Hi Debbie, Can you explain what the number line/counting words is all about? If she flew through all the other activities (I understand you to mean that she did well at them) why is she getting triple dose of intervention? What does the word counting tell you? Thanks for responding, Elisa
Elisa Waingort Grade 2 Spanish Bilingual Dalhousie Elementary Calgary, Canada Getting back to the original question here, the way RTIworks in our school is that the student would receive interventions from an interventionist, either in a push-in setting or pull-out, depending on the level of interventions (strategic or intensive), IN ADDITION TO the regular reading instruction (guided reading)provided by the classroom teacher. The guided reading instruction would be at his instructional reading level. If the child is receiving intensive level interventions, he would also receive strategic interventions. What this means is that the child described in the original post (assuming he is considered "intensive") would receive regular guided reading instruction at his instructional level from his classroom teacher, he would receive 20 minutes/day of strategic (push-in) support AND 20 min/day ofpull-out intensive support from the reading specialist (me). Push-in interventions are provided by a paraprofessional, with my guidance. I am finding that I am spending more and more time "diagnosing" but I also feel like I am really getting to the root of the individual students' problems and that the time I spend doing that will eliminate time spent teaching things/using methods that are not what that student needs. This became very clear to me this past week when I was administering the Word Analysis portion of the DRA2 to a 2nd grade student who is reading at a DRA level 4. The first task I gave her was one where she had to use a number line to count the # of words in a sentence as she repeated it. She could not do it. But she flew through all of the other tasks with no difficulty. Running records, anectdotal notes, word lists, etc. would not have given me this information. Now that I know this, I can share with the classroom teacher and the para and we can triple dose her with instruction. I am finding that RTI is meaning much more evaluation than I would have originally expected,and will probably require more teachers/paras, but getting to the root of the individual students problems is what it is all about - and keeping as many kids as possible out of SPED. Hope this helps! Debbie ----- Original Message ----- From: [EMAIL PROTECTED] To: [email protected] Sent: Saturday, November 15, 2008 1:57:39 PM (GMT-0600) America/Chicago Subject: Re: [MOSAIC] Response to Intervention question Look at this site...it is great for record keeping of your progress monitoring. http://www.jimwrightonline.com/php/chartdog_2_0/chartdog.php Terry "Love of reading and writing is not taught, it is created. Love of reading and writing is not required, it is inspired. Love of reading and writing is not demanded, it is exemplified. Love of reading and writing, is not exacted, it is quickened. Love of reading and writing is not solicited, it is activated." -Russell Stauffer, 1980
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