- Student assessments are reviewed at the beginning of the year and then again at each trimester (report card) time. Students who are struggling to meet the district standards based on the reading assessments are invited to join Title 1 reading groups.
"Do I have to give you permission to work with my child?"
- Yes! I can not work with your child without your permission. I will send home a permission slip along with a letter inviting your child to join my groups. You must send the permission slip back in before I can start teaching your child.
"Do you work with my child in the classroom, or are they seperated from their peers?"
- I have found that students who are struggling work best in a quieter, calmer environment with less distractions than their regular classroom. However, at this age, students love to come and work with and read with adults. They are very used to being pulled from their classroom during literacy time to be a part of the school-wide literacy program that happens daily in the hallways of UMS. There is no stigma attached to leaving the classroom with an adult for reading.
"I don't want my child to be made fun of. Will the other kids pick on him/her?"
- This is a huge fear for parents, and it's certainly understandable. However, at this young age, as mentioned above, leaving the classroom is a treat. Students who aren't receiving daily Title 1 reading services ask to come with me almost every day. "When is it my turn?" is a question I hear all the time as I come into a classroom to get a group to bring to my room. In all of my years of teaching, onlyone student I have worked with told their parents they worried about what other students might think. This is a mindset left over from our own days of schooling. If you ever feel your child feels badly about being asked to leave the room, please let me know.
"What are they missing when they go to you?"
- Your child always stays in their classroom during their literacy mini-lesson, and also gets another small reading group or conference time with their classroom teacher. When they come with me, they are only missing independent work, practice, or reading time. And for many learners struggling to learn to read, this time is often one of frustration for them in the classroom, as they often don't have the skills to be independent.
"What is my role as the parent/caregiver?"
- I base the Title 1 reading program on a team model. The classroom teacher, me, and the family are like a tripod holding up a camera. If one leg is weak, the whole camera is in danger of falling over. You are asked and encouraged to read to your child, attend special workshops, and contact me whenever you have any questions or comments.
"Once I say my child can work with you, how long do they stay in the Title 1 reading program?"
- As mentioned above, students are assessed at the beginning of the school year and again each trimester. If your child meets the district standard, they are invited to leave the Title 1 reading program. Many parents ask for them to stay longer, though!
"When will I know if my child is eligible to receive Title 1 reading services?
- You will receive a letter in the mail within a few weeks of school starting, or right before report cards go out.
I can't wait to meet all of the UMS families who have students eligible for Title 1 reading services! I am also a resource for all parents of UMS, with games, activities, and materials to share! Please feel free to contact me at any time!
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