Kim Sadler and her family live in St. Petersburg, Florida. She actually followed the steps above when she lived in Georgia, and was successful in helping the school district where her children were enrolled to introduce scientific research based reading instruction.

In today's world where emotions run rampant in response to a multitude of issues, dealing in factual information is an approach to problem-solving that merits consideration. It may sound ridiculously obvious to some, but to adhere to a strategy of this nature is not easy. It takes longer and therefore requires more patience. It is a thorough approach and therefore requires more work. But to build a solid foundation of truth upon which future debate can occur is essential. As such, I am convinced that determination in this area is of great value and will have positive effect on the outcome of the effort at hand.

Determining the type of beginning reading program used by a particular school district can be difficult and intimidating. If, however, citizens in their community are concerned about academic excellence, it is an area that must be examined because the ability to read accurately is essential to all future learning. To begin the process of evaluating a school's reading program one may consider the following approach:

1. Ask a Single Question

   "Is the reading program presently being implemented in our district whole language in nature?" By that, does it eliminate or de-emphasize systematic and explicit phonics instruction? While districts vary in structure somewhat, there is always a coordinator of language arts curricula at the elementary, intermediate, and secondary levels. The Board of Education will identify these individuals. A word of caution is appropriate at this point. Many school systems profess publicly that parental involvement is encouraged. When parental involvement results in a request for an explanation of curriculum matters, however, it is not unusual for defense mechanisms within the system to engage. Those mechanisms can include very technical explanations that hope to leave the parent at a loss for further questions. This type of explanation usually seems to make sense to the parent at the time, or they pretend that it does so as to avoid embarrassment. Further thought, however, reveals that the explanation is not sufficient. At that point, the parent should decide to ask the question again, expressing their genuine desire to understand.

2. Review The Curriculum Itself And Any Associated Teachers' Manuals.

   All schools use a specific curriculum that has been purchased from a commercial publisher or has been authored locally. The curriculum is the vehicle by which students are moved through the state and local requirements in a particular subject at a specific grade level. Curricula are accompanied by teacher materials that are often easier to decipher than the curriculum itself. Teacher materials explain the objectives, time lines, and implementation techniques. Copies of the curricula and all supplemental materials are located at the Board of Education offices and should be available for review at the school site as well. Reluctance on the part of the system to make available any and all curricula related materials is not unusual and is sometimes accompanied by such questions as, "Exactly why do you want to see the materials?" or "The materials are very complicated and you may not be able to understand them. Are you sure you want to take the time?" A smile reassures most coordinators that, as a parent and a taxpayer, it is reasonable to feel free to examine all materials at any time. If necessary, make copies of anything that may be needed later.

3. Begin A Serious Reading Campaign

   Many books have been written on the subject of teaching children to read. While the terminology and phraseology may be intimidating at first, like any new language it soon becomes a comfortable part of the reader's vocabulary both in print and in speech. Becoming familiar with an individual district's curriculum saves considerable time in determining which books, research, or documents are necessary for building the "fact foundation" which will become the corner stone for briefing the School Board or simply educating other parents. If the decision is made to pursue the issue with officials, a careful selection of reading materials and resources might include Becoming A Nation Of Readers by the U.S. Department of Education; Learning To Read: The Great Debate by Jean Chall; Why Johnny Can't Read and Why Johnny Still Can't Read both by Ruldolf Flesch. The Whole Language Catalog edited by Kenneth Goodman, referred to as the guru of whole language, provides a unique overview of the philosophy which undergirds whole language. Elsewhere on this web site, there is much valuable information supporting the value of systematic and explicit phonics instruction.
   NRRF Note: There are many more helpful resources listed on the Resources Page of this site, and links to still more on the Research Page and the Links Page.

4. Establish A Group Consisting Of Parents, Teachers, And Concerned Citizens.

   A core group of individuals is necessary to maintain communication and to distribute information to the citizenry at large. A monthly meeting serves as a time to encourage one another, and review accomplishments. Designated callers ensure that each person is made aware of meetings times, dates, and locations. Inviting members of the School Board and/or the press to these working meetings is not wise, as strategies for Board presentations and news releases are best kept confidential until the agreed upon time. A special meeting to include such members, however, demonstrates a desire to work in partnership with the system. At a special meeting, questions, and answers can flow freely from both parties. New attitudes often surface in this environment, so it is important to establish the ground rules for the meeting prior to its beginning. In addition to monthly meetings, the core group (often no larger than a dozen people) continues to communicate as needed throughout the month.

5. Determine Protocol For Appearing Before The School Board.

   Is it necessary to submit a request in writing? If so, how much notice does the Board require? How much time is allotted to each speaker? Can exceptions be made if more time is required?

6. Make A Presentation To The School Board.

   Select a speaker to give the presentation. He/she will be instrumental in framing the presentation as well as delivering it. An introduction, followed by a concise review of why the presentation is being given, is a good way to begin. As the presentation unfolds, the critical elements of the research must be displayed in such a way that all members of the Board see that, without systematic and explicit phonics instruction, children are denied the opportunity to learn how to sound out words. Not only is it important to show the connection between systematic and explicit phonetic instruction and the superior reading abilities of children exposed to such instruction, but it is also important to offer possible solutions to the conflict and/or attitudes of the school system at hand. So often people are quick to judge but are slow to offer alternatives. Each system has its own problems and will require tailor-made solutions. Consider a partnership between parents and the system. It is not only a non-threatening posture to take, but it also tends to produce successful results. As the presentation concludes, be available to answer questions from Board members as well as parents who are in attendance. Having key resource materials on hand for quick references and providing the Chairman with a packet of carefully selected research is also recommended. (Much research is available on the Research Page of this site).

7. Follow Up.

   Going to the Board one at a time may not be enough to convince the administration of the need to change its practice of teaching beginning reading from a whole language perspective. Beating the same drum for a long time is not always comfortable, but eventually someone will listen. And when they do, sleeves get rolled up and people go about the business of insuring the right of each child to become the best reader he can possibly be.

NRRF Note: The article, "Fire Storm" which directly precedes this one gives a narrative account of the experiences which led to the development of the strategy presented in "A Time for Action".

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