Parent Rights: SPECIAL ED SERVICES: TOO MUCH PULL OUT?

Print Friendly, PDF & Email
Share

Debbie:  My daughter who has dyslexia (1st grader) has been given Resource Room (5 hours per week) with Speech and OT to address her difficulties. Prior to this IEP, however, she received AIS (Tier II) as an RTI for 5 hours, ELA and 2 hours, Math per week. The principal is stating that she will need to continue receiving RTI (7 hrs out of the classroom) along with the 7 1/2 hours out of the classroom for RR and related services. This is a total of 14 1/2 hours out of the classroom (approximately 3 days per week). I do not wish for my daughter to be pulled out this often when she is reading only 1 1/2 levels below grade appropriately standards (she is just about to be a Fountas & Pinnell Level I and should be a Level J). Please help! This principal states that I have no right to remove her from the Academic Intervention Service (AIS) as I requested. Is that true? I know I have special education rights like this.

2
Leave a Reply

800
2 Comment threads
0 Thread replies
0 Followers
 
Most reacted comment
Hottest comment thread
2 Comment authors
  Subscribe  
Notify of
Wrightslaw

I share your concerns. Do you know what method or methods are being used to teach her to read? If the reading method is not appropriate for your child with dyslexia, having several hours a week of that method may be worse than nothing.

Your daughter was assessed with the Fountas & Pinnell level system. Fountas & Pinnell developed and sell a reading program called Leveled Literacy Intervention (LLI). There are two places to look for research on reading programs: the What Works Clearinghouse (WWC) [ http://ies.ed.gov/ncee/wwc/ ] and the Florida Center for Reading Research [ http://www.fcrr.org/ ]

The What Works Clearinghouse (WWC) is sponsored by the U.S. Department of Education & is similar to a Consumer Reports on educational methods. It tells you if a commercial product like LLI has been studied & whether it was effective.The Florida Center for Reading Research (FCRR) does research on literacy-related skills for typical & struggling readers and on prevention and intervention programs. The WWC and FCRR do not list or recommend Leveled Literacy Instruction or the Fountas Pinnell assessment system.

Have you considered working with your child at home? If you have but don’t know where to start, I suggest you order a copy of “A Guide to Helping Your Child at Home: Developing Foundational Skills in Reading and Writing” by Diana Hanbury King from http://www.wvced.com
Diana Hanbury King was Pete’s tutor in the 1950s. In two years, she brought his reading skills up from pre-K to 6-7th grade. She assessed our nephew and two grandkids. Two years ago, she taught our DIL how to work with one grandchild who inherited Pete’s gifts of dyslexia & dysgraphia.

Morning

I am on the fence with this situation as I know many parents would love for their child (especially those with dyslexia who need intensive SBRI) to obtain this much intervention and services during the early years. 1 1/2 reading grade level below is still “below” and those early years of intervention are key. Dyslexia requires intense remediation depending on the level and type. Your principal should work with you, but remember “remediation” is very important, especially before 3rd grade. Your school is given her the “cadillac” of services–research more on remediation, dyslexia, SBRI, etc. on Wrightslaw before you push the issue. Are their online programs she can do it home to decrease the pull out time?