Welcome #G2Great friends. True motivation tonight with family in town before my niece’s wedding this weekend.They’re cheering me on… or making fun of me - not sure which) @franmcveigh@brennanamy@hayhurst3
Justin checking in to say hello to my #g2great family. I can’t stay for the chat but just wanted to send my love. @DrMaryHoward hope you’re able to get through this chat ok. 😉😘
#g2great Hello G2Great! Another hot topic! Anxious to hear from this wise body of experts and friends! Kasey, Literacy Coach supporting KISD joining in 😊
Justin checking in to say hello to my #g2great family. I can’t stay for the chat but just wanted to send my love. @DrMaryHoward hope you’re able to get through this chat ok. 😉😘
Are you wondering why social media matters? Find out by reading these wonderful posts by amazing educators (thank you for including me here @Larryferlazzo Five minutes until #G2Great friends!
I want to emphasize that our goal tonight is not to argue that there is a hard and fast decision to be made when our children need additional support. The whole point is that you have to take the child into account & not simply have a grab & go solution. #G2Great
A1 Is your program, whether push in or pull out, working according to the students?
And how is what you are doing improving the QUALITY of the students' education?
#g2great
Faige saying hi from Los Angeles. A great week with my 3 grandkids, a case in point, “cookie cutters are only about cookies cutters, not kids, not education. #TeachFromTheHeary#G2Great
#g2great A1What multidimensional measures were used to identify the student in need of Tier instruction? What will the intervention provide that cannot be provided in the classroom? What is the end in mind? How will we know when the students gets there?
A1 Schools seem to see this as an either/or perspective while it should be viewed in terms of what’s in the best interest of THAT child at THAT time w/ALL options thoughtfully consdiered. #G2Great
A1 the most important thing is to consider the goal. What is the goal of __? sometimes that goal might be best met inside the classroom, other times it might be outside. Always keep the child in mind, ALWAYS! #g2great
#g2great A1 Is transfer evident in contexts outside of Tier instruction? What short term and long term benefits or limitations does this have? How is the instruction programmed to notice and note the nuances of each student and tailor instruction to those unique needs?
A1: How is what you are currently doing working for you? How are children at the center of the decisions being made for them and a part of the process? #G2Great
#g2great
Q1: It is important that this debate ensue. I don’t see it as a competition and I believe that both techniques have some great strengths about them. I love that pull out typically happens outside of a classroom as this can be great for some learners...
A1: Like all things “why?” But in this case I think we need to look at the students more than ever. What benefits the individual best is what we need to do. #g2great
#g2great
Q1: ...That being said I think push-in is a much more systematic approach to learning. The question I would ask would be “If you believe that one techniques is superior, can you explain why the pros are more beneficial than the latter”?
I provide reading intervention in a pull out setting. I sometimes wish it was push in, but I am able to group students w/similar strengths/needs from different classrooms and they don't miss either whole group or small group classroom instruction. #g2great
#G2Great has been on twitter every week for 3 1/2 and I never cease to be inspired that people come to engage in these important conversations in the name of kids. THANK YOU ALL! ❤️
A1: what is the purpose of the support? Is it because a child truly needs help or because they didn’t read an arbitrary number of words correctly in the allotted time? #G2Great
Faige saying hi from Los Angeles. A great week with my 3 grandkids, a case in point, “cookie cutters are only about cookies cutters, not kids, not education. #TeachFromTheHeary#G2Great
A1 Is your program, whether push in or pull out, working according to the students?
And how is what you are doing improving the QUALITY of the students' education?
#g2great
A1: PUSH IN vs. PULL OUT is always a hot topic. My question is, “How can we strike the right balance while keeping Ss at the center of the decision making? This should be a flexible decision based on the student population. Equitable, not equal in classrooms! #g2great
A1: By upper elementary, many Ss beg to stay in class because they don’t want to miss out or stand out. Ts providing pullout services are beyond fantastic, but there’s never enough time to collaborate & make the instruction seamless for the kids. #g2great
A1 Is your program, whether push in or pull out, working according to the students?
And how is what you are doing improving the QUALITY of the students' education?
#g2great
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A1 Pull out has become the “fix it room” where kids go to live out their instructional days. This was never the intent so we must coordinate efforts across tiers & view pull out as short-term supports ONLY! #G2Great
Yes, no hard and fast rules. While Reading Recovery wouldn’t be Reading Recovery unless it were a pull out, we do it to be more intensive with powerful and purposeful in addition to instruction not just to pat ourselves on the back for putting kids in a pull out support. #G2Great
A1: PUSH IN vs. PULL OUT is always a hot topic. My question is, “How can we strike the right balance while keeping Ss at the center of the decision making? This should be a flexible decision based on the student population. Equitable, not equal in classrooms! #g2great
#g2great@hayhurst3 Thanks to Jenn, this is my second year anniversary with Good to Great! She invited me while attending the reading institute two years ago at tcrwp. I am so grateful for your invitation Jenn!!
Yes, everytime I read a Q for tonight I kept saying... well nothing is hard and fast there is always a middle and a time for in and out. #g2great this is a hard chat tonight!
TY for making that point Marcy. W/o relationships whatever we do will always reside on shaky grounds. We have to start there. That’s why in Reading Recovery we have two weeks of “roaming in the known” - to build relationships & get to know the learner. #G2Great
A1 What would be the most appropriate setting w/intensive support & accelerated progress in mind? We MUST see pull out as a last resort short term support. #G2Great
Hi A1, I’m a preservice teacher at OSU. We haven’t talked about this yet so I would be interested to hear about it. Maybe share some articles? I love expanding my knowledge! #g2great
In reply to
@franmcveigh, @DrMaryHoward, @hayhurst3, @brennanamy
When working with young children my students WANT to come to a special reading room. They skip down the hall. The ones left behind ask when their turn is.....so there is no one answer to this question #g2great
Hi A1, I’m a preservice teacher at OSU. We haven’t talked about this yet so I would be interested to hear about it. Maybe share some articles? I love expanding my knowledge! #g2great
In reply to
@franmcveigh, @DrMaryHoward, @hayhurst3, @brennanamy
A1 The debate is a scheduling issue. Ask the students— they hate being pulled out and missing their class. So embarrassing to kids. Builds negative feelings toward reading. It’s one of those “that’s the way we do it here.” Ask Why continue a practice that hurts kids? #g2Great
A1 pull out, if not carefully aligned and timed, can often create a disconnect in a student’s day which is the last intention of any intervention #G2Great
Most of pull out that I have witnessed is pretty permanent across the year or years, not intensive instruction with the purpose of going back into the classroom #g2great
A1 My question is Does our reality match our intentions? Extra support for Ss is meant to help, but we often don’t spend necessary time collaborating and reflecting. #g2great
A1. There needs to be a balance between the two concepts. The question is, which environment will be the best for Ss to learn. It’s not a one size fits all model #G2Great
A2 Our goal is always to do whatever is needed to ensure the success of the child with the bigger picture in mind. Relegating kids to a tier w/o considering implications is never a good idea. #G2Great
Yes Stacey and also steal important opportunities to increase volume (which should be our first priority). If kids are removed from read-aloud and independent reading, then we’re robbing not adding. Interventions are not instead of but in addition to. #G2Great
A1 pull out, if not carefully aligned and timed, can often create a disconnect in a student’s day which is the last intention of any intervention #G2Great
That is extremely important! I have found it very challenging to work within another teacher's classroom if there is not time for collaboration and planning. #g2great
Yes, everytime I read a Q for tonight I kept saying... well nothing is hard and fast there is always a middle and a time for in and out. #g2great this is a hard chat tonight!
First instruction needs to be first! It can't be replaced in my opinion no matter how good the push in or oull out teacher is. Why not spend the money to make the class sizes smaller??
Yep! So I really think this is a question that we can’t generalize across all students. Let’s be careful about saying any one model is bad for kids. #g2great
A2: In my school, pull out means computer based interventions and formula writing. When pushing in students are reading and discussing books they choose and writing about things that matter to them #g2great
A2: I started this year trying to keep all my kids with me all the time. In the end I learned that was not always best for them. My “why” is student success. I need to not be too proud to recognize that can happen outside my room. #g2great
A2:
I would do my best to incorporate both techniques into my teaching and why I would do that is because I think it is most beneficial for students to learn in different ways. Being versatile is very important to becoming the best learner one can be. #g2great
My “WHY” always remains the same… I do this for children! I want them to not struggle at reading like I did, and I always am reflective on making sure their needs are met be it in or out of the classroom. I don’t believe there are any hard set rules here. #g2great
#g2great A2 Until we shore up Tier 1 instruction and use multidimensional measures, we should not label Ss and expel them from the very thing research tells us makes the biggest impact on reading progression, “A Good Book is the Best Intervention." @Stephharvey49
A2: Using a "push in" model allows alignment with the classroom curriculum, collaboration and teamwork with the classroom teacher and an increase in belonging and inclusion for the students. #G2Great
A2: We advocate push-in practices so that learning experiences are aligned & shared goals for learning are developed. Everyone, including the learner, understands & supports the goal. Additionally, learning is social & should be joyful, which is supported by push-in #G2Great
A2: One of my "whys" for push in is that it lends itself to more collaboration between reading and classroom teacher and consistency for students. It is problematic to ask our most fragile learners to negotiate different instructional languages and approaches. #G2Great
And yet, I still see schools sitting in intervention meetings and ticking off the next thing on the checklist of awesome (and I’m being facetious in case it doesn’t show) #G2Great
Yes, everytime I read a Q for tonight I kept saying... well nothing is hard and fast there is always a middle and a time for in and out. #g2great this is a hard chat tonight!
A2: the why is always about the choice of when- if pull out it truly necessary, why can’t it happen outside of the reading block? Kids often miss independent reading time which is so valuable even for struggling readers. #G2Great
A2 We must view each option w/in a lens that is inclusive of the general education teacher. At NO time cam we relinquish responsibility from our first line of defense (tier 1). #G2Great
A2 sadly, sometimes our “why” comes down to reasons beyond our reach- funding and manpower being two biggies. Often pull out is the only choice teachers are given for intervention #G2Great
If we could have this kind of inspired dialogue and self questioning in schools when we’re making decisions about kids, can you imagine how much we could accomplish. We cannot just ACT without being responsive to the child. #G2Great
A2 Even though I work in a Pull-out setting, I am constantly looking for different ways to meet my Ss needs when they need intensive intervention. #KidsDeserveIt#g2great
A2: Why is [pulling out and/or pushing in] the best approach for this child at this time? Next is how will the child benefit from the experience? #g2great
A2 We did both this year in an attempt to try pushing in more. The teacher loved it as the reading resource teacher was a great role model and those students did well on assessments. #G2Great
A2: My “why” is always to meet the needs of kids. Some need push in support, others need pull out. We are often restricted by time/resources, but there are never any restrictions on how creative we can/should be to give our kids the support they need. #g2great
A2 My “why” is driven by finding what would best help the student. I can’t do it all, so what can we do differently. Each child & his needs are unique. What is the best support for success #g2great
Our goal isn’t to pay homage to “RTI” just because we have decided to be a Response to Intervention school. Our goal is to keep our sights squarely fixed on our responsibility to kids. And there is no checklist that will ever accomplish that #G2Great
A2 Push in can’t be a glorified pull out. Inclusive means we also differentiate AND teach so children no longer need these supports. This means we always keep the CHILD in mind! #G2Great
I began a collaborative teaching partnership with a T after her sub and later my sub said we needed to work together. She was 100% correct. Be creative - where to leave notes to make it seamless.
#g2great
That is extremely important! I have found it very challenging to work within another teacher's classroom if there is not time for collaboration and planning. #g2great
A2: The “WHY” conversation is grounded in S data based on multiple measures. Running Records and anecdotal notes are always at the core of a PUSH IN vs. PULL OUT discussion. We also use a local assessment to make choices. T input is critical as well as S needs. #G2Great
Great points. Our Title I school mostly does push-in for these reasons. I appreciate the ability to get all the key players-the Ts & tutors together working for common goals for Ss. And, this way, Ss don't miss core instruction. #g2great
If we could have this kind of inspired dialogue and self questioning in schools when we’re making decisions about kids, can you imagine how much we could accomplish. We cannot just ACT without being responsive to the child. #G2Great
Our goal isn’t to pay homage to “RTI” just because we have decided to be a Response to Intervention school. Our goal is to keep our sights squarely fixed on our responsibility to kids. And there is no checklist that will ever accomplish that #G2Great
And the more time we insist on taking kids out of the classroom without any kind of coordination with tier 1, the more we run the risk that we are confusing kids. Too many cooks in the tier 2/3 kitchen! #G2Great
#g2great A2 if Push In or Pull Out are the best and most effective means to an end then it is absolutely essential that the teachers providing instruction speak the same language and remain on the same page sharing what they are noticing and noting about strategies and transfer!
A2: If a "pull out" model is implemented it is "effective practice" to 1 Set short term goals collaboratively with the CT 2 for a 6 to 8 week period 2 Ensure alignment with what is happening in the classroom 3 Review progress collaboratively 4. Celebrate success together #G2Great
Pull outs during Daily 5 rotations not during read alouds in kinder, 1st and 2nd (grades I now sub in) #g2great In the beginning of the year its more of a push in.
A3. The most important voices are the Ss. Interviews, conversations, follow up - no matter what a pull out program was called - there was a stigma attached to pull out. Even when it was helpful! Parents saw pull out as a life sentence!
Moved to co-teaching!
#g2great
A2: In our push-in model, my co-teacher and I decide what model to use and how to form groups based on our observations of students. Feels informal in the moment but is based in long-term collaboration and co-planning! #g2great
A2: I have a specific? that I think relates; is there research about 'Walk to Math' as weekly/as needed practice to provide a layer of intervention based on current, specific gr. level targets & learning needs, based on the one specific target, across a grade level, #G2Great
#G2Great is trending folks. What that says to me is that so many educators are passionate about having these conversations. Want aren’t we having them in schools? More dialogue. Less passive doing. #G2Great
A3 Continuing with a growth mindset and always reflecting on what I did, and what I can do better. Also asking for feedback from parents, students, and the community when it is appropriate. I want to forever change, learn, and grow #g2great
Why wouldn’t we explore innovative ways to intensify instruction? Push into a safe ‘family’ learning environment instead of pull out. Why can’t we create a pathway for empathy in the process..we all learn differently...#G2Great
A 2 We have an extra support class plus daily workshop. Students lose 1 elective & the principal took@a few minutes off other classes so students had 73 min a day for extra reading. Ts spoke to parents & kids for buy in. There are other ways-depends on needs. Teamwork! #G2great
A3 Support tiers options are a work in progress. We must consistently re-examine our options and consider adjustments. The key is success, so we keep that in our sights at all times. #G2Great
A3: A paraprofessional currently, I have not yet thought much about this. I would ensure that I examine my practices frequently to ensure that I am doing what’s best for my students. I will always keep my ear open for feedback and adjust my teaching when I deem necessary #g2great
A2 When all tiers have access to the same rigor at various scaffolds Ss learn to embrace a growth mindset and greater empathy for diverse learning partners #g2great
A3. The most important voices are the Ss. Interviews, conversations, follow up - no matter what a pull out program was called - there was a stigma attached to pull out. Even when it was helpful! Parents saw pull out as a life sentence!
Moved to co-teaching!
#g2great
Q3: This is something we could do more yet hearing the stories of how children learn and respond is key. We need to observe closely for joyful learning experiences because it should be joyful! #G2Great
A3: if we can’t reflect on practices, we will never get beyond the “we’ve always done it this way” mentality and instruction becomes stagnant. Rethinking the purpose will ensure growth.#G2Great
A 2 We have an extra support class plus daily workshop. Students lose 1 elective & the principal took@a few minutes off other classes so students had 73 min a day for extra reading. Ts spoke to parents & kids for buy in. There are other ways-depends on needs. Teamwork! #G2great
Action without thoughtful dialogue is just passive DOING. We have to be sure that we’ve looked at all options for the child. That requires dialgoue #G2Great
A3: I really wanted to help some students with some pretty extensive learning needs. One did great with the plan to stay in. The other could not make it through the year. Their stress was upsetting to them and the class. We must listen to our kids and react accordingly #G2Great
Love co-teaching, @LitROCK_taylor ! Wouldn't it be great if this was the typical model? Would require a huge investment in education, which would be amazing to see! 👏👏 #g2great
A3: IEPs and other meetings are great spaces to discuss what has worked, what interests the student, and discuss the goals of the student/parent/guardian. #g2great
A3 Varied voices can hep us explore a mix of options for BOTH pull out/push w/in varied support settings. The only “rule” is to meet our responsibility to kids so that that ultimate success is our #1 priority! #G2Great
This question gives so many valid points to think about. More than anything, how often are our students asked about their feelings regarding intervention #G2Great
My struggle with pushing in is a bit selfish. Since the recent adoption of a skills mastery program that we follow w/ fidelity, I abhor hearing the tier 1 instruction happening in our classrooms. Avoiding it won't make it go away or help my Ss. #G2Great
Yes times 100 Brent. There is no one answer for all kids either way. Some kids need those outside supports. But we also have to coordinate them between tiers so that we can strengthen our efforts. #G2Great
A3: I really wanted to help some students with some pretty extensive learning needs. One did great with the plan to stay in. The other could not make it through the year. Their stress was upsetting to them and the class. We must listen to our kids and react accordingly #G2Great
A3 Ss and Ts set instructional learning goals and regularly assess their obtainment. Google Forms can be a simple and data rich way to drive instruction. #G2Great
A3 Build relationships, have open & transparent communication, Ss need to feel safe to thrive, Ps may have some trust concerns due to past experiences, ask for input/suggestions #g2great
A3 with young kids, the look on their faces when it’s a pull out time comes, shows how they feel about this. Once they see that others go, see it less of a stigma, as do Ps who are concerned about labeling. #G2Great
Exactly!
And many feel like they failed in the classroom, and then failed in intervention and now have a 3rd language and set of skills to work on - slower and louder.
Not helpful!
#G2Great
A2: One of my "whys" for push in is that it lends itself to more collaboration between reading and classroom teacher and consistency for students. It is problematic to ask our most fragile learners to negotiate different instructional languages and approaches. #G2Great
A3: I'm new with these concepts, so bare with me! But always listen to the way students react to certain methods - actions tell what words do not #g2great
Intrigued by this as a parent -- when our daughter is receiving tiered interventions, it's been about scores, her not "getting it." Another question: Why doesn't the regular classroom environment alone accommodate learning differences enough not to need interventions? #G2Great
A3 We communicate w/parents & listen more than talk. We must demonstrate by our actions that we are interested in others perspectives & weigh the best option for the child given all sides. #G2Great
A3: We need to check in with students and listen to how they think things are going. We need to meet children where they are and find out what strategies, learning environments, and practices meet their needs. No intervention can work if a student is uncomfortable #g2great
When a child is not successful, we ALL have to reflect on our responsibility. We confuse kids if we aren’t on the same page (doesn’t mean doing the same thing but supporting the same child!) #G2Great
Intrigued by this as a parent -- when our daughter is receiving tiered interventions, it's been about scores, her not "getting it." Another question: Why doesn't the regular classroom environment alone accommodate learning differences enough not to need interventions? #G2Great
A3-Obviously, looking closely at data. Is the model working? But, also looking at soft data: how are kids feeling about the model? How do all stakeholders feel about it? What are current concerns? Is the current schl climate such that concerns are being aired? #g2great
#g2great A2-A3 reflect and reevaluate constantly keeping the end in mind: INDEPENDENT, PROFICIENT READERS who become spellbound by the magic of books & reading for enjoyment, for a life time. The best answer isn't always the easiest or quickest, b creative, give ⏰+choice!
I love having your parent voice on #G2Great Jeremy. Yes we must agree that we are ALL responsibly for the child’s success and ALL accountable when that success doesn’t happen. No excuses - just dedicated commitment
Intrigued by this as a parent -- when our daughter is receiving tiered interventions, it's been about scores, her not "getting it." Another question: Why doesn't the regular classroom environment alone accommodate learning differences enough not to need interventions? #G2Great
A3 We are fortunate to have weekly collaboration time. Discussing what is working with all of our Ss and how to move each one forward is an important part of our weekly plan. #g2great
A4. Typically, data supports that push in is less intrusive academically and socially.
Do other Ss in the class need similar support? Can it be a small group rather than identified (labeled) Ss only?
#g2great
A3: In order for this to happen, we need to make sure that: groupings are flexible, progress is monitored and celebrated, and intensity, frequency, and duration match learner need. #g2great
A4 Like last week I think a good answer would be running records and anecdotal notes. Taking a look at these two things can hold educators responsible and not just accountable. #g2great
A3: I really wanted to help some students with some pretty extensive learning needs. One did great with the plan to stay in. The other could not make it through the year. Their stress was upsetting to them and the class. We must listen to our kids and react accordingly #G2Great
A3 We are fortunate to have weekly collaboration time. Discussing what is working with all of our Ss and how to move each one forward is an important part of our weekly plan. #g2great
A3...This is where we fall. Not enough voices are being heard, not even asked their opinions. We just sit in data meetings and keep doing the same thing. HELP!. #G2Great
A4 Push out vs. pull isn’t an issue of accountability but responsibility to the child in front of us. We can’t make hard and fast rules & pat ourselves on the back for being flexible. It doesn’t work that way. #G2Great
A 4 when accountability is king, interventions become skills that can be measured. They stop reading. Helping students see selves as readers, having choice of wonderfully written books, daily teacher read aloud—it’s not possible to put a grade or percent on this. Change! #g2great
@ssvincent, exactly! I’ve had students ask to “stay longer” or if they can be in my room “all day”, it’s a personalized environment that makes them feel comfortable, where they can take risks... we are striving towards more “push in”... hopefully this will have the same effect
We always have to ask ourselves. Are we just providing a tier as a pull out just because we think that’s the thing to do or are we providing it because we’ve considered all option #G2Great
A4 Accountability needs to be reframed away from individual Ts and onto the building as a whole. Every adult in the school needs to own every Ss' success/struggle and team for improvement #g2great
Q4: Instead of the word accountability, I like to think responsibility. What are we doing for/with the learner & why? We have a responsibility to make choices that are responsive. Teaching & Learning is about making choices that support growth #G2Great
This is great! I find the most growth with the students of the teachers that I work most regularly with. It would be so nice to have the collaboration time built right into our schedule. #g2great
A4: ...By saying “my students will have a general understanding of weather by the end of this unit” holds you as the teacher responsible for getting this done. Ensuring that these goals are measurable and have data behind them will prove accountability #g2great
A3: Another essential element is reflecting with our colleagues. Classroom and reading teacher considering the whole child, his/her strengths and needs! And celebrate growth! #G2Great
A4: First, I don’t see how it provides accountability. I would suggest pull out specifically gives Ts a chance to pass off the accountability. As far as what could be done...I don’t know maybe talk with Ss, read with students and listen. #g2great
Q4: Instead of the word accountability, I like to think responsibility. What are we doing for/with the learner & why? We have a responsibility to make choices that are responsive. Teaching & Learning is about making choices that support growth #G2Great
Yes Fran! We always have to look at every option and choose the one that is most appropriate for THAT child at THAT time Fran. There isn’t a grab bag that we can just pull from to make those choices. #G2Great
A4. Typically, data supports that push in is less intrusive academically and socially.
Do other Ss in the class need similar support? Can it be a small group rather than identified (labeled) Ss only?
#g2great
A4: an alternative is to let kids read and continually confer with them. Their fluency and comp will increase if they see models of reading behaviors and get unfragmented time to practice them. #G2Great
A4 We must weigh ALL options & consider what would be the best for the child. When we opt for pull-out we must be cautious about loss of instructional time #G2Great
A4 I think goals should be coordinated with the classroom and reinforced in all settings. The accountability belongs to all and should be child-centered. #G2Great
A4: We must hold ourselves accountable for meeting student needs. Not just academic, but social and emotional as well. If something isn’t working, we can’t just make excuses for it not working, find a new path #g2great
Playing devils advocate so to speak, but sometimes that extra support whether pull out or push in, with classroom teacher collaboration can make a big difference in the students reading life #g2great
#g2great A4 Accountability must be shared between all parties with an open line of communication including allowance for the S to have ownership in the goals, strategies practiced, and tracking/evaluation of gains or lack thereof. Multiple data points for multidimensional Ss
A4 Ensure protocols are in place that allow a collaborative instructional model between the interventionist and classroom/content teacher. Building & district administration significantly impact student and teacher by-in and overall student progress. #G2Great
A4 collaborating on assessments and sharing of results that drives collaborative planning helps everyone to be accountable, love to share results, celebrations as well as need for more teaching #g2great
A4 Whatever we choose must reflect ‘in addition to support’ to accelerate progress and make future support unnecessary. Push in OR pull out can be appropriate as long as it’s for the right reasons. #G2Great
Hi Friends, Seth from Detroit. Sorry so late/don’t know how long I can stay...snuggling the kids to sleep. 1 just freed me up for a few by dozing off:). Love this topic! Working to problem solve with & then support classroom teachers in intervention/enrichment...yes! #G2Great
I feel the same. Also, you are so right, @mrbgilson. It always surprises me when Ts say a student isn't succeeding and they have never actually sat down, side-by-side, and read with the student. This happens much more than it should. #g2great
Contemplating a broader range of options means Ts have to let go of questionable practices whether they love it or not. You can’t pass out worksheets & then shake your head that kids aren’t successful. AR computerized tests is time wasting. NO is an important word #G2Great
A4 Ultimately, the where is less relevant than the quality of instruction/intervention taking place. Keeping Ss in classrooms has great social benefits. In/out won't make any difference if the instruction is not aligned with S needs. #G2GREAT
A4 pull groups that have similar needs together w/in the classroom. These groups can & should be flexible. Use some individualized learning plans for skills that may need extra reinforcement. If this is done for all, then it becomes the norm. #g2great
Absolutely Sean. A good intervention can take place anywhere but we have to consider loss of time for transitioning and what is being lost as a result. So much to consider. #G2Great
A4 Ultimately, the where is less relevant than the quality of instruction/intervention taking place. Keeping Ss in classrooms has great social benefits. In/out won't make any difference if the instruction is not aligned with S needs. #G2GREAT
Sure -- by scores I really meant assessments, which you need, AND "not getting it" as both factors in receiving interventions. My point was that both these factors have to do with the kid, not the school or teaching practice. #G2Great
A5 That depends on how we create learning experiences designed to instill lifelong love of learning. It’s not about what option we use but what we do to beckon children to the learning process. #G2Great
I am convinced that many children wouldn’t need pull out in the first place if we made thought and responsive decisions. We can’t waste precious time penalize them for it! #G2Great
A5 I don’t think the lesson itself and the teaching is what can instill a lifelong love of learning, being in the classroom might help with peer interactions and having students thrive from one another whereas outside they will not have as much of that. #g2great
A5: The 1st thing that comes to mind is on the job training VS attending a off-site workshop; both are at times needed for various reasons; the key is why and when; flexibility #G2Great
A5 Authenticity is always the key regardless of support options in place. Supports must always be respectful, meaningful, productive, and joyful…PERIOD! #G2Great
A4: I agree. The word "accountability" has a negative connontation. It puts the focus on interventions (programs) and plot points on an assessment. What if we reframe our role to be to create joyful, reflective and confident readers? #G2Great
A3 We are fortunate to have weekly collaboration time. Discussing what is working with all of our Ss and how to move each one forward is an important part of our weekly plan. #g2great
Thank you, Mary. And in our circumstance there was commitment, and we just said goodbye to a wonderful teacher. I just think it's important to point out that a kid not learning is about much more than the kid. Why CAN'T a good school and great teacher reach everyone? #G2Great
A5: the idea of “support” should play a role in lifelong reading- readers should support one another and chat about texts, but it’s a matter of who is providing the support and for what purpose? #G2Great
A5: Any intervention can help instill a love of learning if it is done correctly. It must help students make goals, move towards them, and then be able to build some independence until the intervention is no longer needed. #g2great
A5 Unfortunately, I rarely see an "intervention" in whatever model that is concerned with creating life-long lovers of literacy--which is sad to think about. That goal should premeate & be at the forefront of all! #g2great
#g2great A5 I worry that we are often bound by the clock, by scheduling and curriculum coverage and that it too often influences our decisions. We have to make a conscious decision that this line of work means committing to do whatever it takes to reach every reader.
I worry about the same thing Erika. If we steal choice from the mix then we cheat kids. Tethering them to a leveled bin is going exacerbate the issue. Choice should not be something we offer to the lucky few. It’s a birthright for ALL kids #G2Great
A5 Pulling out reminds me of being in time out when I did something wrong. Students should not be made to feel less of a reader than other students.#G2Great
A5 I do do believe that pull-out could have the potentional to instill a lifelong love of learning if it provides the intense intervention the student needs and is discontinued when no longer needed, but flexibility is key. #G2Great
A5: No I don’t think moving a child or segregating them creates a love of learning. The skills they take away will. If they take not skills away we are just segregating them based on what they lack. How does that lead to a love of learning? #g2great
I wish I knew the answer to that Jeremy but it’s a question that keeps me awake most nights. I think because there’s too much connect the dot decision making and not enough that is aligned to the specific child and that coordinates efforts. #G2Great
Thank you, Mary. And in our circumstance there was commitment, and we just said goodbye to a wonderful teacher. I just think it's important to point out that a kid not learning is about much more than the kid. Why CAN'T a good school and great teacher reach everyone? #G2Great
A5 The goal is to offer responsive thoughtful targeted support. We can do that in either setting if we join professional forces across all tiers and coordinate our efforts. #G2Great
Always put children’s needs at center. Decisions need to be fluid and responsive and will change. This requires communication, listening to Ss, Ts, Ps , specialists to create Ss who want to read and love it! #g2great
A4: The models can’t provide accountability if educators are not on the same page with the S’s learning needs. A more informal and flexible way is to have real-time access to data ie. Share Point or Google docs, along with Ts weekly meetings #G2Great
#G2Great is trending folks. What that says to me is that so many educators are passionate about having these conversations. Want aren’t we having them in schools? More dialogue. Less passive doing. #G2Great
A5: A lifelong love of learning is influenced by instructional methods, regardless of push/pull. Reading T’s who show love of reading and books will greatly influence their Ss. #G2Great
Words of wisdom from my very wise friend Laura. Yes, we can’t have a knee jerk reaction and think we’re doing the right thing. There is no one-size-fits all solution! #G2Great
Always put children’s needs at center. Decisions need to be fluid and responsive and will change. This requires communication, listening to Ss, Ts, Ps , specialists to create Ss who want to read and love it! #g2great
#g2great A5 We cannot turn a blind eye to research for convenience, we must prioritize and protect choice and time for independent reading, no Push In nor Pull Out will equate the power of a good book nor the relationship & tailored conversations a knowledgeable teacher provides
A5 both models have the ability for the learner to embrace “process”. Their process can continue to develop and flourish at different stages maybe first in a pull out setting and later in a push in until independence/proficiency has been reached. #G2Great
A5: I think that who we are as teachers and what we believe is at the heart of the push in/pull out debate. For me, I believe that students learn best when they are supported by and members of a community of diverse learners and have time to read, read, read! #G2Great
A6. Team teaching in more core classes that include co-teaching with core T and sped T or G/T.
Deep content knowledge w/ more PD in content delivery for striving students.
#g2great
Contemplating a broader range of options means Ts have to let go of questionable practices whether they love it or not. You can’t pass out worksheets & then shake your head that kids aren’t successful. AR computerized tests is time wasting. NO is an important word #G2Great
A5 Intervention needs to be partner to helping kids learn the joy of reading, not a robber of what is intended. Know the child to see where that intervention is taking them #G2Great
A6 I think personalized learning is a perfect framework to help with this issue. When each and every Ss is driving their own instructional bus and the T is no longer at the front and center anything is possible. ALL Ss get what they need, when they need. #g2great
A5 A lot of this has to do w/ attitude: Ts- having Ss pulled out, Ss- being pulled out, Class loosing peers to another class, etc. We do out best to make it all positive, no matter where anyone is. Ts communicate so Ss do not miss any special activities #g2great
#g2great A5: Think about our own learning as teachers. Yes, my practice improves when I’m pulled out for PD, but my teaching is transformed when someone can work with me in my own environment over time. Wouldn’t the same hold true for kids?
A3) As a parent I always plug family engagement in general, and it certainly applies here. If all families feel welcome, their children are much more likely to feel that way, too. #G2Great
A5: I think that pull out ensures that students will enjoy their learning more. By creating an out of the class setting students will feel free to learn how they want and may enjoy their learning more as well...#g2great
A lifelong love of Learning and Reading is influenced by the relationships developed between Ss and Ts. Teach to their interests, build on their strengths. #g2great
A6 No question about it – I’d ensure that tier 1 (classroom teachers) is the absolute best it can be. NOTHING will ever take the place of knowledgeable responsive tier 1 teachers. EVER! #G2Great
A5: ...Real life expectations influence our practices astronomically, again if one was to set goals for themselves then they raise their practices to the next level to get this done. #g2great#g2great
A5 Teacher passion and enthusiasm plays a big role in developing lifelong learners. Teacher expectation--set at the very beginning and, consistently, helps drive best practices. #g2great
Can I just tell you how much you are all inspiring me #G2Great friends. There is no such thing as a quick and easy decision. We have to go deeper and have these kind of discussion in our schools. Because if we don’t, we are complicit in the demise of the intervention process
A6 If I could fund a reading specialist to spend 1hr/day in every classroom and had every classroom T also reading certified, we wouldn't even have to discuss pull out or AIS. The quality of daily instruction would meet all S's needs! #G2GREAT
A5: You would need to know the child and their learning styles/preferences to best assess which model works for them. We need to listen to them and how they feel about their learning to create a lifelong learner. #G2Great
I think this is KEY! Those four words should drive all instruction, at every tier, in or out of the classroom: respectful, meaningful, productive, joyful! A mantra to live by! #G2Great
A5 Authenticity is always the key regardless of support options in place. Supports must always be respectful, meaningful, productive, and joyful…PERIOD! #G2Great
A6 No question about it – I’d ensure that tier 1 (classroom teachers) is the absolute best it can be. NOTHING will ever take the place of knowledgeable responsive tier 1 teachers. EVER! #G2Great
A6 If I could fund a reading specialist to spend 1hr/day in every classroom and had every classroom T also reading certified, we wouldn't even have to discuss pull out or AIS. The quality of daily instruction would meet all S's needs! #G2GREAT
A6: Responsive teaching. Period. Learners get what they need when they need it. Adults working collaboratively to assist with growth opportunities. This might be co-teaching; it might be peer coaching; it might mean strategy groups... flexibility is key #G2Great
I thank you for how much you've thought about this but I'm sorry that it's kept you up at night! Participating here certainly makes me better appreciate what you all go through. #G2Great
A5: If we are not careful, pull out over a period of time can lead students to have a fixed mindset! I have heard many a reading student declare, "I am not a good reader." #G2Great
A5 In reality, Pull out ="your student" Push in = " our student", there is much more ownership taken by teachers when the student stays in the classroom. #G2Great
A6 Co-teaching would be great--more responsive, inclusive hands on deck! But, also more personalization and more purposeful work in Tier I. Motivation drives learning & S buy-in is key! Expert, joyful instruciton in Tier I means less need for any push-in or pull-out! #g2great
A5 Push in it pull out don’t create readers. Its relationships, kindness, knowledgeable Ts, having great books for Ss to select, monitoring progress thru conferring, listening to what students say, and using notebooks for authentic writing about Reading. #g2great
A4 Ultimately, the where is less relevant than the quality of instruction/intervention taking place. Keeping Ss in classrooms has great social benefits. In/out won't make any difference if the instruction is not aligned with S needs. #G2GREAT
A6: I am looking at personalized learning goals. Workshop and Guided Reading in JH. I think all three will give me the time and tools to help students in the room and as a part of the general population #G2great
#g2great A6 An unwavering commitment to equipping all stake holders with the knowledge, practice, and tools that will lift the level of literacy in Tier 1 instruction to circumvent over-identification and ensure equity for ALL readers.
A6: A team approach where the whole child is considered when making decisions. Student voices are heard and they’re a part of the design of their learning. #g2great
A6 No question about it – I’d ensure that tier 1 (classroom teachers) is the absolute best it can be. NOTHING will ever take the place of knowledgeable responsive tier 1 teachers. EVER! #G2Great
A6: I attended 1st grade in building in which all 1-3 classes were located around perimeter of library. You walked out the classroom door and you were surrounded by books. I think this type of immersion in all schools would be a dream! #G2Great
Learned a ton about supporting those I serve in best practices at early tiers with small group & conferring strategies from @LucyCalkins, @EmilyJBSmith & the @TCRWP team last week! Some reflective thinking on the institute for those interested => https://t.co/YX2EAjU8w2#G2Great
A6 #1 is to take a long hard good look at our priorities. We begin by increasing the volume of reading in ALL settings & collectively bathe kids in books across the learning day! #G2Great
This issue is @ so much more than interventions. A new trend is for schools to save money by hiring 5-6 teacher aids rather than a reading specialist. You can’t cut financial corners & say you’re committed to kids. TY @smurrayLB for making this a priority! #G2Great
A6 I like the idea of Team or Co-teaching. I think that if subjects were more integrated and not segmented, Ss would see the real world need/purpose in learning and would have more motivation and interest. #g2great
A6 Providing the classroom teacher with the best support enhances the intervention. We are fortunate to have reading support, sped support and extra support from our specialists during extra prep blocks. All hands on deck has proven very successful. #g2great
A6: Co-teaching and collaborating. Never “my” student but “ours.” No matter what model is used, the teachers who work with each student need time to build relationships and trust with each other and with the kids. #g2great
A6 All Ss would be able to receive needed support, Ts would have consistent support staff to assist w/ small groups, Ss would have voice & choice w their reading content. #g2great
A6: ... By having the traditional classroom with the occasional out of class learning experience I will be keeping my students attentive and hopefully I will have them enjoying their learning more. #g2great
A6 A dream would be to have a co-teacher or class within a class in every grade level or subject area. The benefit to all Ss and the teachers would be huge! #G2Great
A6 : In addition to previous statement, a commitment to ensure every resource available is utilized in grades 1-2 grades to ensure all kids build solid reading foundation. #G2Great
#g2great A6 BALANCE, we cannot forsake one instructional context for another; whatever the decision...we must ensure striving readers have access and equal time for independent reading and exploration, Reading Makes Readers!
A6: A collaborative approach where equity means everyone gets what they need, teachers have time and tools for collaboration and meeting the needs of all students, and we see each learner from a strenghts-based approach first. #g2great
Our goal isn’t to pay homage to “RTI” just because we have decided to be a Response to Intervention school. Our goal is to keep our sights squarely fixed on our responsibility to kids. And there is no checklist that will ever accomplish that #G2Great
So true. Instead let’s find ways to support the classroom teacher to do what they do best! They can be there for their students with the kindness, knowledge and expertise. #g2great
A6 We must stop viewing pull out as the goal. We can’t make up in 30 minutes for what happens the other 6 hours. We start by ensuring we’re doing right by kids where they spend the bulk of time. #G2Great
A6 A dream would be to have a co-teacher or class within a class in every grade level or subject area. The benefit to all Ss and the teachers would be huge! #G2Great
A6: We would NOT use the word "intervention" ever. Our kids do not need to be "saved" - they need to be guided in their learning, supported, and loved. #G2Great
A7. We owe it to the Ss, Parents, and families to not let Push In/Pull Out conversations be about "convenience for adults". Individual decisions based on the needs of the Ss. Carefully monitored. Creatively crafted.
#ForTheStudents#g2great
A6: aside from personalized learning, a flipped classroom may be a g8 benefit to some. This way Ss r pacing themselves on their own time & ready 2 ask Qs when they come 2 class the next day. Easier 2 differentiate learning too. It’s like a reverse exit card #G2Great
A7 Open these conversations to raise dialogue where it matters most – across a school building. We need to be more vocal and more collaborative in our thinking
(see https://t.co/w52zTR30w2 for #G2Great chat artifacts). Bring this dialogue where it matters most – across a school
A6: I am thinking a push in model where the classrsoom and reading teachers collaborate and co-teach. Each teacher would teach small groups, but the conversation and instruction would be fluid and responsive to students' strengths and needs. #G2Great
I don’t think it’s about what word we use but that we have a professional sense of urgency to ensure the success of kids. I’m less about terminology and more about mindset #G2Great
A6: We would NOT use the word "intervention" ever. Our kids do not need to be "saved" - they need to be guided in their learning, supported, and loved. #G2Great
A7. We owe it to the Ss, Parents, and families to not let Push In/Pull Out conversations be about "convenience for adults". Individual decisions based on the needs of the Ss. Carefully monitored. Creatively crafted.
#ForTheStudents#g2great
I love that Jackie. We can no longer afford to be professional victims and say we don’t have time, money or whatever. We have to take responsible for what we CAN control - which is more than we think! #G2Great
A7 Asking at student team meetings "Why?" to any suggested intervention/support. Is this decision better for the T or the S? If the answer isn't the S, then it's the wrong answer. #G2GREAT
A7. We owe it to the Ss, Parents, and families to not let Push In/Pull Out conversations be about "convenience for adults". Individual decisions based on the needs of the Ss. Carefully monitored. Creatively crafted.
#ForTheStudents#g2great
A6 this chat met me where I’m at today #PLN. TY all!! as I’ve been in the process of creating an alternative to pullout the past 6 months at the secondary level & your passion & research based discussion in the best interest of Ss learning validates my process. #G2Great
A6: We would NOT use the word "intervention" ever. Our kids do not need to be "saved" - they need to be guided in their learning, supported, and loved. #G2Great
A7 Knee-jerk decisions about what setting to use is reactive, not responsive. We must consider the best option for THAT child at THAT moment in time. #G2Great
Years ago, we learned push-in, when done by exemplary teachers, had an impact on classroom instruction. It became a powerful embedded PD model. #G2Great
Yes, kids want to be like everyone else don't you want to just let them stay in their classroom give them what they need inside the classroom. Really and truly it can be done. #G2Great
A7 Work on building or strengthening my “toolbox” to use for individualized activities/reinforcement & enhancement lessons for students. A strong foundation will allow me to continue building w/ my Ss #g2great
A7. We owe it to the Ss, Parents, and families to not let Push In/Pull Out conversations be about "convenience for adults". Individual decisions based on the needs of the Ss. Carefully monitored. Creatively crafted.
#ForTheStudents#g2great
A7 I am taking away that I need to be more flexible with what intervention might look like. I need to let the child, their needs, and best interests guide my decisions. #G2Great
A7: Ask more questions; how will this benefit the learner; how will we know; how easy can we change the decision;is the decision for someone's convenience; is it a scred cow #G2Great
A7: I would work on incorporating many of these practices into my teaching. Like I said as a paraprofessional right now it is hard to say what I would change, but I would definitely use many of these strategies including push in and pull out into my teaching. Thank you! #g2great
A7: That in a data driven world, we cannot forget about the child and what will be best for him or her. We must remember our goals of making students love learning and helping them explore their passions and coaching them towards finding success #G2Great
A7-not a shift, but a reaffirmation that expert, joyful Tier I is key. I see schls spinning their wheels trying to make up for missed opportunities by increasing interventions. Schls can't intervene their way to success. Step back, take a hard look, & be responsive! #g2great
A7) I need to do my homework to make sure I supply the research required to help our admins and staff understand that it’s time to make changes in how we view interventions. #g2great
A7: I want to keep contemplating ways to make the support we provide for kids more cohesive. Time to collaborate when supporting Ss shouldn’t be a benefit in schools, it should be a priority and an expectation. #g2great
A7: Initiate dialogue on this topic with my colleagues. As a literacy coach, I aim to facilitate this conversation by keeping the students front and center. #G2Great
A7 This conversation resides in tier 1. We can’t dole out worksheets & then lament that kids are getting further behind. We must commit to a NO EXCUSE professional responsibility to children. THE END! #G2Great
A7 Toss preconceived ideas & its what we always do. Each year Ss are different & we need to figure what’s best for them. Responsive Teaching. This happens as the grow & improve all year. Teamwork that includes Ts Ss Ps. #g2great
A7 This conversation resides in tier 1. We can’t dole out worksheets & then lament that kids are getting further behind. We must commit to a NO EXCUSE professional responsibility to children. THE END! #G2Great
Another great learning here. When I’m back subbing going to be more mindful and intentional in seeing how pull out or push in effects kids and then put my 2cents in #G2Great
A7 Remembering that it all starts with tier 1 instruction. Without that solidly in place, no intervention will be successful. Also to include the Ss in the conversation and reflection of how the intervention is going #G2Great
