In a recent review of my daughter's IEP progress report for dyslexia intervention, I was disheartened to find “little to no progress” marked in every content area. That’s a scary box to see checked across multiple categories. You know what other box was checked across all content areas? “Continue current intervention.”

Unpacking the Concern: Little to No Progress Across the Board

I was so confused. Continue current intervention even when little to no progress is being made? That makes no sense. If I was working to pay off my credit card debt and had a plan in place that wasn’t improving my finances, would I continue the current plan? If I was following a recipe to make my favorite chocolate cake and every time I used it, the cake flopped, would I continue to use that recipe again? Of course not.

Connecting with Advocacy: Lessons from a Supportive Network

I felt so frustrated when I read this report. I got up from my desk, walked around the block a couple times, and called a friend to vent. She had started her own journey with her daughter many years ago by googling “dyslexia tutoring Chicago” and finding Redwood. She’s my go-to call when I need to brainstorm with another parent advocate who gets it. After debriefing with her, it was time to be proactive.

Empowering Advocacy: Taking Proactive Measures

I returned to my desk and did three things:

1. I made a list of questions for the school, including: Why would we continue using an intervention that wasn’t working? Writing out your thoughts and questions ahead of time is critical to help you feel confident when you get to step #3.

2. I made a list of direct requests for her IEP team. These requests included things like occupational therapy, and assistive technology evaluations.

3. I set up a live meeting to talk through my questions, concerns, and requests. I’ve learned that live meetings (or phone calls if meetings aren’t an option) are the best format for these situations.

Dyslexia Learning Journey: The Struggle and Determination

I know learning how to read and write is extremely difficult for my daughter. It requires so many skills that take extra energy and time for her dyslexic brain to learn. She’s working so very hard. She has an IEP in place, is getting 45 minutes a day of top-notch structured literacy curriculum,  and additional one-on-one sessions with me after school. She’s logging the hours and making progress. But it’s really hard. I want her to have all the support and tools she can possibly get access to.

Conclusion

When your school tells you your child is making little to no progress, vent your frustration, *do your research*, make your lists, and set up a live meeting. Every single time. “Little to no progress” means your child needs something different, and you are their primary advocate for ensuring they get what they need.

*Resource Spotlight: Parents for Reading Justice

To take the next step, I recommend checking out Parents for Reading Justice. They have a bunch of content on how to find community, resources, and support as you navigate the educational advocacy journey as a parent to a child with dyslexia. Try starting with their podcast.

If you resonate with this article, google “dyslexia tutoring near me” to find support. Connecting with a knowledgeable professional can be transformative in empowering you with what you need to support your child. Also, reach out to other parents. You can google “dyslexia parent groups near me,” ask around at your child’s school, or attend a local event with dyslexia as its theme. Redwood Literacy and Redwood Schools are also here to help if we can. Reach out anytime.