So it's the end of second grade and Sophia isn't reading.
That's not completely true. Or, really, true at all. She is reading. She's just not very fluent or confident. She needs more help and practice. She's too far along for the skills I have, but not far enough along for me to say, "oh, more practice and she'll be fine!"
She is making spelling mistakes reminiscent of my sister Bevin. It could be a long elementary school career.
So she qualified, for whatever reason, for Title One reading services at school. Now, I'm sure I've said before that I have total and complete confidence in her teacher, Anne. I have heard the rumor that next year she will be with either Anne or a new teacher who comes with just as an amazing resume and reputation. Anne "gets" her and so I'm hoping for Anne, but either way, I think we'll be ok.
And she does amazing math and soaks up content like a sponge. She just can't decode. As much as this baffles me, I don't have blinders on. I know we need to get this done immediately. There is no more time to wait and see. This summer is going to be important.
So she qualified for Title One.
The first place I taught, Henry Elementary downtown, every student in the school qualified for Title One, but in a school of 550+, we had one Title One teacher. So how they got their "services" done for the year was by commandeering your classroom for a week and a half and showing Bugs Bunny cartoons all day and yelling at your kids to shut up. I'm not kidding.
The second place I taught was a for-profit school that didn't take government money so that it didn't have to follow the rules.
The third place I taught was a Catholic school in southwest city, and Jody was the Title One teacher. She was SO GOOD. She knew her stuff and did her best for those kids and it helped. She left after two years for a posh private school.
The last place I taught, St. Pius V, had a Title One teacher who was a tad quirky, but who was focused and excellent as well. I was in the middle school at that point and none of my kids qualified for services, but I knew her by reputation.
So I figured it can't be as bad as Henry, and maybe it could be as good as one of the others. It's an after school program, on Mondays only, until 4:45. That's an hour and fifteen minutes. One title one teacher and a group of trained volunteers, the letter said. I replied that yes, Sophia could go. Hey, anything helps, right? I wrote on the form, though, that I would have to pick her up early two of the Mondays due to girl scouts. Yesterday was one of those Mondays.
I walk in at 4:15 and all the kids--lots of them--are on the rug. One woman is sitting in a chair and droning on. Volunteers are ringing the circle, looking hopeful but bored. I explain I have to take Sophia. The teacher doesn't even acknowledge me. Lovely start. I get Sophia into the car and between the school and home, I find out that in the 45 minutes since school let out, they have:
*Had a snack
*Run around
*Made nametags
*Sat in a circle and talked about what they were going to do today
If I were in a Bugs Bunny cartoon, steam would have been coming out of my ears. I looked at the papers she had--it was way more advanced than she was, and they were working on the main idea of a paragraph.
Sophia doesn't need help with main idea. You read her a paragraph and she'll design sets for the musical adaptation of the paragraph. She can listen to Tolkein and CS Lewis and Twain and follow the story without a problem. She can't decode words. We're fixing the wrong problem.
Now, it was the first meeting. Sure. Maybe something more will happen next week. But somehow I doubt it. And if nothing more happens, I'm not wasting her time. She could be playing with the girls on the block instead of wasting more time at school. Seriously. She could be WATCHING BUGS BUNNY CARTOONS in my living room for all the good this looks like it will do.
I'm thinking about what I'm going to do this summer, and I have a conference set up with Anne for Thursday. If it were math, I'd be all over this. I know how math works, how brains work with math, and how brains that don't work with math, work with math. But reading? It's a mystery to me. It's too easy for me. But I can't let this slip through my fingers.