Module+3+Discussion

DISCUSSION QUESTIONS:

1. What does research say about the topic? BM - Research says that times are changing and classroom teacher's don't just teach a curriculum any more. Teachers today are better educated and prepared to assess, diagnose, and remediate our struggling students. Society as a whole is working to prevent difficulties early before the learning gap is too big. We now teach to each child rather than simply presenting a predetermined lesson. ZL Parents and caregivers lay the foundation of literacy before any child ever enters school. Therefore the pre-k years are very important for literacy exposure. NH- Long ago kids got it or didnt and the teachers went on. Now teachers are very aware through assessments and research what students need to know and can identify them before hand. The early years of literacy are the most important but literacy needs to be life long.

2. How has reading's shift from remediation to prevention and intervention affected your programs? BM - Some preschool programs are better preparing children to enter school. However, the kindergarten teachers I work will have expressed frustration that Head Start is too focused on not setting boundaries and not being academic and only confuses children into behaving poorly when they do enter school. I personally feel I am a much better teacher than I was 5 years ago because I now have skills and tools in my toolbelt to help struggling readers. Previously I just had to refer them for testing, hope they qualified, or wait for the Title I tutors to come by for pull-out sessions. Now I am actually able to identify their strengths and weaknesses and build a day that meets the needs of each child and still meets the grade level benchmarks and standards. ZL-Unfortunately, I have not seen a great affect. I teach in the middle school classroom. At the point where students come to me they have often been 'passed off" and pushed away. Because of the cycle it is hard to change that for an adolescent student. It is not impossible but it is a difficult task. NH- I think one postive thing to come from no child left behind is that schools are realizing they need remediation for older students. The same ole thing is not going to cut it. I am with Zena in the middle grades and have found that my districts is really working hard on giving middle school students interventions and rememdiation to try and improve test scores.

3. Discuss the concept that everyone is responsible for struggling readers and how does that affect you? BM - It takes a village. Parents, teachers, counselors, the literacy coach, TA's, special education teachers, tutors, even the Indian Education person have all been a part of my team when trying to help a struggling student. I am shameless and will ask for guidance and support wherever I can get it. Again, this system has evolved over the past ten years because I remember a time when those around might have just shrugged their shoulders and wished me luck. ZL-Gone should be the days; "What did the 6th grade teacher teach these students?" Regardless of what a student knows, we must take them where they are and help them to construct knowledge for themselves. Many times I see students that do not know how to think. It is not our job as a teacher to tell them what to think. They must be taught to be critically thinkers. NH- It effects me all the time. I am a middle school reading teacher and trying to get all of the other subject to use literacy strategies to help struggling readers has been difficult at best. They think it is too hard or they do not want to deviate from their lesson plans they have used forever, but once testing came into play everyone started to jump on board. I get to share literacy strategies in content areas to help struggling readers. PERSONAL QUESTIONS: BM1* - What specifically makes something an intervention versus a remediation? ZLI believe intervention is building up skills so that students stay on level and beyond. Remediation is when there is a problem or deficiency that has been determined and needs some form of correction to mend the issue. BM2 - At our school we have what is called a "Child Study Team" where you meet with the literacy coach and school psychologist to review strategies you have tried and what others you might try. Then you meet back after a given time period to report on your progress. Is this the same process used at most schools? BM3 - Natalie did you receive special professional development before taking on your previous job at the alternative school or were you expected to develop your program yourself? NH- I pretty much developed my program myself. It was awesome! I was recrutied because i have worked in urban schools since starting teaching so the principal thought I would be good for his kids. The reading program was me and only me and I loved it. I went through literacy training our district provides but PD was the main reason to go to grad school to help those kids more.

NH1- What do teachers do if they feel an intervention is not working but the district relys on that intervention? NH2- Are interventions required before special services is considered for struggling readers? NH3*- What interventions are the most successful for older students with low reading levels? ZLI would like to have an answer to this as well. As a secondary teacher it seems that once as student comes to me, they have been in a big shuffle. The ultimate goal is to shuffle the student through the system. I want to see the students really succeed. How can we as teachers make an impact on their educational success with practical strategies that work? I didn't mean to ask a question to you question but it is something I want to know.

ZL 1) How did this chapter open your eyes to all the factors of having a student ready to be successful in school? ZL 2) How do you interpret the term “classroom literacy?” BM - Classroom literacy is an all encompassing concept that reading and literature are all around you inviting you into an entirely different world. Providing students with rich and exciting reading and listening opportunities can make them realize the difference between a world of reading and non-reading. "Knowledge is power." ZL 3)* How do you feel about research saying, when all is said and done the teacher makes the difference? NH- I think the teacher does make the difference. I have seen kids in alternative school who shut down because of the teacher. THey will cut off their nose to spite their face but because it is given in a different way they will say things like why did i think this was so difficult you made it so easy. So I think the teacher definately makes the difference.