"I agree, your similar to many other districts. I can only speak to what we've done. In most cases students who were released from Title one did not return to Title 1 (at any level). We've also had a number of our Title students score very well on the PSSA's well into proficient and some into advanced). I've left the Title 1 world and sadly, the new administration appears to be adjusting what we've done in the past even though we had been able to demonstrate good results. We'll see what happens as a result of the "new" plan."

It's good to know that you have had success with your students. My district colleagues discussed just today that we have students scoring proficient or advanced yet still not reading on grade level and not exiting Title.

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"I felt so empowered after LInda's presentation! She reaffirmed my feelings that the teacher should know the student well, and tailor instruction to each child's needs. I am planning to speak to my principal about our intervention period. We are currently putting lots of emphasis on "canned" products. that are not motivating to the struggling readers. I hope our principal will consider implementing something that can be more aligned with the classroom instruction. I am going to take Linda's book and powerpoint as my "ammunition" . Any other suggestions?"

Me too. She also reaffirmed my thinking that teachers need to know their students needs as well as myself. So many times I feel like teachers think I will fix their students for them because I am the reading specialist. I offer remediation in addition to the teacher's instruction, so the teacher and myself need to work together on the missing skills needed by the child.

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Agreed, Caren. I am not an RtII interventionist, but have worked side by side (literally) with the one in my District's building. RtII was just evolving when I took on the position with this York County District. From what I have seen in the environment I work in, the perception and implementations are different, as well as the interventions across the District, and among similar levels of instruction. The way special educations students were perceived and serviced especially differed at the intermediate and primary levels. Contradicting to what was stated today, our District put RtII in place before enhancing the core reading instructional practices. Interesting that RtII is a general education initiative not a sp. ed one, but comes out of IDEA!! One of the most important and meaningful statements shared by Marjorie was that classroom teachers are the important players! They, according to Brozo, 'gear' the instruction of Title I and the core instruction for students. I have to admit that her use of the term 'silos' for the separate initiatives was a new term for me, but again used by Angela Kirby-Wehr. Within Marjorie's closing remarks during the Q & As, I appreciated the clarification when she stated, "....it's an approach, not a program..." Too many of the teachers I work with are looking for 'a program' rather than using best practices and good literacy resources.

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Thank you for your question. We will be spliting the PLC meetings into two groups. Those who are taking the course for 3 credits and those who aren't. You will get all the details you need on Monday. Right now all you need to know is that the class is at the Pullo Center on campus and registration starts at 7:30. Are you ready to laugh, learn and become inspired again? See you Monday, Julie

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