Turn Struggling Readers into Reading Rockstars! I'm Emily Muccianti, a reading specialist & intervention coach with 25+ years of experience. Feeling overwhelmed by reading programs? I help educators unlock effective strategies to transform struggling readers into confident learners by focusing on their intervention systems. Subscribe for tips, free resources, & join the fight for literacy! #readingintervention #newteachers #readingspecialist
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Hi Elizabeth! Most of the time, yes - but it depends on the goals in the IEP. Some kids may have goals related to tier one or content standards and instruction may be delivered in RSP. But the same principle holds true. We cannot take kids out of the core (for whatever reason), drop them back in the middle of the core, and expect them to pick up where everyone else is. They will have missed crucial instruction and be lost or confused when they come back. Now, I know this make scheduling a nightmare, but we have to be mindful of making the best decisions with instructional time that will maximize the benefits to the student. I hope this helps! Thanks for what you do!
I would also like to add that this may need adjustment if the tier 1 instruction is ineffective. I think there is a distinction to made between differentiating the core and remediating. Now, if you have a student who’s skills are so limited that the core is well over their ability, then pull them out to intervene because they aren’t getting anything from the core other than exposure which isn’t good enough. It’s definitely a challenge with RSP and a conversation with the team is important.
I'm excited to get this implemented. I think the students are going to love it!! I have a couple of questions. On day 1, which passage does the teacher model? I will have three different reading level passages being used. On practice days 2 through 4, do partners track each other? Or is it like the practice on the initial day 1 where everyone is whisper reading, while the teacher is circulating and answering any questions about words.
Thanks for your comment! Ideally, the teacher (or a stronger reader if using multiple levels) would model all passages on day one after the cold time. On day 2-4 partners time, track, and calculate, but they do not graph. Hope that helps!
Thanks for your thoughtful comment! I’m a big believer in services based on need not label, so yes- we made great progress with some of our students on IEPs❤️
@@EmilyMuccianti absolutely! I think getting some students mainstreamed also helps them a lot better once they get into higher grades not be stuck in SPED. I think you genuinely have the heart to want to see students thrive
I had a friend who was a interventionist and she had a absolute blast despite it being a challenging job. The kids loved her and other students heard of her and wished they could be in her class. She truly loved her students and they had so much fun. There are so many kids who with early intervention can keep the child out of special Ed and by the end of it even some of the most lowest performing students can become sone of the highest by seeing a interventionist 30 minutes to a hour a day
We have limited numbers of tutors and only those that complete the digital course will be connected after the course completion. This is to make sure that the bulk of the submission is already completed correctly 😊
@@EmilyMuccianti is there a link for it ? Or just look at it from the video ? :) i did the video assessment and i just needed a little bit more points .
Hi, new Reading Intervention Teacher here. I followed the link to your website, but it is not clear how I can input my email to receive information about the asynchronous RI Framework Course.
My middle school originally had intervention as a part of the block schedule. It is now on a push-in/pull-out schedule. I don't know how that will work.
That will certainly be a challenge. I would want clarity on the goal. Are you pushing in to support core instruction or are you focusing on developing literacy skills?
Thank you for the video! I have two questions. One - how do you deal with student absences? Who listens to a student if their partner is absent? Two - when would a student move up in passage level? Thanks!
Hi! If I have even numbers of kids that are missing partners, I pair them up with each other. If it's an odd number, I partner with the student. I move kids up a level under one of two circumstances: 1. They are consistently meeting the grade level ORF expectation (with accuracy) on their cold reads or 2. They are well above the grade level expectation by the hot read. Hope that helps :)
I can't find Six minute solutions anywhere for under $200 since it is out of print. Is there anything like it in print today or do you know if it will ever be back in print?
Thank you for your great videos. I was going to order Six Minute Solution but it is very expensive. Is there somewhere I can get it for a reduced price?
It will be geared toward elementary, but there is a ton of general information that is helpful to all. If you go to the page that is linked, there is an outline of the content at the bottom of the page :)
Thank you so much for your videos. I found you this week and have watched tons. What do recommend as a universal screener for middle school and how do I administer while school?. I am a reading specialist in a 6-8. I would also love your advise for middle school scheduling/ grouping. I am running a pull-out model.
My pleasure! Acadience 7-8 is a new screener for middle school, but I'm still learning it, so what I have to share is pretty basic. First, it uses a gating system: 1. all kids take the MAZE - if they are at benchmark, they are done. If not, they go through the next gate. 2. silent reading 3. ORF with Retell. When I was in MS, I used an ORF (Reading Fluency Benchmark Assessor -from Read Naturally), the San Diego Quick, and a vocabulary assessment. It wasn't a perfect situation, but it was what I had at the time. :)
Hi Karen! That is the only time my students are on devices. They are matched to an app with skill practice that we have been working on in groups. It's once every 2-3 weeks.
This was such an inspiring story. I hope and pray he has great success while at University as he attains higher education. All of your efforts for your son and so many children throughout the years have not gone in vain.
Thank you so much! This comment means a great deal! My boy is now a junior at Boise State and getting a leadership certificate along with his bachelor's degree. I am beyond proud of him! There is hope!!
If I have 4th graders do they all start on the same passage even if some are reading at a 3rd grade level? Also do they need to score a certain percentage in order to move on to the next passage?
You would match the students to their independent reading level. This is the optimal level to improve automaticity. You should aim for 100% accuracy. By the 4th or 5th read (following modeling and corrective feedback) you will find most kids will get there.
I wish I would have watched this 3 months ago! I've been asking this question in our first grade PLCs as a classroom teacher, as the words per minute expectation increases. I love that my students know how to decode. However, trying to get them to move from decoding EVERYTHING to any kind of automatic word reading has been a very real struggle! This will be very helpful for the next couple of months!!
Excellent video. Would you happen to know if a business degree or degree unreleated to teaching would count towards the additional credits? If i get an MBA would this count? Or does it need to be an approved masters and then if so who does the approving? I can see districts which are all about budget, trying to say xyz degree doesnt count. For instance in CA theres a ridiculous new law formerly AB 130 that allows you to waive the CSETs (PRAXIS) if you have a degree in a specific field but an education degree, history degree etc doesnt count. Liberal studies for multiple subject rather than education and social science rather than history count however. So im worried districts will claim "oh your masters degree in history doesnt count even though you teach history" or an MBA doesnt count even though you teach econ. Etc.
Also if the masters is in a field such as theology I can see them discriminating there and just not hiring you, my plan right now is actually two masters and a doctorates but I highly doubt I'll get hired anywhere with those credentials as why hire me when they can hire someone new and pay them last half. Does that make sense?
I believe it is not specific to education. Any MA should work. My teacher bestie had an MA in theology and it counted. But please do your own research.😊
I am on my journey to becoming a teacher and I just want to say thank you so much for taking your time to create this helpful video! I was confused about how units work before so I really appreciate your explanations! thanks :)
This was wonderful information & a great video to follow along! I noticed it was 5 years ago! I’m so happy for you & thank you for helping us in our teacher journey.
I inherited the Primary and Intermediate level books last week and am so glad to have come across your channel! When doing the graphing, do students stack their growth above the blue and red from Monday or do you have students graph their growth daily for the Tuesday-Friday?
Welcome aboard! To save time I only graphed Monday and Friday. Throughout the week there can be some up and down days so I like the first and last day of the week to ensure the kids see progress.
This was great information!! ❤ Are the 6-Minute passages simply paired with a student based on grade level? FYI I recently found your channel and I appreciate your enthusiasm.! I’m reaching teacher burn out, and this is really helping me stay positive!
Thanks for your kind words! I’m happy you are finding some inspiration! The passages should paired at the students independent reading level if the goal is to improve rate. This limits some of the cognitive load from decoding and allows for a focus on automaticity and rate.😊
@@EmilyMuccianti thank you. Do the passages have level number on them, I heard you mention it had the grade level at the top of the page and then the number after that was the page number… I believe. I just wondered before I purchased the resource (hopefully I can find it for second grade… The intermediate, I believe you mentioned) I have some students who are struggling with ORF Thanks again! I can hardly wait to watch some of your other videos!!💕
The first digit is the grade level equivalent. The second two digits are the passage number. If you are working with 2nd graders, look at the lowest level. That will also include some decodable passages.
