Literacy... Reading = POWER!
In Florida, literacy is not guaranteed.
My daughter and countless kids in Pinellas County are proof of that.
The school year 2015-2016 has been challenging and that is an understatement. Students in Florida with and IEP or a 504 with reading challenges shall remain in academic limbo, unless the parent files for due process (like I did) or files complaints at the state level (like I have).
The results of these actions: an attempt to increase the chances my child may have access to appropriate methodologies could be observed. Use of may and could a fact - because there are no guarantees.
My daughter has dyslexia confirmed by an independent neuropsychological evaluation -- mild or severe -- it is dyslexia. This means she can learn but diverse methods, strategies must be used. But, the teaching methods and non science/research based programs presently used in the state of Florida are far from adequate because very few districts have trained their teachers in programs applicable to dyslexia/reading challenges.
My daughter began 2nd grade reading at a D level. She ended the year at a J level -- apparently that represents mid 2nd grade. I could not be happier for her. But there's more!
Click the link to see video:
They wanted to fail her -- I did not accept that.
Why?
Because the solution does not lie in putting her thru the same programs, methods, material that did not prove to be the perfect remedy to guarantee my child would be reading/performing at grade level.
Bottomline: her needs were not being addressed and the law safeguards her.
Read here:
What is the solution?
For starters -- Trained teachers in multisensory methodologies -- Ideally Orton Gillingham, Wilson, etc. Science based, researched programs.
My request for this summer is simple -- Summer Bridge and provide one hour daily, one on one tutoring with a trained teacher -- one who knows about reading challenges in a brain with dyslexia. (read below my letters to PCS and Tallahassee)
Keep you posted!
Parents -- put in writing your concerns, read, ask questions -- there is a reason why your child may not perform at grade level -- it is our responsibility to find the answer and hold accountable the education system.
Resources:
Student retention:
Self-advocacy:
Accommodations:
Advocacy:
Lawsuit:
Importance we talk about dyslexia:
SIM Ctr - Kansas:
Survey:
Please everyone, do this quick survey to convey our concerns about the lack of teacher knowledge, early ID and remediation of dyslexic students! Thank you!!
** Below find the letters exchanged with Pinellas County schools and FL Dept of Educ. personnel...
6/2/16
Ladies and Gentlemen:
A meeting took place this morning to discuss Thomais' 3rd grade goals and other items.
My respect and thanks to the teachers and Language Therapist who have responded to my constant requests to raise the bar and help my child get closer to academic performance at 2nd grade level. Even when admin/district/state decisions do not always support fulfilling actual academic/social needs.
The data gathered confirms improvement and I could not be happier.
Yet, it has taken a due process, an independent evaluation confirming dyslexia, complaints, plenty of emails to obtain basic additional attention to her reading needs -- the fact is Thomais is not performing at 2nd grade level -- academics and social behavior in an academic setting.
There is more to be done and this morning's meeting reconfirmed statements I've made in previous emails -- the IEP team will NOT respond to specific needs unless Largo/Tallahassee confirm it.
Present challenges in Math (abstract concepts/vocabulary) and in Reading (long vowel words, etc.) are confirmed -- a variety of recommendations/strategies to use were made. Positive.
Placement -- I have requested increased presence in Gen Ed 3rd grade and immediately present members of the team confirmed she still needs the supports available in an ASD setting.
As I stated, Thomais needs to be provided the adequate methodologies/strategies in order to decrease the need for additional supports and continue work on achieving academic performance as her peers in Gen Ed. This can only happen with a structured/guided increased presence in Gen Ed 3rd grade.
The argument was presented -- kids are meaner, bullying is always a possibility with kids that are behind academically -- I do know that -- saw it in the middle schools and how poorly it is handled by some teachers and Admins ---
Again --- this is the perfect opportunity to bring forth all the academic and social strategies PCS and FLDOE have available to guarantee my child's path in the school system - in a Gen Ed setting - will remain an empowering one, not a torturous one.
Bridge --
- Confirmed - ESY is not the environment she needs
- work on accommodations // challenges keeping her from better performance in 3rd grade -- use visuals/checklist to review academic and social expectations
Lang Arts -- when dictation is taking place: provide piece of paper with data and empty spaces where she needs to write the word that is missing -- an attempt to practice note taking, emphasize focus, eliminate avoidance behaviors
Strategies to use when long vowel words are challenging -- diminish avoidance behaviors, guarantee tools are reviewed and put in practice
Math -- Abstract vocabulary - time and money
Continue to practice her writing -- OT will be now on consult (door left open to retake if regression is observed)
Below find my email of May 5 - thank you for reviewing it -- Reading methods used in BRIDGE
have nothing to do with keeping at the same level or recovering what has not been taught to a student with dyslexia and ASD.
"Guided reading does not work for dyslexics, apparently they do not understand what a student with dyslexia needs!"
The need for an additional one on one (one hour daily) with a trained teacher, applying multisensory methodologies -- to provide tutoring is a fact.
IEP team members remember in the meeting all of you voiced and agreed strong level of support must remain in 3rd grade and that is why she should spend same or more time in the ASD Classroom.
So, if support is needed in 3rd grade -- - why shouldn't she receive that additional specific support during Bridge?
I know San Jose does not have a trained teacher applying multisensory methodologies -- to provide tutoring --
I must ask, which school in this northern area of Pinellas does?
I sent a letter yesterday to Ms. Aemisegger regarding her role as Principal at Mc Mullen Booth Elem., when she decided to train ESE teachers in LindaMood Bell and data is going to presented on how positive the experience has been.
If Ozona or Mc Mcullen Booth will offer Bridge and have trained teachers -- that can address the challenges Thomais faces hindering performance at 2nd grade level in Math and Reading -- -then Thomais should be a part of the Bridge program in one of those schools.
The total silence in the meeting from the IEP team members -- when Ms. Bluett asked if Thomais needed one on one tutoring, one hour during Bridge -- confirms one more time they have not been authorized by their superiors to make a decision that can be extremely beneficial for my daughter's academic and social gains.
Largo and Tallahassee personnel I will greatly appreciate a response in this matter.
My daughter's progress has been in your hands and if I don't bring it up monthly -- thanking the positive and reminding everyone of the existing challenges -- nothing happens.
I look forward to an answer.
If we need to meet before June 20 to discuss Bridge and keeping Thomais' gains in 2nd grade, I'm available between 7:40-8:30am
Thank you,
Yadira V. Calderon
Parent/Advocate
On Thu, May 5, 2016 at 7:26 PM, YADIRA CALDERON <racayadi@gmail.com> wrote:
Ladies, Gentlemen:
Thank you for the details provided.
Yes, my knowledgeable network -- involved in various school districts throughout the state -- commented the following regarding the details you provided:
ST Math -- all agreed - great choice.
It was created by a person with dyslexia -- it removes language out of math...
Excellent.
That still does not eliminate the need for an additional one on one (one hour daily) with a trained teacher, applying multisensory methodologies -- to provide tutoring.
The reality here is Thomais does not perform academically like her peers -- the IEP team or whoever decided -- submitted a letter with the intention to retain my daughter. And I as a responsible parent, refused this letter.
On the other hand, the reading aspect of what will be covered in Bridge -- everyone agreed that has everything to do with Gen Ed and nothing to do with keeping at the same level or recovering what has not been taught to a student with dyslexia and ASD.
Their words -- "Guided reading does not work for dyslexics, apparently they do not understand what a student with dyslexia needs!"
Again, this back and forth, pulling teeth is very disheartening. It is outrageous how a Principal is allowed to transmit information, inadequate at that, simply because a district refuses to provide LEA, FAPE and appropriate teaching methodologies based on a diagnosis of dyslexia, confirmed by a psychologist. And the State allows it!
This summer -- my kid will go to Bridge and my kid needs to be taught based on what her actual academic needs are...
My kid also needs:
one hour daily with a trained teacher, applying multisensory methodologies -- to provide tutoring in Reading.
Thank you for your consideration.
Yadira V. Calderon
Parent/Advocate
On Tue, May 3, 2016 at 7:17 AM, Brown Lisa - San Jose ES <BROWNLISA@pcsb.org> wrote:
Ms. Calderon,
This is the response I received regarding Summer Bridge curriculum. Any additional questions can be addressed when we meet for the IEP meeting.
Questions:
The grade will be 2nd. Students have not yet been assigned teachers.
What is the schedule? June 20-July 14 Mon-Thurs 8:00 am-1:00 pm
What will it consist of? (please see below)
How will the Bridge program/curriculum address her needs as a student with dyslexia - keep her current reading/math levels or help her achieve academic gains just like her peers? (please see below)
Which research base programs will be used for reading and math? (please see below)
ELA
The ELA block consists of guided reading, centers, and writing workshop. Here is a brief description of each:
We follow the research and practice of Jan Richardson’s Guided Reading Routines:
Guided reading is small-group differentiated instruction that supports students in developing reading proficiency. The small group model allows teachers to target specific learning needs, provide appropriate scaffolding, and gradually reduce support to promote independence. The guided reading lessons include these components:
Sight word review: Students write three sight words. This supports automaticity with sight words, visual memory and scanning, and letter formation.
Book introduction: Students predict, ask questions, build schema, and extend vocabulary.
Read and prompt: While students read, the teacher scaffolds strategic actions such as monitoring for meaning and visual information, word solving, fluency, and comprehension.
Discuss and Teach: Students retell, ask and answer questions, deepen understanding of story elements, make inferences, and identify the main idea/key details.
Word Study: Students use manipulatives to learn phonics elements and how they work in words, increase automaticity with sight words, and hear and record sounds in sequence.
Guided Writing: Students extend comprehension by writing about the text with the teacher’s support, constructing sentences, spell sight words correctly, apply phonics skills, and learn and apply conventions of Standard English.
Istation is a computer-based adaptive program used in Summer Bridge. It is a research-based reading and intervention program designed for students whose reading achievement is below the proficient level. Istation reading effectively raises student achievement by delivering engaging data-driven individualized instruction in the five key areas of reading. Students with learning and reading disabilities, including Dyslexia, ADD, ADHD and other special needs benefit from the multi-sensory approach of Istation. The following is a partial list of other accommodations designed within the Istation reading curriculum that benefit students with special needs:
• Individualized path of reading instruction • Multiple skill practice opportunities • Continual assessment • Immediate corrective feedback • Reteaching based on demonstrated need • Text with auditory and visual support • Scaffolding for individual needs • High interest, leveled content • Continuous active engagement • Rich variety of activities and lessons
Math
The math block consists of Go Math Critical Area Projects,
The Critical Area Projects cover the standards that are critical to that grade level. They are Multi-day projects.
Spatial-Temporal (ST) Math® is the leader in visual math instruction and represents the highest quality and most effective blended learning math solution in K-12 education.
Created by MIND Research Institute, ST Math is game-based instructional software for K-12 and is designed to boost math comprehension and proficiency through visual learning. ST Math incorporates the latest research in learning and the brain and promotes mastery-based learning and mathematical understanding. The ST Math software games use interactive, graphically-rich animations that visually represent mathematical concepts to improve conceptual understanding and problem-solving skills.
The above correspondence was sent to these individuals, including Gov. Rick Scott:
"Monica.Verra-Tirado" <Monica.Verra-Tirado@fldoe.org>, Commissioner <Commissioner@fldoe.org>, Sherry Aemisegger <AEMISEGGERS@pcsb.org>
Ryan Terry <ryant@pcsb.org>, +Superintendent's Office <super@pcsb.org>, +Board Office <board@pcsb.org>, Peluso Kenneth <pelusok@pcsb.org>, Bluett Laura <BLUETTL@pcsb.org>,
Every student/family in Pinellas Cty, the state of FL - who have children struggling with reading -- must gain access to these valuable tools -- they are FREE...
https://www.myon.com (my daughter just used it and loved it) https://www.learningally.orgc (a Reading expert said this is a great program - uses human voice) https://www.bookshare.org
Please -- send an email to your Principal requesting immediate access -- FL Dept of Education provided availability - for FREE -- since Feb. 2015 --- I just found out, I just filed a complaint -- We have finally been given access. Help your kids!!!
