Making sure children have the evidence-based reading instruction needed to learn to read fluently is key to helping them do well in school, feel good about themselves, and frankly, function in society. Watching a child struggle with reading can be worrying, if not completely exhausting for parents.
Different “Tiers” of Help in Public Schools
When it comes to helping kids with reading, different levels of support are offered in the public school setting These levels, or “tiers,” are like steps that match how much help a child needs. Tier 1 is initial instruction that is built into regular class activities and helps all students. Tier 2 is extra help for students who need a bit more support, usually in smaller groups. Tier 3 is the most intense level of help, where students get individualized special education instruction. You do NOT need to “try” all of these levels of support to show failure before you ask that your child be evaluated for special education (Tier 3)– soon as you or a teacher suspects a reading disability, you should discuss evaluation with the IEP team at your school or seek a private psycho-educational evaluation.
Evidenced Based Instruction Implemented with “Fidelity”
Structured Literacy has long been established as evidence-based effective instruction for all students. For students with learning disabilities like dyslexia, “whole language” or “balanced literacy” approaches which many Maryland schools still use at Tier 1 are harmful and have been shown to not meet the needs of these students. You might suspect your child’s school is using one of these disproved methods if they are being encouraged to “guess the word” or “look at the picture” instead of sounding words out.
While structured literacy is best for everyone, for students with learning disabilities, it is imperative that they receive evidence-based structured literacy instruction delivered with “fidelity” to the program being utilized. “Fidelity” means that if your child is getting program “X,” you should research how many minutes per session, sessions per week, and group size are recommended by that program for provision to students, and compare that to what your child is actually getting (and what they are actually getting to what is on their IEP).
Many school districts in Maryland are training teachers in specific programs that are theoretically evidence-based, and telling parents that their children are getting that intervention. Unfortunately, some schools are not actually implementing the program to the publisher’s standards (for example, teachers don’t have enough training or practicum hours (30 hours vs. 60 hours of training for example) or the instruction is not given to the individual student at the intensity (minutes per session or week recommended by the program). Do your own research. Call the publisher if you cannot find the information online, and ask your school for a record of sessions with your child.
The IDEA requires that IEPs include a description of these services and that schools utilize evidence based instruction 20 U.S.C. 1414 “[IEPs must include] a statement of the special education and related services and supplementary aids and services, based on peer-reviewed research to the extent practicable, to be provided to the child, or on behalf of the child, and a statement of the program modifications or supports for school personnel that will be provided for the child…”
Group Size
The size of the group getting help can make a big difference. In Tier 1, where everyone gets the same help, groups are usually bigger and include all the students in the class. In Tier 2, groups are (hopefully) smaller so kids can get more individual attention. In Tier 3, the number of students or an approximation (“small group” or “one-to-one”) should be written into the IEP. Even if the IEP team will not define “small group,” they can still tell you how many students are actually in your child’s group at that time, and you can ask that that information be recorded in the “Prior Written Notice” document.
Amount
How often a child gets help also matters a lot. Tier 1 help is part of the regular school day, so it is ongoing. If your child has an IEP and Tier 3 support, you should know the number of minutes per day or week they are receiving. This should be specified in the IEP. Question your IEP team about the amount of time your student is receiving an evidence based reading Tier 3 intervention. Speaking of evidence…
Importance of Teacher Training
The teachers who give reading help to students who are already struggling need to be experts. Shockingly, teaching struggling readers is not currently required coursework in most teacher training programs, especially in Maryland.
Ask what type and amount of training the instructor has in the intervention your child is receiving. Then do your own research. Does intervention X recommend that teachers be trained for 60 hours, but your district only provides an introductory training for 30 hours? Students receiving Tier 3 intervention are significantly affected by their reading struggles. Their lives literally depend on it. They should be taught by the most well trained and experienced instructors. Connect with other parents to understand what is being offered in your district. Your local Decoding Dyslexia chapter is a great place to start.
Helping struggling students with reading can seem overwhelming, but knowing about different levels and types of support, group sizes, session frequency, teacher training, and understanding research-based methods can help parents be the best advocates for their child’s success in reading and beyond.
This blog post is for informational purposes only. It is not legal advice and does not create an attorney-client relationship. If you think you need assistance with your child’s education program, you can schedule a quick call here.