Intervention Exclusive Articles
As the Instructional Coach/Reading Specialist at a large urban high school, I’m in classrooms all day offering suggestions, proposing resources and learning from my colleagues.
The other day I was in a Science classroom, observing and supporting a new teacher. I wanted to learn ways to offer assistance, so I listened as she explained her expectations and instructions for the upcoming lab.
In 1999, my colleague, Julie, and I were asked to give the Commencement Address at the private school graduation. Julie and I were “Tutor Buddies”; co-tutoring students during our 5th hour duty. Heck, we even had t-shirts and a motto:
“If you can’t get help from us, get help somewhere.”
Fortunately or unfortunately, I have nothing good to say about standardized testing other than it exists.
In theory, I believe in it. As teachers, we need to have a baseline that can measure growth and can help guide our teaching. If a student does poorly on the section entitled, “Craft and Structure”, we can spend valuable time using research based strategies that demonstrate specific skill building within Informational Text: annotation, main idea and detail, summarizing, compare/contrast, cause/effect, and inferences.