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Parent urges stronger tier-three reading supports and flexible grouping for students
Summary
A Richland parent described her second grader's reading-related disability and anxiety, said the student receives only about 30 minutes of targeted reading support during the school day, and asked the board to consider flexible, skill-based grouping and programs modeled on 'walk to learning' to accelerate progress.
During the board's public-comment period, Jackie G., a parent of two children in the Richland School District, described struggles obtaining sufficient tier-three reading support for her second grader who has a learning disability resembling dyslexia. "With six and a half hours at school, she's receiving three minutes of class time that she actually can…
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