Group+9+Module+3

1. What does research say about the topic?

MANDY: For some children reading success comes with the help of home influnces, formal/complex tasks, and early reading experiences. Other students aren't as successful because they may have limited proficiency in English, learning disabilities, or simply lack motiviation to read.

PEGGY: True, student success can be effected by all of these. How can a student be successful when they already have one or more strikes against them to begin with?

SUSANNAH: There is a big difference between kindergarteners who had pre-school and those who did not. I think the pre-school teachers in our school are particularly good and the kids - including the ELL students - get a great headstart with our pre-school. Research shows that students need to gain ownership of their own learning. They need to know that they can apply what they learn to other situations.

MANDY: I wish that parent's understood that daycare doesn't count as preschool. I know there are a lot of good daycare centers out there, but the staff is simply not able to teach the children the way that a college graduate teacher can.

SUSANNAH: True. I love the pre-K at Cooper, I think they do an amazing job! I guess I should tell them that, once in a while.

RENEE: According to the text, research indicates that a pattern of school failure starts early and persists throughout a child's school career. Longitudinal studies show that there is a 90% chance that a student who is a poor reader in 1st grade will be a poor reader in 4th grade. These students grow to dislike reading and read much less than good readers. Yes, a big thank you to all pre-K teachers out there. Bless your hearts.

PEGGY: Sad isn't it but the research does say that. No wonder these kids feel like failures and develop negative attitudes towards themselves, school, let alone reading.

2. How has reading's shift from remediation to prevention and intervention affected your programs?

MANDY: The shift from remediation to prevention and interventon has affected programs at our school in a positive way. We have been able to reach students over the past couple years through prevention programs that we wouldn't have been able to do in the past. It seems as though we are getting a hold of these children before the get too "off track".

SUSANNAH: I agree. The focus of remediation, prevention and intervention is so that the students will do better on the tests. There are some computer programs, such as "fast math" that the student like to do that seem to help with math facts, for example. Many students' reading does improve, but they do not seem to be learning to like to read much. I think the use of technology, such as smart boards and promethean boards helps make even testing practice more interesting. A big factor in our student's success is working with students one-on-one and in small groups and I think that is happening much more now (though maybe not next year because of cuts - but it was great this year). We are adopting some remedial reading kits (that I have not worked with), that seem to be working with students who did not seem to be progressing at all before. I think, due to Special Ed kids needing to take the OCCT (OMAAP), that there is more focus on educating them more mindfully.

MANDY: I like the idea of using technology as well. When we use many different methods to teach our students we are able to meet the needs of all learners by implimenting these strategies. The hands-on activities; smart board, computers, smart table, sand trays and multiple other devises helps learning be fun and keeps the kids interest. I wish they had all this technology when I was in school.

RENEE: I believe Oklahoma is one of the top states when it comes to early intervetions with Head Start and programs like Sooner Care. Although, I work at a Title I school in north Tulsa and we have pre-K students come to our school that are in foster care that have never used a spoon before. And so many other stories you would not even believe. The families at my school would so much benefit from the Even Start Family Literacy Program and the Home Instruction Program for Preschool Youngsters. I do know that the small group instruction and after school tutoring programs at my school are successful. We also have a successful foster grandparent program in our school where an elderly volunteer works with our 3rd grade students in small groups or one-on-one. It is really sad that our classroom sizes are going to be larger next year. I agree with Mandy and Susannah that all the technology students can learn from is great. The technology keeps the students interested in learning.

PEGGY: According to the RTI article, RTI is first intended to prevent language and literacy problems by optimizing instruction. Our district has implimented RTI through the special education department. They have focused on students with low reading scores first, but are also implimenting RTI for students with math deficits. The earlier intervention begins the more likely the student will overcome weakness to become successful readers.

PEGGY: Mandy I agree that the shift from remediation to intervention has been long time coming. I am so glad to see the shift. Renee you're right, Oklahoma has been a forerunner in early intervention and I too am concerned about the class sizes in the early childhood and elementary schools. With so many cuts in budgets it appears that our teachers could be facing the toughest year they have had in a long time. Sad.

3. Discuss the concept that everyone is responsible for struggling readers and how does that affect you?

MANDY: I believe that everyone is responsibel for stuggling readers. I am a special education teacher and often teachers want us to "fix" or "figure out" what to do with a student in regards to reading. There really isn't a magic cure. Many times it is just as simple as incorporating different strategies into the classroom to fit individual learner needs.

SUSANNAH: I agree. It is amazing how minor changes in the class can help a struggling reader out so they are not having to struggle so much. For example, I tried the strategy of standing infront of the student I was going to call on (only they knew this) so they would get forwarning that I was going to call on them. Huge difference. I am looking forward to next year being my second year and being able to incorporate many more strategies into my room. Sometimes I have the students come up with a better way of teaching/learning something. I think useful assessments are key to making good decisions about working with students.

MANDY: It's funny that you mention that technique. I was one of those students that was always nervous waiting for the teacher to call on me. I remember sweating, my palms hot hot, and it didn't even hear what was being read. I like that you have started doing that with your students. I know if a teacher would've done that for me I would've felt a lot better.

RENEE: I am a special education teacher and I agree with Mandy that everyone is responsible for struggling readers. It is sad for me to report that last month our teacher of the year that I highly respect told me and another teacher that she had several special education students in her class this year and that it is not her job to teach them reading or math. I was so shocked that I could not speak. I knew that some regular education teacher probably felt this way from remarks they have made. I plan on asking our teacher of the year, as their regular education teacher, what do you think your job is to teach them? She works so well with the students on IEPs I just could not believe that she would even think that way. We all need to work together to help struggling readers become successful life long readers and learners.

SUSANNAH: Yes, I also discovered how to joke with some of the negative kids - and that makes a big difference - it is hard to include humor sometimes. For example, One girl asked me everyday, as soon as she walked into the classroom, "Can I go home? I don't want to be here." After a wile I started saying in a bright up beat way, "Sure! OK, go on home! Say hi to your Mom for me!" and she would say, "OK, bye! ", walk out of the room and then come back in right waya and get to work. We built on this over the school year until we were deciding to leave school together and, say, go shopping at the mall and I would ask her to drive. On the last day of school she cried because she did not want to leave.

RENEE: Susannah you are a wonderful teacher. Often it is hard to find humor with our most negative students, but you found a way to make a difference in your student.

SUSANNAH'S Question for Module 3: Can I do my capstone on RtI? I really liked the way it sounded when IRA talked about it.

PEGGY: Yes Mandy, I agree every teacher a student encounters is responsible for reading improvement, for that matter, they are responsible for that students success in education. That encompasses the whole student.

PEGGY: Susannah, RTI would be a very interesting capstone. If you do it let me know so I read it. I just realized each of us are special education teachers, wow, what a wonderful group to correspond with.

PEGGY: Renee, I have had the same response from regular ed teachers, how sad! I started teaching in K and Pre-K not special education and regardless if the student was labeled or not it was my job to teach that child all areas of academics.

PEGGY'S QUESTION FOR MODULE 3: Will RTI continue as NCLB?