For most families school has started again. This can be an exciting and anxious time for students and their families. By this time parents have received reports from last year regarding how well their child was able to master English Language Arts and Math. As I speak with families, a couple of themes have emerged that I would like to address.
What is English Language Arts? Around 10 years ago, it was reading and writing. English Language Arts or ELA today refers to writing, decoding, comprehension, fluency, analyzing the text, grammar, spelling, and so much more. Alot huh? I know.
As I speak with parents around the nation parents are concerned as to what they can do to help their children with ELA. I recommend www.readingrockets.org as a practical resource. The way you use the site is to locate the resources for struggling readers, choose the area of weakness (comprehension, fluency), then develop a plan for using the interventions.
It is important that the plan be specific, measurable, include time lines, and have realistic goals. For example: Jan and parents will complete choral reading twice a day in 15 minute intervals for at least five days a week. The goal is to improve Jans fluency, use of tone and to model good reading. You want to choose no more than 3 interventions per area of weakness. Over a period of 8 weeks keep track of any progress then determine if the intervention should be continued or if new interventions are necessary.
What is the schools role? Most schools are taking the opportunity to help kids who struggle by offering after-school tutoring or pull-out (learning center) services. In these cases, students get additional time, resources and creative strategies for assisting with their areas of need. These methods are what is called response-to-intervention. The children are monitored closely (graphs/data) to determine if the interventions are working or not. When the interventions work the child is dismissed from the interventions. If the interventions do not work, other interventions are implemented or the same interventions are used more frequently and for longer periods of time.
If your child is at a school and is struggling bring the child's areas of need to the schools attention, in writing. Utilize any formal assessments you may have to support your observations. Request that an student study team (SST) or prereferral team be held to assist you with helping your child to attain levels of Proficient or Advanced. During the SST require that a plan, like the one used above, is documented and implemented for at least 8-10 weeks. Be sure to note who is responsible for what and before you leave the meeting schedule another SST meeting to monitor your child's progress. If you are providing choral reading five times at home then maybe the school can assist with a different intervention at school. Follow-up is key.
What if the school isn't offering any help? If the school does not offer you an intervention, give it to them. Situations that have had the best outcomes for struggling students have been situations in which the parents did the research and provided the teacher/school with the specific interventions. We are no longer in a "wait to fail" era. If your child is struggling, they do not need a diagnosis to get help. We are in the age of response-to-intervention. Remind the school of this if you need to.
During the school year communicate often with those who work with your child. It will be important to share in writing what you are doing to address the problems. Be specific. Be clear in communicating that you expect the school/teacher to assist you in providing a free and appropriate education for your child.
Stay informed!
Excellent. I'm on it.
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