There is compelling evidence that reading outcomes improve the most for students who receive instructional support and intervention in the earlier grades. There is evidence that the risk for reading disabilities may be prevented or at least reduced through early identification and instruction on critical early literacy and reading skills. If it is more powerful to prevent reading difficulties than to remediate them, how can we unleash the power of prevention? Join as considerations for unleashing the power of prevention are shared as we reflect upon one school system’s journey that focused on prevention and supported student growth over time.
Objectives: - Understand the role of assessment tools in reading improvement efforts.
- Learn which questions can drive support for improving reading outcomes at the system, school, and class levels.
- Recognize the significance of collaboration within a system.
Credit Reflection Questions:1. Do you have a way to know strengths and opportunities for reading instruction in your system?
2. From what was shared to day, what is an attribute in prevention practices you have in place in your setting? What is an area you may need to review and consider differently?
3. If you implement screening and progress monitoring tools, will that shift improve your system supports in itself?
Handouts
or sign up with email →
Create a custom schedule.
Take it with you on mobile.
Get listed in the directory.
