Oakland, Calif. — June 18, 2018 — In Wisconsin, “Closing Gaps” is a Priority Area on district and school report cards, and as a result is a focus for educators statewide. To target the root causes of reading difficulties and close achievement gaps, a growing number of Wisconsin districts and CESAs are implementing the neuroscience-based Fast ForWord® program from (OTC PINK:SCIL).
Among the most recent to launch or expand their Fast ForWord implementations are CESA 3, Green Bay Area Public School District, Turtle Lake School District, and Wautoma Area School District. CESA 3 makes the program available through its Title III Consortium, which offers support for districts with English language learners (ELLs).
“In CESA 3, one of the goals is to ensure that all English language learners receive effective instruction to become proficient in English and achieve at high levels in the core academic subjects to meet state standards,” said Valerie Shaw, the Title III coordinator for CESA 3 and an English as a Second Language teacher in the Platteville School District. “I did a free trial of the Fast ForWord program, and it helped my ELL students achieve growth. Since then, I’ve seen students at level one of English language proficiency move from struggling to proficient in as little as one school year. They’re now able to do grade-level work in reading and writing at the same level as their native English speaking peers. The Fast ForWord program has definitely given my students a boost and helped them gain academic English more quickly.”
Developed by neuroscientists, the Fast ForWord program uses a unique three-step approach to deliver fast gains to students, including struggling readers, ELLs, and students with disabilities. It provides students with the foundational language and cognitive skills, intensive practice, and guided reading support that they need to catch up, once and for all.
“My students enjoy working on the Fast ForWord program. It holds their interest and that’s something teachers always want — a program that students can learn from that they actually want to work on,” said Shaw.
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