Anonymous wrote:In a non Title I, non FARMS school. DD is reading about 1 year above grade level and reads with the teacher very infrequently (certainly less than 1x a week). It appears, based on our limited experience (just 2 years) that in our school, if a child is reading well enough to move up a grade, they get a check and no more reading with the teacher. Oh, and DD only gets "P" on report card for reading.

This has also been our experience. It drives DH crazy, but I'm a bit more realistic. It's public school. Whether we like it or not, the job of the K/1st/2nd grade teachers is to get ALL the kids in the class to a certain reading level by the end of the year. If your kid is already at that reading level, there's not much incentive for the teacher to work with her. However, she HAS to get the other kids up to speed.

So, just be thankful your kid is reading where she should be and try to challenge her at home?

My child brings home their reading book on the days when he has reading group so that is how I know how often he is getting called up and in which reading level he is grouped (I am the PP who said that my child hasn't had a reading group since before winter break). They have to bring home the book and read it twice before bringing it back to school the next day and then have their reading chart signed by a parent.

"OP how did you even find out this information? I guess I need to ask my K daughter's teacher - because my daughter tells me nothing... "

OP:
It came up in a discussion with the teacher. DC also tells me virtually nothing. I don't think the groups have names.

In a non Title I, non FARMS school. DD is reading about 1 year above grade level and reads with the teacher very infrequently (certainly less than 1x a week). It appears, based on our limited experience (just 2 years) that in our school, if a child is reading well enough to move up a grade, they get a check and no more reading with the teacher. Oh, and DD only gets "P" on report card for reading.

Anonymous wrote:OP how did you even find out this information? I guess I need to ask my K daughter's teacher - because my daughter tells me nothing...

Not the OP, but my DS tells me only if I ask.
Ask your DD what group she's in (animal name maybe?). Then every day, just ask if the 'Coyotes' got called today. You'll get a feel for how many times per week.

We're in a 30% FARMS school with a fairly high ESOL pop (can't remember exactly).

DD is in the highest reading group with one other little boy. They don't even meet 1x/week. It did bug DD, but I told her we'd try to let her read more to make up for the fact that the teacher wasn't calling her group as much.

I volunteer in the class so I know that there are 5 reading groups and 22 kids in the class. It's hard for the K teacher to get all the groups in. She has to work with the kids that need help. It seems that the kids that are already where they need to be (Level 6 or above, I believe?), do not need to be 'taught'.

OP how did you even find out this information? I guess I need to ask my K daughter's teacher - because my daughter tells me nothing...

When DD was in 2nd grade I was told by a teacher when I asked about it, that because she was in an upper group, she did n't meet every day, but the lower groups did. This was not in a title one school

In our district, kids are tested in the fall, in January and in the spring so that's why reading groups aren't meeting now.

Seems the same at my non-Title I focus school (50% FARMS, 20% ESOL). My daughter didn't have reading group the first few weeks of January -- not sure if it was because of the snow days/delays or testing (as 10:40 said in their school), but came home with a new book from reading group on Monday this week.

My K kid hasn't had reading group since before winter break - the teacher is re-testing all of the kids. I'm a little frustrated by that. Before December, it seemed like he was being called up for reading group approximately 1x/week - he is in a higher level group. Not sure how typical this is, but I wish it was more often.

At my non-farms school, the top group gets only1 x per week. My DC would be in tears because the teacher never called her up (she was in her own group). Eventually we asked to have her combined with another group so she would get some time.

That's about the same as at my kid's school (about 20% FARMS).

We are at a Title I school and in the K year. DC seems to be progressing well in both math & reading and I've been generally happy with the school to date. But I want to try to gauge what she's getting vs. what others might be getting at a non-Title I school.

Teachers are meeting every day with those on the struggling end of reading; 3x/week for those in the middle and 2 or 3 times a week for those in more advanced reading groups. DC is in the latter.

Does this sound typical for MoCo? Particularly interested in hearing from those at schools with some ESOL/FARMS kids but that are not Title I since moving somewhere with a student population that is almost ALL middle/upper class kids isn't a realistic option for us. (Note - to those who may look to derail this by arguing a side point: I am fully aware that ESOL/FARMS kids are not always on the slower end. That should go w/o saying. But it is of course also a reality that more of the kids in those groups struggle with reading as compared with the number of higher SES kids who do so.)