We need clarifications after today's PD on the following regarding PRESS:

1) Are we using word lists to assess students and determine if they are ready to move on?  We have not done this in the past.  If this is something new we need guidance on it.  How many days do we teach the skill before we assess a word list?  If a student does not master the skill how long do they stay on that skill before we move on?  Some special ed students may stay on the same skill for a long time.  Does this mean there might be a better match with something else for them?
2) If we use the word lists are they timed for 1 minute and is there a minimum of how many words the students are required to read in that time?  There is a significant difference in students reading just a few words (1 line) and getting them all right compared to a student that reads 4 lines and misses 3 words yet the student that read 5 words correct would move on and the student that read 12/15 would not.  If this doesn't make sense-ask me.  Peg

3)  How long do we teach one specific skill? i.e. short a sound-3 days?  If we stay on each skill 3 days we will not make it through all five sounds before we assess every 10 days. 

These are questions that arose during our PD.  Thank you so much with your help in clarifying these.  I want to share with staff exactly what it would look like, moving from interventions, to intervention word lists and their practice, to PRESS progress monitoring, including possible time spans each should take.