Step 5 – Engage Your District
What you will learn
Strategies for interfacing with your school district.
School board’s critical role in a district.
Process for communicating concern with your school district.
Laying groundwork for potential outcomes.
Benets of media relationships.
Description
Welcome Fellow Parent!
Welcome to our course A Strategic Roadmap For Dyslexia Parent Groups – Step 5. Please make sure to download the OFFICIAL WORKBOOK link on our website and open to Step 5. This guide will help you navigate this lecture.
When You Know Better, You Do Better
This is a critical stage because you hope the district will be open to the Science of Reading and the law that protects your children with dyslexia. Initially, you need to assume that they will be receptive. At the same time, form your Action Committee and continue to prepare in case you are forced to take legal action. One concept discussed in Emily Hanford’s podcasts is the idea that ‘when you know better, you do better’. Teachers may never have been taught about dyslexia and they will go through a certain amount of grief when they realize that they may have been harming children for years. This will be a very powerful revelation, and for some teachers it may be too much. But for others it will be a gift and transform the way they teach reading. Andrea Rowson (a reading expert in Ohio) talked about the frustration of not knowing how to help all kids until she learned SoR. Now she feels condent telling her students and parents that she can help each child learn to read. This is a win/win for our children and our teachers.
Step 5 – Featured Guest Speakers:
The guest speakers who participated in the Step 5 videos are: Kareem Weaver, Brenda Louisin, Kerry Agins, and Brett Tingley.
Step 5 – Quote:
“In some schools they just ignore it because if they label it they have to rush it with resources. If the school refuses to identify the child the family has these hard decisions. They have a decision to pull the child out and get them outside help and that’s what families with resources do. And if the family doesn’t have resources or the awareness they just accept the fact that their child is a poor student. They’re just tracked to be low potential.”
~ Kyle Redford, Dyslexia Advocate & Educator, taken from documentary lm Our Dyslexic Children
Disclaimer: The following content represents the opinion of the presenter(s) and is not intended as a substitute for professional legal advice, medical advice, diagnosis, or treatment. Always seek the advice of your attorney, advocate, physician, or other qualified health provider with any questions you may have regarding any legal, medical or educational concerns.
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