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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 understand and absorb the information," Jackie G. said, recounting that the student continues to work after school with private tutors.
She recommended two changes: (1) provide flexible "walk to learning" style grouping so students are placed in classes by skill level for targeted reading and math instruction rather than remaining in heterogeneous home-room placements, and (2) create a program modeled on high-cap referral procedures where teachers can recommend students for smaller or slower-paced classes tailored to their needs. "I would love to see a program that's actually working to get these kids out of that," she said, noting that roughly 27% of students are in tier-three on average in the district.
Board members and administrators offered to follow up. A board member invited Jackie G. to talk with Brian, the district administrator leading academic planning, and assured her staff would follow up outside the meeting.
Next step: district staff committed to a hallway follow-up with the parent and to examine tier-three services and school-level plans for targeted interventions.
