Cathy, I agree, we need to help each other out as much as possible with RtI. Having just adopted the DRA2 for grades K05 (K-3 previously used the old version), our primary issue right out of the gate is fluency, and more specifically rate. I just met with our Exceptional Education director yesterday and we are concerned that RtI may force us to bring back DIBLES, which I helped put to rest last year. One of our schools has purchased the new Fountas and Pinnell calculators, making it posible to easily caculate a rate score with every running record. I suggested that we consider asking for a weekly running record for 'progress monitoring', rather than use the DIBLES. Our teachers are already doing running records, so it looks like a way to naturally incorporate this rather unnatural process of timing. We are going to see if this will fly.
A second issue of concern is related to phonemic awareness. I think a wider review of the research (including what was knowingly excluded by the NRP) suggests a chicken and the egg conversation--which comes first, what is a bi-product of what. I want to avoid having to use DIBELS and those darned nonsense words if possible. Cathy, and others, how are you planning to address this concern? Lori ----- Original message ----- From: [EMAIL PROTECTED] To: [email protected] Date: 2008, 15, Friday Of February 15:01 Subject: Re: [MOSAIC] rti conversation > > We are dealing with the same situation in experimenting with RtI this year, > before it is required next year. It will be tough to find a comprehension > assessment that we can do quickly enough to use for progress monitoring. Our > older students are all over the map with the retell. Many of the very > competent students summarize, which is a higher level skill, rather than > retell. So their dibels scores look bad, but they can comprehend just fine. > Since we will all be in the same boat very soon, we should all collaborate on > the development of a comprehension assessment that deals with strategies. We > are actually experimenting with the ones form Keene's assessment book. > > > > Cathy > > DE > > K-5 > > > -----Original Message----- > From: STEWART, L <[EMAIL PROTECTED]> > To: Mosaic: A Reading Comprehension Strategies Email Group > <[email protected]> > Sent: Fri, 15 Feb 2008 11:48 am > Subject: Re: [MOSAIC] rti conversation > > > > > Thanks for this message. You just gave me my aha moment. We moved to > DRA2 testing this year. Our initial testing put the majority of our > kids below grade level, because we had not been teaching retell. We > were teaching summarizing (which I still believe is the better skill to > teach). Now that we are teaching retell the children are passing the > DRA2 with flying colors. However, when we ask them to respond to text > we are able to clearly see that they are not necessarily comprehending > anything beyond a literal interpretation. When are we going to get > these things right! > > -----Original Message----- > From: [EMAIL PROTECTED] > [mailto:[EMAIL PROTECTED] On Behalf Of > [EMAIL PROTECTED] > Sent: Friday, February 15, 2008 9:18 AM > To: [email protected] > Subject: [MOSAIC] rti conversation > > Our district is implementing the tiering for rti as well as thinking > about who needs more intensive instruction, but so far we have not had > any mandated progress monitoring methods. We check back after an IST- > Instructional support team- meeting, usually about 6-8 weeks, and see if > the issues with the child have been resolved. Our problem with DIBELS > is that it really doesn't seem to address comprehension issues for > older kids. If the student can retell what they've read and use the > words from the story they get credit. Yet, isn't that just assessing > working memory, not comprehension? They only get 1 minute to talk about > the story. So, we really don't have a good progress assessment that can > be used weekly or biweekly like we should for tier 3 kids. Does anyone > else have these issues? > Michelle- NY AIS 2-5 reading > > > > **************The year's hottest artists on the red carpet at the Grammy > > Awards. Go to AOL Music. > (http://music.aol.com/grammys?NCID=aolcmp00300000002565) > _______________________________________________ > 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. > > > > ________________________________________________________________________ > More new features than ever. Check out the new AOL Mail ! - > http://webmail.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. > > _______________________________________________ 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.
