Our Protocol Principles
Based on our many years of experience, we know that success equals:
- Getting as deep into our content as possible – for most that means all of our cognitive programs (Foundations or Elements), and at least 2 Fast ForWord reading programs.
- Making sure students spend most of their time in the programs and exercises that will be most impactful for them – this is a little different for every student.
- Preserve your child’s interest and engagement.
- Making it as comfortable as possible for you as our at home partner.
These are often conflicting goals, which we will help you manage. Because you are doing this program, we know you are proactive and are focused on your child’s lifetime attitude to reading and learning. We are determined to help you in every way possible to make the best of your time with us.
Make a Strong Start
Creating momentum in learning takes frequency and intensity, particularly at the outset, to get started.
And so success principle #1 is a strong start. Please press hard in the first month. We need 100% here – 5 days a week, full student engagement. After that it’s more negotiable.
Why We Blend
The first two programs are the most important and the ones that will have the most impact. And so we prefer to get every last drop of benefit from these amazing exercises, even if other exercises in the program are complete.
This means we might need to “blend” – meaning we often will have a child working in two different Fast ForWord programs in one session.
Concept of “Complete”
This is a minor complication as Fast ForWord programs are designed mainly for schools, where the complication of blending is a step too far for already overloaded teachers. And so Fast ForWord has a concept of “completion” where enough of the program is complete that to give the student a variety of exercises, it’s best to move to the next program. Completion creates a “switch” signal that makes Fast ForWord easier for teachers to manage.
We have been managing Fast ForWord programs for 15+ years and so we don’t need these signals. We match the exercises to the child’s needs and goals. If we think there is value in completing any exercise, we tend to stick with it, even if it does create the complication of needing to open and close two different programs.
The other complication of blending is that it messes with the weekly reports as it impacts “participation” and other stats that are based on the concept that students are only ever working in one program at a time.
Despite the complication, blending is worth it.
Please note changed program times in blending. We are able to override the way Fast ForWord rotates exercises by using the 50 minute total time protocol which in the Reading series shows each exercise. In these cases, if your child is working on an exercise in Foundations 1 or 2, the “blend” would be that exercise (or two) and the Reading program exercises we send in our protocol email. Once we move your child completely to the Reading program, the program time can step down to 30 minutes again.
Managing Frustration – Progress
We are anxious always to avoid boredom and/or frustration – this most often is seen in children where they are not able to make progress and the weekly reports show a flatline. It can also occur when a child flies through the exercises.
The exercise charts are incredibly helpful to us in seeing these possibilities. Please know we are very focused on keeping children engaged. Most of the time we will call you to see how a child is handling a flatline or overly fast progress.
And if you confirm what the reports are telling us, we have options – intervention ideas and program switches.
Managing Frustration – Age Appropriate
Another source of child frustration can occur in the reading programs, where we start with a reading program that your child feels is “babyish.”
We are very aware of this risk, but our focus is the end goal – reading with comprehension. After the cognitive programs are complete, your child’s brain is different – it is capable of reading using the same processes as good readers. The Reading programs will help accelerate this process, which in part entails undoing bad reading habits (e.g., not reading left to right).
This rewiring of reading method kicks off with Reading 1 and Reading 2, but it is also aimed at 5-8 year olds. We would love to put all of our students through Reading 1 and 2, just to make sure they are taking advantage of their new cognitive skills in their reading process. But we don’t always, as many older children find the younger look and feel a turn off.
And so we use it sparingly for older students. If we are choosing it for your child, please know we think there is real value and we hope you are able to communicate that to your child.
If your child is pushing back or you are having doubts – please read the research here or watch this video.
