Ditto , and they in the K-12  years they push them out without being able to read above  elementary level. They rather wait for them to fail
and push them towards vocational school for remeditation. 

a concerned parent who is fighting this battle.

 

-----Original Message-----
From: Maureen Carro <mcarro at lmi.net>
To: The Learning Disabilities Discussion List <learningdisabilities at nifl.gov>
Sent: Tue, Nov 3, 2009 8:11 pm
Subject: [LearningDisabilities 4237] Re: Response to Intervention (RTI)










Here is what I thought the "tiered system" of "Response to Intervention" entailed:


1.  The classroom teacher notices the student is struggling in the classroom.
2.  More specialized classroom help is provided as the first intervention.
3. If the student continues to struggle in spite of the classroom intervention, he/she is referred to more intense, small group instruction.
4.  If the student still fails to "respond to the intervention", they  are referred to one-on-one, very specialized, intense, instruction.  


My question:  Is this "fourth tier" struggling student not feeling like he/she is failing???!!   It seems to me that they now have to "fail" three times to get the right help!  


For heaven's sake..... why not give every child the direct explicit instruction in the structure of the language..... starting with the alphabetic principle, moving to syllables, words, phrases, sentences, paragraphs, and discourse.... that is needed to successfully read and comprehend text in the first place!  




 

Maureen Carro, MS, ET
Academic Learning Solutions
Alamo, CA 
mcarro at lmi.net




 



On Nov 3, 2009, at 2:17 AM, HKerr at aol.com wrote:


 
 
The RTI initiative was originally, I believe, aimed precisely at adopting a different approach than the deficit one. The idea was originally, according to articles by people like Jack Fletcher, specifically to enable the whole environment to be considered and for us to move away from the assumption that 'failure' must mean deficit; that we must always seek to find a fault in the student, even his neurology. Recent literature seems to show that RTI has been subverted and is now being deployed as a measure which is used to 'identify, a 'deficit' in exactly the way the discredited discrepancy criterion was in the bad old days. For discrepancy read RTI, in other words, which had not been the point originally, as I understood it.
 
 
 
Hugo

at: http://www.hugokerr.info

"We're here to help each other get through this thing - whatever it might be." (Kurt Vonnegut) 

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