18:49:08	 From  Gwendolyn Hill : Amen to too much testing!
18:49:34	 From  sheila.keller : Yes, testing takes too much time, But we cannot get any good reading diagnostic assessment, so we make instructional decisions based on pretty questionable conclusions based on (or because of) limited data.
18:49:41	 From  kkorrow01 : Crystal Wheeler from KIBSD is attending.
19:03:59	 From  sheila.keller : Benchmark and Diagnostic are different screenings? Do we identify students and then do a little more digging with another tool for that particular student?
19:10:01	 From  BUlroan : Maybe the scope or use is different but using the same universal screener. Benchmark for identify who. Diagnostic for creating specific plans.
19:12:01	 From  teacher : Were these meetings before school or after?
19:12:33	 From  Cynthia McFeeters : She said before school I believe.
19:12:40	 From  teacher : thanks
19:39:34	 From  f130075 : Hearing and vision important to check as well.
20:06:14	 From  MrsSundberg : I love to watch the lightbulbs turn on with those students!
20:09:46	 From  Rebecca : To see the growth in students is truly one of the best rewards as a teacher!  AND they know they are doing better:)
20:10:18	 From  dianakurka : One of the OPTIONS for the discussions is to explore that website.
20:12:14	 From  MrsSundberg : Taking it all in ;-)
20:14:17	 From  Alaska : What progress monitoring tools do you recommend for collecting data used to determine need for special education?
20:15:42	 From  sheila.keller : My biggest concern has been seeing teachers work with students blending and segmenting, leaving their phonemic awareness needs untouched. Can a student benefit from blending and segmenting if she does not have the ability to play with words and manipulate sounds?
20:17:52	 From  farris_judyann : How do you feel about the Lindamood-Bell program?