Martha
I do mainly the in class support and I supervise and train the staff  working 
in the intervention programs. I do an occasional pull out group to  learn the 
programs I must supervise. I am Wilson trained, but only two  special 
educators are using it with a few tough cases. I cannot take teaching  it. I 
like 
SIPPS the best of all of them... (SIPPS stands for Systematic  Instruction in 
Phonics Phonemic Awareness and Sight words.) They do not  pretend to teach 
comprehension and I don't agree with all of the philosophy  behind it. I think 
that 
some of the research they quote in the  rationale was misinterpreted. With 
some tweaking though, it has some  good aspects when combined with balanced 
literacy instruction in the  classroom. The aides can do SIPPS with some 
supervision. We are seeing some  results in first grade...less in second and 
third but 
that makes sense since  research tells us that phonics instruction is really 
only effective in grade K  and 1.
 
Fundations, (Wilson for primary) is working well in Kindergarten (I am  
coteaching this one) for 20 minutes a day...but again, the teachers in K are  
very 
strong in teaching comprehension at other times during the day. It seems to  
have escaped the deadly slow pace of Wilson for intermediate aged kids.
 
The jury is out on Fluency Formula but Soar to Success seems to be keeping  
our kids with comprehension problems reading and interested. With a very few  
tweaks, it requires kids to actually think!
Jennifer
 
 
 The effectiveness of the intervention is depending upon In a message  dated 
1/13/2009 10:03:51 P.M. Eastern Standard Time, [email protected] writes:

That  said...
Would you share with us which of your interventions programs you  find work 
best at which grade levels?? 
How did you determine which program  to use with particular students?? 
Would you also clarify....do the IA's do  Wilson, etc. and you do the in 
class support or do you do both??  

-Martha




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