What is precision teaching in literacy at primary level?

[Hathor]

Just that really, what does precision teaching mean in SEN literacy?

being seriously impressed by a school that uses a pt programme

Does your school use them then Ponty, with SCC?

Cat, did your TA(s) take easily to the SCC? How much time did Ed Psych take to explain it all?

That's useful, thanks.
I'm teaching people to use it myself at the momoent,but it is a lot on top of my enormous regular SALT caseload so am thinking how best to approach it..

Do you only do 1 minute timings or do you uuse it for things which happen in other timespans?

Cat,I've used it for practicing individual pencil strokes (for building up writing fluency)and also for maths (increasing ability to do mental maths-worked really well)

Also used it in context of my own studies (MSc in ABA) using SAFMEDS (familiar term?) to learn key definitions.

I'm going to ABA conference in Phoenix AZ this summer and am looking forward to joining in special interest SCC group.

Haven't used it in context of pure SALT, but could I suppose. I need to think about other applications. I'm less inclined to see SALT as a thing apart these days.What really interests me is effective evidence based education fro kids with SN, thus am into Direct Instruction, PT and so on.

SAFMEDS stands for 'Say all fast minute every day shuffled'.
Not really different from 1 minute timings in PT but key info. is put on cards which are shuffled daily. Data then plotted onto SCC as usual.
We used them to learn key definitions and terminology for MSc. Incredibly useful.
It's how I teach my own kids Math too. Makes it more fun than just reading out from a list/page.

Your Ed. Psychs sound great. Can't remember ours doing any training ever for educational staff.They seem to do nothing but write vague reports and sit in at statement review meetings.

I have created my own remit in effect by studying ABA. A whole heap o extra work for myself in effect!

I no longer beleive in compartmentalising communication, education and so on.It's part of the smae thing. How the hell can you work on communication in isolation from everything else??? It's madness.

My most fruitful work is done in collaboration with a teacher and a behaviour analyst 9which is what i am also training to be.)

Ah well, six of one, half a dozen of t'other.
Personally,I'd rather someone teach TAs about PT than sit like a lemon in meetings.

Good to know other teachers think whole SALT sup is daft. Who the hell thoguht up thatone??

Sounds remarkably like what teacher was doing 10 years ago in school when I first started taking an interest in SEN due to my ds.

PT used in an increasing number of schools IME.

Cat, are you in/around Plymouth by any chance?

Good to know being used more Virginia.

Swedish, did it help you with your child?

Precision teaching is a technique developed in the 70s to target key skill
development within a given curriculum or instructional sequence. It is based
in the concept of a learning hierarchy or stages of learning: acquisition,
fluency, generalisation and adaptation.

Perhaps the best known aspect is the fluency work. Once a child has acquired
a certain level of accuracy (say four out of five correct on successive
days) in learning five given items (words, numerals, mathematical symbols,
etc) then these can be put into a grid called a probe sheet. The aim then is
to have a daily one minute 'test' of how many the child can read correctly
in a minute. This builds up the overlearning or mastery or automaticity
which is necessary for the child to be able to read the items without
thinking. The records of the daily tests can be logged on a chart, recording
the number correct and the number of errors. This enables progress over time
to be plotted as an increase in the number correct and a decrease in the
number of errors. You can set criteria to be achieved in each of these plots
(typically 40 words per minute with less than 2 errors).

The approach enables the teacher to celebrate the child's success (involving
the child in recording correct responses) and to target appropriate teaching
strategies at the child's errors. It requires no more than 5-10 minutes per
day on the basis of 'a little and often'.

There is a simple and very useful probe generator programme on the following
site: www.johnandgwyn.co.uk/home.html

The benefits of a precision teaching approach are that it is curriculum
related, customisable, and measures rate of progress - all useful things in
relation to IEPs and the CoP for SEN.

I use The Minute a Day Maths and The Five Minute Box with children in my school.