So, you've listened to @ehanford's podcast

You've heard @VesiaHawkins say

"We should be able to expect that a kid goes to school and learn to read, if nothing else."

And you're wondering "How can I ensure that my child is being taught to read at school?"

(Add your ideas!) https://twitter.com/apmreports/status/1291344771676614666

1. Ask your child's school for their "cumulative records."

It should have their tests (school, district, and state) from all previous grades, their report cards, any official correspondence you've had with the school, etc

Take the file to an educator familiar with the district

2. Ask for an explanation of the percentile scores, grade/age equivalent scores, etc. and ask specifically,

"Is my child performing at grade level?"

and

"Is my child at/above average on these tests?"

and

"Are there any areas of concern?"

3. Make note of any areas of concern.

Ask, "What interventions have been offered?"

And, "May I see the progress monitoring data for those interventions?"

Say (in writing), "Please contact me before my child is entered/exited from any intervention program."

4a.
Ask, What curriculum is being used for..

K-2 and struggling readers:
- phonemic awareness?
- phonics?
-fluency?
-vocabulary?
-comprehension?

Write down the names of the programs.

4b.
Ask, What curriculum is being used for..

Grade 3+ at grade level readers:
- syllabication strategies and the meaning of word parts?
-vocabulary?
-comprehension?
-fluency?

Write down the names of the programs.

4c.
Share the names of the programs with a trusted educator/advocacy group who can look up the research-base of the programs and let you know if the instruction is likely to be effective.

= no clear cut answers or if it varies from teacher to teacher in the school

5. Let the teacher know that you would are planning to observe in these areas. (Even during distance learning, these crucial skills should be addressed.)

Sample of what to look for in phonemic awareness instruction:

@HeggertyPA

6a. What to look for in phonics instruction...


6b. Phonics for longer words


Fluency instruction


Vocabulary instruction


Comprehension/academic language

7. Keep in mind that it's in your child's best interest for you to have a good relationship with the teacher, so thank your child's teacher for inc you.

But, if you have concerns, schedule a time to talk about what you observed. You can bring an advocate with you to the meeting.

8. Request a meeting with the principal to learn more about the school’s literacy plan. This is not a meeting to critique instruction or debate the school’s plan, but rather an opportunity for you to learn about the current instructional vision. You can bring an advocate.

9. Suggested ?s
What are the adopted materials for instruction?
Are there agreed-upon minutes for this instruction?
What training in reading instruction+assessment is required of teachers?
What data do you collect to monitor student reading growth?
How might parents support you?

10. Let the teacher know you'll press school leadership, not her. A teacher typically does not have a choice in the district-provided materials, but a passionate teacher can be an advocate for change. It’s important to offer the chance to opt-in to the movement you’re starting.

10. Inspire others to join your cause

Bring Professional Learning to the School

Hold Parent Education Nights and offer to preview the content with school staff during their regular Professional Development or Staff Meeting time.

Start a School-wide Book Club

Fundraise to purchase copies of the book (paper, e-Book, and audio options help). w/ leadership’s approval, bring the discussion into the school’s Instructional Leadership Team meeting, Professional Learning Communities, School Site Council, etc.

Host Screenings of Podcasts or Movies

Offer discussion guides and note catchers to participants
Arrange for panels before and after screenings
Directly deliver invitations to educators
Start discussion and listen, listen, listen to what is said

11. Expand Your Cause

Connect with other advocacy groups in your area and also nationally. Learning about the approaches others have taken may give you more avenues to try, can be a source of good news when you’re looking for hope, and empathy when you need to commiserate.

12. Learn
Read the statements local district and schools have published on their websites about their approach to literacy

Ask school and district leadership if you can attend a walk-through to learn about what they expect to see in classrooms.

Inquire re: PD and student data

13. Support:

When in classrooms, find at least one thing to praise (consider leaving a note of appreciation for each teacher) because transformation takes partnership

Offer to arrange training to help teachers learn how to teach all of their children to read

Find and encourage people and efforts that are already aligned with best practice

Make new allies with other people and organizations concerned with educational leadership, civil rights, student achievement, teacher training, working conditions, etc.

14 Push:

Share feedback on the district literacy initiatives at School Board meetings and School Site Council Meetings

Meet with school and district leadership to offer success stories

Hold systems accountable for spending tax dollars wisely

Lobby for legislation