hi all - i teach second grade in Lowell, Michiagn. Our district has DIBELS for k - 5. We do it three times a year. Kids who are strategic or intensive are progressed monitored monthly. We no longer use MLPP. Our second grade on up do MAP for lang. arts, math and reading twice a year.
One of our k - 5 schools is piloting an RTI model through the 95% group. These interventions are targeted for students who are below 95% accuracy on their DIBELS, then screened with a phonics screener and then placed in small skill specific intervention groups. Last year k and 1 started it and now we are doing it too in second. It does seem that eventually those kids that need specific skill instruction will not fall behind further and further. My gut does not like isolating these skills and I also dislike centers or "independent busy work" so that is bugging me. The plan is that our third will do this model next year. Our principal has even taken on instructing a small group so that support feels great. It will be interesting to hear her comments at our next meeting. This takes lots of planning and it is only for a 30 min. session daily. Kim On Sat, Jan 17, 2009 at 11:59 AM, Pamela Abbott <[email protected]>wrote: > Nancy: > > I read lots of postings and rarely write, but sometimes your postings move > me to do so. > > I am a kindergarten teacher in AZ, teaching at a Title One school as well. > We, too, are being told that DIBELS is here to stay, and that the success > of > the students is directly correlated to our willingness to be part of the > schoolwide team... I am SO frustrated with that 'belief statement' and by > the trend to reduce education to one size that fits all that I am actually > considering leaving the classroom. However, I am really too young to > retire, not ready to step out of the classroom, and filled with the belief > that I DO make a difference in the lives of each and every child that I > teach, and maybe in the lives of their parents as well - since kindergarten > teachers often help parents develop parenting skills to support their young > learners. > > Every time I read a posting from you and a few other like minded > individuals > (Beverlee comes to mind), I long for the time in recent past years when our > administration supported developmentally appropriate practices and > constructivist approaches. And I wish that you like-minded people were my > cohorts at our school! I want - no - NEED to be teaching at a school that > fully supports developmentally appropriate practices and teaching at > children's individual points of need. I was one of those kids who needed > more than the one-size-fits-all - > let's-drag-them-along-and-they'll-eventually-get-it approach. I can relate > to those kids in the John and Kate...plus 8 analogy you gave. I would have > been one of the 8 who wasn't ready...yet. > > pam > _______________________________________________ > 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.
