RE 5040 Fall 2011
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atkinssh
Reply to Amanda
Wed Nov 23, 2011 10:38
65.188.156.10

I know what you are saying about the students in the second and third tier. Those students who seem to be making no progress may not be getting the interventions that they need. I know this is true in my school, in particular. We do not currently have a Title 1 teacher that provides daily interventions in whatever area these students are lacking. Another issue is that our school system is not soley using the RTI method to identify children with disabilities. We're still using the old-school way, using just the discrepancy model, which is a disservice to students. We pretty much "wait for them to fail." There is no way to identify children until the third grade unless they have a diagnosed medical issue (e.g., ADHD) because they will not show a 15-point discrepancy. I have had children who were evaluated in the past for EC services and did not place because they lacked 2 points from the needed 15 points to qualify. How messed up is that? A lot of times, these kids just need good interventions from a qualified teacher in order to help them be successful.

The checklists that we used, I thought, were actually easier to do than the journal entries. It was difficult at times to hear all students. I had to really "tune in" my ear to each individual student and complete the checklists as the intervention was going on, and the journal entries immediately after. What would have been easier, I think, would have been to tape record each reading so that I could go back and listen to the students' reading after each intervention and then complete the observation notes/checklists.

All of the data in the chart that you saw in the presentation was averaged within each group of students. There was one fifth grade boy, in particular, that read extremely fast, making all kinds of errors and no self-corrections. After this baseline data was collected, the interventions began. This made the data a bit deceiving when averaged together. The other students had significantly lower rates at that time. However, one of the other students increased around 10 words in six weeks. The echo reading provided a good model for the one student who read too fast and too carelessly. Choral reading helped that particular student to read along with the entire group, at an appropriate rate and with accuracy. Readers' Theater helped that student also, because he had opportunities to practice his part correctly, and besides, he wanted to do a good job reading for his peers.

As for the students in first through third grade, all of these students not only have poor fluency, but have a really poor sight vocabulary, as well. We did not measure any gains in the area of sight voccabulary area, only each student's rate. This would have been interesting to see if any gains were made in this particular area, though. I think it just going to take longer for these children to make growth, given each student's very different needs, as well as disabilities. I think that even though not much progress was made, these students can still benefit from these interventions if continued for a longer time.

  • Fluency with Readers' Theater - Amanda Solesbee, Tue Nov 22 23:48
    Fluency is a very common issue with many grade levels. The more you work at it, the better the students will get- if taught and assessed at the right instructional level. I am dealing with this right ... more
    • readers' theater - sarah patten, Sun Dec 4 17:15
      Readers' Theater seems to always be well received by the students. Whenever you are in a "show"-students love it for the most part! Could you have the students create commercial breaks during the... more
      • Re: readers' theater - whitney fisher, Tue Dec 13 18:04
        That's an awesome idea- with the commercial! It also helps students be comfortable of talking in front of a lot of people. Students can gain confidence in practicing the theater and commercial. You... more
    • Reply to Amanda - atkinssh, Wed Nov 23 10:38
      • Reply to Atkinssh again - Amanda Solesbee, Wed Nov 23 21:54
        Yes, just going by the 15 point discrepancy is a bummer...however, the "tier" steps are not all that great either. The advantage is that you can get those kids that need EC instruction tested when... more
    • Response to Fluency with Readers' Theater - beasleycm, Wed Nov 23 10:15
      With this research project, we waited until the last two weeks to do the Readers' Theater intervention. I think this was helpful because they had two other strategies implemented with them before... more
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RE 5040 Fall 2011