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Frequently Asked Questions |
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For your convenience, the questions have been divided into categories. Each question is linked to its answer. After each answer there is a link back to the question category.
How do I install the CWPT-LMS software? How do I obtain CWPT-LMS materials? How much time will CWPT-LMS take up? How do I integrate CWPT with my current curriculum? Is it possible to collaborate with other teachers in the CWPT-LMS effort? What is the appropriate age to start CWPT? How are parents involved in the CWPT process? How can I teach advanced subject matter with CWPT? How do we match children for tutoring who are using different texts (higher and lower abilities)? How do we deal with block scheduling? How do we deal with a rotating six-day cycle? How
can you schedule CWPT and still teach them all the content you need to? What are some CWPT models other than the ten-minute segment model? What can you do about the noise during CWPT? What do I do if I get bored with CWPT? What happens if children get bored with CWPT? How do I motivate them? What happens if children look on CWPT as a chore? How do I deal with students who refuse to participate? No one wants to partner with a particular student. What do you do? How
do I install the CWPT-LMS software?
The manual contains detailed instructions for installing and setting up the software. How
do I obtain CWPT-LMS materials? The materials will
be distributed by your Local Site Coordinator.
Additionally, materials may be requested here on the web site. How
much time will CWPT-LMS take up? You should plan
on between 30-40 minutes per day per CWPT program (e.g., reading CWPT).
See the manual for additional details on scheduling. Return to GETTING READY questions How
do I integrate CWPT with my current curriculum? CWPT can replace
seatwork, small group activities, center activities, etc., in order to
produce better engagement, mastery, and fluency with your existing curriculum.
See the manual for details. Is
it possible to collaborate with other teachers in the CWPT-LMS effort? Yes, teachers are
encouraged to work as partners (teacher partners) in the implementation
process to help individual teachers reduce their own learning curve and
improve implementation overall. What is the appropriate age to start CWPT? Although CWPT has been successfully used with preschool age children, working with very young children does require some modification in procedure. For use of the CWPT-LMS program we recommend first grade and above. Return
to GETTING READY questions How are parents involved in the CWPT process? Parents
can be involved at several levels.
Parents can be informed of the CWPT program in advance of its use.
They can be invited to visit the classroom and observe the program
in operation. They can receive
graphs documenting their child's progress in the program.
You can survey parents for their sense of satisfaction with the
program and child progress; and their child's sense of satisfaction. How can I teach advanced
subject matter with CWPT? The general answer is
to use peer tutoring study guides.
Developing study guides involves analyzing the curriculum, breaking
down big ideas, new vocabulary, and concepts into small units, and providing
answers for peer tutoring. Study guide development is described in the
manual. How do we make the difficult content more understandable so that it is not overwhelming for the students? Content
can be broken down into smaller units so that they can master the material
and it does not become overwhelming for students. Return
to GETTING READY questions How do we match children who
are using different texts (higher and lower abilities)? Match high-level-reading students with medium-level-reading students and match medium-reading-level students with low-level-reading students. How
do we deal with block scheduling? Schedule CWPT to cover 2 weeks, rather than the usual one-week. Thus, students will have the opportunity to have 3 days of tutoring and 1 day of testing. The amount of time involved in a block schedule may be longer; therefore, teachers may have time to introduce new skills and do CWPT at each session. How do we deal with a rotating six-day cycle? This
can be handled in a variety of ways.
Establish the days when you will be doing CWPT within a particular
cycle. For example, CWPT
can be conducted on days #2, 3, and 5. Days #1, 4, and 6 can be used for introducing materials, skill
building, and testing. Return to SCHEDULING AND TIME questions How
do we find time to do pre- and post reading fluency checks and/or comprehension
tests for individual students? The
CWPT-LMS provides three options for pre- and post reading fluency/comprehension
checks. In option one, the teacher tests every child every week.
In option two, the teacher divides the class into 4 groups (i.e.,
in a class of 24 students/4, ending up with 6 students per group), then
test a different group of students each Friday.
At the end of the month each student has ONE Reading Rate/Comprehension
test score. This cycle can
be repeated every month so that all students are measured once each month.
In the third option, the teacher chooses a sample group of students
from the class and tests them every week.
Each of these options provides a different snapshot of performance.
See the manual for more detailed information. How can you schedule CWPT and
still teach them all the content you need to? Block
sections of your curriculum by week and develop materials to meet those
weekly curriculum objectives. CWPT
is designed to integrate with existing curricula and content goals. Use it to replace seatwork.
Thus, in many cases, this may involve breaking the curriculum sequences
into weekly units or other short units (e.g., chapters). Return
to SCHEDULING AND TIME questions What are some CWPT models other than the ten-minute segment model? There
is flexibility using CWPT. Length
of time for segments depends on what subject you are covering, complexity
of material and your available classroom time.
What can you do about the noise during CWPT? There
is a certain amount of academic noise when conducting CWPT.
This noise level should be moderate.
Instruct your students to respond in a low intelligible voice.
Monitor and reward your students for keeping on task and for responding
in moderate voices. What
do I do if I get bored with CWPT? A
teacher should motivate him or herself by staying engaged in the CWPT
process. During class time walk around, assist students, and award bonus
points to encourage them while monitoring students’ progress. Enjoy
the fact that students are busy responding and learning!. Return to BEHAVIORAL CONCERNS questions What happens if children get bored with CWPT? How do I motivate them? Boredom
may indicate that students aren’t being challenged during tutoring.
Plan to reward the winning team to increase the challenge.
a)
Use the point system correctly.
b)
Check the level of material and adapt as recommended by the advisor. c) Students reflect the attitude of their teacher, so make a concentrated effort to be upbeat and positive. How do we deal with students who are loud and off task during (and after) peer tutoring, and whose behavior is not affected by bonus points? This
can be dealt with in one of the following ways:(1) Begin CWPT right away;
start the timer; and begin awarding bonus points for correct tutoring
behaviors. Students should get right into it. (2) Keep the bonus
point system going through clean up and point reporting. (3) Have the
student pairs with challenges move to the front of the room where their
behavior can be more closely monitored. Return
to BEHAVIORAL CONCERNS questions What happens if children look on CWPT as a chore? If
CWPT has become a chore, the teacher needs to introduce excitement by
introducing some really creative reinforcers for good tutoring work and
performance, and make it fun for students.
Boredom might be indicative of the fact that students aren’t being
challenged enough during tutoring.
How do I deal with students who refuse to participate? Some
students take a few sessions to get to that level of participation that
is worthwhile, so praise them for steps toward participation.
Give them more specific verbal praise and bonus points for their
efforts during tutoring, gradually building their skills and self-confidence. Let the students set the reward at the beginning of the week
for a specified performance level at the end of the week. Return to BEHAVIORAL CONCERNS questions No one wants to partner with a particular student. What do you do? Determine
why the child is rejected and correct the problem. Bring in an older student
on a regular base to work with them or if possible recruit someone in
the class by rewarding them for meeting the challenge. How do you accommodate for pairing students in an environment where there is high absenteeism and where the group make-up changes every day? a.
When there is a student without a partner for the day, have
the student work in a triad instead of a dyad.
Have 2 students act as Tutors and 1 act as Tutee.
Have the Tutors share tutor responsibilities. b.
Students who have poor attendance and do not have the opportunity
to use the CWPT procedure a minimum of three times a week over the material
will decrease their chances for subject mastery. To access Tutoring Progress, Tutoring Procedures, and Inclusion Concerns questions return to FAQ menu |
