 AM >> Subject: Re: [MOSAIC] RTI >> >>> Lori, >>> >>> To me, that sounds like insufficient training in literacy. A teacher may >> not >>> need to be 'on board' with the program, but they should definitely be >> using >>> appropriate and research supported teaching methods for literacy. If they >>> don't, then whose responsible for the training that they should have >>> received to make them effective literacy teachers? I have seen this in >> the >>> school system I retired from and it was a lack of training. However, that >> is >>> not to say that there aren't teachers who will deliberately sabotage a >>> schools program because it requires them to move from their comfort zone >> and >>> they don't want to. I think your key phrase was 'effective teachers' and >> my >>> question becomes how did they become effective teachers and the others >>> didn't? And what needs to happen to help the other teachers become more >>> effective in their literacy methods? >>> >>> >>> Deidra Chandler, NC >>> MA Early Childhood Ed >>> MA Reading >>> MultiSensory Structured Language Intervention Tutor >>> - Original Message - >>> From: "Ljackson" >>>
