Does anyone have any experience with this? A school close to ours just adopted this curriculum around Christmas. One of the teachers told me about it, the success they are seeing in some students in a short time, and explained what they do. I like the idea of the whole school being tested and doing reading (at their own level) at the same time, so no one would miss out on any class work. And some of the techniques she mentioned, such as feeling the mouth with sounds, writing big in the air, are multisensory. I am interested enough to consider sending my daughter (who is improving, but not because of the school here, and needs structured, cummulative, multisensory education other than at home!!) to the school for a semester to see if it works, but want lots of input!!! (She isn’t far enough behind for any special education, and our school is BRoke and I have to push for interventions (504 now) and next year I don’t think they will give her much because of her improvement.) I read their web site, and want some impartial advice. Thanks!!!!
Connie
Re: Success For All?
Connie:
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My school is using SRA Direct Instruction very successfully, but most of our school system is using Success for All. The Special Ed. teachers that I know do not like the program at all, especially in the intermediate grades. If you have an older beginning reader (intermediate grades), there is no appropriate class in which to place that child. I can’t say for certain, but I believe that the multisensory part of the program may drop off at that intermediate level.
You did not say how old your child was. But, like most schools there is not enough staff to provide all the levels required. My vote is to leave your daugher where she is.
Marilyn
Re: Success For All?
I taught in a Success for All school for four years and it is such a relief to be away from it. Now I can really teach reading! SFA follows a very strict schedule. It is the same every week with no room for variation. Many teachers agree that children get bored with it and it actually decreases interest in reading.
The children in grades 2-5 actually spend only 10-20 minutes a week reading, and that is to a partner. The teacher is supposed to circulate and determine how well each child is reading at this time. There is almost no flexibility for the teacher. She has little time to spend in an area where the students might need extra help.
I had mixed groups of regular and special ed students. For the three years I taught first grade, there was always at least one student who fell behind, but was required to continue at the same pace as the others (I usually taught the lowest group). They emphasize the fact that there is tutoring, however, the tutoring is also very controlled and the child has to be tutored at the level of the class, not at his/her reading level.
In my opinion, putting a child in an SFA school would be a big mistake.
info about SFA
SFA’s research is all done by interested parties. This site gives info about independent research, which does not find the same results.
http://www.alt-sfa.com/index.shtml
Connie,
A quick web search gave me an interesting site:
http://www.alt-sfa.com/
I was doubtful of the program since I had not heard of it. And I have been researching the “good” programs. This does not seem to be one of them, but I ahve no experience with it.
Janis