In responsed as to how I am using READ 180 in our current structure for RTI... during the component of Differentiated Instruction I bring in elements of Orton Gillingham. This direct instruction of specific phonic elements and areas within structural analysis has been of great support to my students. Also during Differentiated Instruction we do a bit of writing going further using the rbook as a springboard.
I meet with the gen ed teachers and together we plan out the year's literacy units in gen ed. When we are done, I then plan out my Read 180 units based on the learning targets addressed at the time when each gen ed unit is being instructed. In that way, we are connected and the language is the same for students in both classes. For example, if teachers in gen ed are working on story elements or summarizing, I choose the unit in the rbook that best fits that critera, without skipping too far ahead. I am currently using the Flex Book.
Currently, there is some debate in my building about how READ 180 should be used for RTI and who should be teaching it.
This year we have used RTI as an Tier 3 class and both gen ed and special edu studnets have been mixed in the class. I have found this structure to work well and be effective, however, for planning of next year, there is controversy whether or not this is effective for spec. ed. The data supports the results but conflict is with who should teach the class a gen ed reading teacher or spec. edu teacher. I am a special edu teacher and am looking for informed repsonse regarding certification requirements for teaching REAd 180.