I have a student (2nd grade inclusive classroom) who, recently, did not
qualify as learning disabled. The discrepancy between his achievement &
ability levels was significant, but there was not a large enough indication
of a processing problem to label him LD. We also suspect ADD, but of course,
that's the parents' call as to whether they take him to the doctor for a
diagnosis, so that isn't being addressed right now. The team's
recommendation was to refer him to our (new) county RtI team. I got a little
bit of an explanation about what they do, but would like a more in-depth
explanation.

Here's what I got from our spec. ed lead teacher (who I respect): This is an
example of one strategy--they choose a 2nd grade level text for Mason (he
reads at beginning first grade), have him read it, and determine which words
he can't recognize (which I suspect would be 70% or better). They write
those words on small cards that he can carry around during the day and
practice. Remember--ADD, in all likelihood. He's well-behaved--a typical
active boy, and likeable. I was also told the team might work with him once
a day or even more.

Then I asked, "So, when would he work with text at his independent or
instructional level?" She didn't know. I really wanted to ask if anyone on
the team had a background in reading instruction (over and above special
education). Two of the people on the team (besides the team leader) would be
a county behavioral specialist and our school psychologist. Are these the
best choices for this intervention? Is there a special training that takes
place before they work with struggling readers?

I know our special ed teacher was just able to give me a short answer to a
question that I'm sure requires a very long answer. Can anyone help me out
with some information, or point me to a reliable source on the Internet?

Thank you so much!!
Melissa/2nd/VA
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