Anonymous wrote:Anonymous wrote:What reading interventions are available for middle schoolers in MCPS?
If reading isn't remediated before Middle School, do you have to go private?
Here’s the MCPS approach -
Before 3rd grade, if child is not meeting benchmarks then wait and see. By 3rd grade, everything starts to click and children who have been struggling all of a sudden can read. At least that’s what we were told at our elementary school.
After 3rd grade, still not reading to the point of comprehending short passages. School team said not quite sure what was going on but they didn’t suspect a disability so no evaluation was needed. Child still struggling with reading and starting to hate going to school. Reading specialist could not work with her because she didn’t have an IEP. So MCPS basically was doing nothing to teach her how to read.
What did it take to teach my child how to read? A comprehensive private evaluation and a private special education teacher who taught Lindamood Bell method with her for nine months.
The lack of reading specialists in middle school is not the problem. It’s the lack of evaluating children with disabilities that have an educational impact that’s the problem and school staff that passes children from grade to grade without basic skills. Middle schools needs more special education teachers who have skills to address dyslexia (reading) and dysgraphia (math).
Anonymous wrote:What reading interventions are available for middle schoolers in MCPS?
If reading isn't remediated before Middle School, do you have to go private?
Anonymous wrote:And if not, why not?
Anonymous wrote:MCPS uses a very poor curriculum in Middle School for reading classes. If kids are in middle school and still not reading fluently they really need an interventional approach. Unfortunately that means either the specialized school or tutors.
Anonymous wrote:Anonymous wrote:Anonymous wrote:There is a reading class some students take instead of an elective, focused on decoding and finding basic meaning. Largely populated by kids with IEP and 504 plans.
Like other classes, some kids really thrive in it. Some don't.
I'm aware of this actually. I am wondering WHY we don't also have reading specialists; someone who can diagnose reading issues and give PD on how to improve reading instruction.
Well, the WHY is because the operating budget allocates a 1.0 FTE Reading Specialist position to each elementary school, and does not allocate any for middle or high schools.
Anonymous wrote:Anonymous wrote:There is a reading class some students take instead of an elective, focused on decoding and finding basic meaning. Largely populated by kids with IEP and 504 plans.
Like other classes, some kids really thrive in it. Some don't.
I'm aware of this actually. I am wondering WHY we don't also have reading specialists; someone who can diagnose reading issues and give PD on how to improve reading instruction.
Anonymous wrote:Anonymous wrote:Most reading specialists are only trained in balanced literacy approaches which means they are fairly useless in identifying kids who have reading issues and effective reading instruction. Our reading specialist was all about using the 3 cueing and cute “eagle eye” bookmarks to remind the kids to look at the pictures. SMH
Even if the reading specialists don't use 3 cueing (which I think they do), they aren't trained in (and they don't believe in) a systematic and sequential approach. So their work does not reflect best practices as per reading research. That said, I don't know if the MS English course is systematic or sequential either. MCPS Special Ed lags behind in terms of reading instruction.
Anonymous wrote:Most reading specialists are only trained in balanced literacy approaches which means they are fairly useless in identifying kids who have reading issues and effective reading instruction. Our reading specialist was all about using the 3 cueing and cute “eagle eye” bookmarks to remind the kids to look at the pictures. SMH
Anonymous wrote:There is a reading class some students take instead of an elective, focused on decoding and finding basic meaning. Largely populated by kids with IEP and 504 plans.
Like other classes, some kids really thrive in it. Some don't.