See for yourself:

 Watch this student...

• Learn how to set goals
• ​Practice self-determination in meeting his reading goal
• Become fluent in his letter sounds
• Feel the joy of meeting a goal
• Be confident and inspired to meet his next reading goal!

Precision teaching is a systematic method which relies on precise measurement to make decisions regarding curricula and instruction. This measurement reinforces accurate responses at a high frequency to encourage fluent responding. Since the focus is on Fluency, the curricula can be adjusted for each student to maximize learning to their personal fluency measurements. 

What makes Precision Teaching different?

• Precision Teaching was developed from Behavior Analysis, which is an applied science (also referred to as "the science of learning") and not from the realm of education.
• It is an evidence-based practice, which uses fluency, rather than accuracy alone, to measure mastery.
• This is because if  Jack and Jill are both 100% accurate in saying their alphabet, but it takes Jack 5 minutes while it only takes Jill 10 seconds, which student truly knows their letters?

What is fluency?

The goal for Precision Teaching is for a student to be fluent in whatever they are learning. Some real-life examples of fluency are:
     1. Serena Williams swinging a tennis racket. 
     2. Mozart playing the piano.  
     3. Jimmy Hendrix playing the guitar
In the same way, I encourage fluency in academics. I want  students to feel confident and self-assured in their learning, which is why I therefore use fluency as the standard of mastery. 

How will I know if my child is learning?

I track your child's progress on a Standard Celeration Chart (SCC) which allows me to see exactly how your child is advancing. My meticulous manner of taking data allows me to make in the moment teaching decisions based on what the data says. 

I make decisions on a student's learning from the data provided on their chart.

1. ​White, O. R. (1986). Precision teaching—Precision learning. Exceptional Children, 52, 522-534.