hutch1...@juno.com
Sun, 07 Feb 2010 12:51:03 -0800
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
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