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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][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]

+1  And parents of kids who are early readers aren't doing it just so their kids can get 'more advanced'--we want our kids to learn to work in school, learn that school is associated with growth and challenge. When kids who are advanced don't get appropriate instruction they understandably develop poor work habits that can affect them for their lifetime.  They also develop false attitudes that are hard to counter like other kids are "dumb" and school is "boring."  This helps no one.  No one is saying that children don't need instruction to help them read, but that it should be matched to their level.  Advanced kids should not have to ride it out until 3rd grade when they can go to AAP if they qualify.  By then a lot of damage has been done on their basic relationship to school/work/learning.  There are some kids who don't need the K-2 level of phonics, plenty of kids who can 'get' the phonics/word study very quickly and a subset of about 20% who will need a lot of intensive instruction.  Does everyone have to take as long on it as those who need it most?  That seems ludicrous. [/quote]

Entitled parents like you are why AAP exist and why so many people put their kids in private until 3rd grade. Please go join them.[/quote]

I have been posting in support of word study and the new phonics based program in forum but parents whose kids are on grade level or who are advanced have every right to want to see that their kids are challenged. Every parent should be advocating for their child to receive as strong an education as they can. I think that we have to find a way to provide better supports for kids with LDs and other learning issues. At the same time, I think that we need programs like AAP, or at the very least, classes that are tracked so that kids who are ahead also have an environment where they can succeed. There is no reason why there cannot be room for both groups of kids to succeed. That should also give 2E kids a place to move to when they figure out how to compensate for their learning issues and are in a place to be move more quickly.

DS is benefiting from the new word study. He is ahead in LA but we can see that the word study will benefit him. We gave up on FCPS math doing much for him and started to send him to RSM in 3rd grade so that he has some place to go that will challenge him in math. Advanced Math was a joke in 3-4 and 5th grade Advanced Math is not proving to be much better. We cannot afford private, and to be frank, private does not seem to do better with math any way, so we use RSM. DS reads books that are ahead of his grade level at home and we discuss them with him. Realistically speaking, we figure that the current structure of public schools means that there is not going to be much for him in ES. Hopefully MS Honors classes will be more challenging.

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+1[/quote]

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