I see a reaching for 'programs' and packaged curriculums where I am teaching. I see a discussion of the three tiers as well, but if think about defining them as whole class, small group and individual, how is there not room to do this intervention in a holistic way? During my last year in the classroom, I feared a looming mandate for specific interventions that I did not see as being good teaching so designed my own intervention program for a group of six readers. I had never heard of Rti, but my written plan for these children detailed increased opportunities for guided instruction and paired/individual tutoring 2-3x weekly for 20 minutes. We did do the tutoring at a table set up in the hallway (wide hallways, low traffic wing), but everything else was just part of the classroom. Everyone had the opportunity to work in groups, so the fact that these kiddos were working slightly more often in groups was no red flag. Believe me, I stuck to my guns in terms of my own belief system about reading. I am fully convinced there is no magic bullet, but everyone of these kids made very significant progress.
I always feel that these interventions--so now we call it Rti and we used to call it Teacher Assistance Teams--end batting around either ideas that good, solid teachers are ALREADY doing or looking for some formulaic, quick fix--generally something neatly and commercially packaged. Darn--if kids just came in neat little boxes, they would probably have instruction manuals and what the heck would teaching be other than following a tidy, little how-to manual!!! Lori On 8/14/07 8:39 PM, "jkyingling" <[EMAIL PROTECTED]> wrote: > > What are the other RTI models? You're right - we implemented RTI about 2-3 > years ago and the three tiers model is the only one I've heard about. BTW, > I'm also in Illinois. > Jenni >> >> One of the RtI models is the use of the three tiers of intervention. >> This model is not the only one that can be used but for some reason >> everyone thinks it is! With that people are jumping on the bandwagon - >> textbook publishers are dictating how we teach by publishing programs >> that address each tier of intervention. Isn't that exactly what MOT >> teaching and this listserv is set up to combat - dictated, scripted >> teaching????? Tier I is whole class instruction. Tier II is tighter >> intervention given to the bottom level of your class (20%, or so) and >> Tier III is for the very bottom 2-5% of your class. Depending on who >> you talk to both Tier II and Tier III can be a pull out situation or >> just Tier III. It doesn't really matter, though, because what it >> reminds me of is the old Title I days. There is no research that the >> model of Title I pullout was successful but yet - here we go again! >> Doesn't it sound like special education without the name? >> >> > > _______________________________________________ > Mosaic mailing list > [email protected] > To unsubscribe or modify your membership please go to > http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. > > Search the MOSAIC archives at http://snipurl.com/MosaicArchive. > -- Lori Jackson District Literacy Coach & Mentor Todd County School District Box 87 Mission SD 57555 http:www.tcsdk12.org ph. 605.856.2211 Literacies for All Summer Institute July 17-20. 2008 Tucson, Arizona _______________________________________________ Mosaic mailing list [email protected] To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
