Path to Reading Excellence in School Site (PRESS) is a framework that structures literacy achievement in grades K-5 within a multi-tiered systems of support (MTSS) or Response to Intervention (RtI) context. The primary goal of PRESS is to work with teachers and administrators to establish school-based systems and practices for all K-5 students to become capable readers.
Driven by research-based approaches to literacy, PRESS addresses:
As a teacher, I’m teaching to the needs of my students and meeting them where they are rather than teaching just grade level material/curriculum. [PRESS] is helping me close “the gap” one child at a time. - Third-grade Teacher
My colleagues and I have received beneficial and effective training with PRESS. As a group, we are better at looking at data and determining student progress. We have a common language with which to talk about student progress. - K-5 Interventionist
I finally feel we have a successful intervention to use with all grade levels. It’s not difficult to implement, kids love it. - Title One Paraprofessional
PRESS has helped teachers and administrators better understand the importance of data and using data for decision making. - School Psychologist
|Lori Helman, PRESS Director
College of Education and Human Development
Associate Professor, Curriculum and Instruction
Director, Minnesota Center for Reading Research
|Shona Burke, PRESS Project Coordinator
|Kathy Patton, PRESS Literacy Coordinator
|Brittany Larson, PRESS Literacy Coordinator
|Maureen Burke, PRESS Literacy Coordinator
|Stacy Thompson, PRESS Literacy Coordinator
|Linda Anderson, PRESS Administrative Assistant
According to the National Center for Education Statistics, about 33 percent of 4th-grade students performed below Basic levels of reading in 2013. The need to catch students up in reading is a priority across the nation and is the driving force behind PRESS. Our primary goal is to work with teachers and administrators to establish school-based systems and practices for all K-5 students to become capable readers. PRESS provides a framework for multi-tiered systems of support (MTSS) that complements a school’s literacy curriculum and can be used with a variety of assessment programs.
PRESS is intended for elementary grades, K-5. Interventions cover the essential areas of reading: phonemic awareness, phonics, fluency, vocabulary, and comprehension.
We provide intervention and assessment manuals to support the planning and implementation of the PRESS framework. We also host a number of workshops throughout the year. See our event listing here. Additionally, we provide on-site workshops and consulting to schools/district. Please complete the training inquiry form to receive a price quote and discuss specific support options.
PRESS offers print versions of its intervention manuals and an assessment manual. Learn more and order materials here.
Support from PRESS is variable depending on your status of implementation, participant numbers, and location. Please complete the training inquiry form and you will receive a custom price list. Our staff can also recommend options for support depending on your specific needs.
PRESS has been implemented in a variety of schools and districts in Minnesota, Wisconsin, Iowa, and Ohio, with continued expansion nationally.
The PRESS research pilot was developed by Minnesota Center for Reading Research and Minnesota Reading Corps in partnership with the Target Corporation, and implemented in six Minneapolis schools from 2011-2014. PRESS is now housed within the Minnesota Center for Reading Research at the University of Minnesota. Read more about the pilot project and our current research here.
Questions? Contact us at firstname.lastname@example.org