My school uses SRI, and the teachers are about as happy as you can be with any test - it can be administered whole group, so teachers like that to save time. Students can go back and look at the passage to answer the questions, but for the most part it gives a pretty accurate read (compared to our MAPs testing and other schoolwide/district assessments).
As a special education teacher, I researched some assessments and found a fantastic assessment for reading fluency with computerized data and results that put students in the following categories - intervention necessary, intervention recommended, on track (at a modest rate), at grade level. These categories are based on the words correct per minute (wcpm) that a student at a particular grade level should read. EdCheckup also has a MAZE reading component where students read a passage and have to select words to fill in the blanks. It also includes writing and math assessments. This program was fairly inexpensive to purchase for our entire school - it's $100 per 40 students. You can view demos and sample materials on the website - www.edcheckup.com This is a one-on-one assessment that is very quick and the electronic scoring makes things even quicker. Jackie Special Education Teacher "Try to be like the turtle - at ease in your own shell"~Bill Copeland -----Original Message----- From: [EMAIL PROTECTED] [mailto:[EMAIL PROTECTED] On Behalf Of gina nunley Sent: Sunday, September 16, 2007 9:24 PM To: [email protected] Subject: [SPAM - CAUTION] Re: [MOSAIC] QRI Importance: Low Our district does a computerized Scholastic Reading Inventory and then we QRI the below grade level readers. I am happy with it. It has a word list to help id a starting place for the oral reading passages. It gives you a word accuaracy score, reading rate, and implicit and explicity questions. Easy enough to use. Not perfect. Some teachers dont' like some of the questions or the scoring etc. But in my experience there is no perfect assessment. And for busy middle school teachers QRi is about as good as it is going to get as far as 1:1 assessment. I have gone on to use the Quick Phonics Screener if I wanted more information on decoding skills. But these days our elementary teachers are doing a good job with that and it is usually comprehension and/or fluency we have to address. Gina >From: [EMAIL PROTECTED] >Reply-To: [email protected] >To: [email protected] >Subject: Mosaic Digest, Vol 13, Issue 17 >Date: Sat, 15 Sep 2007 12:00:03 -0400 > >Send Mosaic mailing list submissions to > [email protected] > >To subscribe or unsubscribe via the World Wide Web, visit > http://literacyworkshop.org/mailman/listinfo/mosaic_literacyworkshop.org > >or, via email, send a message with subject or body 'help' to > [EMAIL PROTECTED] > >You can reach the person managing the list at > [EMAIL PROTECTED] > >When replying, please edit your Subject line so it is more specific >than "Re: Contents of Mosaic digest..." > > >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 > >_______________________________________________ >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. > > >-------------- next part -------------- >An embedded and charset-unspecified text was scrubbed... >Name: Carol Mauer.vcf >Url: >http://literacyworkshop.org/pipermail/mosaic_literacyworkshop.org/attac hments/20070914/409fd869/attachment.ksh > >------------------------------ > >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. > > > > No virus found in this incoming message. > > Checked by AVG Free Edition. > > Version: 7.5.485 / Virus Database: 269.13.15/1003 - Release Date: > > 9/12/2007 > > 10:56 AM > > > > > > No virus found in this outgoing message. > > Checked by AVG Free Edition. > > Version: 7.5.485 / Virus Database: 269.13.15/1003 - Release Date: > > 9/12/2007 > > 10:56 AM > > > > > > > > _______________________________________________ > > 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> > > >> > >> > >> > >> _______________________________________________ > >> 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. > >> > >> No virus found in this incoming message. > >> Checked by AVG Free Edition. > >> Version: 7.5.485 / Virus Database: 269.13.15/1003 - Release Date: > >> 9/12/2007 > >> 10:56 AM > >> > >> > >> No virus found in this outgoing message. > >> Checked by AVG Free Edition. > >> Version: 7.5.485 / Virus Database: 269.13.15/1003 - Release Date: > >> 9/12/2007 > >> 10:56 AM > >> > >> > >> > >> _______________________________________________ > >> 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. > > _______________________________________________ > > 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: 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 > > > >************************************** See what's new at http://www.aol.com > > >------------------------------ > >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 > > > >************************************** See what's new at http://www.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. > >End of Mosaic Digest, Vol 13, Issue 17 >************************************** _________________________________________________________________ Get the device you want, with the Hotmail(r) you love. http://www.microsoft.com/windowsmobile/mobilehotmail/default.mspx?WT.mc_ ID=MobileHMTagline _______________________________________________ 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.
