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[quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous][quote=Anonymous]We no longer use the DRA. We do use the PRF. Reading groups are still a thing, but they will be more focused on phonics and phonemic awareness.

I haven't started small groups yet. The time has been spent assessing (PRFs, iReady, DSA, VGA). I'll start small groups after I finish assessing using the CORE and PASS assessments. The CORE and PASS are given based on how the students do in the phonics and phonemic awareness sections of the iReady.[/quote]

My kid doesn’t need phonics and phonemic awareness. She needs comprehension now (4th grade).

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This is what you parents have been fighting for and now the pendulum has swung - hope you’re happy![/quote]

Parents have been fighting for phonics AND a rich knowledge based curriculum. Just wanted to correct this. [/quote]

Dyslexia parents got ahold of the state legislature and brought in iReady and science of reading.  So now suddenly kids will have “comprehension difficulties” starting in 3rd or 4th grade.  You will have to form a contingent and go to the state legislature and take control of the schools from they dyslexia parents.  [/quote]

Wow, what??? You sound crazy.[/quote]

Do I?

Here are some of the lobbying groups for dyslexia VA:

https://www.decodingdyslexiavirginia.org/

https://va.dyslexiaida.org/

Here is the study they wanted:

https://rga.lis.virginia.gov/Published/2011/SD4

And why they changed the assessment to incorporate dyslexia screening:

https://rga.lis.virginia.gov/Published/2019/RD640/PDF

All done by the state legislature which was lobbied by parents who have dyslexic kids.

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Why don't you want people who have children with learning disabilities to advocate for their children? I don't understand. We should all advocate for our children.[/quote]

Right, except when someone said “my child is bored.”  A poster came back and said something to the tune of: “I know your child is bored, but my kid has to have this or he will never read. So who cares if your kid is bored.”

I don’t care if people advocate, but I do care when the advocacy affects my child in a negative way.  I have a right to advocate that my child who was reading at 4 could move on to other phonics lessons.

I think that the parents who lobbied should know that what is great for their kid may not be great for mine.  Also, if more parents feel this way, the dyslexia advocates have a blueprint for how to change instruction in schools: Lobby the legislature.  Some one literally called me crazy for suggesting that that is what happened (it is).

What you are not seeing is that the phonics instruction needs to be differentiated particularly in the younger grades. It isn’t right now.

Why can’t parents of kids who are dyslexic hear that the instruction that is a right fit for their kid may not be for mine?  Is that really wrong of me to say?  I’m advocating too. This is me advocating that FCPS and phonics companies should have a better solution than one size fits all. [/quote]

I think you are the perfect candidate for private school, PP.[/quote]

Actually you may be. The majority of kids do not actually have dyslexia. The kids with dyslexia are the kids that need a specialized private as well as additional help outside of school to address their issues. Sadly too many parents don’t realize this and rely on the schools only.[/quote]

Twenty percent of kids in the US have dyslexia. Are you really saying that we need specialized schools for 20% of kids in the US? That doesn't include the kids who are simply struggling with learning to read. The methods used to teach kids with dyslexia to read are legitimate methods to teach all kids to read. It is not like these methods only work for kids with dyslexia and the other 80% of the population is going to be held back or not learn to read.

http://dyslexiahelp.umich.edu/parents/learn-about-dyslexia/what-is-dyslexia/debunking-common-myths-about-dyslexia

The issue that some kids/parents are having right now is that their kids are in late ES so this change feels problematic because some of what the kids are doing is catching up on skills that they may understand and feels remedial. There are plenty of kids, not just the kids with dyslexia, that are not finding the word study remedial and will gain from the practice.

I do wish that FCPS did more to develop classes that were ability based so that there was less of a divide between the groups of kids in the class which would allow for classes to move at paces that make more sense for all kids. The practice of mixing such wildly divergent ability levels is problematic for the kids who are on grade level and ahead of grade level. The Teachers focus their attention on the kids who are behind or struggling, which makes sense. But the kids who can move more quickly or need to be challenged end up doing more independent work and don't receive the instruction that they could benefit from.

But I don't have a problem with moving to a phonics based LA program or the fact that my 5th grader is finally doing word studies and learning how to spell properly and the like. It is a long time coming. 
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