Amen to too much testing!

Hi, Rebecca from Tunt is here.

Yes, testing takes too much time, But we cannot get any good reading diagnostic assessment, so we make instructional decisions based on pretty questionable conclusions based on (or because of) limited data.

Crystal Wheeler from KIBSD is attending.

sorry I’m late!!

Benchmark and Diagnostic are different screenings? Do we identify students and then do a little more digging with another tool for that particular student?

Maybe the scope or use is different but using the same universal screener. Benchmark for identify who. Diagnostic for creating specific plans.

Were these meetings before school or after?

She said before school I believe.

thanks

Hearing and vision important to check as well.

I love to watch the lightbulbs turn on with those students!

To see the growth in students is truly one of the best rewards as a teacher! AND they know they are doing better:)

One of the OPTIONS for the discussions is to explore that website.

Taking it all in ;-)

Thank you!

Survey 3: https://www.surveymonkey.com/r/Y2LRLCV

Resource Page: http://www.asdn.org/webinar-resource-page-meeting-the-needs-of-vulnerable-readers-spring-2019/

Thank you! Happy Spring Break to all of you enjoying that!

Thank you!

What progress monitoring tools do you recommend for collecting data used to determine need for special education?

Survey 3: https://www.surveymonkey.com/r/Y2LRLCV

My biggest concern has been seeing teachers work with students blending and segmenting, leaving their phonemic awareness needs untouched. Can a student benefit from blending and segmenting if she does not have the ability to play with words and manipulate sounds?

How do you feel about the Lindamood-Bell program?