We are using DIBELS and will continue to do so, but we are having conversations now about how to go deeper into diagnosis of phonics/phonemic awareness concerns. Also, the gap between a good reading rate and a good score on the state test - which in Delaware is a least 50% higher level questions that require written answers - is a concern. The only thing that matters on it is higher level comprehension skills.
The RtI requirements ask for a "universal screening instrument" and use the term "scientifically research based," so I am not hopeful that any district developed instrument will pass muster. However, we are still going to work on that. I think the people at our dept. of education will as well. Cathy -----Original Message----- From: Ljackson <[EMAIL PROTECTED]> To: Mosaic: A Reading Comprehension Strategies Email Group <[email protected]> Sent: Sat, 16 Feb 2008 8:27 am Subject: Re: [MOSAIC] rti conversation 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. 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