From: [EMAIL PROTECTED]
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Subject: Mosaic Digest, Vol 13, Issue 17
Date: Sat, 15 Sep 2007 12:00:03 -0400
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Today's Topics:
1. Re: QRI / Reading Assessment (Carol Mauer)
2. To Lisa/Re:QRI ([EMAIL PROTECTED])
3. change e-amil (Jane Wenzel)
4. Re: QRI / Reading Assessment (ljackson)
5. Re: QRI / Reading Assessment ([EMAIL PROTECTED])
6. Re: Salad now PIZZA lesson ([EMAIL PROTECTED])
7. Re: question about a student ([EMAIL PROTECTED])
8. Re: question about a student (Julie Santello)
9. Re: question about a student (Joy)
10. Re: question about a student (ljackson)
11. Re: question about a student ([EMAIL PROTECTED])
12. Re: question about a student ([EMAIL PROTECTED])
----------------------------------------------------------------------
Message: 1
Date: Fri, 14 Sep 2007 11:58:35 -0400
From: "Carol Mauer" <[EMAIL PROTECTED]>
Subject: Re: [MOSAIC] QRI / Reading Assessment
To: "Mosaic: A Reading Comprehension Strategies Email Group"
<[email protected]>
Message-ID: <[EMAIL PROTECTED]>
Content-Type: text/plain; charset="us-ascii"
I use the Bader Reading and Language Inventory. It provides graded reading
passages. The assessment checks for reading comp: explicit, retell, and
inferrence. Of course you can do a running record as well as a fluency
check. It will give you an instructional reading level.
Hope this helps.
Carol
Carol A. Mauer
BCSC Literacy Coach
Lincoln School, Home Base
(812) 376-4447
"It is not how much you do, but how much love you put in the doing."
>>> Lisa Loura Savitz <[EMAIL PROTECTED]> 9/14/2007 9:28 AM >>>
I am looking for a new assessment tool to use in the fifth grade. My
school uses a quick, multiple choice test which I have found to be
very inaccurate. Our literacy leader told us that we could use other
assessments to get a better idea of what level the child is on. I've
used informal running records, and of course, I know what skills my
students need by working with them in guided reading groups, but I
want something more formal and reliable. I was looking at the QRI
(Qualitative Reading Assessment) online. I like how there are quick
passages for students to read (fiction and nonfiction) and the cost
is reasonable on Amazon, too.
Does anyone use this assessment? What are the pros/cons? Any other
suggestions? I'm looking for something that does not cost too much
since I will be purchasing this with my own money.
Thank you!
Lisa
_______________________________________________
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To unsubscribe or modify your membership please go to
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------------------------------
Message: 2
Date: Fri, 14 Sep 2007 12:16:51 EDT
From: [EMAIL PROTECTED]
Subject: [MOSAIC] To Lisa/Re:QRI
To: [email protected]
Message-ID: <[EMAIL PROTECTED]>
Content-Type: text/plain; charset="US-ASCII"
Lisa, I was trained years ago on the QRI and the school district I'm in
now
has just started to request that their classroom teachers use it for 4th
grade and up because the DRA takes too long past level 44. I like the
newest
QRI-4 because the students are allowed to look back for questions. The QRI
offers
the ability to compare straight retelling from memory, answering literal
and
inferential questions from memory, finding more information from the text
when using look backs. I like it as a reading specialist because you really
get
a full picture of the student. The only issue is that it's just a grade
level, so for teachers who are using leveled books it can be vague. There
are
gradients of difficulty within the passages, but still just that grade
level. We
(the reading specialists) are now using the new F&P assesment kit. It's
been
helpful and enables one to pinpoint an instructional level more closely
related to the childs needs. However, I think the QRI is the way to go if
you are
purchasing it on your own- way less$$.
Michelle- 2-5AIS/NY
************************************** See what's new at http://www.aol.com
------------------------------
Message: 3
Date: Fri, 14 Sep 2007 17:24:46 -0400
From: "Jane Wenzel" <[EMAIL PROTECTED]>
Subject: [MOSAIC] change e-amil
To: [email protected]
Message-ID: <[EMAIL PROTECTED]>
Content-Type: text/plain; format=flowed
I am in a pickle.
I cannot gain access to my listserve accounts to make a change of e-mail
address - whether it's the password or sign-in, I don't know.
Any help is greatly appreciated
------------------------------
Message: 4
Date: Fri, 14 Sep 2007 16:31:43 -0600
From: ljackson <[EMAIL PROTECTED]>
Subject: Re: [MOSAIC] QRI / Reading Assessment
To: "Mosaic: A Reading Comprehension Strategies Email Group"
<[email protected]>
Message-ID: <[EMAIL PROTECTED]>
Content-Type: text/plain; charset="US-ASCII"
One of our high school teachers will be using this this year. She
administers the assessment one on one, using verbal probes as she works
primarily with special needs students. My husband is trying this with his
8th graders. I have looked at the assessment and think it is a reasonable
screen. However, in order for students to respond to questions in writing,
I think you would need to retype the assessment questions because they
don't give kids a lot of space.
On 9/14/07 7:28 AM, "Lisa Loura Savitz" <[EMAIL PROTECTED]> wrote:
> I am looking for a new assessment tool to use in the fifth grade. My
> school uses a quick, multiple choice test which I have found to be
> very inaccurate. Our literacy leader told us that we could use other
> assessments to get a better idea of what level the child is on. I've
> used informal running records, and of course, I know what skills my
> students need by working with them in guided reading groups, but I
> want something more formal and reliable. I was looking at the QRI
> (Qualitative Reading Assessment) online. I like how there are quick
> passages for students to read (fiction and nonfiction) and the cost
> is reasonable on Amazon, too.
>
> Does anyone use this assessment? What are the pros/cons? Any other
> suggestions? I'm looking for something that does not cost too much
> since I will be purchasing this with my own money.
>
> Thank you!
> Lisa
>
> _______________________________________________
> 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
------------------------------
Message: 5
Date: Fri, 14 Sep 2007 17:56:57 EDT
From: [EMAIL PROTECTED]
Subject: Re: [MOSAIC] QRI / Reading Assessment
To: [email protected]
Message-ID: <[EMAIL PROTECTED]>
Content-Type: text/plain; charset="US-ASCII"
Lisa
I like the QRI - 4 because it has these features:
1. Lots of both expository and narrative passages to choose from at a
level.
2. You can assess background knowledge and predicting skills if you wish.
3. You can assess comprehension via retelling OR questions.
4. There is an option for assessing think alouds at higher level passages
which helps me decide where to go with my comprehension strategy
instruction.
5. It seems to be a pretty good predictor of success on standardized tests
(seems to be valid for our setting)
CONS: can be time consuming and must be administered one-on-one
Jennifer
In a message dated 9/14/2007 9:28:55 A.M. Eastern Daylight Time,
[EMAIL PROTECTED] writes:
I am looking for a new assessment tool to use in the fifth grade. My
school uses a quick, multiple choice test which I have found to be
very inaccurate. Our literacy leader told us that we could use other
assessments to get a better idea of what level the child is on. I've
used informal running records, and of course, I know what skills my
students need by working with them in guided reading groups, but I
want something more formal and reliable. I was looking at the QRI
(Qualitative Reading Assessment) online. I like how there are quick
passages for students to read (fiction and nonfiction) and the cost
is reasonable on Amazon, too.
Does anyone use this assessment? What are the pros/cons? Any other
suggestions? I'm looking for something that does not cost too much
since I will be purchasing this with my own money.
Thank you!
Lisa
************************************** See what's new at http://www.aol.com
------------------------------
Message: 6
Date: Fri, 14 Sep 2007 20:03:28 EDT
From: [EMAIL PROTECTED]
Subject: Re: [MOSAIC] Salad now PIZZA lesson
To: [email protected]
Message-ID: <[EMAIL PROTECTED]>
Content-Type: text/plain; charset="US-ASCII"
Maxine
There are probably a couple versions of the pizza lesson now. The idea is
to
help kids understand and get a visual for the fact that real reading
requires
both text and thinking! I got the idea from somebody here on the list.
What
I did was copy a poem on red paper (pizza sauce) and cut it into stanzas. I
gave each pair of children the poem, a tan circle of paper cut to a pizza
size
(the crust) and a pack of yellow sticky notes (the pizza cheese). I asked
the kids to read the poem a stanza at a time and paste it on the brown
circle.
Then each person was to put their thinking on sticky notes around the
stanza.
They repeated the process to cover the pizza crust with text and
thinking. I
finally gave each kid a "pepperoni" circle cut from construction paper.
On
it they had to write what they had learned about real reading.
Hope this helps
Jennifer
In a message dated 9/14/2007 9:48:22 A.M. Eastern Daylight Time,
[EMAIL PROTECTED] writes:
My book hasn't come yet. Will someone explain the pizza lesson for me?
Maxine
************************************** See what's new at http://www.aol.com
------------------------------
Message: 7
Date: Sat, 15 Sep 2007 00:55:33 +0000
From: [EMAIL PROTECTED]
Subject: Re: [MOSAIC] question about a student
To: "Mosaic: A Reading Comprehension Strategies Email Group"
<[email protected]>
Message-ID:
<[EMAIL PROTECTED]>
As far as I can tell for a student with a 504 plan for ADHD the only thing
necessary is for the parent to say the student has ADHD and for the
teachers to agree that's probably true. (Although the second part seems
not to be always necessary.)
-------------- Original message ----------------------
From: Beverlee Paul <[EMAIL PROTECTED]>
>
> nothing in law that I know of - I just personally have never known a
student on
> a 504 who wasn't tested - what route would your kids have taken to have
been
> placed on a 504 plan? What is typical, I mean?
>
>
------------------------------
Message: 8
Date: Fri, 14 Sep 2007 21:17:41 -0400
From: Julie Santello <[EMAIL PROTECTED]>
Subject: Re: [MOSAIC] question about a student
To: "Mosaic: A Reading Comprehension Strategies Email Group"
<[email protected]>
Message-ID: <[EMAIL PROTECTED]>
Content-Type: text/plain; charset=US-ASCII; delsp=yes; format=flowed
In our district there must be a doctors evaluation to be allowed to
have a 504 for ADHD. It can not just be because the parents and
teacher say so, it must be diagnosed.
Julie
On Sep 14, 2007, at 8:55 PM, [EMAIL PROTECTED] wrote:
>
>
>
>
> As far as I can tell for a student with a 504 plan for ADHD the
> only thing necessary is for the parent to say the student has ADHD
> and for the teachers to agree that's probably true. (Although the
> second part seems not to be always necessary.)
>
>
> -------------- Original message ----------------------
> From: Beverlee Paul <[EMAIL PROTECTED]>
>>
>> nothing in law that I know of - I just personally have never known
>> a student on
>> a 504 who wasn't tested - what route would your kids have taken to
>> have been
>> placed on a 504 plan? What is typical, I mean?
>>
>>
>
> _______________________________________________
> 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.
>
------------------------------
Message: 9
Date: Sat, 15 Sep 2007 02:14:11 -0700 (PDT)
From: Joy <[EMAIL PROTECTED]>
Subject: Re: [MOSAIC] question about a student
To: "Mosaic: A Reading Comprehension Strategies Email Group"
<[email protected]>
Message-ID: <[EMAIL PROTECTED]>
Content-Type: text/plain; charset=iso-8859-1
This is what should have been done for my son when he was recovering from
brain tumor surgery his sophomore year. I believe it was because the school
chose to ignore his needs because his IQ was still above 180 after surgery.
They saw his falling asleep in class, and sudden onset of slow acquisition
of learning as behavioral rather than medical, despite letters from his
team of doctors explaining that the side effects of his surgery and
medications included these things. Instead, the school superintendent in
charge of high schools chose to exit him from high school, so he never
graduated. Although we had grounds for a lawsuit, we couldn't pursue it
because we lacked the means to hire an attorney, falling just above the
income level for legal assistance.
As you can imagine, my son is bitter about his experience, and refuses
to pursue alternate routes to obtaining further education. As a teacher, I
am horrified that this happened to him, and wonder how many others have
been mistreated by our school system.
-----Original Message-----
From: "Linda Girard"
To: "'Mosaic: A Reading Comprehension Strategies Email Group'"
Date: Thu, 13 Sep 2007 06:50:25 -0400
Subject: Re: [MOSAIC] question about a student
> My daughter had a meltdown and was hospitalized at the very beginning
> of HS
> sophomore yr. Guidance/ SW/ and I put her on a 504 (had paperwork and
> diagnosis from hospital) to allow her more time to complete
> assignments.
> Also this allowed her to give private signal to teacher so she could
> leave
> the room and go to guidance when she was becoming overwhelmed and talk
> it
> out. This gave her the opportunity to stay in school and be with her
> friends, participate in activities, get help from teachers, guidance,
> assistant principal, SW, etc. We didn't think she could have done it
> without
> the 504. When she was elected to the National Honor Society senior yr.,
> her
> comment was 'I would have had this last year, if I didn't screw up
> sophomore
> year.' I'm just happy that she seems okay, starting sophomore yr. at
> college, has boyfriend, job, made Dean's list last yr, and still has
> time
> for her many friends. Yes, sometimes she does get overwhelmed, but she
> blows
> steam off at me, (I stay calm and listen) and then goes to a friend's
> and
> relaxes. Whatever works!!! Right??!!
> Eccentric Linda in CT
> Mother of:
> Maggie the mystery, 19
> Edward the stoic, 25
> Nicholas the wanderer, 22
>
> -----Original Message-----
> From: [EMAIL PROTECTED]
> [mailto:[EMAIL PROTECTED] On Behalf Of [EMAIL PROTECTED]
> Sent: Wednesday, September 12, 2007 11:35 PM
> To: [email protected]
> Subject: Re: [MOSAIC] question about a student
>
>
> No.? Special Ed is under IDEA.? 504 is under ADA.? ADHD is a medical
> diagnosis, not a learning disability.
> If the student has a 504, my understanding is that there are written
> accomodations (e.g., untimed tests, use of assistive technology,
> etc.).? You
> mentioned the student had a 504 plan - what are the accomodations?? My
> experience is that when there is a concern about attentional issues,
> rating
> scales are done by the school and the family, and then the information
> is
> shared with the pediatrician/medical person because ADHD is a medical
> diagnosis.
>
> m.
>
>
>
>
>
>
>
> -----Original Message-----
> From: [EMAIL PROTECTED]
> To: Mosaic: A Reading Comprehension Strategies Email Group
>
> Sent: Wed, 12 Sep 2007 11:09 pm
> Subject: Re: [MOSAIC] question about a student
>
>
>
>
>
>
>
>
>
>
>
>
>
> The mom said he had not been tested for spec ed.
> I have never had a student on a 504 who had been tested for spec ed.
> Is
> there
> something in spec ed law that would indicate that a 504 student should
> have
> been
> tested for spec ed?
> Jan
>
>
> -------------- Original message ----------------------
> From: Beverlee Paul
> >
> > If he's on a 504, he very likely has been tested for SPED.
> >
> > > From: [EMAIL PROTECTED]> To: [email protected]> Date: Wed, 12
> Sep
> 2007
>
> > 01:27:08 +0000> Subject: [MOSAIC] question about a student> > I have
> just
> > finished my first week of school. By that I mean to let you know that
> I
> don't
> > know my students well yet. I teach 8th grade, and by that I mean to
> let
> you
> know
> > that I don't have the same students in my room most of the day.> > I
> have
> a
> > student with a 504 plan for ADHD. The plan does not say much. I
> talked to
> the
> > student's mom yesterday. The mom said that the student cannot write.
> He
> *can*
> > write, but not well, and he does not write much. He cannot copy from
> the
> > overhead. He cannot read a page in a text and write about what he
> read.> >
> I
> > want to use sticky notes and reading response for fiction and
> nonfiction,
> but
> > according to what the mom told me yesterday, her son cannot do that.
> Students
> in
> > 8th grade also have to write a major research paper, but I don't
> think
> this
> > student can take notes from sources to put together to write a
> paper.> >
> The
> mom
> > told me that over the summer she paid thousands of dollars to have
> her son
>
> > tested by a private agency. (I do not know why the school did not
> test him
> for
>
> > special ed.) She does not have the results of the tests yet.> > In
> the
> meantime,
> > I need some ideas about what to do. I have already arranged to meet
> with
> the
> > student one day a week after school to talk about what he
> understands, but
> one
>
> > day will not be enough to help him with everything. I cannot work
> with
> this
> > student every day -- I don't have the time.> > Suggestions? Thoughts?
> Comments?>
> > Thanks!> Jan> >
>
>
>
> _______________________________________________
> 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.
>
>
>
>
>
>
>
> _______________________________________________________________________
> _
> Email and AIM finally together. You've gotta check out free AOL Mail! -
> http://mail.aol.com
> _______________________________________________
> 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.
>
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> _______________________________________________
> 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.
>
_______________________________________________
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.
Joy/NC/4
[EMAIL PROTECTED]
How children learn is as important as what they learn: process and
content go hand in hand. http://www.responsiveclassroom.org
---------------------------------
Fussy? Opinionated? Impossible to please? Perfect. Join Yahoo!'s user
panel and lay it on us.
------------------------------
Message: 10
Date: Sat, 15 Sep 2007 07:36:00 -0600
From: ljackson <[EMAIL PROTECTED]>
Subject: Re: [MOSAIC] question about a student
To: "Mosaic: A Reading Comprehension Strategies Email Group"
<[email protected]>
Message-ID: <[EMAIL PROTECTED]>
Content-Type: text/plain; charset="US-ASCII"
I think plenty and that the number of students treated in this way has
probably grown in a direction proportion to the intensity of pressure on
the
school as a result of NCLB.
Lori
On 9/15/07 3:14 AM, "Joy" <[EMAIL PROTECTED]> wrote:
> This is what should have been done for my son when he was recovering
from
> brain tumor surgery his sophomore year. I believe it was because the
school
> chose to ignore his needs because his IQ was still above 180 after
surgery.
> They saw his falling asleep in class, and sudden onset of slow
acquisition of
> learning as behavioral rather than medical, despite letters from his
team of
> doctors explaining that the side effects of his surgery and medications
> included these things. Instead, the school superintendent in charge of
high
> schools chose to exit him from high school, so he never graduated.
Although we
> had grounds for a lawsuit, we couldn't pursue it because we lacked the
means
> to hire an attorney, falling just above the income level for legal
assistance.
>
> As you can imagine, my son is bitter about his experience, and refuses
to
> pursue alternate routes to obtaining further education. As a teacher, I
am
> horrified that this happened to him, and wonder how many others have
been
> mistreated by our school system.
>
>
> -----Original Message-----
> From: "Linda Girard"
> To: "'Mosaic: A Reading Comprehension Strategies Email Group'"
>
> Date: Thu, 13 Sep 2007 06:50:25 -0400
> Subject: Re: [MOSAIC] question about a student
>
>> My daughter had a meltdown and was hospitalized at the very beginning
>> of HS
>> sophomore yr. Guidance/ SW/ and I put her on a 504 (had paperwork and
>> diagnosis from hospital) to allow her more time to complete
>> assignments.
>> Also this allowed her to give private signal to teacher so she could
>> leave
>> the room and go to guidance when she was becoming overwhelmed and talk
>> it
>> out. This gave her the opportunity to stay in school and be with her
>> friends, participate in activities, get help from teachers, guidance,
>> assistant principal, SW, etc. We didn't think she could have done it
>> without
>> the 504. When she was elected to the National Honor Society senior yr.,
>> her
>> comment was 'I would have had this last year, if I didn't screw up
>> sophomore
>> year.' I'm just happy that she seems okay, starting sophomore yr. at
>> college, has boyfriend, job, made Dean's list last yr, and still has
>> time
>> for her many friends. Yes, sometimes she does get overwhelmed, but she
>> blows
>> steam off at me, (I stay calm and listen) and then goes to a friend's
>> and
>> relaxes. Whatever works!!! Right??!!
>> Eccentric Linda in CT
>> Mother of:
>> Maggie the mystery, 19
>> Edward the stoic, 25
>> Nicholas the wanderer, 22
>>
>> -----Original Message-----
>> From: [EMAIL PROTECTED]
>> [mailto:[EMAIL PROTECTED] On Behalf Of [EMAIL PROTECTED]
>> Sent: Wednesday, September 12, 2007 11:35 PM
>> To: [email protected]
>> Subject: Re: [MOSAIC] question about a student
>>
>>
>> No.? Special Ed is under IDEA.? 504 is under ADA.? ADHD is a medical
>> diagnosis, not a learning disability.
>> If the student has a 504, my understanding is that there are written
>> accomodations (e.g., untimed tests, use of assistive technology,
>> etc.).? You
>> mentioned the student had a 504 plan - what are the accomodations?? My
>> experience is that when there is a concern about attentional issues,
>> rating
>> scales are done by the school and the family, and then the information
>> is
>> shared with the pediatrician/medical person because ADHD is a medical
>> diagnosis.
>>
>> m.
>>
>>
>>
>>
>>
>>
>>
>> -----Original Message-----
>> From: [EMAIL PROTECTED]
>> To: Mosaic: A Reading Comprehension Strategies Email Group
>>
>> Sent: Wed, 12 Sep 2007 11:09 pm
>> Subject: Re: [MOSAIC] question about a student
>>
>>
>>
>>
>>
>>
>>
>>
>>
>>
>>
>>
>>
>> The mom said he had not been tested for spec ed.
>> I have never had a student on a 504 who had been tested for spec ed.
>> Is
>> there
>> something in spec ed law that would indicate that a 504 student should
>> have
>> been
>> tested for spec ed?
>> Jan
>>
>>
>> -------------- Original message ----------------------
>> From: Beverlee Paul
>>>
>>> If he's on a 504, he very likely has been tested for SPED.
>>>
>>>> From: [EMAIL PROTECTED]> To: [email protected]> Date: Wed, 12
>> Sep
>> 2007
>>
>>> 01:27:08 +0000> Subject: [MOSAIC] question about a student> > I have
>> just
>>> finished my first week of school. By that I mean to let you know that
>> I
>> don't
>>> know my students well yet. I teach 8th grade, and by that I mean to
>> let
>> you
>> know
>>> that I don't have the same students in my room most of the day.> > I
>> have
>> a
>>> student with a 504 plan for ADHD. The plan does not say much. I
>> talked to
>> the
>>> student's mom yesterday. The mom said that the student cannot write.
>> He
>> *can*
>>> write, but not well, and he does not write much. He cannot copy from
>> the
>>> overhead. He cannot read a page in a text and write about what he
>> read.> >
>> I
>>> want to use sticky notes and reading response for fiction and
>> nonfiction,
>> but
>>> according to what the mom told me yesterday, her son cannot do that.
>> Students
>> in
>>> 8th grade also have to write a major research paper, but I don't
>> think
>> this
>>> student can take notes from sources to put together to write a
>> paper.> >
>> The
>> mom
>>> told me that over the summer she paid thousands of dollars to have
>> her son
>>
>>> tested by a private agency. (I do not know why the school did not
>> test him
>> for
>>
>>> special ed.) She does not have the results of the tests yet.> > In
>> the
>> meantime,
>>> I need some ideas about what to do. I have already arranged to meet
>> with
>> the
>>> student one day a week after school to talk about what he
>> understands, but
>> one
>>
>>> day will not be enough to help him with everything. I cannot work
>> with
>> this
>>> student every day -- I don't have the time.> > Suggestions? Thoughts?
>> Comments?>
>>> Thanks!> Jan> >
>>
>>
>>
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>>
>>
>>
>>
>>
>>
>>
>> _______________________________________________________________________
>> _
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>
>
>
> _______________________________________________
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>
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>
>
>
>
>
> Joy/NC/4
> [EMAIL PROTECTED]
> How children learn is as important as what they learn: process and
content
> go hand in hand. http://www.responsiveclassroom.org
>
>
>
>
>
>
>
>
>
>
>
> ---------------------------------
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--
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
------------------------------
Message: 11
Date: Sat, 15 Sep 2007 09:13:25 EDT
From: [EMAIL PROTECTED]
Subject: Re: [MOSAIC] question about a student
To: [email protected]
Message-ID: <[EMAIL PROTECTED]>
Content-Type: text/plain; charset="US-ASCII"
In a message dated 9/14/2007 8:56:23 PM Eastern Daylight Time,
[EMAIL PROTECTED]
writes:
As far as I can tell for a student with a 504 plan for ADHD the only thing
necessary is for the parent to say the student has ADHD and for the
teachers
to agree that's probably true. (Although the second part seems not to be
always necessary.)
I believe that there has to be medical documentation as well. We can't go
on the parents just saying it is so. Also, it has to interfere with their
ability to learn, which may not always be true.
Rosie
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Message: 12
Date: Sat, 15 Sep 2007 09:25:23 EDT
From: [EMAIL PROTECTED]
Subject: Re: [MOSAIC] question about a student
To: [email protected]
Message-ID: <[EMAIL PROTECTED]>
Content-Type: text/plain; charset="US-ASCII"
Rosie is correct, at least that is the way it works in KY.
June
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End of Mosaic Digest, Vol 13, Issue 17
**************************************
