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Dacota Dacota is offline
 
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Dacota
 
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Need advice...:)
Old 03-30-2016, 06:26 AM
 
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Hey, everyone! I am in need of advice on how to handle an issue with classroom teachers rescheduling missed specials during Title times. I really do feel that I go out of my way to be accommodating, flexible, and supportive of our classroom teachers and the many constraints and pressure they face. Having come from 30+ years as a classroom teacher, I understand completely their point of view.

However, I am very frustrated with the fact that they have so little regard for my time with their kids and the effort and planning that goes into the lessons that I create for them.

If anyone can offer me some insight into this situation and/or offer any suggestions on how I can better handle this, I would be so appreciative. Thanks so much.


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LaVerne LaVerne is offline
 
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Yes
Old 04-01-2016, 07:47 AM
 
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This was an issue for me as well. I am now retired, but I understand where you are coming from.

This is what I did. How successful it was is not clear. But I was missing so much time and felt like I had my back against the wall. First, I spoke with the teachers and pleaded my case. We worked out a different time that the kids could come in and it made my groups larger and created more work for me. But at least I saw my kids.

I also spoke with our principal and he brought it up at a staff meeting. We agreed he'd bring it up in a way that made the scores/data of the kids the important part. He asked if all three teachers involved (reg ed/title/specials) could work together to find a different time than Title time. Some were accepting of this. One particular teacher would not bend at all. Her students ended up missing about one third of their time with me. I felt like it was out of my control.

I have to add that it did bring up some 'rolling of the eyes' from others. It was somewhat hurtful and annoying to me. I too had done 20 years of reg ed before becoming a reading specialist. I TRIED very hard to let it go, realizing it was out of my control. A few of the eye rollers and I had a strained relationship after that. Be prepared.

Good luck. Hope this is helpful. Keep me posted.
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r9miles r9miles is offline
 
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I am stern
Old 04-22-2016, 02:01 PM
 
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If they are at specials I go get them! I go to the room and say "I need ..." and then I wait. I then send follow up emails that so and so NEEDS to be in my room by such and such time and CC the principal. I also call into the overhead speaker in the room and tell the teacher I NEED so and so in my room. I don't care about eye rolling. BUT I am a member of the Instructional Leadership Team my staff respects me and the principal backs me up as well as the parents. You can tell the teacher you'll be contacting the parents and letting them know why their child is not getting the support required to fill the given gaps.
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ConnieWI ConnieWI is offline
 
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Old 07-23-2016, 04:27 AM
 
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My district was having trouble with this same issue, so the building team changed the schedule to include PIE time four days (Tuesday to Friday) per week for a half hour each day. Each grade level has PIE time at a different time during the day (1st grade - 9:30 a.m. to 10 a.m., K - 10 a.m. to 10:30 a.m., etc.) When our principal makes the specials schedule for art, music, phy ed, computer, library, and guidance, PIE time is also put into the schedule.

PIE stands for practice, intervention, and extension.

During PIE time, students from one grade level are grouped for reading or math. Intervention students go directly to intervention. (We have three interventionists.) Practice groups go to several teachers at the grade level/EEN staff at that grade level/grade level aide(s) for practice according to their needs in reading/math. Extension students usually meet with the GT teacher.

Practice and extension groups are fluid. Students may be with one teacher for a number of weeks for reading, but move to a different teacher for a number of weeks for math.

Intervention students are always getting their reading or math needs, and this group is not fluid for several months (October to December, regrouping for January to May).

Practice groups spend about six weeks working on reading needs, and the students are regrouped for math needs for six weeks.

The extension group also works on reading for six weeks, and then regrouped for math extension for six weeks.

During common planning time on Monday, teachers plan how students will be grouped, what the skill focus will be, and what materials will be used for practice/extension. The materials used are not ones used to teach the regular curriculum, so teachers help each other write/find these materials.

Materials for intervention are very specific, and depend on whether the child is tier 2 to tier 3. Intervention materials are recommended by the state, and the district can make choices from this list.

PIE time is sacred. Specials and assemblies cannot interfere with this time, but a field trip for the grade level is allowed.

PIE time has worked very well for our district.
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