Re: [MOSAIC] RTI
Jim Wright as well. Sent from my HTC smartphone on the Now Network from Sprint! - Reply message - From: Lapenas, Nicole lapen...@oakwood.k12.il.us To: Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org 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 sally.thom...@verizon.net To: mosaic listserve mosaic@literacyworkshop.org 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 hutch1...@juno.com 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
Read Richard allington's book on RTI. On 8/30/11 5:33 AM, norma baker hutch1...@juno.com 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 sally.thom...@verizon.net To: mosaic listserve mosaic@literacyworkshop.org 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 hutch1...@juno.com 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 hutch1...@juno.com 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 sally.thom...@verizon.net To: mosaic listserve mosaic@literacyworkshop.org 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 hutch1...@juno.com 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 sally.thom...@verizon.net To: mosaic listserve mosaic@literacyworkshop.org 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 hutch1...@juno.com 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 hutch1...@juno.com 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 sally.thom...@verizon.net To: mosaic listserve mosaic@literacyworkshop.org 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 hutch1...@juno.com 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 - Any info on AIMS Web?
BRAVO! We do these assessments for NCLB and the district. As educated teachers we know it is so much more. I would love to know what Tim Rasinski had replied...I just love the fact that he responded to you..shows passion and commitment. You should sell your assessment package..shows your PASSION and commitment for excellence. Job well done. Hillary Marchel Reading Specialist march...@hawthorn73.org-elementary North El fin de toda educacion debe ser seguramente el servicio a otros. ~ Cesar Chavez The end of all education should surely be service to others. On Feb 11, 2010, at 7:20 AM, tk...@aol.com wrote: I love reading this discussion of Aimsweb! I was so frustrated when our district used this program last year. It goes against EVERY single thing I know about reading instruction and reading assessment. Remember: What gets measured, gets done! I knew I did not want teaching for fast reading to get done in our district. I even emailed Tim Rasinski last year and got a great response about how he felt these 1 minute assessments were a travesty! We (reading specialists) decided to write our own progress monitoring assessments that actually assess real reading: ALL aspects of fluency, accuraccy, comprehension (literal and inferential). We bought rigby texts and have created over 150 tests from levels 3-34. I don't think we knew what we were getting ourselves into when we started (over 800 pages of assessments!), and I'm not sure we would do it again. Now that it is done though, we are happy we did! We feel we actually get useful information this year. Yes, it does take longer to administer (although we don't do them every week), but as the IRA says, we shouldn't sacrifice quality for efficiency. I say that anyone who is really unhappy with what they are using should keep speaking up and searching for something that makes sense! Tricia Burke Reading Specialist ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe 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 - Any info on AIMS Web?
I love reading this discussion of Aimsweb! I was so frustrated when our district used this program last year. It goes against EVERY single thing I know about reading instruction and reading assessment. Remember: What gets measured, gets done! I knew I did not want teaching for fast reading to get done in our district. I even emailed Tim Rasinski last year and got a great response about how he felt these 1 minute assessments were a travesty! We (reading specialists) decided to write our own progress monitoring assessments that actually assess real reading: ALL aspects of fluency, accuraccy, comprehension (literal and inferential). We bought rigby texts and have created over 150 tests from levels 3-34. I don't think we knew what we were getting ourselves into when we started (over 800 pages of assessments!), and I'm not sure we would do it again. Now that it is done though, we are happy we did! We feel we actually get useful information this year. Yes, it does take longer to administer (although we don't do them every week), but as the IRA says, we shouldn't sacrifice quality for efficiency. I say that anyone who is really unhappy with what they are using should keep speaking up and searching for something that makes sense! Tricia Burke Reading Specialist ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe 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 - Any info on AIMS Web?
You are fortunate that you had administrators that were willing to allow you to do this. I was forced out of my la content specialist position because the new superintendent brought in a curriculum coordinator. He claimed she knew a lot about literacy. (I was given the choice of teaching 6th grade or retiring. Since this would have been my last year, I retired.) I now learn that teachers are being forced to use the basal with fidelity. They are not allowed to use any of the lessons from the comprehension toolkit, no writing lessons outside of the very poor basal instruction. They have no time for reading workshop, literature circles or writing workshop! All practices that were embraced by most teachers. Understandably, the teachers are upset. I don't know how many are closing their doors and doing what they know best, either. I'd like to think that the assessments will prove how wrong this instruction is, but in 2 of the 4 schools, the students come to school with such great backgrounds that they will probably progress. Unfortunately, the better teachers know that those children would have done better with a combination of basal instruction and reading workshop. How sad! Carol - Original Message - From: tk...@aol.com To: mosaic@literacyworkshop.org Sent: Thursday, February 11, 2010 7:20:49 AM GMT -06:00 US/Canada Central Subject: Re: [MOSAIC] RTI - Any info on AIMS Web? I love reading this discussion of Aimsweb! I was so frustrated when our district used this program last year. It goes against EVERY single thing I know about reading instruction and reading assessment. Remember: What gets measured, gets done! I knew I did not want teaching for fast reading to get done in our district. I even emailed Tim Rasinski last year and got a great response about how he felt these 1 minute assessments were a travesty! We (reading specialists) decided to write our own progress monitoring assessments that actually assess real reading: ALL aspects of fluency, accuraccy, comprehension (literal and inferential). We bought rigby texts and have created over 150 tests from levels 3-34. I don't think we knew what we were getting ourselves into when we started (over 800 pages of assessments!), and I'm not sure we would do it again. Now that it is done though, we are happy we did! We feel we actually get useful information this year. Yes, it does take longer to administer (although we don't do them every week), but as the IRA says, we shouldn't sacrifice quality for efficiency. I say that anyone who is really unhappy with what they are using should keep speaking up and searching for something that makes sense! Tricia Burke Reading Specialist ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe 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 - Any info on AIMS Web?
I agree with you, but we had pretty extensive support for them. It was really some teachers, both effective and not so effective, who were allowed to do whatever they wanted, regardless of expectations that really did us in. I had worked for 7 years to get a uniform balanced literacy program, and we were pretty close. That's sad too. Carol - Original Message - From: Sarah Storkson sarah.stork...@sendit.nodak.edu To: Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org Sent: Thursday, February 11, 2010 10:12:20 AM GMT -06:00 US/Canada Central Subject: Re: [MOSAIC] RTI - Any info on AIMS Web? Some teachers are not able to make decisions about what is effective though. That is where they are better off being forced to use the basal than to go off on their own and do things that are showing no progress in their students. Sad, but true! On Feb 11, 2010, at 8:58 AM, hccarl...@comcast.net wrote: You are fortunate that you had administrators that were willing to allow you to do this. I was forced out of my la content specialist position because the new superintendent brought in a curriculum coordinator. He claimed she knew a lot about literacy. (I was given the choice of teaching 6th grade or retiring. Since this would have been my last year, I retired.) I now learn that teachers are being forced to use the basal with fidelity. They are not allowed to use any of the lessons from the comprehension toolkit, no writing lessons outside of the very poor basal instruction. They have no time for reading workshop, literature circles or writing workshop! All practices that were embraced by most teachers. Understandably, the teachers are upset. I don't know how many are closing their doors and doing what they know best, either. I'd like to think that the assessments will prove how wrong this instruction is, but in 2 of the 4 schools, the students come to school with such great backgrounds that they will probably progress. Unfortunately, the better teachers know that those children would have done better with a combination of basal instruction and reading workshop. How sad! Carol - Original Message - From: tk...@aol.com To: mosaic@literacyworkshop.org Sent: Thursday, February 11, 2010 7:20:49 AM GMT -06:00 US/Canada Central Subject: Re: [MOSAIC] RTI - Any info on AIMS Web? I love reading this discussion of Aimsweb! I was so frustrated when our district used this program last year. It goes against EVERY single thing I know about reading instruction and reading assessment. Remember: What gets measured, gets done! I knew I did not want teaching for fast reading to get done in our district. I even emailed Tim Rasinski last year and got a great response about how he felt these 1 minute assessments were a travesty! We (reading specialists) decided to write our own progress monitoring assessments that actually assess real reading: ALL aspects of fluency, accuraccy, comprehension (literal and inferential). We bought rigby texts and have created over 150 tests from levels 3-34. I don't think we knew what we were getting ourselves into when we started (over 800 pages of assessments!), and I'm not sure we would do it again. Now that it is done though, we are happy we did! We feel we actually get useful information this year. Yes, it does take longer to administer (although we don't do them every week), but as the IRA says, we shouldn't sacrifice quality for efficiency. I say that anyone who is really unhappy with what they are using should keep speaking up and searching for something that makes sense! Tricia Burke Reading Specialist ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe 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. -- SECURITY REMINDER: DO NOT give your e-mail login and password to anyone. EduTech will NEVER ask you to provide this information. If this message is asking for personal information, it did not come from EduTech. - Vaccine2 ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe 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
Re: [MOSAIC] RTI - Any info on AIMS Web?
Some teachers are not able to make decisions about what is effective though. That is where they are better off being forced to use the basal than to go off on their own and do things that are showing no progress in their students. Sad, but true! On Feb 11, 2010, at 8:58 AM, hccarl...@comcast.net wrote: You are fortunate that you had administrators that were willing to allow you to do this. I was forced out of my la content specialist position because the new superintendent brought in a curriculum coordinator. He claimed she knew a lot about literacy. (I was given the choice of teaching 6th grade or retiring. Since this would have been my last year, I retired.) I now learn that teachers are being forced to use the basal with fidelity. They are not allowed to use any of the lessons from the comprehension toolkit, no writing lessons outside of the very poor basal instruction. They have no time for reading workshop, literature circles or writing workshop! All practices that were embraced by most teachers. Understandably, the teachers are upset. I don't know how many are closing their doors and doing what they know best, either. I'd like to think that the assessments will prove how wrong this instruction is, but in 2 of the 4 schools, the students come to school with such great backgrounds that they will probably progress. Unfortunately, the better teachers know that those children would have done better with a combination of basal instruction and reading workshop. How sad! Carol - Original Message - From: tk...@aol.com To: mosaic@literacyworkshop.org Sent: Thursday, February 11, 2010 7:20:49 AM GMT -06:00 US/Canada Central Subject: Re: [MOSAIC] RTI - Any info on AIMS Web? I love reading this discussion of Aimsweb! I was so frustrated when our district used this program last year. It goes against EVERY single thing I know about reading instruction and reading assessment. Remember: What gets measured, gets done! I knew I did not want teaching for fast reading to get done in our district. I even emailed Tim Rasinski last year and got a great response about how he felt these 1 minute assessments were a travesty! We (reading specialists) decided to write our own progress monitoring assessments that actually assess real reading: ALL aspects of fluency, accuraccy, comprehension (literal and inferential). We bought rigby texts and have created over 150 tests from levels 3-34. I don't think we knew what we were getting ourselves into when we started (over 800 pages of assessments!), and I'm not sure we would do it again. Now that it is done though, we are happy we did! We feel we actually get useful information this year. Yes, it does take longer to administer (although we don't do them every week), but as the IRA says, we shouldn't sacrifice quality for efficiency. I say that anyone who is really unhappy with what they are using should keep speaking up and searching for something that makes sense! Tricia Burke Reading Specialist ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe 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. -- SECURITY REMINDER: DO NOT give your e-mail login and password to anyone. EduTech will NEVER ask you to provide this information. If this message is asking for personal information, it did not come from EduTech. - Vaccine2 ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe 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 - Any info on AIMS Web?
Thanks to all who weighed in on this. I wish we had the time and support to create our own meaningful assessments. I think everyone is paranoid about having data, data, data and research-based assessments and interventions. I would love to do a study where we take two classes that are similar in make-up and have one teacher use a basal, scripted lessons, and constant testing and have the other teacher use a workshop approach to reading and writing which stresses authentic experiences and strategies. My hunch is that the workshop approach would work. But too many administrators are afraid, in this era of high stakes testing, to trust in that. Hopefully some of us will continue fighting the good fight for what we know is best for children. Thanks again...Lisa --- On Thu, 2/11/10, Sarah Storkson sarah.stork...@sendit.nodak.edu wrote: From: Sarah Storkson sarah.stork...@sendit.nodak.edu Subject: Re: [MOSAIC] RTI - Any info on AIMS Web? To: Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org Date: Thursday, February 11, 2010, 11:12 AM Some teachers are not able to make decisions about what is effective though. That is where they are better off being forced to use the basal than to go off on their own and do things that are showing no progress in their students. Sad, but true! On Feb 11, 2010, at 8:58 AM, hccarl...@comcast.net wrote: You are fortunate that you had administrators that were willing to allow you to do this. I was forced out of my la content specialist position because the new superintendent brought in a curriculum coordinator. He claimed she knew a lot about literacy. (I was given the choice of teaching 6th grade or retiring. Since this would have been my last year, I retired.) I now learn that teachers are being forced to use the basal with fidelity. They are not allowed to use any of the lessons from the comprehension toolkit, no writing lessons outside of the very poor basal instruction. They have no time for reading workshop, literature circles or writing workshop! All practices that were embraced by most teachers. Understandably, the teachers are upset. I don't know how many are closing their doors and doing what they know best, either. I'd like to think that the assessments will prove how wrong this instruction is, but in 2 of the 4 schools, the students come to school with such great backgrounds that they will probably progress. Unfortunately, the better teachers know that those children would have done better with a combination of basal instruction and reading workshop. How sad! Carol - Original Message - From: tk...@aol.com To: mosaic@literacyworkshop.org Sent: Thursday, February 11, 2010 7:20:49 AM GMT -06:00 US/Canada Central Subject: Re: [MOSAIC] RTI - Any info on AIMS Web? I love reading this discussion of Aimsweb! I was so frustrated when our district used this program last year. It goes against EVERY single thing I know about reading instruction and reading assessment. Remember: What gets measured, gets done! I knew I did not want teaching for fast reading to get done in our district. I even emailed Tim Rasinski last year and got a great response about how he felt these 1 minute assessments were a travesty! We (reading specialists) decided to write our own progress monitoring assessments that actually assess real reading: ALL aspects of fluency, accuraccy, comprehension (literal and inferential). We bought rigby texts and have created over 150 tests from levels 3-34. I don't think we knew what we were getting ourselves into when we started (over 800 pages of assessments!), and I'm not sure we would do it again. Now that it is done though, we are happy we did! We feel we actually get useful information this year. Yes, it does take longer to administer (although we don't do them every week), but as the IRA says, we shouldn't sacrifice quality for efficiency. I say that anyone who is really unhappy with what they are using should keep speaking up and searching for something that makes sense! Tricia Burke Reading Specialist ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe 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. -- SECURITY REMINDER: DO NOT give your e-mail login and password to anyone. EduTech will NEVER ask you to provide this information. If this message is asking for personal information, it did
Re: [MOSAIC] RTI - Any info on AIMS Web?
This is our first year using AIMSWeb at the middle school. It is helping us to identify students who may need an interventionbut we use additional data to make those decisions. We have made errors with student placements into interventions, but it is a starting point. All students get the MAZE three times per year. Students who score in the bottom 25% get a CBM. Then we look at their CBMs and other data to decide further action. The jury is still out as far as whether or not it has been useful. I feel that perhaps we could be doing the same thing by more closely analyzing the data we already have. Our students are tested to death...MAPS 3 times per year, ISAT, and AIMSweb 3 times per year. TOO MUCH! Barb On Tue, 9 Feb 2010 18:20:36 -0600 reading readingwritingliter...@gmail.com wrote: We use it at the middle school level. I find it's not especially useful for this age group/reading development. I feel where most of our kids struggle is with critical thinking - something that the maze and fluency piece don't measure. I feel that some of our kids who are identified at first, learn how to do these probes but not necessarily how to read better. Does this make sense? Does anyone else use it at the middle school level? Or do you use something else? ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. Barb Underdown Literacy Staff Developer Mannheim Middle School Melrose Park, IL 60164 847-455-5020 ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe 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 - Any info on AIMS Web?
Thanks for those answers, Jeanne. I too agree that we are spending way too much time testing students when we could be teaching them. Thanks to our state and federal governments for that. When will they ask teachers how to handle these things? Lisa --- On Sun, 2/7/10, Jeanne Crider jeann...@charter.net wrote: From: Jeanne Crider jeann...@charter.net Subject: Re: [MOSAIC] RTI - Any info on AIMS Web? To: Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org Date: Sunday, February 7, 2010, 9:39 PM I'm not a classroom teacher, I'm a reading specialist. We use Everyday Math and I know the 1st grade teachers I work with don't like the math portion of the AIMS Web. Generating reports is very easy but as others mentioned earlier, we already have information about who needs help and who is doing okay. It's just 3 days per year I don't get to teach because I'm testing. Between benchmarking 3 times per year and all the progress monitoring the teachers have to do, there is less time for them to teach too. The poor students are yet again tested. The poor things, in my opinion are already over tested. After giving the AIMS Web, in my school anyway, we then pick interventions that are researched based one size fits all programs. They may be implemented by a teacher, a 5th grader, a HS student, a computer program or just about anyone or anything they can get their hands on. Isn't that grand! Another thing that someone else mentioned, I'm noticing too. It seems like the students who we see as doing well in the classroom don't necessarily do well on the test and vice versa. Students who self-correct while reading or think about meaning don't do as well because the timed reading portion is all based on speed. Isn't that what we want students to do when they are reading, read really fast and not think about what they are reading? (JK!) Argh! - Original Message - From: Lisa McGilloway lisamcgill...@yahoo.com To: Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org Sent: Sunday, February 07, 2010 2:29 PM Subject: Re: [MOSAIC] RTI - Any info on AIMS Web? Thanks so much for the response about AIMS web. If you have a minute I have a few other questions: Do you find it easy to use and generate reports? What do you think of the comprehension piece (not sure what a comprehension 'maze' is?)? What about the Math portion? We use Everyday Math and I am curious as to how it may correlate with that. Thanks so much for any information you can share! Lisa --- On Sun, 2/7/10, Yingling yingli...@frontiernet.net wrote: From: Yingling yingli...@frontiernet.net Subject: Re: [MOSAIC] RTI - Any info on AIMS Web? To: Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org Date: Sunday, February 7, 2010, 1:35 PM We've been using AIMSWeb for 3 years now for at least K-5 (I think maybe higher also). The fluency CBMs are just like DIBELS. Aimsweb also has a comprehension maze test and a couple of math tests. It gives a lot of reports as to how a student is doing based on class, school, etc... It's an okay start as to identifying students for RTI services. I don't think you should use it solely to place students into RTI intervention 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. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe 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 - Any info on AIMS Web?
We use it at the middle school level. I find it's not especially useful for this age group/reading development. I feel where most of our kids struggle is with critical thinking - something that the maze and fluency piece don't measure. I feel that some of our kids who are identified at first, learn how to do these probes but not necessarily how to read better. Does this make sense? Does anyone else use it at the middle school level? Or do you use something else? ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe 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 - Any info on AIMS Web?
Absolutely it makes sense! Sent from my BlackBerry Smartphone provided by Alltel -Original Message- From: reading readingwritingliter...@gmail.com Date: Tue, 9 Feb 2010 18:20:36 To: Mosaic: A Reading Comprehension Strategies Email Groupmosaic@literacyworkshop.org Subject: Re: [MOSAIC] RTI - Any info on AIMS Web? We use it at the middle school level. I find it's not especially useful for this age group/reading development. I feel where most of our kids struggle is with critical thinking - something that the maze and fluency piece don't measure. I feel that some of our kids who are identified at first, learn how to do these probes but not necessarily how to read better. Does this make sense? Does anyone else use it at the middle school level? Or do you use something else? ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe 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 - Any info on AIMS Web?
We use a universal screener in my school called STEEP. Is this similar to AIMS web? From the descriptions you are giving, it must be! We give reading fluency, reading comprehension, math fluency, and math focal points three times a year. We also get beautiful graphs. Cathy -Original Message- From: beverleep...@gmail.com To: Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org Sent: Mon, Feb 8, 2010 12:02 am Subject: Re: [MOSAIC] RTI - Any info on AIMS Web? All the portions are timed. Sent from my BlackBerry Smartphone provided by Alltel -Original Message- From: Jeanne Crider jeann...@charter.net Date: Sun, 7 Feb 2010 20:39:16 To: Mosaic: A Reading Comprehension Strategies Email Groupmosaic@literacyworkshop.org Subject: Re: [MOSAIC] RTI - Any info on AIMS Web? I'm not a classroom teacher, I'm a reading specialist. We use Everyday Math and I know the 1st grade teachers I work with don't like the math portion of the AIMS Web. Generating reports is very easy but as others mentioned earlier, we already have information about who needs help and who is doing okay. It's just 3 days per year I don't get to teach because I'm testing. Between benchmarking 3 times per year and all the progress monitoring the teachers have to do, there is less time for them to teach too. The poor students are yet again tested. The poor things, in my opinion are already over tested. After giving the AIMS Web, in my school anyway, we then pick interventions that are researched based one size fits all programs. They may be implemented by a teacher, a 5th grader, a HS student, a computer program or just about anyone or anything they can get their hands on. Isn't that grand! Another thing that someone else mentioned, I'm noticing too. It seems like the students who we see as doing well in the classroom don't necessarily do well on the test and vice versa. Students who self-correct while reading or think about meaning don't do as well because the timed reading portion is all based on speed. Isn't that what we want students to do when they are reading, read really fast and not think about what they are reading? (JK!) Argh! - Original Message - From: Lisa McGilloway lisamcgill...@yahoo.com To: Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org Sent: Sunday, February 07, 2010 2:29 PM Subject: Re: [MOSAIC] RTI - Any info on AIMS Web? Thanks so much for the response about AIMS web. If you have a minute I have a few other questions: Do you find it easy to use and generate reports? What do you think of the comprehension piece (not sure what a comprehension 'maze' is?)? What about the Math portion? We use Everyday Math and I am curious as to how it may correlate with that. Thanks so much for any information you can share! Lisa --- On Sun, 2/7/10, Yingling yingli...@frontiernet.net wrote: From: Yingling yingli...@frontiernet.net Subject: Re: [MOSAIC] RTI - Any info on AIMS Web? To: Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org Date: Sunday, February 7, 2010, 1:35 PM We've been using AIMSWeb for 3 years now for at least K-5 (I think maybe higher also). The fluency CBMs are just like DIBELS. Aimsweb also has a comprehension maze test and a couple of math tests. It gives a lot of reports as to how a student is doing based on class, school, etc... It's an okay start as to identifying students for RTI services. I don't think you should use it solely to place students into RTI intervention 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. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe 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
Re: [MOSAIC] RTI - Any info on AIMS Web?
Hi, here is some information, I hope it will help. As for DIBELS and AIMSWEB, the creators of these screeners were once on the same team..so they are similar in some respect. There is no perfect screener.if we remember to assess with a triangulation of assessments this will help us address our student's need early and effective. I'm sorry, I don't know who to give credit for this quote but I could not have said it better, the teacher knows their student best, What is hard is keeping people from generalizing info obtained about a child in a very short amount of time into data about a child which they trust more than their own data. I also would suggest the following books. Here's a good book review on What Really Matters for Struggling Readers, chapter by chapter. http://www.readingonline.org/articles/reviews/whatmatters/index.html Also, What Really Matters in Response To Intervention is also very informative. Reviewed by Pearson, http://www.mypearsonstore.com/bookstore/product.asp?isbn=0205627544 http://www.pattan.net/files/RTI/Sec-RtII-Tier23.pdf This document provides a sampling of interventions which may be used for Tier II and/or Tier III instruction, ( 2-12th grade) depending upon the grouping and duration. This list is not an endorsement of any product or program, neither is it exhaustive. Rather, it is intended to provide initial guidance to schools and school teams in the identification and selection of intervention resources to meet the learning needs of students they serve. More extensive information on interventions can be obtained from the following websites: • Florida Center for Reading Research: http://www.fcrr.org/FCRRReports/CReportsCS.aspx?rep=supp • BestEvidenceEncyclopedia: http://www.bestevidence.org/ • WhatWorks Clearinghouse: http://ies.ed.gov/ncee/wwc/ Hillary Marchel Reading Specialist march...@hawthorn73.org-elementary North El fin de toda educacion debe ser seguramente el servicio a otros. ~ Cesar Chavez The end of all education should surely be service to others. On Feb 7, 2010, at 4:28 PM, beverleep...@gmail.com wrote: Keep us informed! Have you read richard allington's book on struggling readers! Sent from my BlackBerry Smartphone provided by Alltel -Original Message- From: hutch1...@juno.com hutch1...@juno.com Date: Sun, 7 Feb 2010 18:05:31 To: mosaic@literacyworkshop.org Subject: Re: [MOSAIC] RTI - Any info on AIMS Web? Hi Lisa, Our K-2 does DIBELS and Reading a-z for comprehension. I work in the 3-5 building. We use a-z and will next year use DIBELS on those that perform poorly on that assessment. It is not an ideal assessment, but we still feel it was the best choice. DRA doesn't have a non-fiction component which is all we're using from a-z. Also the DRA takes much longer to use and is more expensive. The QRI doesn't give definitive levels - just are the students above, on or below grade level. What we're looking towards next year is to make less distinction between who is special ed. and who is remedial reading. Oftentimes there are sped students in the classes in which I work which are performing on a higher level than the RR students. I think it just depends on who they've had for teachers and whether their parents advocate for them. (I'm not talking about the low-end spec. ed students. Rather than reading specialists and special ed staff being dedicated to a particular grade we're looking to finding a schedule that would let them get pulled out for ADDITIONAL reading instruction. Currently, sped students are pulled out and RR students have us reading specialists pushing it. Much of our time is spent driving the classroom instruction and not being able to attend to our students on our caseload. So, going forward if we could find slots during the day in which, for example 5th grade students would receive services, we'd all work to provide them with phonics, fluency and/or comprehension small group instruction that would be in addition to their in class reading instruction. It would most likely involve shifting staff schedules to either come in early and leave early or the opposite in an attempt to provide much of the 5th grade support before and after school. We'd specialize in areas of reading rather than a grade level as we currently do. Has anyone tried this model? Has it been successful and what do we need to do Not sure if this is of any help. I ended up asking my own questions. Norma Baker, Reading specialist Grafton Elementary School Grafton, MA “Death is not the greatest loss in life. The greatest loss is what dies inside us while we live.” -- Original Message -- From: Lisa McGilloway lisamcgill...@yahoo.com To: Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org Subject: [MOSAIC] RTI - Any info on AIMS Web
Re: [MOSAIC] RTI - Any info on AIMS Web?
All the portions are timed. Sent from my BlackBerry Smartphone provided by Alltel -Original Message- From: Jeanne Crider jeann...@charter.net Date: Sun, 7 Feb 2010 20:39:16 To: Mosaic: A Reading Comprehension Strategies Email Groupmosaic@literacyworkshop.org Subject: Re: [MOSAIC] RTI - Any info on AIMS Web? I'm not a classroom teacher, I'm a reading specialist. We use Everyday Math and I know the 1st grade teachers I work with don't like the math portion of the AIMS Web. Generating reports is very easy but as others mentioned earlier, we already have information about who needs help and who is doing okay. It's just 3 days per year I don't get to teach because I'm testing. Between benchmarking 3 times per year and all the progress monitoring the teachers have to do, there is less time for them to teach too. The poor students are yet again tested. The poor things, in my opinion are already over tested. After giving the AIMS Web, in my school anyway, we then pick interventions that are researched based one size fits all programs. They may be implemented by a teacher, a 5th grader, a HS student, a computer program or just about anyone or anything they can get their hands on. Isn't that grand! Another thing that someone else mentioned, I'm noticing too. It seems like the students who we see as doing well in the classroom don't necessarily do well on the test and vice versa. Students who self-correct while reading or think about meaning don't do as well because the timed reading portion is all based on speed. Isn't that what we want students to do when they are reading, read really fast and not think about what they are reading? (JK!) Argh! - Original Message - From: Lisa McGilloway lisamcgill...@yahoo.com To: Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org Sent: Sunday, February 07, 2010 2:29 PM Subject: Re: [MOSAIC] RTI - Any info on AIMS Web? Thanks so much for the response about AIMS web. If you have a minute I have a few other questions: Do you find it easy to use and generate reports? What do you think of the comprehension piece (not sure what a comprehension 'maze' is?)? What about the Math portion? We use Everyday Math and I am curious as to how it may correlate with that. Thanks so much for any information you can share! Lisa --- On Sun, 2/7/10, Yingling yingli...@frontiernet.net wrote: From: Yingling yingli...@frontiernet.net Subject: Re: [MOSAIC] RTI - Any info on AIMS Web? To: Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org Date: Sunday, February 7, 2010, 1:35 PM We've been using AIMSWeb for 3 years now for at least K-5 (I think maybe higher also). The fluency CBMs are just like DIBELS. Aimsweb also has a comprehension maze test and a couple of math tests. It gives a lot of reports as to how a student is doing based on class, school, etc... It's an okay start as to identifying students for RTI services. I don't think you should use it solely to place students into RTI intervention 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. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe 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 - Any info on AIMS Web?
When districts are pressured to report, report, report, I think they turn to such measures in frustration. They are easy and quick and spew pretty data. We need to coin some sort of phrase that is the statistical equivalent of don't judge a book by its cover. Didn't Einstein already have something to say about measurement? Ah, yes: “Not everything that can be counted counts, and not everything that counts can be counted.” Lori Jackson M.Ed.Reading Specialist Broken Bow, NE EMAILING FOR THE GREATER GOOD Join me From: jeann...@charter.net To: mosaic@literacyworkshop.org Date: Sun, 7 Feb 2010 19:41:38 -0600 Subject: Re: [MOSAIC] RTI - Any info on AIMS Web? Boy all the comments I'm reading are exactly what I've noticed about using the AIMS Web in my school. How is it gaining such popularity? It doesn't seem like many people really like it. I know it is quick and makes jazzy, colorful graphs. . .but so what! Maybe it will start losing momentum soon. (I sure hope so.) Jeanne - Original Message - From: EDWARD JACKSON lori_jack...@q.com To: mosaic@literacyworkshop.org Sent: Sunday, February 07, 2010 4:31 PM Subject: Re: [MOSAIC] RTI - Any info on AIMS Web? No first hand experience but word of mouth has not been good. My husband's school is dissatisfied because kids that do well with this measure are not doing well with other measures. Lori Jackson M.Ed.Reading Specialist Broken Bow, NE EMAILING FOR THE GREATER GOOD Join me Date: Sun, 7 Feb 2010 07:34:36 -0800 From: lisamcgill...@yahoo.com To: mosaic@literacyworkshop.org Subject: [MOSAIC] RTI - Any info on AIMS Web? Hi to all- I have been a 'voyeur' on the site for quite a while now and have found many of your comments and suggestions helpful. I am a member of our district's RTI committee and we are currently looking at ways to 'roll out' our RTI from grades K-2 into grades 3 and up. We use DIBELS as one of our screening measures with this early population but are thinking it won't meet our needs as we move into the higher grades. Does anyone have any information on AIMS Web? It was suggested that we look into it as an alternative to DIBELS or to use starting in grades 3 and up? Thanks so much for your help and suggestions. Lisa Grade 6 Teacher/RTI Committee ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe 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 - Any info on AIMS Web?
How do I get myself removed from this mailing list? Kyle Fritze - Original Message - From: EDWARD JACKSON lori_jack...@q.com To: mosaic@literacyworkshop.org Sent: Monday, February 8, 2010 6:16:26 AM GMT -06:00 US/Canada Central Subject: Re: [MOSAIC] RTI - Any info on AIMS Web? When districts are pressured to report, report, report, I think they turn to such measures in frustration. They are easy and quick and spew pretty data. We need to coin some sort of phrase that is the statistical equivalent of don't judge a book by its cover. Didn't Einstein already have something to say about measurement? Ah, yes: “Not everything that can be counted counts, and not everything that counts can be counted.” Lori Jackson M.Ed.Reading Specialist Broken Bow, NE EMAILING FOR THE GREATER GOOD Join me From: jeann...@charter.net To: mosaic@literacyworkshop.org Date: Sun, 7 Feb 2010 19:41:38 -0600 Subject: Re: [MOSAIC] RTI - Any info on AIMS Web? Boy all the comments I'm reading are exactly what I've noticed about using the AIMS Web in my school. How is it gaining such popularity? It doesn't seem like many people really like it. I know it is quick and makes jazzy, colorful graphs. . .but so what! Maybe it will start losing momentum soon. (I sure hope so.) Jeanne - Original Message - From: EDWARD JACKSON lori_jack...@q.com To: mosaic@literacyworkshop.org Sent: Sunday, February 07, 2010 4:31 PM Subject: Re: [MOSAIC] RTI - Any info on AIMS Web? No first hand experience but word of mouth has not been good. My husband's school is dissatisfied because kids that do well with this measure are not doing well with other measures. Lori Jackson M.Ed.Reading Specialist Broken Bow, NE EMAILING FOR THE GREATER GOOD Join me Date: Sun, 7 Feb 2010 07:34:36 -0800 From: lisamcgill...@yahoo.com To: mosaic@literacyworkshop.org Subject: [MOSAIC] RTI - Any info on AIMS Web? Hi to all- I have been a 'voyeur' on the site for quite a while now and have found many of your comments and suggestions helpful. I am a member of our district's RTI committee and we are currently looking at ways to 'roll out' our RTI from grades K-2 into grades 3 and up. We use DIBELS as one of our screening measures with this early population but are thinking it won't meet our needs as we move into the higher grades. Does anyone have any information on AIMS Web? It was suggested that we look into it as an alternative to DIBELS or to use starting in grades 3 and up? Thanks so much for your help and suggestions. Lisa Grade 6 Teacher/RTI Committee ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe 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. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe 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 - Any info on AIMS Web?
DITTO I can't stand all these emails. Bernadette Reed Indian Peaks Elementary School -Original Message- From: mosaic-bounces+reed_bernadette=stvrain.k12.co...@literacyworkshop.org [mailto:mosaic-bounces+reed_bernadette=stvrain.k12.co...@literacyworksho p.org] On Behalf Of Kyle%20Fritze-%20klfritze%40comcast.net Sent: Monday, February 08, 2010 1:10 PM To: Mosaic: A Reading Comprehension Strategies Email Group Subject: Re: [MOSAIC] RTI - Any info on AIMS Web? How do I get myself removed from this mailing list? Kyle Fritze - Original Message - From: EDWARD JACKSON lori_jack...@q.com To: mosaic@literacyworkshop.org Sent: Monday, February 8, 2010 6:16:26 AM GMT -06:00 US/Canada Central Subject: Re: [MOSAIC] RTI - Any info on AIMS Web? When districts are pressured to report, report, report, I think they turn to such measures in frustration. They are easy and quick and spew pretty data. We need to coin some sort of phrase that is the statistical equivalent of don't judge a book by its cover. Didn't Einstein already have something to say about measurement? Ah, yes: Not everything that can be counted counts, and not everything that counts can be counted. Lori Jackson M.Ed.Reading Specialist Broken Bow, NE EMAILING FOR THE GREATER GOOD Join me From: jeann...@charter.net To: mosaic@literacyworkshop.org Date: Sun, 7 Feb 2010 19:41:38 -0600 Subject: Re: [MOSAIC] RTI - Any info on AIMS Web? Boy all the comments I'm reading are exactly what I've noticed about using the AIMS Web in my school. How is it gaining such popularity? It doesn't seem like many people really like it. I know it is quick and makes jazzy, colorful graphs. . .but so what! Maybe it will start losing momentum soon. (I sure hope so.) Jeanne - Original Message - From: EDWARD JACKSON lori_jack...@q.com To: mosaic@literacyworkshop.org Sent: Sunday, February 07, 2010 4:31 PM Subject: Re: [MOSAIC] RTI - Any info on AIMS Web? No first hand experience but word of mouth has not been good. My husband's school is dissatisfied because kids that do well with this measure are not doing well with other measures. Lori Jackson M.Ed.Reading Specialist Broken Bow, NE EMAILING FOR THE GREATER GOOD Join me Date: Sun, 7 Feb 2010 07:34:36 -0800 From: lisamcgill...@yahoo.com To: mosaic@literacyworkshop.org Subject: [MOSAIC] RTI - Any info on AIMS Web? Hi to all- I have been a 'voyeur' on the site for quite a while now and have found many of your comments and suggestions helpful. I am a member of our district's RTI committee and we are currently looking at ways to 'roll out' our RTI from grades K-2 into grades 3 and up. We use DIBELS as one of our screening measures with this early population but are thinking it won't meet our needs as we move into the higher grades. Does anyone have any information on AIMS Web? It was suggested that we look into it as an alternative to DIBELS or to use starting in grades 3 and up? Thanks so much for your help and suggestions. Lisa Grade 6 Teacher/RTI Committee ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe 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. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe 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 - Any info on AIMS Web?
I agree with Einstein and Lori Jackson. What are we doing with this dastardly data? Let's count what's important. Laurie Tandy From California - The Testing State When districts are pressured to report, report, report, I think they turn to such measures in frustration. They are easy and quick and spew pretty data. We need to coin some sort of phrase that is the statistical equivalent of don't judge a book by its cover. Didn't Einstein already have something to say about measurement? Ah, yes: “Not everything that can be counted counts, and not everything that counts can be counted.” Lori Jackson M.Ed.Reading Specialist Broken Bow, NE EMAILING FOR THE GREATER GOOD Join me From: jeann...@charter.net To: mosaic@literacyworkshop.org Date: Sun, 7 Feb 2010 19:41:38 -0600 Subject: Re: [MOSAIC] RTI - Any info on AIMS Web? Boy all the comments I'm reading are exactly what I've noticed about using the AIMS Web in my school. How is it gaining such popularity? It doesn't seem like many people really like it. I know it is quick and makes jazzy, colorful graphs. . .but so what! Maybe it will start losing momentum soon. (I sure hope so.) Jeanne - Original Message - From: EDWARD JACKSON lori_jack...@q.com To: mosaic@literacyworkshop.org Sent: Sunday, February 07, 2010 4:31 PM Subject: Re: [MOSAIC] RTI - Any info on AIMS Web? No first hand experience but word of mouth has not been good. My husband's school is dissatisfied because kids that do well with this measure are not doing well with other measures. Lori Jackson M.Ed.Reading Specialist Broken Bow, NE EMAILING FOR THE GREATER GOOD Join me Date: Sun, 7 Feb 2010 07:34:36 -0800 From: lisamcgill...@yahoo.com To: mosaic@literacyworkshop.org Subject: [MOSAIC] RTI - Any info on AIMS Web? Hi to all- I have been a 'voyeur' on the site for quite a while now and have found many of your comments and suggestions helpful. I am a member of our district's RTI committee and we are currently looking at ways to 'roll out' our RTI from grades K-2 into grades 3 and up. We use DIBELS as one of our screening measures with this early population but are thinking it won't meet our needs as we move into the higher grades. Does anyone have any information on AIMS Web? It was suggested that we look into it as an alternative to DIBELS or to use starting in grades 3 and up? Thanks so much for your help and suggestions. Lisa Grade 6 Teacher/RTI Committee ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe 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. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe 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 - Any info on AIMS Web?
We've been using AIMSWeb for 3 years now for at least K-5 (I think maybe higher also). The fluency CBMs are just like DIBELS. Aimsweb also has a comprehension maze test and a couple of math tests. It gives a lot of reports as to how a student is doing based on class, school, etc... It's an okay start as to identifying students for RTI services. I don't think you should use it solely to place students into RTI intervention 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 - Any info on AIMS Web?
Thanks so much for the response about AIMS web. If you have a minute I have a few other questions: Do you find it easy to use and generate reports? What do you think of the comprehension piece (not sure what a comprehension 'maze' is?)? What about the Math portion? We use Everyday Math and I am curious as to how it may correlate with that. Thanks so much for any information you can share! Lisa --- On Sun, 2/7/10, Yingling yingli...@frontiernet.net wrote: From: Yingling yingli...@frontiernet.net Subject: Re: [MOSAIC] RTI - Any info on AIMS Web? To: Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org Date: Sunday, February 7, 2010, 1:35 PM We've been using AIMSWeb for 3 years now for at least K-5 (I think maybe higher also). The fluency CBMs are just like DIBELS. Aimsweb also has a comprehension maze test and a couple of math tests. It gives a lot of reports as to how a student is doing based on class, school, etc... It's an okay start as to identifying students for RTI services. I don't think you should use it solely to place students into RTI intervention 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. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe 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 - Any info on AIMS Web?
It is basically the exact same thing. - Original Message - From: Lisa McGilloway lisamcgill...@yahoo.com To: Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org Sent: Sunday, February 07, 2010 9:34 AM Subject: [MOSAIC] RTI - Any info on AIMS Web? Hi to all- I have been a 'voyeur' on the site for quite a while now and have found many of your comments and suggestions helpful. I am a member of our district's RTI committee and we are currently looking at ways to 'roll out' our RTI from grades K-2 into grades 3 and up. We use DIBELS as one of our screening measures with this early population but are thinking it won't meet our needs as we move into the higher grades. Does anyone have any information on AIMS Web? It was suggested that we look into it as an alternative to DIBELS or to use starting in grades 3 and up? Thanks so much for your help and suggestions. Lisa Grade 6 Teacher/RTI Committee ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe 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 - Any info on AIMS Web?
Norma- Thanks so much for your detailed response. It gave me some information and some more questions myself. I am not familiar with Reading A-Z. We currently administer DRA's to all students at the beginning of the year. The kits that we use do have nonfiction as well as fiction to choose from. I don't feel it's a perfect assessment, but it is easy to administer and provides a look at all students' fluency, comprehension, use of reading strategies, and writing skills. Our SpEd and BSI (Basic Skills Instructors) administer other assessments on an as needed basis in response to students in their case loads. I found the way you classify your students interesting - in our district, Resource Room students are a branch of SpEd. We also use mostly a push-in model though we do have some pull out for Math. Our BSI teachers teach what would probably be considered your 'remedial' students who are identified based on their below proficiency scores on our state assessment (NJ). They are not considered part of SpEd. We are short staffed and find that our teachers are doing it all much as you described. They currently work with grade levels rather than specific areas. Although I am a certified Reading Specialist, I work primarily as a classroom teacher although I am generally given the Resource Room and below level students. We wish we could provide time to pull out students in those small targeted groups as you described but there seems to be not enough staff and not enough time. The before and after school model sounds interesting but would likely cost money which, again, we don't have. Are you talking about staff flexing their days so that they would come in earlier or stay later to provide these targeted groups? That sounds interesting. Teachers feel that DIBELS won't meet the needs of the students as we move our RTI out of our primary buildings and into our intermediate (3-6). This was where the suggestion of using AIMS web came from. Some want to continue the DRA in K-2 then shift to AIMS web in grades 3 and up. I am currently trying to do some research about this idea. Thanks again...Lisa --- On Sun, 2/7/10, hutch1...@juno.com hutch1...@juno.com wrote: From: hutch1...@juno.com hutch1...@juno.com Subject: Re: [MOSAIC] RTI - Any info on AIMS Web? To: mosaic@literacyworkshop.org Date: Sunday, February 7, 2010, 1:05 PM Hi Lisa, Our K-2 does DIBELS and Reading a-z for comprehension. I work in the 3-5 building. We use a-z and will next year use DIBELS on those that perform poorly on that assessment. It is not an ideal assessment, but we still feel it was the best choice. DRA doesn't have a non-fiction component which is all we're using from a-z. Also the DRA takes much longer to use and is more expensive. The QRI doesn't give definitive levels - just are the students above, on or below grade level. What we're looking towards next year is to make less distinction between who is special ed. and who is remedial reading. Oftentimes there are sped students in the classes in which I work which are performing on a higher level than the RR students. I think it just depends on who they've had for teachers and whether their parents advocate for them. (I'm not talking about the low-end spec. ed students. Rather than reading specialists and special ed staff being dedicated to a particular grade we're looking to finding a schedule that would let them get pulled out for ADDITIONAL reading instruction. Currently, sped students are pulled out and RR students have us reading specialists pushing it. Much of our time is spent driving the classroom instruction and not being able to attend to our students on our caseload. So, going forward if we could find slots during the day in which, for example 5th grade students would receive services, we'd all work to provide them with phonics, fluency and/or comprehension small group instruction that would be in addition to their in class reading instruction. It would most likely involve shifting staff schedules to either come in early and leave early or the opposite in an attempt to provide much of the 5th grade support before and after school. We'd specialize in areas of reading rather than a grade level as we currently do. Has anyone tried this model? Has it been successful and what do we need to do Not sure if this is of any help. I ended up asking my own questions. Norma Baker, Reading specialist Grafton Elementary School Grafton, MA “Death is not the greatest loss in life. The greatest loss is what dies inside us while we live.” -- Original Message -- From: Lisa McGilloway lisamcgill...@yahoo.com To: Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org Subject: [MOSAIC] RTI - Any info on AIMS Web? Date: Sun, 7 Feb 2010 07:34:36 -0800 (PST) Hi to all- I have been a 'voyeur' on the site for quite a while now
Re: [MOSAIC] RTI - Any info on AIMS Web?
The maze test is suppose to be the comprehension part. It is a cloze activity that has the students choose the correct words from a choice of 3. I don't like the comprehension part because I would like it to be higher level thinking versus simply a cloze activity. But, at least the Maze test is better than nothing for a comprehension test like the DIBELS program. As for the math, there are two tests that I know of - one is a math computation and the other is a problem solving test. We don't use EDM so I'm not sure they correlate. The reports are easy to generate once all the scores have been loaded into the program. Loading the scores in is also very easy. Jenni ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe 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 - Any info on AIMS Web?
Math Concepts and Applications (brand new to AIMSweb) has MAJOR concept-at-appropriate-level problems for any series. Contrary to NCTM. Would not use. Sent from my BlackBerry Smartphone provided by Alltel -Original Message- From: Lisa McGilloway lisamcgill...@yahoo.com Date: Sun, 7 Feb 2010 12:29:14 To: Mosaic: A Reading Comprehension Strategies Email Groupmosaic@literacyworkshop.org Subject: Re: [MOSAIC] RTI - Any info on AIMS Web? Thanks so much for the response about AIMS web. If you have a minute I have a few other questions: Do you find it easy to use and generate reports? What do you think of the comprehension piece (not sure what a comprehension 'maze' is?)? What about the Math portion? We use Everyday Math and I am curious as to how it may correlate with that. Thanks so much for any information you can share! Lisa --- On Sun, 2/7/10, Yingling yingli...@frontiernet.net wrote: From: Yingling yingli...@frontiernet.net Subject: Re: [MOSAIC] RTI - Any info on AIMS Web? To: Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org Date: Sunday, February 7, 2010, 1:35 PM We've been using AIMSWeb for 3 years now for at least K-5 (I think maybe higher also). The fluency CBMs are just like DIBELS. Aimsweb also has a comprehension maze test and a couple of math tests. It gives a lot of reports as to how a student is doing based on class, school, etc... It's an okay start as to identifying students for RTI services. I don't think you should use it solely to place students into RTI intervention 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. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe 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 - Any info on AIMS Web?
Keep us informed! Have you read richard allington's book on struggling readers! Sent from my BlackBerry Smartphone provided by Alltel -Original Message- From: hutch1...@juno.com hutch1...@juno.com Date: Sun, 7 Feb 2010 18:05:31 To: mosaic@literacyworkshop.org Subject: Re: [MOSAIC] RTI - Any info on AIMS Web? Hi Lisa, Our K-2 does DIBELS and Reading a-z for comprehension. I work in the 3-5 building. We use a-z and will next year use DIBELS on those that perform poorly on that assessment. It is not an ideal assessment, but we still feel it was the best choice. DRA doesn't have a non-fiction component which is all we're using from a-z. Also the DRA takes much longer to use and is more expensive. The QRI doesn't give definitive levels - just are the students above, on or below grade level. What we're looking towards next year is to make less distinction between who is special ed. and who is remedial reading. Oftentimes there are sped students in the classes in which I work which are performing on a higher level than the RR students. I think it just depends on who they've had for teachers and whether their parents advocate for them. (I'm not talking about the low-end spec. ed students. Rather than reading specialists and special ed staff being dedicated to a particular grade we're looking to finding a schedule that would let them get pulled out for ADDITIONAL reading instruction. Currently, sped students are pulled out and RR students have us reading specialists pushing it. Much of our time is spent driving the classroom instruction and not being able to attend to our students on our caseload. So, going forward if we could find slots during the day in which, for example 5th grade students would receive services, we'd all work to provide them with phonics, fluency and/or comprehension small group instruction that would be in addition to their in class reading instruction. It would most likely involve shifting staff schedules to either come in early and leave early or the opposite in an attempt to provide much of the 5th grade support before and after school. We'd specialize in areas of reading rather than a grade level as we currently do. Has anyone tried this model? Has it been successful and what do we need to do Not sure if this is of any help. I ended up asking my own questions. Norma Baker, Reading specialist Grafton Elementary School Grafton, MA “Death is not the greatest loss in life. The greatest loss is what dies inside us while we live.” -- Original Message -- From: Lisa McGilloway lisamcgill...@yahoo.com To: Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org Subject: [MOSAIC] RTI - Any info on AIMS Web? Date: Sun, 7 Feb 2010 07:34:36 -0800 (PST) Hi to all- I have been a 'voyeur' on the site for quite a while now and have found many of your comments and suggestions helpful. I am a member of our district's RTI committee and we are currently looking at ways to 'roll out' our RTI from grades K-2 into grades 3 and up. We use DIBELS as one of our screening measures with this early population but are thinking it won't meet our needs as we move into the higher grades. Does anyone have any information on AIMS Web? It was suggested that we look into it as an alternative to DIBELS or to use starting in grades 3 and up? Thanks so much for your help and suggestions. Lisa Grade 6 Teacher/RTI Committee ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive. Diet Help Cheap Diet Help Tips. Click here. http://thirdpartyoffers.juno.com/TGL2131/c?cp=GlRVPOecsxJMqrJdTfg4zgAAJz1RZyvLSDbNg1QwuFrBBUaOAAYAAADNAAAYQAA= ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe 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 - Any info on AIMS Web?
Everything is easy: entering scores, choosing and printing graphs,etc. What is hard is keeping people from generalizing info obtained about a child in a very short amount of time into data about a child which they trust more than their own data. Sent from my BlackBerry Smartphone provided by Alltel -Original Message- From: Lisa McGilloway lisamcgill...@yahoo.com Date: Sun, 7 Feb 2010 12:29:14 To: Mosaic: A Reading Comprehension Strategies Email Groupmosaic@literacyworkshop.org Subject: Re: [MOSAIC] RTI - Any info on AIMS Web? Thanks so much for the response about AIMS web. If you have a minute I have a few other questions: Do you find it easy to use and generate reports? What do you think of the comprehension piece (not sure what a comprehension 'maze' is?)? What about the Math portion? We use Everyday Math and I am curious as to how it may correlate with that. Thanks so much for any information you can share! Lisa --- On Sun, 2/7/10, Yingling yingli...@frontiernet.net wrote: From: Yingling yingli...@frontiernet.net Subject: Re: [MOSAIC] RTI - Any info on AIMS Web? To: Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org Date: Sunday, February 7, 2010, 1:35 PM We've been using AIMSWeb for 3 years now for at least K-5 (I think maybe higher also). The fluency CBMs are just like DIBELS. Aimsweb also has a comprehension maze test and a couple of math tests. It gives a lot of reports as to how a student is doing based on class, school, etc... It's an okay start as to identifying students for RTI services. I don't think you should use it solely to place students into RTI intervention 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. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe 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 - Any info on AIMS Web?
Basically the maze test may test comprehension, but it is only comprehension at the sentence level, not paragraph or passage. For us, it is also an unfortunate measure of a child's home language register. A lot is gained or lost with the sound right test. Sent from my BlackBerry Smartphone provided by Alltel -Original Message- From: Yingling yingli...@frontiernet.net Date: Sun, 7 Feb 2010 15:22:51 To: Mosaic: A Reading Comprehension Strategies Email Groupmosaic@literacyworkshop.org Subject: Re: [MOSAIC] RTI - Any info on AIMS Web? The maze test is suppose to be the comprehension part. It is a cloze activity that has the students choose the correct words from a choice of 3. I don't like the comprehension part because I would like it to be higher level thinking versus simply a cloze activity. But, at least the Maze test is better than nothing for a comprehension test like the DIBELS program. As for the math, there are two tests that I know of - one is a math computation and the other is a problem solving test. We don't use EDM so I'm not sure they correlate. The reports are easy to generate once all the scores have been loaded into the program. Loading the scores in is also very easy. Jenni ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe 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 - Any info on AIMS Web?
And vice versa, I'm sure. Sent from my BlackBerry Smartphone provided by Alltel -Original Message- From: EDWARD JACKSON lori_jack...@q.com Date: Sun, 7 Feb 2010 22:31:42 To: mosaic@literacyworkshop.org Subject: Re: [MOSAIC] RTI - Any info on AIMS Web? No first hand experience but word of mouth has not been good. My husband's school is dissatisfied because kids that do well with this measure are not doing well with other measures. Lori Jackson M.Ed.Reading Specialist Broken Bow, NE EMAILING FOR THE GREATER GOOD Join me Date: Sun, 7 Feb 2010 07:34:36 -0800 From: lisamcgill...@yahoo.com To: mosaic@literacyworkshop.org Subject: [MOSAIC] RTI - Any info on AIMS Web? Hi to all- I have been a 'voyeur' on the site for quite a while now and have found many of your comments and suggestions helpful. I am a member of our district's RTI committee and we are currently looking at ways to 'roll out' our RTI from grades K-2 into grades 3 and up. We use DIBELS as one of our screening measures with this early population but are thinking it won't meet our needs as we move into the higher grades. Does anyone have any information on AIMS Web? It was suggested that we look into it as an alternative to DIBELS or to use starting in grades 3 and up? Thanks so much for your help and suggestions. Lisa Grade 6 Teacher/RTI Committee ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe 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 - Any info on AIMS Web?
Read Goodman's book about DIBELS and substitute the word AIMSweb. You'd be right on about AIMSweb info. Maze is a cloze test that is multiple choice. Sent from my BlackBerry Smartphone provided by Alltel -Original Message- From: Lisa McGilloway lisamcgill...@yahoo.com Date: Sun, 7 Feb 2010 13:32:37 To: Mosaic: A Reading Comprehension Strategies Email Groupmosaic@literacyworkshop.org Subject: Re: [MOSAIC] RTI - Any info on AIMS Web? Norma- Thanks so much for your detailed response. It gave me some information and some more questions myself. I am not familiar with Reading A-Z. We currently administer DRA's to all students at the beginning of the year. The kits that we use do have nonfiction as well as fiction to choose from. I don't feel it's a perfect assessment, but it is easy to administer and provides a look at all students' fluency, comprehension, use of reading strategies, and writing skills. Our SpEd and BSI (Basic Skills Instructors) administer other assessments on an as needed basis in response to students in their case loads. I found the way you classify your students interesting - in our district, Resource Room students are a branch of SpEd. We also use mostly a push-in model though we do have some pull out for Math. Our BSI teachers teach what would probably be considered your 'remedial' students who are identified based on their below proficiency scores on our state assessment (NJ). They are not considered part of SpEd. We are short staffed and find that our teachers are doing it all much as you described. They currently work with grade levels rather than specific areas. Although I am a certified Reading Specialist, I work primarily as a classroom teacher although I am generally given the Resource Room and below level students. We wish we could provide time to pull out students in those small targeted groups as you described but there seems to be not enough staff and not enough time. The before and after school model sounds interesting but would likely cost money which, again, we don't have. Are you talking about staff flexing their days so that they would come in earlier or stay later to provide these targeted groups? That sounds interesting. Teachers feel that DIBELS won't meet the needs of the students as we move our RTI out of our primary buildings and into our intermediate (3-6). This was where the suggestion of using AIMS web came from. Some want to continue the DRA in K-2 then shift to AIMS web in grades 3 and up. I am currently trying to do some research about this idea. Thanks again...Lisa --- On Sun, 2/7/10, hutch1...@juno.com hutch1...@juno.com wrote: From: hutch1...@juno.com hutch1...@juno.com Subject: Re: [MOSAIC] RTI - Any info on AIMS Web? To: mosaic@literacyworkshop.org Date: Sunday, February 7, 2010, 1:05 PM Hi Lisa, Our K-2 does DIBELS and Reading a-z for comprehension. I work in the 3-5 building. We use a-z and will next year use DIBELS on those that perform poorly on that assessment. It is not an ideal assessment, but we still feel it was the best choice. DRA doesn't have a non-fiction component which is all we're using from a-z. Also the DRA takes much longer to use and is more expensive. The QRI doesn't give definitive levels - just are the students above, on or below grade level. What we're looking towards next year is to make less distinction between who is special ed. and who is remedial reading. Oftentimes there are sped students in the classes in which I work which are performing on a higher level than the RR students. I think it just depends on who they've had for teachers and whether their parents advocate for them. (I'm not talking about the low-end spec. ed students. Rather than reading specialists and special ed staff being dedicated to a particular grade we're looking to finding a schedule that would let them get pulled out for ADDITIONAL reading instruction. Currently, sped students are pulled out and RR students have us reading specialists pushing it. Much of our time is spent driving the classroom instruction and not being able to attend to our students on our caseload. So, going forward if we could find slots during the day in which, for example 5th grade students would receive services, we'd all work to provide them with phonics, fluency and/or comprehension small group instruction that would be in addition to their in class reading instruction. It would most likely involve shifting staff schedules to either come in early and leave early or the opposite in an attempt to provide much of the 5th grade support before and after school. We'd specialize in areas of reading rather than a grade level as we currently do. Has anyone tried this model? Has it been successful and what do we need to do Not sure if this is of any help. I ended up asking my own questions. Norma Baker, Reading specialist Grafton Elementary School
Re: [MOSAIC] RTI - Any info on AIMS Web?
Boy all the comments I'm reading are exactly what I've noticed about using the AIMS Web in my school. How is it gaining such popularity? It doesn't seem like many people really like it. I know it is quick and makes jazzy, colorful graphs. . .but so what! Maybe it will start losing momentum soon. (I sure hope so.) Jeanne - Original Message - From: EDWARD JACKSON lori_jack...@q.com To: mosaic@literacyworkshop.org Sent: Sunday, February 07, 2010 4:31 PM Subject: Re: [MOSAIC] RTI - Any info on AIMS Web? No first hand experience but word of mouth has not been good. My husband's school is dissatisfied because kids that do well with this measure are not doing well with other measures. Lori Jackson M.Ed.Reading Specialist Broken Bow, NE EMAILING FOR THE GREATER GOOD Join me Date: Sun, 7 Feb 2010 07:34:36 -0800 From: lisamcgill...@yahoo.com To: mosaic@literacyworkshop.org Subject: [MOSAIC] RTI - Any info on AIMS Web? Hi to all- I have been a 'voyeur' on the site for quite a while now and have found many of your comments and suggestions helpful. I am a member of our district's RTI committee and we are currently looking at ways to 'roll out' our RTI from grades K-2 into grades 3 and up. We use DIBELS as one of our screening measures with this early population but are thinking it won't meet our needs as we move into the higher grades. Does anyone have any information on AIMS Web? It was suggested that we look into it as an alternative to DIBELS or to use starting in grades 3 and up? Thanks so much for your help and suggestions. Lisa Grade 6 Teacher/RTI Committee ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe 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 - Any info on AIMS Web?
Yeah Lisa, I did mean flex staffing. Which someone else mentioned Richard Allington's book on Struggling Readers. That's where I got the idea. We have 3 reading specialists in my building. One other and myself come in early 3 days a week (and leave early). We're doing fluency work with 3rd graders trying to alleviate some of the need before we get them. She does 5th and I do 4th currently. Obviously this is with only some of those who need help and is dependent on them getting rides. We did it for the 1st half of the year. 5 out of 11 moved out and now see the other reading specialist once a week and we're now seeing the rest of them and 5 new kids moved into the open slots. We just felt that if we could assist some that were good candidates for fluency intervention (which doesn't solve the problem for everyone) that hopefully our caseloads would eventually go down. A recent PD day in which the reading spec. from K-2, 3-5 and 6th grade met, we found out that 2nd grade were teaching things that kids are expected to learn in 3rd and 4th and other things are being left out. Hopefully going forward this will improve and we'll see less gaps. Based on Allington's book I've been trying to advocate since I got to this district a couple of years ago that all sped teachers, reading spec. and the music dept staff do flex hours. 1/2 come in early and leave early and the other 1/2 the opposite. Band is an hour for 5th graders once a week. It ends up being down time for the rest of the 5th graders. Then there's chorus and instrument lessons.. I in no way think this should go away, but rather think it could be done primarily before and after school. Some of my remedial reading students leave during reading for their instrument lesson. Duh! They're not only not getting extra instruction, they're not even getting the regular amt. If we could offer 30 min of intense phonics, or fluency or comprehension before and after school to all of those who are able to get there.. It just makes more sense. Then it would be additional reading instruction rather than supplanting which is what it's supposed to be. norma “Death is not the greatest loss in life. The greatest loss is what dies inside us while we live.” -- Original Message -- From: Lisa McGilloway lisamcgill...@yahoo.com To: Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org Subject: Re: [MOSAIC] RTI - Any info on AIMS Web? Date: Sun, 7 Feb 2010 13:32:37 -0800 (PST) Norma-     Thanks so much for your detailed response. It gave me some information and some more questions myself.     I am not familiar with Reading A-Z. We currently administer DRA's to all students at the beginning of the year. The kits that we use do have nonfiction as well as fiction to choose from. I don't feel it's a perfect assessment, but it is easy to administer and provides a look at all students' fluency, comprehension, use of reading strategies, and writing skills. Our SpEd and BSI (Basic Skills Instructors) administer other assessments on an as needed basis in response to students in their case loads.      I found the way you classify your students interesting - in our district, Resource Room students are a branch of SpEd. We also use mostly a push-in model though we do have some pull out for Math. Our BSI teachers teach what would probably be considered your 'remedial' students who are identified based on their below proficiency scores on our state assessment (NJ). They are not considered part of SpEd.      We are short staffed and find that our teachers are doing it all much as you described. They currently work with grade levels rather than specific areas. Although I am a certified Reading Specialist, I work primarily as a classroom teacher although I am generally given the Resource Room and below level students. We wish we could provide time to pull out students in those small targeted groups as you described but there seems to be not enough staff and not enough time. The before and after school model sounds interesting but would likely cost money which, again, we don't have. Are you talking about staff flexing their days so that they would come in earlier or stay later to provide these targeted groups? That sounds interesting.      Teachers feel that DIBELS won't meet the needs of the students as we move our RTI out of our primary buildings and into our intermediate (3-6). This was where the suggestion of using AIMS web came from. Some want to continue the DRA in K-2 then shift to AIMS web in grades 3 and up. I am currently trying to do some research about this idea.      Thanks again...Lisa --- On Sun, 2/7/10, hutch1...@juno.com hutch1...@juno.com wrote: From: hutch1...@juno.com hutch1...@juno.com Subject: Re: [MOSAIC] RTI - Any info on AIMS Web? To: mosaic@literacyworkshop.org Date
Re: [MOSAIC] RTI - Any info on AIMS Web?
I'm not a classroom teacher, I'm a reading specialist. We use Everyday Math and I know the 1st grade teachers I work with don't like the math portion of the AIMS Web. Generating reports is very easy but as others mentioned earlier, we already have information about who needs help and who is doing okay. It's just 3 days per year I don't get to teach because I'm testing. Between benchmarking 3 times per year and all the progress monitoring the teachers have to do, there is less time for them to teach too. The poor students are yet again tested. The poor things, in my opinion are already over tested. After giving the AIMS Web, in my school anyway, we then pick interventions that are researched based one size fits all programs. They may be implemented by a teacher, a 5th grader, a HS student, a computer program or just about anyone or anything they can get their hands on. Isn't that grand! Another thing that someone else mentioned, I'm noticing too. It seems like the students who we see as doing well in the classroom don't necessarily do well on the test and vice versa. Students who self-correct while reading or think about meaning don't do as well because the timed reading portion is all based on speed. Isn't that what we want students to do when they are reading, read really fast and not think about what they are reading? (JK!) Argh! - Original Message - From: Lisa McGilloway lisamcgill...@yahoo.com To: Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org Sent: Sunday, February 07, 2010 2:29 PM Subject: Re: [MOSAIC] RTI - Any info on AIMS Web? Thanks so much for the response about AIMS web. If you have a minute I have a few other questions: Do you find it easy to use and generate reports? What do you think of the comprehension piece (not sure what a comprehension 'maze' is?)? What about the Math portion? We use Everyday Math and I am curious as to how it may correlate with that. Thanks so much for any information you can share! Lisa --- On Sun, 2/7/10, Yingling yingli...@frontiernet.net wrote: From: Yingling yingli...@frontiernet.net Subject: Re: [MOSAIC] RTI - Any info on AIMS Web? To: Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org Date: Sunday, February 7, 2010, 1:35 PM We've been using AIMSWeb for 3 years now for at least K-5 (I think maybe higher also). The fluency CBMs are just like DIBELS. Aimsweb also has a comprehension maze test and a couple of math tests. It gives a lot of reports as to how a student is doing based on class, school, etc... It's an okay start as to identifying students for RTI services. I don't think you should use it solely to place students into RTI intervention 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. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe 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 - Any info on AIMS Web?
What do you mean by this statement about the MCAP test on Aimsweb? Thanks, Jenni Subject: Re: [MOSAIC] RTI - Any info on AIMS Web? Math Concepts and Applications (brand new to AIMSweb) has MAJOR concept-at-appropriate-level problems for any series. Contrary to NCTM. Would not use. Sent from my BlackBerry Smartphone provided by Alltel ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe 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 sos for kdgn, asap:)
Would your school approve TeacherTube videos? You may find some there. Date: Thu, 12 Nov 2009 07:28:55 -0600 From: kinderd...@gmail.com To: mosaic@literacyworkshop.org Subject: Re: [MOSAIC] rti sos for kdgn, asap:) Thanks for letting me know. However, we cannot view YouTube at school and most/all the videos I saw were from YouTube. thax though.k On Wed, Nov 11, 2009 at 9:27 PM, Kare kare.to.rep...@gmail.com wrote: My kindergarten ELLs love to learn with the videos from http://www.watchknow.org/ If you click on the Language Arts section and then choose Learning to Read you will find videos to support phonemic awareness, vocabulary development, and basic reading concepts. One subcategory features videos using simple speech with text on screen. Kare On Wed, Nov 11, 2009 at 9:50 AM, kelley dean kinderd...@gmail.com wrote: Really, I am struggling for fresh, explicit lessons for helping my ELL's and my struggling learners. If you can help, I would appreciate it. kjd ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe 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. _ Hotmail: Trusted email with powerful SPAM protection. http://clk.atdmt.com/GBL/go/177141665/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 sos for kdgn, asap:)
I am a K-1, Title I reading teacher. For my K-kids that have weak phonemic awareness skills, I use Phonemic Awareness in Young Children (Marilyn Adams). The kids and I enjoy the lessons and I have found it to always work. Here are some other things I use and that my kids and I find engaging: Vocabulary and comprehension: Talkies (Lindamood Bell) Vocabulary issues are bigger than I ever imagined. Talkies involves movement and play. For phonics and sight words, I try to be as congruent as possible with the HM series their classroom teachers are using. I try to make sure at least 1/2 of every session is spent reading real books. I use a lot of things from National Geographic's series, Windows on Literacy. Awesome, real photographs of non-fiction topics. For decodable I use Wright Group Phonics books but only the ones mid-way through the series because they actually have an understandable story line and I can't stand decodable with no meaning or do-able syntax. My best training came from Donna Scanlon, formerly at SUNY Albany. She and Frank Vellutino conducted the First Grade studies and came up with something called the Interactive Strategies Approach. It's not available commercially. It involves flexible use of strategies and lots and lots of real reading. cathy In a message dated 11/11/2009 7:12:35 P.M. Eastern Standard Time, kinderd...@gmail.com writes: Really, I am struggling for fresh, explicit lessons for helping my ELL's and my struggling learners. If you can help, I would appreciate it. kjd -- 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. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe 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 phas...@bridgeportedu.net 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 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 Groupmosaic@literacyworkshop.org 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 sos for kdgn, asap:)
Thanks for letting me know. However, we cannot view YouTube at school and most/all the videos I saw were from YouTube. thax though.k On Wed, Nov 11, 2009 at 9:27 PM, Kare kare.to.rep...@gmail.com wrote: My kindergarten ELLs love to learn with the videos from http://www.watchknow.org/ If you click on the Language Arts section and then choose Learning to Read you will find videos to support phonemic awareness, vocabulary development, and basic reading concepts. One subcategory features videos using simple speech with text on screen. Kare On Wed, Nov 11, 2009 at 9:50 AM, kelley dean kinderd...@gmail.com wrote: Really, I am struggling for fresh, explicit lessons for helping my ELL's and my struggling learners. If you can help, I would appreciate it. kjd ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe 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 sos for kdgn, asap:)
We are not able to get YouTube at school either, yet the WatchKnow site is able to be viewed. There is no reason for a school district to block WatchKnow. It is a site specifically developed for children. Kare On Thu, Nov 12, 2009 at 5:28 AM, kelley dean kinderd...@gmail.com wrote: Thanks for letting me know. However, we cannot view YouTube at school and most/all the videos I saw were from YouTube. thax though.k ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe 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 borch...@vcn.com Date: Wed, 11 Nov 2009 19:23:03 To: Mosaic: A Reading Comprehension Strategies Email Groupmosaic@literacyworkshop.org Subject: Re: [MOSAIC] RtI Original Message - From: wr...@att.net 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. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe 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 borch...@vcn.com wrote: Original Message - From: wr...@att.net 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
His book does just that. Great research information in his book. On 11/10/09 3:27 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 Groupmosaic@literacyworkshop.org 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 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 Groupmosaic@literacyworkshop.org 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 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 Groupmosaic@literacyworkshop.org 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 jgou...@hotmail.com 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 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 Groupmosaic@literacyworkshop.org 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: wr...@att.net 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.
Re: [MOSAIC] rti sos for kdgn, asap:)
My kindergarten ELLs love to learn with the videos from http://www.watchknow.org/ If you click on the Language Arts section and then choose Learning to Read you will find videos to support phonemic awareness, vocabulary development, and basic reading concepts. One subcategory features videos using simple speech with text on screen. Kare On Wed, Nov 11, 2009 at 9:50 AM, kelley dean kinderd...@gmail.com wrote: Really, I am struggling for fresh, explicit lessons for helping my ELL's and my struggling learners. If you can help, I would appreciate it. kjd ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe 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 borch...@vcn.com Date: Wed, 11 Nov 2009 19:23:03 To: Mosaic: A Reading Comprehension Strategies Email Groupmosaic@literacyworkshop.org Subject: Re: [MOSAIC] RtI Original Message - From: wr...@att.net 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. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe 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
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 march...@hawthorn73.org 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
Re: [MOSAIC] RtI
we have investigations (plus some of our own). On Sat, Aug 29, 2009 at 11:39 PM, Nicole Rinehardt rinehar...@yahoo.comwrote: Did you use AIMSweb for math? From: Yingling yingli...@frontiernet.net 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: wr...@att.net 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
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
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 march...@hawthorn73.orgwrote: 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 march...@hawthorn73.org 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 yingli...@frontiernet.net 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: wr...@att.net 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.
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 march...@hawthorn73.orgwrote: 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 march...@hawthorn73.org 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
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=668072hmpgID=115bcd =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: wr...@att.net 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.
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 thedo...@comcast.net 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=668072hmpgID=115bcd =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
Richard Allington's book What Really Matters in Response to Intervention: Research-based Designs (Allyn Bacon) was referred by Debbie Miller at a workshop that I attended in December. If you go to Allyn Bacon's website you can find out more about it. Katie in NC Carol said: I am on a school-wide committee working to create a district document outlining RTI. My group has the large task of compiling resources for literacy interventions and literacy progress monitoring assessments...HELP!! Can anyone recommend resources, web-sites, professional books, etc? Also have you developed a way to get these resources into the hands of classroom teachers and support staff? Any and all help is appreciated. Carol Spinello Literacy Specialist ** IMPORTANT: In compliance with federal law, the Rowan-Salisbury School System administers all educational programs, employment activities and admissions without discrimination because of race, religion, national or ethnic origin, color, age, military service, disability, or gender, except where exemption is appropriate and allowed by law. The contents of this email and any attachments are confidential. They are intended for the named recipient(s) only. If you have received this email in error, please notify the system manager or the sender immediately and do not disclose the contents to anyone or make copies thereof. *** eSafe scanned this email for viruses, vandals, and malicious content. *** ** ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe 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 is a VERY good book! I'd highly recommend it. Sent from my BlackBerry Smartphone provided by Alltel -Original Message- From: Kathleen B. Linker linke...@rss.k12.nc.us Date: Sat, 28 Mar 2009 19:07:16 To: Mosaic: A Reading Comprehension Strategies EmailGroupmosaic@literacyworkshop.org Subject: Re: [MOSAIC] RtI Richard Allington's book What Really Matters in Response to Intervention: Research-based Designs (Allyn Bacon) was referred by Debbie Miller at a workshop that I attended in December. If you go to Allyn Bacon's website you can find out more about it. Katie in NC Carol said: I am on a school-wide committee working to create a district document outlining RTI. My group has the large task of compiling resources for literacy interventions and literacy progress monitoring assessments...HELP!! Can anyone recommend resources, web-sites, professional books, etc? Also have you developed a way to get these resources into the hands of classroom teachers and support staff? Any and all help is appreciated. Carol Spinello Literacy Specialist ** IMPORTANT: In compliance with federal law, the Rowan-Salisbury School System administers all educational programs, employment activities and admissions without discrimination because of race, religion, national or ethnic origin, color, age, military service, disability, or gender, except where exemption is appropriate and allowed by law. The contents of this email and any attachments are confidential. They are intended for the named recipient(s) only. If you have received this email in error, please notify the system manager or the sender immediately and do not disclose the contents to anyone or make copies thereof. *** eSafe scanned this email for viruses, vandals, and malicious content. *** ** ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe 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 interventions and Progress Monitoring
Last summer I got a book from Amazon and it covered various kinds of intervention. I don't have it with me now, but it was a yellow book and I am thinking the title was RTI - I will look later today to confirm - sorry to be so vague. SPINELLO, Carol cspine...@branford.k12.ct.us 3/27/2009 10:49 am Hello Everyone, I am on a school-wide committee working to create a district document outlining RTI. My group has the large task of compiling resources for literacy interventions and literacy progress monitoring assessments...HELP!! Can anyone recommend resources, web-sites, professional books, etc? Also have you developed a way to get these resources into the hands of classroom teachers and support staff? Any and all help is appreciated. Carol Spinello Literacy Specialist John B. Sliney School Branford, CT ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe 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 interventions and Progress Monitoring
You might consider The Textmapping Project website. Here's a good page to start at: * http://www.textmapping.org/whWorkshopNotes.html Best of luck, Dave Middlebrook The Textmapping Project A resource for teachers improving reading comprehension skills instruction. www.textmapping.org | Please share this site with your colleagues! USA: (609) 771-1781 dmiddlebr...@textmapping.org - Original Message - From: SPINELLO, Carol cspine...@branford.k12.ct.us To: 'Mosaic: A Reading Comprehension Strategies Email Group' mosaic@literacyworkshop.org Sent: Friday, March 27, 2009 10:49 AM Subject: [MOSAIC] RTI interventions and Progress Monitoring Hello Everyone, I am on a school-wide committee working to create a district document outlining RTI. My group has the large task of compiling resources for literacy interventions and literacy progress monitoring assessments...HELP!! Can anyone recommend resources, web-sites, professional books, etc? Also have you developed a way to get these resources into the hands of classroom teachers and support staff? Any and all help is appreciated. Carol Spinello Literacy Specialist John B. Sliney School Branford, CT ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe 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 interventions and Progress Monitoring
Our school district is part of an initiative called MiBLSi Michigan's Integrated Behavior and Learning Support Initiative and their website has resources and guidance for school teams. Check it out http://www1.cenmi.org/miblsi/ Darene Sutter Special Education Teacher Madison Elementary Manistee Area Public School -Original Message- From: mosaic-boun...@literacyworkshop.org [mailto:mosaic-boun...@literacyworkshop.org] On Behalf Of Sheryl Gowan Sent: Friday, March 27, 2009 12:06 PM To: 'Mosaic: A Reading Comprehension Strategies Email Group' Subject: Re: [MOSAIC] RTI interventions and Progress Monitoring Last summer I got a book from Amazon and it covered various kinds of intervention. I don't have it with me now, but it was a yellow book and I am thinking the title was RTI - I will look later today to confirm - sorry to be so vague. SPINELLO, Carol cspine...@branford.k12.ct.us 3/27/2009 10:49 am Hello Everyone, I am on a school-wide committee working to create a district document outlining RTI. My group has the large task of compiling resources for literacy interventions and literacy progress monitoring assessments...HELP!! Can anyone recommend resources, web-sites, professional books, etc? Also have you developed a way to get these resources into the hands of classroom teachers and support staff? Any and all help is appreciated. Carol Spinello Literacy Specialist John B. Sliney School Branford, CT ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe 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 am actually involved in an RtI project using the Strategic Instruction Model out of University of Kansas, Lawrence, Kansas. This website below is my old district's RtI Information Central site. Their link page has good stuff. Gina http://classroom.leanderisd.org/webs/RTI/download.htm _ Internet Explorer 8 – Get your Hotmail Accelerated. Download free! http://clk.atdmt.com/MRT/go/141323790/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 purchased programs
In regards to purchased programs or not... I feel like the issue isn't so much as to whether it is a purchased program, or instructional strategy you use in your classroom... The issue is whether or not you have solid reason to feel confident that the method gets results. Gina _ Windows Live™: Keep your life in sync. http://windowslive.com/explore?ocid=TXT_TAGLM_WL_t1_allup_explore_012009 ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe 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 Interventions
Yes, we also administer Rigby Pm Benchmarks or QRI's on every child. The district is strictly focused on Dibels. These students are reading on grade level but are careful thoughtful readers. They are applying strategies they are being taught that are not part of the Dibels testing. Susan - Original Message - From: pat wilson pwil...@crmail.k12.ar.us To: Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org Sent: Sunday, January 18, 2009 11:04:18 AM GMT -05:00 US/Canada Eastern Subject: Re: [MOSAIC] RTI Interventions Do the teachers administer running records or accuracy checks on the second read of the student's small group reading book? If they students are reading on grade level, then these assessments should show they are reading the text at 95% or higher. I would also suggest using a comprehension rubric to make sure they are able to comprehend this grade level text. I am finding that the students that aren't able to meet the benchmark really have a decoding issue that is keeping them from fluently decoding the passage. So, they receive targeted interventions and move out of them asap. Trish - Original Message - From: mosaic-boun...@literacyworkshop.org on behalf of rogers...@comcast.net Sent: Sat, 1/17/2009 9:38pm To: Mosaic: A Reading Comprehension Strategies Email Group Subject: Re: [MOSAIC] RTI Interventions We use DIBELS as our universal screener and I hate it! We have students in our school who have to participate in intervention groups who are reading on grade level just not fast enough to benchmark in DIBELS. Susan Original Message - From: Deb Green dgreen81...@gmail.com To: Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org Sent: Saturday, January 17, 2009 7:00:11 AM GMT -05:00 US/Canada Eastern Subject: [MOSAIC] RTI Interventions One question I have is what is everyone using for universal screeners that shows increments of change? (beyond the obvious OBS/DRA etc.) Thanks, Deb G On Fri, Jan 16, 2009 at 11:02 PM, Beverlee Paul beverleep...@gmail.comwrote: So...I'm rapidly forming a picture that I'm hoping is premature and incorrect: Do almost all of you do purchased programs for interventions? I'd love to hear from some of you who provide increased instruction within your existing literacy program, or smaller groups, or individual help...something that increases the engaged time but isn't really a program? On Fri, Jan 16, 2009 at 7:23 PM, re...@aol.com wrote: Thanks, Jen, for your reply.? I'll look into SIPPS.? We've been talking about Fundations for gr. 1 students who are struggling with fluency and cracking that code.? Wilson is painful, but for the 2 second grade students I have in it who are getting great instruction in comprehension and leveled text in class, it's working.? And they're so proud of themselves! Martha -Original Message- From: cnjpal...@aol.com To: mosaic@literacyworkshop.org Sent: Thu, 15 Jan 2009 8:39 pm Subject: Re: [MOSAIC] Interventions Martha I do mainly the in class support and I supervise and train the staff working in the intervention programs. I do an occasional pull out group to learn the programs I must supervise. I am Wilson trained, but only two special educators are using it with a few tough cases. I cannot take teaching it. I like SIPPS the best of all of them... (SIPPS stands for Systematic Instruction in Phonics Phonemic Awareness and Sight words.) They do not pretend to teach comprehension and I don't agree with all of the philosophy behind it. I think that some of the research they quote in the rationale was misinterpreted. With some tweaking though, it has some good aspects when combined with balanced literacy instruction in the classroom. The aides can do SIPPS with some supervision. We are seeing some results in first grade...less in second and third but that makes sense since research tells us that phonics instruction is really only effective in grade K and 1. Fundations, (Wilson for primary) is working well in Kindergarten (I am coteaching this one) for 20 minutes a day...but again, the teachers in K are very strong in teaching comprehension at other times during the day. It seems to have escaped the deadly slow pace of Wilson for intermediate aged kids. The jury is out on Fluency Formula but Soar to Success seems to be keeping our kids with comprehension problems reading and interested. With a very few tweaks, it requires kids to actually think! Jennifer The effectiveness of the intervention is depending upon In a message dated 1/13/2009 10:03:51 P.M. Eastern Standard Time, re...@aol.com writes: That said
Re: [MOSAIC] RTI Interventions
Do the teachers administer running records or accuracy checks on the second read of the student's small group reading book? If they students are reading on grade level, then these assessments should show they are reading the text at 95% or higher. I would also suggest using a comprehension rubric to make sure they are able to comprehend this grade level text. I am finding that the students that aren't able to meet the benchmark really have a decoding issue that is keeping them from fluently decoding the passage. So, they receive targeted interventions and move out of them asap. Trish - Original Message - From: mosaic-boun...@literacyworkshop.org on behalf of rogers...@comcast.net Sent: Sat, 1/17/2009 9:38pm To: Mosaic: A Reading Comprehension Strategies Email Group Subject: Re: [MOSAIC] RTI Interventions We use DIBELS as our universal screener and I hate it! We have students in our school who have to participate in intervention groups who are reading on grade level just not fast enough to benchmark in DIBELS. Susan Original Message - From: Deb Green dgreen81...@gmail.com To: Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org Sent: Saturday, January 17, 2009 7:00:11 AM GMT -05:00 US/Canada Eastern Subject: [MOSAIC] RTI Interventions One question I have is what is everyone using for universal screeners that shows increments of change? (beyond the obvious OBS/DRA etc.) Thanks, Deb G On Fri, Jan 16, 2009 at 11:02 PM, Beverlee Paul beverleep...@gmail.comwrote: So...I'm rapidly forming a picture that I'm hoping is premature and incorrect: Do almost all of you do purchased programs for interventions? I'd love to hear from some of you who provide increased instruction within your existing literacy program, or smaller groups, or individual help...something that increases the engaged time but isn't really a program? On Fri, Jan 16, 2009 at 7:23 PM, re...@aol.com wrote: Thanks, Jen, for your reply.? I'll look into SIPPS.? We've been talking about Fundations for gr. 1 students who are struggling with fluency and cracking that code.? Wilson is painful, but for the 2 second grade students I have in it who are getting great instruction in comprehension and leveled text in class, it's working.? And they're so proud of themselves! Martha -Original Message- From: cnjpal...@aol.com To: mosaic@literacyworkshop.org Sent: Thu, 15 Jan 2009 8:39 pm Subject: Re: [MOSAIC] Interventions Martha I do mainly the in class support and I supervise and train the staff working in the intervention programs. I do an occasional pull out group to learn the programs I must supervise. I am Wilson trained, but only two special educators are using it with a few tough cases. I cannot take teaching it. I like SIPPS the best of all of them... (SIPPS stands for Systematic Instruction in Phonics Phonemic Awareness and Sight words.) They do not pretend to teach comprehension and I don't agree with all of the philosophy behind it. I think that some of the research they quote in the rationale was misinterpreted. With some tweaking though, it has some good aspects when combined with balanced literacy instruction in the classroom. The aides can do SIPPS with some supervision. We are seeing some results in first grade...less in second and third but that makes sense since research tells us that phonics instruction is really only effective in grade K and 1. Fundations, (Wilson for primary) is working well in Kindergarten (I am coteaching this one) for 20 minutes a day...but again, the teachers in K are very strong in teaching comprehension at other times during the day. It seems to have escaped the deadly slow pace of Wilson for intermediate aged kids. The jury is out on Fluency Formula but Soar to Success seems to be keeping our kids with comprehension problems reading and interested. With a very few tweaks, it requires kids to actually think! Jennifer The effectiveness of the intervention is depending upon In a message dated 1/13/2009 10:03:51 P.M. Eastern Standard Time, re...@aol.com writes: That said... Would you share with us which of your interventions programs you find work best at which grade levels?? How did you determine which program to use with particular students?? Would you also clarifydo the IA's do Wilson, etc. and you do the in class support or do you do both?? -Martha **Inauguration '09: Get complete coverage from the nation's capital. ( http://news.aol.com/main/politics/inauguration?ncid=emlcntusnews0003 ) ___ Mosaic mailing list Mosaic
Re: [MOSAIC] RtI
This is more addressed to secondary teachers, and is not directly related to mosaic of thought, so I promise this will be my only discussion on this site, but it seemed appropriate with all the RtI discussion. If you want to e-mail me about this privately I am glad to talk. As you read the national reports on RtI you'll see that not only are you offering a continum of services, beginning in the classroom and building with additional (outside of the gen ed classroom) time in smaller groups, but you need to be using methods that are researched based. I know that is a can of worms, but I am very comfortable with one model, that is even cited in some of the national material. The Strategic Instruction Model comes out of the University of Kansas in Lawrence. They understood the need for an RtI model before we were talking about it and have spent 30 years research validating their instructional strategies to address struggling learners in this time of information explosion. If you're interested in knowing more this is a good webiste http://www.kucrl.org/ Go to the bottom and click SIM This model utlizes 2 arms...there are instructional routines for the gen. ed classroom to make curriculum access easier for all students, especially struggling. And then for student who prove to need more there are Learning Strategies. Every resource/inclusion/reading teacher I've known to use the strategies tells me it was the first time they knew they were given the students a strategy that was going to serve them year after year in almost all content areas. You can contact KU to obtain information on using it at your site. Gina _ Windows Live™: Keep your life in sync. http://windowslive.com/howitworks?ocid=TXT_TAGLM_WL_t1_allup_howitworks_012009 ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe 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 Interventions
We have similar situations with TPRI.? This is where teacher judgment is needed.? Mary Ann Prevatte -Original Message- From: rogers...@comcast.net To: Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org Sent: Sat, 17 Jan 2009 10:35 pm Subject: Re: [MOSAIC] RTI Interventions We use DIBELS as our universal screener and I hate it!? We have students in our school who have to participate in intervention groups who are reading on grade level just not fast enough to benchmark in DIBELS.? Susan Original Message - From: Deb Green dgreen81...@gmail.com To: Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org Sent: Saturday, January 17, 2009 7:00:11 AM GMT -05:00 US/Canada Eastern Subject: [MOSAIC] RTI Interventions One question I have is what is everyone using for universal screeners that shows increments of change? ?(beyond the obvious OBS/DRA etc.) Thanks, Deb G On Fri, Jan 16, 2009 at 11:02 PM, Beverlee Paul beverleep...@gmail.comwrote: So...I'm rapidly forming a picture that I'm hoping is premature and incorrect: ?Do almost all of you do purchased programs for interventions? I'd love to hear from some of you who provide increased instruction within your existing literacy program, or smaller groups, or individual help...something that increases the engaged time but isn't really a program? On Fri, Jan 16, 2009 at 7:23 PM, re...@aol.com wrote: ?Thanks, Jen, for your reply.? I'll look into SIPPS.? We've been talking about Fundations for gr. 1 students who are struggling with fluency and cracking that code.? Wilson is painful, but for the 2 second grade students I have in it who are getting great instruction in comprehension and leveled text in class, it's working.? And they're so proud of themselves! Martha -Original Message- From: cnjpal...@aol.com To: mosaic@literacyworkshop.org Sent: Thu, 15 Jan 2009 8:39 pm Subject: Re: [MOSAIC] Interventions ?Martha I do mainly the in class support and I supervise and train the staff ?working in the intervention programs. I do an occasional pull out group to ?learn the programs I must supervise. I am Wilson trained, but only two ?special educators are using it with a few tough cases. I cannot take teaching ?it. I like SIPPS the best of all of them... (SIPPS stands for Systematic ?Instruction in Phonics Phonemic Awareness and Sight words.) They do not ?pretend to teach comprehension and I don't agree with all of the philosophy ?behind it. I think that some of the research they quote in the ?rationale was misinterpreted. With some tweaking though, it has some ?good aspects when combined with balanced literacy instruction in the ?classroom. The aides can do SIPPS with some supervision. We are seeing some ?results in first grade...less in second and third but that makes sense since ?research tells us that phonics instruction is really only effective in grade K ?and 1. Fundations, (Wilson for primary) is working well in Kindergarten (I am coteaching this one) for 20 minutes a day...but again, the teachers in K are very strong in teaching comprehension at other times during the day. It seems to have escaped the deadly slow pace of Wilson for intermediate aged kids. The jury is out on Fluency Formula but Soar to Success seems to be keeping our kids with comprehension problems reading and interested. With a very few tweaks, it requires kids to actually think! Jennifer ?The effectiveness of the intervention is depending upon In a message ?dated 1/13/2009 10:03:51 P.M. Eastern Standard Time, re...@aol.com writes: That ?said... Would you share with us which of your interventions programs you ?find work best at which grade levels?? How did you determine which program ?to use with particular students?? Would you also clarifydo the IA's do ?Wilson, etc. and you do the in class support or do you do both?? -Martha **Inauguration '09: ?Get complete coverage from the nation's capital. ( http://news.aol.com/main/politics/inauguration?ncid=emlcntusnews0003 ) ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe 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
Re: [MOSAIC] RTI Interventions
We use DIBELS as our universal screener and I hate it! We have students in our school who have to participate in intervention groups who are reading on grade level just not fast enough to benchmark in DIBELS. Susan Original Message - From: Deb Green dgreen81...@gmail.com To: Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org Sent: Saturday, January 17, 2009 7:00:11 AM GMT -05:00 US/Canada Eastern Subject: [MOSAIC] RTI Interventions One question I have is what is everyone using for universal screeners that shows increments of change? (beyond the obvious OBS/DRA etc.) Thanks, Deb G On Fri, Jan 16, 2009 at 11:02 PM, Beverlee Paul beverleep...@gmail.comwrote: So...I'm rapidly forming a picture that I'm hoping is premature and incorrect: Do almost all of you do purchased programs for interventions? I'd love to hear from some of you who provide increased instruction within your existing literacy program, or smaller groups, or individual help...something that increases the engaged time but isn't really a program? On Fri, Jan 16, 2009 at 7:23 PM, re...@aol.com wrote: Thanks, Jen, for your reply.? I'll look into SIPPS.? We've been talking about Fundations for gr. 1 students who are struggling with fluency and cracking that code.? Wilson is painful, but for the 2 second grade students I have in it who are getting great instruction in comprehension and leveled text in class, it's working.? And they're so proud of themselves! Martha -Original Message- From: cnjpal...@aol.com To: mosaic@literacyworkshop.org Sent: Thu, 15 Jan 2009 8:39 pm Subject: Re: [MOSAIC] Interventions Martha I do mainly the in class support and I supervise and train the staff working in the intervention programs. I do an occasional pull out group to learn the programs I must supervise. I am Wilson trained, but only two special educators are using it with a few tough cases. I cannot take teaching it. I like SIPPS the best of all of them... (SIPPS stands for Systematic Instruction in Phonics Phonemic Awareness and Sight words.) They do not pretend to teach comprehension and I don't agree with all of the philosophy behind it. I think that some of the research they quote in the rationale was misinterpreted. With some tweaking though, it has some good aspects when combined with balanced literacy instruction in the classroom. The aides can do SIPPS with some supervision. We are seeing some results in first grade...less in second and third but that makes sense since research tells us that phonics instruction is really only effective in grade K and 1. Fundations, (Wilson for primary) is working well in Kindergarten (I am coteaching this one) for 20 minutes a day...but again, the teachers in K are very strong in teaching comprehension at other times during the day. It seems to have escaped the deadly slow pace of Wilson for intermediate aged kids. The jury is out on Fluency Formula but Soar to Success seems to be keeping our kids with comprehension problems reading and interested. With a very few tweaks, it requires kids to actually think! Jennifer The effectiveness of the intervention is depending upon In a message dated 1/13/2009 10:03:51 P.M. Eastern Standard Time, re...@aol.com writes: That said... Would you share with us which of your interventions programs you find work best at which grade levels?? How did you determine which program to use with particular students?? Would you also clarifydo the IA's do Wilson, etc. and you do the in class support or do you do both?? -Martha **Inauguration '09: Get complete coverage from the nation's capital. ( http://news.aol.com/main/politics/inauguration?ncid=emlcntusnews0003 ) ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe 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 USE THE fcrr ACTIVITIES AS PRACTICE - NOT TO TEACH THE SKILLS. I FIND THEM MORE HELPFUL WHEN THE STUDENTS HAVE BEEN TAUGHT THE SKILL THRIUGH MUCH MODELING AND THEN TO USE THE fcrr SKILLS IN STATIONS/CENTERS OR FOR A SMALL GROUP ACTIVITY. BRENDA F Brenda B. Fogle Reading Specialist Kiptopeke Elementary Northampton County Public Schools Patricia Kimathi pkima...@earthlink.net 12/20/08 9:20 PM Any in particular that come to mind 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 Dec 17, 2008, at 10:56 AM, Carina Ball wrote: 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. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe 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
Any in particular that come to mind 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 Dec 17, 2008, at 10:56 AM, Carina Ball wrote: 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. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe 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 phoenix...@sbcglobal.net To: Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org 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 beverleep...@gmail.com To: Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org 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 ljack...@gwtc.net 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 djc...@charter.net 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 ljack...@gwtc.net To: Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org 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
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 phoenix...@sbcglobal.net To: Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org 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 beverleep...@gmail.com 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 ljack...@gwtc.net 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 djc...@charter.net 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 ljack...@gwtc.net To: Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org 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 County School District Box 87 Mission
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 djc...@charter.net 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 ljack...@gwtc.net To: Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org 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 County School District Box 87 Mission SD 5755 - Original message - From: Kelly Andrews-Babcock kandrews-babc...@killinglyschools.org To: Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org Date: Wednesday, December 17, 2008 6:56 AM Subject: Re: [MOSAIC
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 beverleep...@gmail.com 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 ljack...@gwtc.net 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 beverleep...@gmail.com 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 ljack...@gwtc.net 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 djc...@charter.net 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 ljack...@gwtc.net To: Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org 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
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 ljack...@gwtc.net 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 djc...@charter.net 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 ljack...@gwtc.net To: Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org 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 County School District Box 87 Mission SD 5755 - Original message - From: Kelly Andrews-Babcock
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 ljack...@gwtc.net To: Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org 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 County School District Box 87 Mission SD 5755 - Original message - From: Kelly Andrews-Babcock kandrews-babc...@killinglyschools.org To: Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org Date: Wednesday, December 17, 2008 6:56 AM Subject: 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 beverleep...@gmail.com 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. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe 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
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 County School District Box 87 Mission SD 5755 - Original message - From: Kelly Andrews-Babcock kandrews-babc...@killinglyschools.org To: Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org Date: Wednesday, December 17, 2008 6:56 AM Subject: 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 beverleep...@gmail.com 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. ___ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe 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
Try using poetry. Students can search for poems to share in class. (Based on your approval.) A poem a week works well. Poems can be reread daily for fluency practice. Poems are not too easy. They are short and sweet with rich vocabulary. Some words in the poems can be highlighted for phonetic elements. Comprehension questions can be answered from the poems. That covers phonics, sight words, fluency and comprehension. Cheryl Choinski Learning Specialist gowa...@spart6.org 12/17/2008 3:13 PM 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 ljack...@gwtc.net 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 beverleep...@gmail.com 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 ljack...@gwtc.net 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 djc...@charter.net 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 ljack...@gwtc.net To: Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org Sent: Wednesday, December 17, 2008 8:23 AM Subject: Re: [MOSAIC] RTI The 80
Re: [MOSAIC] RTI
I just spent several years teaching literacy skills to students with a variety of disabilities. Try using high quality picture storybooks. They can be quite sophisticated but are non-threatening and make great read alouds. Get a copy of Susan Hall's book Using Pciture Storybooks to Teach Literacy Devices, Volume 3. It lists hundred of picture storybooks that can be used teach reading and writing skills. Date: Wed, 17 Dec 2008 15:13:37 -0500 From: gowa...@spart6.org To: mosaic@literacyworkshop.org Subject: 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 ljack...@gwtc.net 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 beverleep...@gmail.com 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 ljack...@gwtc.net 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 djc...@charter.net To: Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org Date: Wednesday, December 17, 2008 7:50 AM Subject: Re: [MOSAIC] RTILori, 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 ljack...@gwtc.net To: Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org Sent
Re: [MOSAIC] RTI
I am following these posts with great interest. I wonder if everyone has a common definition of Balanced Literacy. I have seen so many different explanations, some simple and some very complex. There are teachers who believe they are using a balanced literacy approach, but I would have to disagree. I would be curious as to how some of you would define the term. It helps in discussions to be sure everyone is one the same page. Thanks, Maureen -Original Message- From: mosaic-boun...@literacyworkshop.org [mailto:mosaic-boun...@literacyworkshop.org] On Behalf Of Beverlee Paul Sent: Wednesday, December 17, 2008 8:00 AM To: Mosaic: A Reading Comprehension Strategies Email Group 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 ljack...@gwtc.net 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 djc...@charter.net 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 ljack...@gwtc.net To: Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org 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
Re: [MOSAIC] RTI
We define it like this: http://www.tcsdk12.org/literacy//literacy/District%20Literacy%20Plan_files/T odd%20County%20School%20District%20Literacy%20Plan%5B4%5D--A.pdf On 12/17/08 4:38 PM, Maureen jmpeterse...@msn.com wrote: I am following these posts with great interest. I wonder if everyone has a common definition of Balanced Literacy. I have seen so many different explanations, some simple and some very complex. There are teachers who believe they are using a balanced literacy approach, but I would have to disagree. I would be curious as to how some of you would define the term. It helps in discussions to be sure everyone is one the same page. Thanks, Maureen -Original Message- From: mosaic-boun...@literacyworkshop.org [mailto:mosaic-boun...@literacyworkshop.org] On Behalf Of Beverlee Paul Sent: Wednesday, December 17, 2008 8:00 AM To: Mosaic: A Reading Comprehension Strategies Email Group 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 ljack...@gwtc.net 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 djc...@charter.net 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 ljack...@gwtc.net To: Mosaic: A Reading Comprehension Strategies Email Group mosaic@literacyworkshop.org 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
