Path to Reading Excellencein School Sites
Hello 2019-2020 Cohort Members,
As we approach our first online learning opportunity, we would like to gather some information from you. Please respond to this post with 1 or 2 common questions that you often get from teachers. We will do our best to organize the session around some of the common questions.
Thank you and we look forward to seeing you online on October 29, from 9-11AM.
Please respond as soon as you are able.
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This topic has been pinned
on Sept. 13, 2019, 10:46 a.m.
PRESS says to not intervene on skills that have not yet been taught in the core teaching, when do you recommend doing the universal screen on Kindergarten? About half our students do not have any school experience before kindergarten so when we universal screen them (we use FAST Bridge), we are getting many false negatives.
Also do you recommend using the composite score from FAST or using 1 sub test?
How do school organize the intervention materials that teachers will need for the interventions they give? Do teachers copy them themselves or are they housed in a place where teachers can come and pick them up?
Can paras do the inventories to help determine the interventions?
I second Holly. I can't think of anything to add right now, but will come back and post again if I can think of another question to add.
What recommended sub-tests would PRESS use for K, 1 beyond letter sound fluency in K and Nonsense word fluency in 1st?
How do schools keep track of PRESS data?
How often do teachers meet to discuss PRESS data? Are these required meetings or how do they fit into the teachers' schedules?
How are teachers held accountable for implementing their PRESS interventions?
We are often asked questions like "When do I need to progress monitor?" and "What is the progress monitor I give?". We are working to keep teachers informed of the schedule and give reminders. But more importantly, we try to emphasize the interventions that need to be done during that 7-14 day time frame, not simply doing a progress monitor and inputting data in a spreadsheet to check off a task.
We also have been asked how to approach classwide interventions with kids who do not need interventions. There are concerns about those kids being bored, or having their time wasted.
I was just asked again today if students who do not need the classwide intervention still have to do it? Teachers feel those students become bored or share out more often than the student who really needs it.
Also, how are all of the various outlier students being taken care of? We as interventionists have been picking them up but find that the skill that was worked on is not always applied back in the classroom and transfer does not happen which leads to a big question; How many times should a student go through the PRESS process? I am talking about students who continue to fall back each year.
This topic has been unpinned
on Oct. 20, 2019, 2:36 p.m.