Hi from a listserv lurker:) I am a Title I Reading teacher and have been learning how to document interventions in an instructional/child study team acceptable manner and have also been working hard to avoid getting stuck in a scripted intervention program. The documentation needs to include screening and diagnostic testing (remember this is for a struggling reader not for all readers), concrete examples of intervention implemented (there is no law saying it has to come from a scripted program), group size, how many minutes a day, how many days a week and for how many weeks and then outcome testing to show progress. I have found that I have been able to do this for reading comprehension as w ell as other areas. An example for a reading comprehension intervention that I documented for a group of students was using a short graded passage or QRI passage for testing, I then cited my source for intervention (information I learned at a professional conference from presenters about mental imagery/visualization techniques), included the time, intensity, duration and then documented results. The results were good. The instructional choices I made were effective and not from a scripted program! (no bias here, ha, ha:) The other accomplishment relates to professional educators. We need to preserve our ability to be instructional decision makers as much as we can. I also feel we need to be open to new ideas. I did this by setting my professional goal this year to find a suitable intervention for each of the 5 "big ideas" even though I could quibble about limiting it to 5, etc. I surveyed research and materials and was able to get a hold of interventions that are effective, I feel comfortable using and that are not scripted. Again, all of these thoughts are based on my work which is exclusively with kids who are at risk for many, many reasons, not the least of which is socio-economic stress. Cathy K-1 Title I Reading
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