1 / 21

Who can take tomorrow Dip it in a dream Separate the sorrow and Collect up all the cream the candy man can . . .

Who can take tomorrow Dip it in a dream Separate the sorrow and Collect up all the cream the candy man can . . . . The Public Health Triangle. 5%. 15%. 80%. What Hurts?. lessons from the medical model. The doctor asks before he/she prescribes . . . What is wrong – what hurts?

monet
Download Presentation

Who can take tomorrow Dip it in a dream Separate the sorrow and Collect up all the cream the candy man can . . .

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Who can take tomorrowDip it in a dreamSeparate the sorrowand Collect up all the creamthe candy man can . . .

  2. The Public Health Triangle 5% 15% 80%

  3. What Hurts? lessons from the medical model

  4. The doctor asks before he/she prescribes . . • What is wrong – what hurts? • What are the symptoms? • How long have the symptoms been there? • Have you taken anything to try to help? • Are you allergic to any medications?

  5. I can’t read . . .

  6. Is I dumb?

  7. She hurts – no one asked the questions

  8. The Research Report of the National Reading Panel (NICHD, 2000) Put Reading First (Partnership for Reading, 2001) Adolescents and Literacy (Alliance for Excellent Education, 2003) Reading Next (Alliance for Excellent Education, 2004)

  9. What is 98.6? Alphabetic Principal Phonemic Awareness Vocabulary Fluency Comprehension

  10. The DIBELing reading heart beat • Grade 1 - 40 wpm • Grade 2 - 90 wpm • Grade 3 - 110 wpm • Grade 4 - 118 wpm • Grade 5 - 124 wpm • Grade 6 - 125 wpm

  11. The Hard Facts • Reading level in first grade is a good predictor of high school reading achievement. • One out of every four 12th grade students read below the basic level (NAEP). • Proportion of students beyond 3rd grade who cannot read well enough to participate in grade level work is between 60 and 70 percent (Moats, DC). • The rate of adult literacy - reading below 4th grade level – is 37%, the highest in the nation (Moats, DC).

  12. Struggling Readers –the symptoms • Reading is labored and unsatisfying • Vocabulary is often unfamiliar and not understood • Academic book language is difficult to understand • Comprehension declines • Poor spellers • Poor writers • Demonstrate weaknesses in phonological processing, word recognition speed and accuracy

  13. Last week our teacher said we were going on a field trip to the fish hatchery. She gave us permission letters to take home to be signed by our parents before we could go. (34) _____ when our_____ seen ____ ____going in a_____ _____to the___________. She_____ __________ slips to _____home to be______ by ______ ______ but we can go. (10)

  14. The RED FOLDER

  15. What’s wrong (learning/behavior or both)? What are the symptoms? How long has the problem existed? What has been tried? For how long? Be specific Be specific – bring work samples and assessments Check records, etc. Talk with family PRIM, modifications, variety of resources Where does it hurt? Our version of the doctor’s questions.

  16. In Jeopardy . . . . • The right questions must be asked or else the contestant loses.

  17. Reading Diagnosis • DIBELS (http://dibels.uoregon.edu) • Running Record • Vocabulary lists (Dolch) • Tape recorded sample • HM Theme (Unit Tests) • Spelling Assessments • Writing samples related to reading responses

  18. Reading Prescription for Keesha • Listen to tape recorded DOLCH words for ten minutes a day – check progress weekly. • Partner with a buddy reader during free reading time. • Teach short vowel pattern words using multisensory methods: am, at, ag, ad, etc. • Provide notebook for writing pattern words and sentences. Check progress by spelling test and sentence dictation weekly. • Next scheduled SST meeting: 4 weeks

  19. Your turn . . . . • Think of a Red Folder student at your school. • What type of information would the SST team want to see/need to see to help identify the symptoms of the problem? • What questions would the SST team ask? • What prescription (ABIS) would the SST team write for this student? • How would the team support the teacher with implementation? • How would the team check to make sure that the prescription is working?

  20. Who can help the childrenGive them true concernFind a way to close the gapandTeach them how to learn the sst can . . .

More Related