Circular Reasoning

I had a meeting with the Director of Special Education today. GB was suppose to receive reading instruction in a small group of three students, every day, taught by a special education teacher who is also certified in reading. Since there was only three students, the Director did not feel an aide was necessary. However, the three student reading group only happened twice a week. The rest of the week, GB was doing vocabulary, spelling and writing in a third grade class with no support. We did not know it, GB’s special ed teacher did not know it, and the Director of Special education said she did not know it  Why? Because nobody at the school was in charge of monitoring GB’s reading program and there was no aide to report back to the teacher.. For the next four weeks, the Director of Special Education will be monitoring GB’s reading program. At that point, I have a CSE meeting set up to rip her IEP to shreds and redo it, line by line. And round and round we go.

When Do You Start To Worry?

Hope is repeating kindergarten this year. Yesterday, she brought home her “reading” bag. In it was a reading log, ten flash cards on a ring, and two first sight word books. I recognized the books from when GB was learning to read. After Hope had completed her math hw and GB was done with her hw, Hope and I sat down with her “reading” bag. It came with directions. Hope was to read the books to me and review the flash cards, then log the time spent. Each Friday, Hope will get tested on the flash cards. If she knows them all, she gets a sticker. Eight stickers mean an ice cream treat.

Hope does not know what a word is yet. When she “read” the books, she made stories about the pictures. Long, involved stories that clearly had more words in them than the four words on the page. Using our pointer fingers, I tried to get Hope to read one word at a time. I will try again tonight. We practiced with the flash cards. She knew one of the words was “can” and that is what she read for each word. We practiced identifying the first letter of a word and the sound it makes. Hope could do that more than half the time. What she couldn’t do is use that to think of words it might be. For example, she had the word “ran”. She identified the first letter as “r” and knew what sound it made. She did the same thing with the “a” and the “n”. Then she used the picture in the book and read the word as “hop”, “jump”, and “fly”.

Hope is already in a 1:8:3 class. She went to Extended Year Program. This is her second time through kindergarten. When is it appropriate to be worried?