Illuminate Session & Chapter Reflections

"Optimism is the faith that leads to achievement, nothing can be done without hope and confidence." -- Helen Keller
Quote taken from: http://ripplemaker.hubpages.com/hub/50_Inspirational_Quotes_for_Teachers





The illuminate session was interesting, having to use a different program to "chat" hold an online session, it just took some getting used to, needless to say it was nice. We discussed a multitude of information during our session, and it was most helpful to answer my questions. I will share further in depth, my reflections on reading Chapters 3 and 4. Also, the Differentiated Instruction and Response to Intervention (RTI) – See websites: http://www.reading.org/General/Publications/ReadingToday/RTY-0906-RTI.aspx, http://www.reading.org/downloads/resources/rti0707_implications.pdf and the Literacy Assessment, A Handbook of Instruments: Reading and Writing.

As I was reading Chapters 3 & 4 I noticed that Chapters 1 and 2 focused on understanding the reading and writing processes, which set up the foundation for the upcoming chapters. In chapter 3 the focus is on understanding the full spectrum of reading and writing abilities and applying this understanding to the assessment and instruction of reading and writing. A plan for the assessment-instruction process is presented, and the reasons for using this plan are explained and the steps in the assessment-instruction process is simply laid forth and described. All throughout the reading of this chapter the materials discussed were quite familiar, I have utilized this process, now I am beginning to understand the process more intrinsically, and understand how essential this process is to reading.

This chapter considered an interactive view of reading and writing ability and disability and its application to assessment and instruction. The first section of the chapter presented an interactive view of reading and writing ability and disability that is consistent with the interactive view of reading and writing processes. An interactive view of disability suggests that students’ performance on various reading and writing tasks is an indication of what they can and will do under specified conditions, rather than a set of fixed abilities and disabilities. As I was reading this portion of the chapter discussing disability, I began to understand the role of a reading specialist. When I first began reading/studying to become a reading specialist one question that was constant or lingering was how we separate a child with a disability, verses a child that just has difficulty with reading or writing. As I further read the chapter I came to realize our attention is focused on how each student performs under different conditions and which conditions are most likely to facilitate learning rather than identifying the disability. The notion of the proper match between student and circumstance is what we must grasp if we are to be effective evaluators and instructors. This is where we need to consider not one reading program fits all. But that question still remains, is there really a difference between a reading specialist and a special education specialist? Aren’t the two related? Some students, maybe a small percentage of students, in special education classes are placed there by reading specialists.

The second section of this chapter focused on an understanding of the assessment-instruction process described in this text. This was a very helpful portion of the chapter, because it discussed the process in detail. This process was characterized as an evaluation of the existing match and the identification of the optimal match between a learner and the conditions of the learning context, and as one that is similar to an RTI approach to the identification of learning disabilities. The long-range goal of the assessment-instruction process was described as the development of strategic, motivated, reflective learners who are able to apply their skills and strategies independently and in a flexible manner. I seriously believe when the chapter discussed that learning to read and write is characterized as a lifelong pursuit in which the knowledge gained from each reading/writing experience affects subsequent experiences. Because there are differences between instructional settings (classroom, resource room, clinic, etc.), different applications of the assessment-instruction process for these settings were discussed. Classroom teachers have the benefit of daily contact with students but limited time to spend with individual students. In contrast, the specialist of clinician has the benefit of individual time with the student but limited access to the student’s daily interactions with reading and writing in the classroom. As a result, the amount of attention devoted to individual components and the procedures used to evaluate them are likely to vary.

Assessments of student reading and writing ability must begin somewhere. In chapter 4 a road map was provided for the initial step of the assessment-instruction process: Getting Started. I believe this chapter was very important, because once we have good or somewhat perfect start, there is no room for failure. The procedures for collecting, interviewing, and observing described in this chapter are essential to a good beginning, but these activities don’t end after this phase of the assessment-instruction process—as in “That’s done, now let’s move on to the next step.” We must constantly talk and observe with an eye toward assessment it should be a continuous activity in every classroom and most especially in our clinical setting. Because these are such powerful tools, they are useful in virtually every phase of the assessment-instruction process.

This chapter begins with a brief discussion of the nature of assessment and some guidelines that are important for the entire assessment-instruction process. The idea of a diagnostic portfolio is also introduced. As we use the term, it is both a way to think about assessment and instruction and a way to manage information. In all of my classes, and every student I work with, I have created portfolios with them, I am an avid believer in portfolios and how it effects the progress of a reader/writer. Then the chapter provided a rationale and descriptive procedure for collecting background information and conducting observations and interviews, including a discussion of the sources of information that are useful in the Getting Started phase. The information discussed in this chapter was most especially helpful, considering that I am going to be “Getting Started” with my case study and contact the parents.

In the Getting Started step of the assessment-instruction process, there is less concern with gathering information about students’ application of literacy skills than we are with obtaining a general picture of the factors that may be influencing the performance data that will be gathered later. In this chapter observation, interviews, and work samples are discussed as approaches to the problem of gathering background information for the purpose of getting started. The approaches were discussed and most helpful in the hopes of gaining an initial understanding of the learner and the context within which he or she is learning. The techniques described in this Getting Started step of assessment-instruction, is something I may refer back to over and over again, as I would want to somewhat “accomplish” and be comfortable with the techniques used.

The purpose of this chapter was to assist the reader by providing the knowledge and techniques necessary for getting started in the assessment-instruction process, which it did very well. It began with a set of guidelines that are important for the entire assessment-instruction process. These guidelines promote an approach to assessment that is contextualized examines how readers and writers perform in authentic classrooms or other real-world settings.

As I read the RTI portion/assignment the first thing I notice was how much information it covered. It discussed topics ranging from New and Expanded Roles for Reading Teachers, Key Concepts and Benefits of RTI, Professional Development and RTI, Funding to Support and Implement RTI, New And Expanded Roles For Schools Using RTI, System Design for RTI, Implications for Administrators Using RTI, these are just to name a few. Some of the ideas I remember most, and agree with are how reading specialists are among the best-trained professionals in leading schools to help develop, implement, and evaluate new models of service delivery as well as deliver professional development. Also, how clearly, reading specialists will be called on to take a more proactive and flexible approach to sharing reading knowledge with other personnel and to working collaboratively to learn the insights and knowledge of other staff professionals. Reading specialists working in districts that opt to develop an RTI approach can offer tremendous value and expertise at many levels. IRA members can begin the RTI process by reviewing what they are currently doing to monitor student progress and make data-based decisions within a problem-solving framework. In regards to the Literacy Assessment which ones I will specifically use, I know I will determine which one is age appropriate. I know that I will use the Elementary Reading Attitude Survey (Garfield's different expressions) and the Denver Reading Attitude Survey. I have some experience using surveys in my classes especially when reading is addressed, and I know I will be able to use these surveys with ease.

There is a multitude of information I am taking in at the moment, and I know that if I have concerns/questions/comments, I will be able to discuss at any given point throughout the semester. Thank goodness for the internet, and how it has made us accessible today.

Image courtesy of: http://www.sgfl.org.uk/englishandliteracy/primary/guidedreading