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Diagnostic Teaching Strategies How do I work with my child’s school? Sometimes you really can trust the system, but sometimes you need to get very involved. How do you make sure your child is getting what they need at school? Learning how to navigate the system can be a daunting task, especially when you know the teachers are doing the best they can. Even the best teacher may not know the most effective reading methods to remediate your child’s reading issues. Join us to learn how to approach your school and make sure your child is getting what they need. This week's guest, Renee Lamborn will provide tips on choosing and using a reading curriculum that matches the student's learning profile, developing appropriate reading goals, and requesting and tracking progress through data collection in order to ensure adequate progress.
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OVERVIEW OF TALK
Gathering data in preparation for approaching the school for more support
Requesting support through a formal Student Study Team (SST) meeting
Exploring general education supports
Exploring special education supports
Tips and tricks
GATHERING AND MONITORING DATA
IN PREPARATION FOR APPROACHING SCHOOL
Report cards – 3 times/year
Parent/Teacher conference
District-wide assessments/probes – 2-3 times/year
Teacher assessments
Work samples
Informal observations
Private assessment reports
NOTHING SPEAKS MORE LOUDLY THAN DATA!
REQUESTING SUPPORT THROUGH A STUDENT
STUDY TEAM (SST) MEETING
Request a Student Team Meeting (SST) in writing by submitting a letter to the teacher or principal
Who will attend?• Parents, outside professionals if requested, teacher, administrator, other staff as
appropriate
What to expect? Team will typically cover:
• Student strengths
• Known information/History
• Areas of concern
• Strategies already implemented
• New strategies/supports to be implemented
• Review date
REQUEST AN OVERVIEW OF ALL READING SUPPORTS AVAILABLE AT THE SCHOOL
EXPLORING GENERAL EDUCATION SUPPORTS
Inquire about Response to Intervention (RTI) and/or school-based supports that allow for:• An increase in instructional time
• Access to smaller instructional groups
• Extensive opportunities for guided practice
• More precisely targeted instruction at the right level
• Examples:
• One-on-one or small group reading support in or out of the classroom
• Before or after school reading programs
Supports can be provided by:• Classroom teacher
• Reading specialist
• Teacher on Special Assignment (TOSA)
• Special education teacher
EXPLORING SPECIAL EDUCATION SUPPORTS
Request a full special education assessment in writing after general education supports have been exhausted
Eligibility for special education
Continuum of special education options:
• Resource Specialist Program (RSP)
• Special Day Class (SDC)
TIPS AND TRICKS
Ask about the curriculum(s) that will be utilized to ensure that it covers all areas of need (decoding/phonics, sight words, fluency, comprehension, etc.)/Discuss proposed curriculum with private professionals
Inquire about how and how often data will be collected/Request to meet informally approximately once per month to review data
Facilitate ongoing communication between school staff and private professionals in order to coordinate supports
Work collaboratively with the school team
