I don't usually write about politics. Most days, my focus is on helping a struggling reader decode a new word, supporting a family through an IEP meeting, guiding homeschooling parents through curriculum choices, or celebrating a student's hard-earned success. Politics rarely enters the conversation. But sometimes education and politics collide in a way that is simply too important to ignore. This is one of those moments. Assemblymember Al Muratsuchi, author of AB 84, is now running to become California's next Superintendent of Public Instruction. The irony is difficult to miss. At a time when homeschooling continues to grow across California, when charter homeschool programs are filled to capacity, when thousands of students sit on waitlists for homeschool charter programs, when PSA are ever-increasing throughout the greater Sacramento region, and when families are actively seeking educational alternatives, one of the most visible education bills in recent years was authored by a candidate whose legislation was viewed by many homeschooling and charter families as a direct threat to educational choice. Whether you supported AB 84 or opposed it, the grassroots response was impossible to ignore. Parents mobilized. Homeschool organizations mobilized. Charter school families mobilized. Families wrote letters, attended hearings, contacted legislators, and spoke out in large numbers. The response wasn't orchestrated by a political machine. It came from parents. And perhaps that is what makes this moment so fascinating. AB 84 may have been intended as a charter accountability bill, but it became something much larger. It became a referendum on whether California's education leadership truly understands where families are today. California Families Are Sending a Message For years, families have been voting with their feet. Homeschooling has experienced remarkable growth throughout California. Researchers have documented significant increases in homeschool enrollment over the past decade, and that growth accelerated following the pandemic. That growth did not happen by accident. Parents are making intentional choices. Some are leaving because their children have learning differences that are not being adequately supported. Some are seeking smaller learning environments. Some are looking for flexibility. Some want stronger academics. Some want more family involvement. Many simply want educational options that recognize that children learn differently. The reasons vary, but the trend is undeniable. Meanwhile, homeschool charter programs throughout California continue to experience extraordinary demand. In the greater Sacramento region, families routinely encounter waitlists, enrollment caps, and limited availability despite the growing number of students seeking these programs. This is not the behavior of families abandoning education. It is the behavior of families actively pursuing educational environments that better meet their children's needs. Politics Is About Reading the Room Leadership requires intelligence. Leadership requires experience. Leadership requires vision. But perhaps most importantly, leadership requires the ability to read the room. The response to AB 84 suggested that a significant number of California families feel disconnected from the people making educational decisions on their behalf. Not because families oppose accountability. Not because families oppose public education. But because many families believe the current system is not adequately serving all learners. Parents are asking for educational flexibility. Parents are asking for meaningful choice. Parents are asking for individualized learning opportunities. Parents are asking for innovation. Parents are asking for systems that recognize children are not identical and should not be educated as though they are. These are not fringe ideas anymore. They are mainstream concerns. The political energy surrounding AB 84 demonstrated exactly that. The irony is that politics is often about reading the room, and AB 84 suggests that Assemblymember Muratsuchi has badly misread the climate then and NOW. At a time when homeschooling is growing, charter homeschool programs are overflowing with demand, microschools are emerging, learning pods are thriving, and parents are increasingly seeking alternatives to traditional educational models, California families were not asking for more restrictions. They were asking for more options. What I See at My Learning Farm Over the past six years, I have had the privilege of working with hundreds of students and families. I have sat across from parents whose children were struggling in traditional educational environments—not because they lacked intelligence, but because the system lacked flexibility. I have watched families spend months researching options, joining waitlists, attending charter information nights, comparing programs, and building educational plans tailored to their children. These families are not running away from education. They are running toward it. They are deeply invested in their children's futures. They are some of the most engaged educational advocates I have ever met. Many are sacrificing time, income, convenience, and certainty because they believe there is a better path for their child. That deserves respect. What California Really Needs California does not need another caretaker of the status quo. California needs a builder. We need someone willing to acknowledge that many parts of our educational system are outdated. We need someone who understands the Science of Reading and evidence-based literacy instruction. We need someone who understands dyslexia, dysgraphia, dyscalculia, ADHD, autism, and the countless ways children learn differently. We need someone who wants to reduce bureaucracy instead of adding more of it. We need someone who wants to recruit and retain great teachers. We need someone who supports smaller class sizes. We need someone who believes teachers should have flexibility and professional judgment. We need someone who wants educators spending more time teaching children and less time navigating paperwork, compliance requirements, assessments, and mandates. And while we're at it, we need credential programs that do a better job teaching future educators how children actually learn. Understanding reading development, language acquisition, executive functioning, learning differences, and evidence-based instructional practices should not be optional knowledge. Most importantly, we need someone who understands that the purpose of education is not to preserve systems. The purpose of education is to help children learn. Those are two very different goals. The Lesson of AB 84 Perhaps the greatest irony of all is that AB 84 may have accomplished something its supporters never intended. It exposed just how large, organized, passionate, and engaged California's homeschooling and educational choice communities have become. For years, many policymakers treated homeschooling as a niche movement. Today, that assumption is increasingly difficult to defend. The families have spoken. The growth numbers speak. The waitlists speak. The demand speaks. And the response to AB 84 spoke loudly. The question California voters should ask themselves is simple: Do we want an education leader who sees these families as a problem to solve? Or do we want an education leader who sees them as partners in building the future of education?

When people talk about Finland’s education system, it can sometimes sound like a fairy tale: children with more play, less testing, highly respected teachers, and schools built around trust. But Finland is not magic. It is not perfect. And it is not the United States. Still, there is something deeply hopeful about looking at a country that chose, very intentionally, to build an education system around equity, teacher professionalism, child development, and support for all learners. At My Learning Farm, I spend a lot of time with children who have been bruised by school. Bright children. Creative children. Capable children. Children with dyslexia, dysgraphia, dyscalculia, ADHD, anxiety, and other learning differences. Many of them arrive believing school is something to survive rather than a place to grow. That is why this conversation matters. Not because the United States should copy Finland exactly, but because we can learn from the values beneath their system—and we can choose to move the needle here at home. Finland Starts with Equity One of the most important foundations of Finland’s education system is the belief that every child deserves access to a strong education, no matter their background, neighborhood, or family income. Basic education in Finland is free and designed for all children. The national curriculum provides a shared foundation, while still allowing local communities and teachers flexibility in how they teach. This balance is powerful. There is a common standard, but not a one-size-fits-all script. There is structure, but also professional trust. There is accountability, but not through constant pressure on children. In the United States, we talk often about equity, but our system is still deeply affected by zip code, school funding, access to early intervention, and whether families know how to advocate. Too many children must struggle for years before receiving the support they need. We can do better. Finland Trusts Teachers One of the most striking differences between Finland and the United States is how teachers are viewed. In Finland, teachers are highly educated, respected professionals. Schools and teachers have meaningful autonomy to design instruction based on the needs of their students. The national curriculum guides learning, but teachers are trusted to bring it to life. In the United States, many wonderful teachers are working incredibly hard inside a system that often asks them to do too much with too little. They are handed pacing guides, testing schedules, large class sizes, behavior challenges, curriculum changes, and paperwork—then expected to meet every child’s needs. If we want stronger schools, we must support teachers as professionals. That means better preparation, meaningful collaboration time, smaller class sizes when possible, high-quality curriculum, and trust in teacher judgment. A thriving classroom begins with a supported teacher. Finland Focuses on the Whole Child Finland’s education system places a strong emphasis on student well-being. Learning is not treated as separate from childhood. Children need movement, relationships, safety, play, food, rest, and time to develop. This is something we know in our bones at My Learning Farm. Children learn best when they feel safe. They take academic risks when they feel connected. They build confidence when adults notice their strengths, not just their weaknesses. In the United States, many children experience school as rushed, pressured, and overwhelming. The pace can be especially hard for students who need explicit instruction, repetition, multisensory teaching, or extra processing time. A hopeful shift would be to ask not only, “How do we raise test scores?” but also, “How do we create learning environments where children feel capable, calm, connected, and ready to learn?” Finland Intervenes Early Another important lesson from Finland is the value of support before failure becomes a child’s identity. Rather than waiting for students to fall far behind, Finland has historically emphasized early support, prevention, and flexible help within the school system. The goal is not to label children as broken. The goal is to notice needs and respond. This matters deeply for students with learning differences. A child with dyslexia should not have to fail for years before receiving structured literacy. A child struggling in math should not be told to “just practice more” when they need explicit, concrete, sequential instruction. A child who melts down over writing may need support with language, motor planning, spelling, executive functioning, or all of the above. Early support changes lives. Finland Is Not Perfect—and That Makes the Lesson More Useful It is important to say this clearly: Finland’s education system is facing challenges too. Recent international assessment data shows that Finland’s scores have declined in math, reading, and science. Finland is actively working on reforms to address these concerns. The lesson is not, “Finland has everything figured out.” The lesson is, “Finland built a system around values worth studying—and when challenges appear, they continue adjusting.” The United States does not need to become Finland. We are larger, more diverse, more locally controlled, and more complex. But we can still ask better questions. What would happen if we valued teacher expertise more? What would happen if early intervention became normal instead of difficult to access? What would happen if reading instruction was evidence-based everywhere? What would happen if math instruction moved from memorization and speed toward deep understanding? What would happen if we measured success not only by scores, but by confidence, curiosity, resilience, and long-term growth? Moving the Needle in the United States Changing an education system is not simple. It takes policy, funding, teacher training, leadership, and community voice. But change also begins in smaller places. It begins when a parent says, “My child needs something different.” It begins when a teacher says, “This student is capable, and I am going to find the way in.” It begins when schools choose evidence-based reading instruction. It begins when math is taught in a way that makes sense to the brain. It begins when we stop asking children to fit the system and start asking how the system can better support children. At My Learning Farm, I see what happens when children are given the right tools, the right environment, and the right encouragement. I see students who once felt defeated begin to bloom. I see reluctant readers become proud readers. I see children who feared math begin to understand it. I see confidence grow one small success at a time. That is how fields are planted. One seed. One child. One shift. One brave change at a time. Finland reminds us that education can be built on trust, equity, support, and hope. And here in the United States, we have the opportunity—and the responsibility—to keep moving the needle for our children.

Does your child groan when it's time to read? Do reading assignments sometimes end in frustration, tears, or battles at the kitchen table? If so, READS! Is the perfect class! At My Learning Farm, I believe every child deserves the opportunity to experience the joy of stories. My Learning Farm READS! Greenhouse classroom: curl up on a daybed, listen to the birds and feel a breeze while listening to novels and stretch vocabulary, spelling, written expression with crafts, projects & animals. That's why I created My Learning Farm READS!—a unique literacy class designed specifically for students in grades 2–6 who may be reluctant readers, developing readers, or simply children who love being read to. No Reading Aloud Required One of the things families love most about READS! is that students are never required to read aloud. Instead, Ms. Sara does ALL the reading! The greenhouse classroom makes stories come alive without the pressure of reading or decoding. This allows students to relax, listen, imagine, and engage with rich literature without the pressure that often comes with traditional reading instruction. Children are free to focus on understanding the story, building vocabulary, making connections, and enjoying the experience. When the stress is removed, something wonderful happens: Children begin to discover that stories can be exciting, funny, adventurous, and meaningful. The Power of Read-Alouds Research consistently shows that structured read-alouds are one of the most powerful ways to build literacy skills. As students listen to high-quality literature, they develop: Vocabulary and word knowledge Listening comprehension Background knowledge Critical thinking skills Story structure awareness Discussion skills Oral language development A deeper love of books Many of the words children encounter in books are far more sophisticated than the language they hear in everyday conversation. Through planned read-alouds, students are exposed to rich language and ideas that strengthen both reading comprehension and future writing skills. More Than Just Listening READS! is an active and engaging class experience. Together we explore: 📚 Novel studies and great children's literature 🌱 Vocabulary development and word exploration ✏️ Written responses and journaling 📝 Paragraph and short essay writing 💬 Discussion and comprehension activities 🎨 Crafts and hands-on projects connected to the story 🐐 Animal and farm-life connections Students build literacy skills naturally through meaningful experiences. Sign up for Spring sessions today! Small Group Learning Matters READS! is intentionally kept small with a maximum of 10 students per class. This allows every child to be known, encouraged, and included in discussions. Classes meet in the My Learning Farm greenhouse classroom, creating a cozy and welcoming environment where students can slow down, connect, and enjoy learning. Class Details My Learning Farm READS! 📅 Fall Session: September–November 📅 Spring Session: January–April ⏰ Tuesdays, 10:00 AM–12:00 PM 👧 Grades 2–6 👥 Maximum 10 students 📍 My Learning Farm, Penryn Whether your child is a struggling reader, a reluctant reader, or simply a child who loves stories, READS! provides a place where books come alive and confidence can grow. At My Learning Farm, our goal isn't simply to teach literacy skills. Our goal is to help children discover that reading can be joyful. And sometimes the first step toward becoming a reader is simply falling in love with a good story. 👉Register today :🔗 https://docs.google.com/forms/d/e/1FAIpQLSc-If3v-Zu5WoecK2iiGYoWrXhCjeHW0g-fLfMThP-chKCjmA/viewform 👉Find out more:🔗 https://www.mylearningfarm.com/mylearningfarmreads

When people think about learning differences like dyslexia, dysgraphia, dyscalculia, ADHD, or other academic struggles, they often focus on grades, reading levels, or test scores. But behind many struggling learners is something much deeper:emotion. At My Learning Farm, we often meet children who are not only struggling academically, but are also quietly carrying frustration, anxiety, embarrassment, self-doubt, or fear around learning. Some children begin to believe: “I’m dumb.” “I’ll never get this.” “Everyone else is better than me.” “I hate school.” “I’m just bad at reading.” These thoughts can begin at a very young age. Learning Differences Affect More Than Academics Imagine working twice as hard as everyone else and still feeling behind. Many children with learning differences spend their days: Hiding struggles Avoiding reading aloud Guessing to keep up Feeling overwhelmed during homework Comparing themselves to peers Worrying about making mistakes Over time, this can impact confidence, motivation, emotional regulation, and even a child’s willingness to try new things. Sometimes parents notice: 🌿 Increased frustration 🌿 School avoidance 🌿 Tears during homework 🌿 Anxiety around reading or math 🌿 Low self-esteem 🌿 Perfectionism or shutdown behaviors These emotional responses are real and important. Children Need Support — Not Shame One of the most powerful things we can do for struggling learners is help them understand:their brain learns differently, not less. Children thrive when they feel: 💛 Safe 💛 Seen 💛 Encouraged 💛 Capable 💛 Supported without judgment When instruction matches the way a child learns best, something incredible often happens:confidence begins to return. A child who once avoided reading may begin volunteering to read aloud. A child who shut down during writing may begin sharing stories proudly. A child who believed they “couldn’t do math” may finally experience success. Progress is not only academic — it is emotional, too. The Heart Behind My Learning Farm At My Learning Farm in Penryn, California, we believe learning support should nurture the whole child. Through evidence-based instruction, multisensory teaching, encouragement, and meaningful connection, we work to create an environment where children can build both skills and confidence. Nestled among animals, gardens, and hands-on learning experiences, My Learning Farm is designed to feel calm, welcoming, and supportive — especially for students who may feel overwhelmed in traditional learning environments. We provide: 📚 1:1 academic support in reading, writing, spelling, and math 🌾 Homeschool consultations 🌻Edjucational consultations 💛 Special education advocacy support 🐐 Farm-based enrichment classes 📖 Literacy-based learning experiences through My Learning Farm READS! Most importantly, we strive to help children rediscover joy in learning and begin seeing themselves as capable learners again. Because every child deserves to feel successful, valued, and hopeful about their future. Please visit www.mylearningfarm.com🌻

Summer should feel joyful, relaxed, and full of connection — not pressure. But for parents of children who struggle with reading, it can also bring worries about lost skills or falling behind. The good news? Reading growth during summer does not need to feel like school. At My Learning Farm, we encourage families to focus on small, encouraging moments that build confidence and help children enjoy reading again. 💛 Start Small Reading practice does not need to last an hour. For many struggling readers, short bursts are far more successful: 5–10 minute reading sessions one chapter before bed reading during snack time a quick practice session followed by play Small successes help build: reading stamina confidence consistency and positive feelings about books Read To Your Child Reading aloud builds vocabulary, listening comprehension, and a love of stories — even for older children. Summer is a wonderful time to: read together outside listen to audiobooks enjoy a chapter book as a family or bring books along on adventures Try “Team Reading” One of my favorite strategies is team reading. Your child reads aloud, and when they come to an unknown word, you simply provide the word and let them continue reading. This keeps reading flowing and helps: reduce frustration increase confidence build stamina and make reading feel successful Let Your Child Choose the Book Summer reading counts even if it doesn’t look traditional. Graphic novels, joke books, comics, animal books, cookbooks, magazines — if your child is interested in it, run with it! Interest fuels motivation, and motivation fuels practice. Build Vocabulary in Fun Ways A fun resource we love is the Mrs Wordsmith Storyteller's Word a Day vocabulary series. Mrs Wordsmith Storyteller’s Word a Day Try choosing a “word of the day” and: acting it out drawing it using it at dinner or creating silly sentences together Vocabulary practice should feel playful and engaging. At My Learning Farm we make reading joyful every time-reading to animals is a great way to boost confidence and inspire connection! Practice High-Frequency Words Short, low-pressure practice with high-frequency words can help reading feel smoother and more automatic. Try: flashcards sidewalk chalk words sticky note games magnetic letters or quick review during car rides Need More Support? Some children benefit from a structured, evidence-based reading program rooted in Orton-Gillingham Structured Literacy. If you choose to teach a program at home, prepare lessons ahead of time so you feel confident presenting them. And if it feels overwhelming, it is absolutely okay to seek support from a trained structured literacy professional. At My Learning Farm, we provide individualized, evidence-based support in reading, writing, spelling, and math while helping children grow in confidence, skills, and joy for learning. 🌻

There’s something so bittersweet about the end of a school year here at My Learning Farm. 🌾💛 As the final lessons are taught, the folders are packed away, and the barn slowly quiets down, I always find myself sitting in a space of deep gratitude. Every year, I begin with plans, calendars, curriculum maps, goals, and hopeful dreams for the students who walk through the gate. But what unfolds over the months becomes so much bigger than academics. It becomes relationships. It becomes trust. It becomes watching children slowly unfold into themselves. One of the greatest privileges of my life is getting to be a very small part of my students’ journeys. To watch a child who once felt unsure begin raising their hand confidently. To witness hesitant readers become brave enough to try. To see students take risks, ask questions, laugh loudly, solve hard things, and discover that they are capable learners. Those moments never stop feeling magical to me. And somewhere between spelling lessons, math games, farm chores, writing assignments, and read-alouds, life happens too. We celebrate loose teeth and birthdays. We hear all about baseball victories, new puppies, camping trips, family vacations, favorite books, and exciting adventures. We talk through frustrations, cheer for accomplishments, and sometimes just sit quietly together after a hard day. These students share pieces of their hearts and lives with me, and I never take that lightly. Farm Classes bring another layer of joy to the year. Watching children pick fruit the orchard, plant seeds in the garden, hold baby animals for the first time, create masterpieces, laugh during group games, and build friendships rooted in kindness and curiosity is something truly special. There is something beautiful about learning that happens with dirt on your boots and sunshine on your face. 🌿🐐 My Learning Farm has never simply been a business to me. It is a community. It is relationships. It is families trusting me with their children — their stories, struggles, growth, and victories. And over time, these children and families occupy a very real and meaningful place in my heart. So as this school year comes to a close, thank you. Thank you for trusting me. Thank you for sharing your incredible children with me. Thank you for allowing me to celebrate their growth alongside you. To my students: I hope you know how proud I am of each and every one of you. Not just for the skills you built this year, but for the courage, perseverance, kindness, and joy you brought to the farm every single week. Now it’s time for summer adventures. 🌞🌾. Go catch frogs, stay up too late, swim, travel, eat popsicles, visit grandparents, read good books, play baseball, make memories, and enjoy every ounce of childhood magic. The farm will miss you dearly until we meet again. 💛

There is something so bittersweet about this time of year at My Learning Farm. The end of the school year always brings happy tears, full hearts, and quiet moments of reflection for me. I watch students graduate, move forward, and step into new chapters of life. While it is never truly goodbye, it is a gentle “happy trails until we meet again.” 💛 Every student who walks through the gates of My Learning Farm leaves little footprints on my heart, but every so often there is a student whose journey feels especially profound because you remember exactly where they began. I remember this sweet young woman when she first came to me. She arrived carrying the invisible weight that so many students carry after years of struggling in traditional academic environments. She was bright, capable, thoughtful—but defeated by school. Afraid to take risks. Afraid to ask questions. Afraid of being wrong. Afraid of judgment. She hoped maybe she could simply fly under the radar and quietly survive school. This one is for you. Congratulations-you and do ANYTHING you set your mind to, I have no doubts! And today? She is absolutely nothing like that frightened young girl. Today she is a self-assured, capable, intelligent 18-year-old standing beautifully on the cusp of adulthood. She takes risks. She advocates for herself. She took college classes while still in high school. She learned that her voice mattered. And through hard work, persistence, trust, and many moments of growth together, she discovered what she was always capable of. This girl can write the pants off nearly anyone. ✍️ She can read anything she sets her mind to. She has applied for jobs and gotten them—so many opportunities, in fact, that now she has to turn work away. The world is truly her oyster, and I know with my whole heart she will string her pearls together into a beautiful, meaningful life filled with purpose and joy. One of the greatest gifts of this work is that sometimes the relationship shifts over time. There comes a moment where you are no longer only teacher and student. You become trusted companions walking alongside one another through life’s changing seasons. As I transition from teacher to friend, she is one I will gladly continue walking life’s path with. What an honor it has been to witness this transformation. What a privilege it is to see students discover not only academic success, but confidence, courage, resilience, and belief in themselves. That is the real work. That is the magic. Not perfect grades.Not test scores.Not checking boxes. But watching a young person slowly realize:“I am capable. I am intelligent. I can do hard things.” To my sweet graduate: I am so unbelievably proud of you. More than words could ever fully express. Thank you for trusting me with your journey. Thank you for allowing My Learning Farm to be one small chapter in your story. Thank you for showing others what is possible when someone begins to believe in themselves again. Now go fly, sweetheart. 🕊️🌾. The world is waiting for you.

For many children, learning to read happens naturally over time. But for some students — especially those with dyslexia or other learning differences — reading can feel confusing, frustrating, and overwhelming. That’s where Orton-Gillingham structured literacy comes in. At My Learning Farm, we use evidence-based, multisensory structured literacy approaches rooted in Orton-Gillingham principles to help students build strong reading, writing, and spelling skills with confidence and success. What Is Orton-Gillingham? Orton-Gillingham (often called “OG”) is a structured, explicit, and multisensory approach to teaching reading and spelling. Rather than expecting children to “pick up” reading naturally, OG directly teaches: Letter sounds and patterns Phonemic awareness Decoding skills Spelling rules Syllable types Morphology (prefixes, suffixes, roots) Reading fluency and comprehension Lessons are carefully sequenced from simple to more complex skills, ensuring students build a strong foundation before moving ahead. What Does “Multisensory” Mean? Multisensory instruction engages multiple parts of the brain at the same time. Students may: Say sounds aloud Trace letters with their fingers Build words Identify/manipulate syllables Move, touch, hear, and see concepts together This type of instruction helps many students retain information more effectively and reduces frustration during learning. Why Is Orton-Gillingham So Successful? Orton-Gillingham is successful because it is: Explicit — skills are directly taught Systematic — concepts build in a logical order Diagnostic — instruction adjusts to student needs Individualized — pacing matches the child Research-based — aligned with the science of reading Many struggling readers do not need “more worksheets” or “more practice.” They need instruction that matches how their brain learns best. When students finally understand why words work the way they do, confidence begins to grow. More Than Reading At My Learning Farm, we often see something beautiful happen alongside academic growth:children begin to believe in themselves again. As students experience success, many become: 🌻 More willing to try 📚 More engaged in learning 💛 Less anxious about mistakes 🌿 More confident and capable Reading instruction should not feel shame-filled or defeating. It should feel supportive, intentional, and hopeful. How My Learning Farm Supports Students At My Learning Farm in Penryn, California, we provide individualized academic support for students with a wide range of learning needs, including dyslexia, dysgraphia, dyscalculia, ADHD, autism, and other learning differences. Our instruction combines: Orton-Gillingham structured literacy principles Evidence-based reading, writing, spelling, and math instruction Explicit and multisensory teaching Scaffolded learning and guided practice Encouragement, connection, and confidence-building We understand that every child learns differently, and we carefully tailor instruction to meet each student where they are academically and emotionally. My Learning Farm is more than a tutoring program — it is a calm, supportive learning environment where children are encouraged to ask questions, make mistakes, build skills, and rediscover the joy of learning. In addition to 1:1 academic support, My Learning Farm also offers: 🌾 Homeschool consultations 🌻 Educational Consultations 📚 My Learning Farm READS! literacy classes 🐐 Farm-based enrichment classes 💛 Special education advocacy support ✏️ Academic assessments and parent guidance Nestled on a small farm surrounded by animals, gardens, and hands-on learning experiences, we strive to create a place where children feel safe, seen, capable, and supported. Because when children feel connected and understood, learning begins to grow. 🌻

At My Learning Farm, there is something incredibly special about supporting a child complete a level in an Orton-Gillingham structured literacy program 🌻 Those moments are never just about moving on to the next step in instruction. To me, they represent perseverance, courage, trust, and the deep belief that every child can learn to read when instruction truly meets them where they are 💛 My heart smiles so big every single time a student reaches that milestone 🥹📖 For many of the students who come to My Learning Farm, reading has not always felt easy. Some have spent years believing they were “behind,” “not smart,” or that reading simply was not meant for them. But then something beautiful begins to happen when instruction becomes individualized, multisensory, foundational, and incremental 🌱 When teaching is paced to match the child instead of rushing the child to match a program, confidence grows 🌿 When learning is hands-on, engaging, and meaningful, students begin to feel safe enough to take risks 💫 When instruction connects to their interests, curiosity returns 🐓📚 When genuine trust, rapport, and friendship are built, children begin to believe in themselves again 💛 That is where growth happens 🌻 Orton-Gillingham structured literacy is powerful because it teaches reading in a way that is explicit, systematic, and deeply supportive of how struggling learners process language 📚 Skills are built layer by layer, giving students the strong foundation they need instead of asking them to guess or memorize. At My Learning Farm, I pair that evidence-based instruction with warmth, encouragement, movement, games, conversation, and meaningful connection 🌾 And the results are so much more than reading progress ✨ I see students who once avoided books begin reading signs out loud on the farm 🐐 I see children proudly carrying chapter books under their arms 📖 I hear parents say, “They asked to read to me for the first time.” 💛 I watch confidence bloom 🌸 Completing a reading level reflects a student’s hard work, determination, resilience, and strong desire to become the reader they were always meant to be 🌱 It is a reminder that struggling readers do not need lowered expectations—they need the right instruction, the right pace, and someone who believes in them wholeheartedly 🤍 Every completed level represents hours of practice, moments of frustration pushed through, tiny victories that became big breakthroughs, and a child learning to trust their own voice 🌟 And truly, there are few joys greater than witnessing that transformation 🥹 At My Learning Farm, I believe learning should feel supportive, individualized, and hopeful 🌻 I believe strong relationships matter. I believe children deserve instruction grounded in the science of reading and delivered with patience and heart 💛 Most of all, I believe every child deserves the chance to experience the joy of becoming a confident reader 📚🌿

One of the most common questions parents ask is:“Should I pursue a private evaluation or request testing through the school?” The answer depends on your child’s needs, your goals, and the type of information you are hoping to gather. While both evaluations can provide valuable insight, they serve very different purposes. 🏫 School-Based Evaluations A school-based evaluation is completed by the public school district after a parent requests an assessment. The primary purpose of a school evaluation is to determine: Whether a child qualifies for special education services Eligibility under one of the 15 educational disability categories Whether the student requires an IEP or 504 Plan to access their education School evaluations focus on how a child’s difficulties impact educational performance within the school setting. It is important to know: Schools determine educational eligibility Schools do not provide medical diagnoses under the DSM-5 Evaluations are completed at no cost to families Timelines and procedures are regulated by special education law 🧠 Private Evaluations Private evaluations are completed outside of the school system by licensed professionals such as: Neuropsychologists Clinical psychologists Licensed educational psychologists Speech-language pathologists Occupational therapists Private evaluations are often more comprehensive and may provide: DSM-5 diagnoses such as dyslexia, ADHD, autism, anxiety, or dysgraphia Detailed cognitive and academic testing Executive functioning and processing evaluations Recommendations for therapy, tutoring, accommodations, and interventions Private evaluations can help families better understand the “why” behind a child’s struggles, not just whether they qualify for services at school. 🌻 Which One Is Better? Neither is necessarily “better”—they simply serve different purposes. Some families begin with the school process, while others pursue private testing for a more comprehensive understanding of their child’s learning profile. In many cases, families use both together. Most importantly, trust your instincts. If your child is struggling, asking questions and gathering information is a powerful first step. At My Learning Farm, we support families navigating learning differences, homeschool planning, educational consultations, and special education advocacy. We are passionate about helping parents better understand their child’s unique strengths, challenges, and next steps forward. 🌿

Realizing your child may be struggling in school can feel emotional and overwhelming. Many parents wonder where to start, what to ask for, and how the process works. Please know this—you are not alone, and advocating for your child is one of the most loving and powerful things you can do. Here is a simple breakdown of the special education evaluation process in California: ✏️ Step 1: Write a Formal Request Letter The first step is to send a written letter or email to the school requesting a special education evaluation. You can briefly share concerns related to: Reading Writing Spelling Math Attention and focus Communication Behavior Social-emotional development Putting your concerns in writing officially begins the process. 📅 Step 2: The School Has 15 Calendar Days to Respond Once the school receives your written request, the district has 15 calendar days to respond. During this time, the school may: Schedule a meeting with you Send home an assessment plan Discuss the areas they would like to evaluate 📝 Step 3: Review and Sign the Assessment Plan The assessment plan explains the evaluations the school is proposing. Once you sign and return the plan, the official timeline begins. ⏳ Step 4: The School Has 60 Calendar Days to Complete Assessments After receiving your signed consent, the school has 60 calendar days to: Complete evaluations Gather teacher and parent input Review academic and developmental information Hold an eligibility meeting 🧩 Step 5: Determine Eligibility At the meeting, the team reviews the assessment results and determines whether your child qualifies for support under one of the 15 eligibility areas recognized under special education law. It is important to remember: Schools determine educational eligibility Schools do not provide medical diagnoses under the DSM-5 🌻 Step 6: Determine an IEP or 504 Plan If your child qualifies, the team will determine whether they need: An Individualized Education Program (IEP) Or accommodations through a 504 Plan Every child deserves to feel capable, supported, and understood. Sometimes, the first step is simply asking questions and seeking support. At My Learning Farm, we support families through homeschool consultations, learning difference guidance, educational planning, and special education advocacy. Whether you are just beginning this journey or feeling overwhelmed by the process, we are here to help families better understand their child’s unique learning needs and next steps forward. 🌿

Dolly the duck says go to MyLearningFarm.com and check out the resources page for more information If your child struggles with writing, the right tools can make a world of difference. Tools don’t “cheat”—they remove barriers so students can show what they know. Here are some dysgraphia-friendly supports many families love: 🖊️ Erasable pens (smooth writing, less fear of mistakes) ✏️ Pencil grips (support comfort + control) 📏 Highlight strips or reading windows (reduce visual overload) 🧻 Graph paper (helps with spacing and alignment) 📝 Wide-ruled or raised-line paper (better motor feedback) 💻 Speech-to-text (dictation support) 🔊 Text-to-speech (helps with editing + comprehension) ⌨️ Typing support (reduces handwriting load) I created a full list of my favorite tools and links for families here:👉 https://www.mylearningfarm.com/_files/ugd/a43ac2_150a65ecd1314dec9af9b0387c3349eb.pdf At My Learning Farm, we also teach students how to use tools effectively—so they gain independence, not dependency. Need help choosing what’s best for your child? I’d love to support you. Learn more here: www.mylearningfarm.com Trusted sources: Understood.org, IDA, assistive technology guidance from reputable education organizations