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Recently, I came across an article titled "Parents Are Spending Thousands on Services Schools Won't Provide." Full article:https://www.inkl.com/news/parents-are-spending-thousands-on-services-schools-wont-provide As both an educator and a parent, I found myself reflecting on the stories shared in the article long after I finished reading it. While the specific families and circumstances may differ, the underlying theme is one I see every day through my work at My Learning Farm: parents are increasingly building their own educational support systems outside of school. The article highlights families spending significant amounts of money on tutoring, educational therapy, executive functioning coaching, evaluations, mental health services, specialized reading intervention, and academic support. While some may view these services as optional extras, many families do not. For them, these services have become essential tools for helping their children succeed. What struck me most was not the amount of money being spent. It was the question that lingers beneath the surface of every story: Why are so many families feeling the need to seek additional support outside of school? The New Educational Reality For many families, education no longer begins and ends with the school day. A child may attend school from morning until afternoon, then head to a reading specialist, a math tutor, a speech therapist, an occupational therapist, a counselor, or an executive functioning coach. Families are coordinating schedules, researching resources, attending meetings, reviewing reports, and trying to determine what their children need to be successful. This isn't limited to families whose children have diagnosed learning differences. Increasingly, parents of students who are performing at grade level—or even above grade level—are also seeking outside support to strengthen skills, build confidence, reduce stress, or help their children reach their potential. In many ways, families are creating educational villages around their children and there is something beautiful about that. Children often thrive when caring adults work together to support their growth. The challenge, however, is that building this village requires time, money, knowledge, and persistence. Not every family has equal access to those resources. This Isn't About Blaming Schools Whenever conversations like this emerge, people often rush to assign blame. Some point fingers at schools. Others blame parents, curriculum, technology, or educational policies. I don't believe that is the most productive response. Most teachers I know work incredibly hard. They care deeply about their students and often go above and beyond to support them. Yet they are also working within systems that ask them to meet the needs of twenty-five or thirty students, all of whom arrive with different strengths, challenges, backgrounds, and learning profiles. The issue is not whether teachers care-the issue is whether our educational systems are designed to provide every student with the level of individualized support they may need at exactly the right time- that is a much harder question to answer. Families Are Sending Us a Message One of the greatest lessons I've learned through educational consultations, academic assessments, and advocacy work is that parents are remarkably resourceful. When they sense something isn't working, they start looking for answers. They read books, join support groups, attend workshops, listen to podcasts, seek evaluations, hire tutors, purchase curricula, and advocate relentlessly for their children. Parents don't do this because they enjoy spending their evenings researching educational interventions. They do it because they love their children and want to help them succeed. When thousands of families across the country are independently making similar decisions, we should pay attention. Families are providing valuable feedback about what they believe their children need. Our Family's Experience As I read the article, I couldn't help but reflect on my own family's educational journey. Over the years, my husband Nick and I have invested well over $200,000 in our children's education through tutoring, private evaluations, specialized support, enrichment opportunities, academic intervention, professional guidance, curricula, educational services, certifications, online parent trainings, online courses, even enrolling in a special education credential program. But if I'm being honest, the financial investment is only part of the story. What that number doesn't capture are the countless hours behind it. It doesn't capture the late nights spent researching dyslexia, reading intervention, executive functioning, and learning differences after my children had gone to bed. It doesn't capture the weekends spent attending trainings, completing coursework, and studying educational research because I was determined to better understand how my children learned. It doesn't capture the many drives to Oakland for certifications and specialized training. It doesn't capture the online courses completed late at night, the books stacked on my nightstand, the webinars, the conferences, the notebooks full of ideas, or the years spent building expertise because I needed answers that I couldn't find elsewhere. Some parents hire experts-In many ways, I decided to become one. Not because I was planning to start a business. Not because I wanted another certification, but because I was a mom trying to help her children. Like many parents, I was searching for resources that didn't seem readily available. I wanted to understand reading difficulties. I wanted to understand math struggles. I wanted to understand how the brain learns and why some children thrive with certain approaches while others continue to struggle. So I learned and I kept learning. What began as a journey to support my own children eventually became the foundation for My Learning Farm and the work I now do supporting other families. There has rarely been a year in our children's educational journeys when we weren't utilizing some type of outside support. Sometimes it was a reading specialist. Sometimes it was a math tutor. Sometimes it was a private evaluation that helped us better understand how one of our children learned. Sometimes it was a coach, mentor, or subject-matter expert who could provide expertise that we simply didn't have. As an educator, people often assume I handled everything myself- the truth is quite the opposite. I love working with my own children. Some of my favorite memories are sitting at the kitchen table, helping with assignments, talking through challenges, and celebrating victories. But being a parent also means recognizing when someone else can help your child in ways that you can't. When high school chemistry entered the picture, I knew we needed help. Advanced math? We needed help there too. There were moments when bringing in another professional didn't just benefit my child—it preserved our relationship. Sometimes I needed to step back and simply be Mom and for that, I am incredibly grateful. I'm grateful for the tutors who explained concepts differently. I'm grateful for the specialists who gave us answers. I'm grateful for the professionals who saw strengths we hadn't yet recognized. I'm grateful for the village that helped our children become who they are today. I also recognize how fortunate we were to have access to those resources. Many families don't-Dyslexia is often touted as the "wealthy family learning disabilty" because if you have money you can hire support (so they say). That is the part that stays with me after reading this article because while I am thankful we were able to build that village, I can't help but wonder how many children never receive the support they need simply because their families lack the time, financial resources, knowledge, or connections to access it. That is not a parenting problem. That is an educational equity problem. And it's a conversation worth having. What If We Did Better Earlier? As I reflected on the article, I kept returning to a simple thought: what if we addressed more challenges earlier? What if struggling readers were identified sooner? What if evidence-based reading instruction was consistently implemented in every classroom? What if students received targeted intervention before they fell significantly behind? What if families had easier access to clear information, practical resources, and effective support? What if we spent less time chasing educational trends and more time implementing practices supported by research? Imagine how many families might avoid years of frustration if support arrived earlier in a child's educational journey. A Better Path Forward I don't believe the solution is more testing. I don't believe the solution is more paperwork. And I don't believe the solution is another educational initiative that disappears after a few years. Instead, I believe we need to strengthen the fundamentals: Early identification of learning challenges Science of Reading-based literacy instruction Evidence-based structured literacy practices Strong math instruction grounded in research High-quality teacher preparation and professional development Multi-sensory teaching approaches Support for students with learning differences Meaningful partnerships between schools and families Accountability for student outcomes Most importantly, we need to listen carefully to what families are telling us. The Real Takeaway The article focuses on the growing number of families spending money on services schools do not provide. But I think the deeper story is not about tutoring, educational therapy, or academic intervention. The deeper story is about parents. Parents who are willing to do whatever they can to help their children succeed. Parents who spend evenings researching resources. Parents who advocate in meetings. Parents who drive to appointments. Parents who invest their time, energy, and finances because they believe their children deserve every opportunity to thrive. At the end of the day, families aren't asking for perfection. They're asking for partnership. They're asking for support. They're asking for educational systems that recognize children learn differently and respond accordingly. And perhaps most importantly, they're asking to be heard. If we listen carefully, there is a great deal we can learn from the choices families are making. Those choices aren't simply trends. They are feedback. And they may be telling us exactly where education needs to go next. As both a parent and an educator, I remain hopeful. We know more about how children learn than ever before. We have stronger research, better tools, and more evidence-based practices than previous generations. The opportunity before us is not to ask families to do less for their children. It is to build educational systems that work so well that fewer families feel they must carry such a heavy burden alone. Because every child deserves the opportunity to thrive, and every family deserves a partner on that journey.

Sometimes the best ideas begin with one simple question: What if children could fall in love with books before they ever felt pressure from them? After years of working with children in reading, writing, spelling, and academic support at My Learning Farm, I noticed something that stayed with me—many children simply weren’t choosing to read. Not because they weren’t capable. Not because they weren’t curious.But often because reading had started to feel heavy. For some children, books can begin to feel like work instead of wonder. They may avoid reading, miss opportunities to grow vocabulary, struggle to connect deeply with stories, and slowly begin to feel like books just “aren’t for them.” And I kept thinking… What if we could change that? What if we created a space where books felt joyful again? A place where there was no pressure to perform, no fear of getting it wrong, and no expectation that they had to be the one doing the reading. Just novels. Curiosity. Connection. Wonder. So I had a little crazy idea…What if I created a beautiful, magical space that didn’t feel like school? A place where children could listen to the soft sounds of the farm, feel the warm sun shining through the greenhouse windows, enjoy a gentle breeze, and cozy up on a daybed surrounded by beautiful antiques and peaceful spaces. A place that felt safe. A place where I would do all of the reading. Together, we could take deep dives into vocabulary, meaningful discussions, written responses, short essays, novel study activities, crafts, animals, and all the beautiful learning that grows from truly experiencing a story. It wouldn’t look like a classroom. It wouldn’t feel like a classroom. It would feel like belonging. It felt a little like Field of Dreams… If you build it, they will come. And so…Announcing My Learning Farm READS! 🌿📖 A brand-new literacy experience for students in Grades 2–6, created especially for children who may be reluctant readers, not-yet-confident readers, or students who simply need a different path to connect with books. Tuesdays | September–November 10:00 AM–12:00 PM Small Group | Only 10 Lucky Students This is not a traditional reading class. This is a joyful, supportive literacy experience where: ✨ Ms. Sara does ALL the reading ✨ Students build vocabulary naturally ✨ We practice written responses and short essays ✨ We dive deep into novels and meaning ✨ We create, craft, discuss, and connect ✨ Animals and farm life become part of the learning ✨ Children begin to feel confident around books and stories At My Learning Farm, learning is rooted in connection, encouragement, and evidence-based support. Through structured literacy principles, meaningful language experiences, and a calm farm environment, children are given space to grow—academically, emotionally, and confidently. Because sometimes the first step isn’t teaching a child how to read— It’s helping them love reading first. Give Your Child the Gift of Literacy 💛 Sometimes the greatest gift we can give a child is not just stronger academic skills— It’s helping them feel capable. It’s helping them feel successful. It’s helping them believe books belong to them, too. That’s what My Learning Farm READS! is all about. 🌻 Learn more here: www.mylearningfarm.com/mylearningfarmreads 🌻 Register here: https://docs.google.com/forms/d/e/1FAIpQLSc-If3v-Zu5WoecK2iiGYoWrXhCjeHW0g-fLfMThP-chKCjmA/viewform I cannot wait to welcome your child into this beautiful new space. Because sometimes dreams grow best on the farm. 🌾

Lately, something interesting has been happening in education. After years of increasing screen time, digital learning platforms, apps, and technology-centered classrooms, many schools, educators, and families are beginning to ask an important question: Have we moved too far away from how children naturally learn best? A recent Associated Press article explored this growing shift back toward books, paper materials, handwriting, discussion-based learning, and hands-on experiences as educators notice concerns about student attention, comprehension, reading stamina, and overall engagement. You can read the full article here:https://apnews.com/article/07958fb159c7cfbceb7bfdb37b2bb726 The article discusses how some schools are intentionally reducing screen use and returning to more traditional learning tools after seeing that excessive technology use may impact: • Attention span • Reading comprehension • Memory retention • Writing stamina • Social interaction • Classroom engagement And honestly… this conversation deeply resonates with the heart behind My Learning Farm. 💛 Because children were never meant to spend their entire childhood staring at screens. Children need: 🌿 dirt under their fingernails 📚 books in their laps 🐐 animals to care for 🗣 conversations with caring adults ✏️ pencils, paper, and creativity ☀️ sunshine and movement 💛 connection and belonging 🎨 hands-on learning and play So much of childhood learning happens through sensory experiences, human interaction, movement, storytelling, curiosity, and exploration. When children read a physical book, write by hand, build something with their hands, care for animals, explore outdoors, or engage in rich conversation, different parts of the brain are activated in meaningful and lasting ways. At My Learning Farm, we intentionally create learning spaces that slow childhood down a little. Our greenhouse classroom is filled with: 📚 read-alouds 🌾 discussion and storytelling ✏️ structured writing 🐓 hands-on projects 🌿 nature-based learning 💛 relationship-centered teaching And perhaps one of the most important pieces:children are given space to simply be children. Many of today’s students are overwhelmed, overstimulated, and exhausted by constant digital input. Some struggle to sustain attention for reading. Others avoid writing altogether because typing has replaced foundational handwriting practice. Many children are craving calm, connection, and meaningful engagement without even realizing it. This does not mean technology is “bad.” Technology can absolutely be a useful tool. But tools should support learning — not replace the deeply human experiences children need for healthy development. Research continues to show the importance of: • Reading physical books • Being read to aloud • Conversation-rich environments • Outdoor play• Fine motor development • Hands-on exploration • Real-world learning experiences At My Learning Farm, I see every week how powerful these experiences can be. I watch children: 🌿 build vocabulary while feeding goats 📚 strengthen comprehension during read-aloud discussions ✏️ grow confidence through structured writing support 🐐 regulate their nervous systems through animal interaction 💛 rediscover joy in learning when pressure is removed Some of the best learning moments happen far away from a screen. They happen while sitting under trees. They happen in muddy boots. They happen during conversation. They happen while reading side by side. They happen while laughing together in the greenhouse classroom. Childhood does not need to be rushed. Children need time to wonder, move, read, create, play, and connect. And maybe that shift back toward books, paper, nature, and hands-on learning is not “going backward” at all. Maybe it is remembering what children needed all along. 🌾💛 Learn more about My Learning Farm and our literacy, academic support, homeschool consultation, and farm-based learning programs here: https://www.mylearningfarm.com

Why Some Children Need Explicit, Structured Reading Instruction "We've been reading every night...so why is my child still struggling?" It's one of the most common—and heartbreaking—questions I hear from parents. For years, families have faithfully curled up with books before bedtime, visited the library, encouraged independent reading, and surrounded their children with wonderful literature. Those are beautiful gifts to give a child. But for some children...Reading more simply isn't enough. If learning to read were only about exposure to books, every child who loved story time would become a fluent reader. We know that isn't the case. For many students—especially those with dyslexia or other language-based learning differences—reading is not naturally acquired. It must be explicitly taught. That doesn't mean your child isn't intelligent. It doesn't mean they aren't trying. It simply means their brain learns to read differently. 🌱 Reading Is a Skill That Must Be Built Reading isn't one single skill. It is a collection of many smaller skills working together: 🧠 Phonological awareness 🔤 Phonemic awareness 🔡 Letter-sound correspondence 📖 Decoding ✍️ Encoding (spelling) 📚 Vocabulary 💬 Language comprehension 📄 Reading fluency When one or more of these foundational pieces is weak, reading becomes exhausting. A child may memorize words... Guess from pictures... Skip unfamiliar words... Or avoid reading altogether because it feels overwhelming. Simply asking them to "read more" doesn't teach the skills they're missing. It's much like asking someone to ride a bicycle without ever teaching them how to balance. 🌾 What Makes Orton-Gillingham Structured Literacy Different? At My Learning Farm, I use Orton-Gillingham Structured Literacy because it teaches reading in a way that matches how struggling readers learn best. Rather than hoping children discover patterns on their own, every concept is taught directly, practiced thoroughly, and reviewed until it becomes automatic. Instruction is carefully planned around each individual student. There is no rushing. There is no guessing. There is simply steady growth. 🌟 The Foundations of Orton-Gillingham Structured Literacy 🌱 1. Explicit Instruction Nothing is assumed. Students are directly taught every sound, spelling pattern, syllable type, rule, and language concept. Instead of hoping children "pick it up," teachers model, explain, practice, and provide immediate feedback. Children know exactly what they are learning and why. 🌱 2. Systematic and Sequential Reading skills are introduced in a carefully planned order. Each lesson builds upon previously mastered concepts. Students don't jump ahead before they are ready. Strong foundations create confident readers. Just as you wouldn't build the second floor of a house before pouring the foundation, reading instruction follows a logical sequence. 🌱 3. Cumulative Learning Nothing is ever taught once and forgotten. Every lesson reviews previously learned skills while introducing one small new concept. This constant review strengthens memory and builds automaticity. Children experience success because they continue practicing what they've already learned. 🌱 4. Diagnostic and Prescriptive No two children learn exactly alike. A trained Orton-Gillingham instructor continually observes student responses during every lesson. Instruction is adjusted in real time. If a student needs more practice with vowel teams, that's where instruction stays. If another child is ready for advanced morphology, instruction moves forward. The child—not a curriculum calendar—determines the pace. 🌱 5. Individualized One of the greatest strengths of Orton-Gillingham is that instruction meets children exactly where they are. Some students move quickly. Others need additional repetition. Both are perfectly okay. Learning should never be a race. It should be a journey toward confidence. 🌱 6. Incremental Large concepts are broken into small, manageable steps. Students experience frequent success because each lesson builds on skills they already know. This gradual progression prevents overwhelm and encourages confidence. Small victories eventually become big accomplishments. 🌱 7. Multisensory Learning Children don't learn using only their eyes. Effective reading instruction engages multiple pathways in the brain simultaneously. Students may: 👀 See the letters 👂 Hear the sounds ✋ Trace or write the letters 🗣️ Say the sounds aloud 🧠 Connect movement with learning Using visual, auditory, kinesthetic, and tactile pathways helps strengthen memory and makes learning more durable. Research has shown that engaging multiple senses can support stronger learning for many students, particularly those with reading difficulties. 🌱 8. Language-Based Orton-Gillingham doesn't simply teach children to read words. It teaches them how the English language works. Students learn: syllable types spelling rules prefixes suffixes roots Greek and Latin word parts morphology vocabulary As students grow, these language skills support stronger reading, spelling, writing, and comprehension across every academic subject. 🌱 9. Mastery Before Moving On In many classrooms, instruction continues regardless of whether every student has mastered the material. Orton-Gillingham is different. Students continue practicing until skills become accurate and automatic. Confidence grows because children experience success before tackling something new. Mastery creates momentum. 🌱 10. Taught by Highly Trained Professionals Effective Orton-Gillingham instruction requires specialized training. Teachers learn how reading develops, how dyslexia affects learning, how to analyze student errors, and how to adapt instruction based on ongoing assessment. The program isn't simply a workbook or curriculum. It is a highly specialized instructional approach grounded in the science of reading and decades of research into how students with dyslexia and other reading difficulties learn best. 🌻 Reading Should Build Confidence One of my favorite moments is watching a child read a word they once believed was impossible. Then another. Then an entire sentence. Eventually... A chapter. A book. Not because they suddenly "tried harder." Not because they finally "read enough." But because someone taught them the skills their brain needed in a way that made sense. Confidence doesn't grow from repeated frustration. Confidence grows from success. 🌱 If you're wondering whether your child would benefit from Orton-Gillingham Structured Literacy instruction, I'd love to help. Schedule an Educational Consultation or Reading Assessment to better understand your child's unique learning profile and create a plan that builds strong reading foundations for years to come. Because every child deserves the opportunity to become a confident reader.

As we wrap up the final week of My Learning Farm's 5-week Summer Session, my heart is incredibly full. Every summer I am reminded why I love what I do. Over the past five weeks, I have had the privilege of watching students grow—not just academically, but in confidence, perseverance, and the belief that they can do hard things. Those moments are the true harvest of learning. Learning isn't always easy. There were days when a new concept felt challenging, when a tricky word seemed impossible to decode, or when a writing assignment required a little extra courage. Day after day, these amazing students showed up ready to try again and that is where the magic happened. 🌱 Growth That Matters This summer, I watched students: 📚 Decode words that once felt impossible. 📖 Increase their reading fluency and accuracy. 💛 Read with greater confidence and stamina. ✍️ Organize their thoughts into stronger paragraphs. 📝 Add meaningful details that brought their writing to life. 🔍 Learn to edit their own work with growing independence. 🎙️ Use voice dictation as a powerful tool to express ideas more fully. ➕ Strengthen multiplication fact fluency. 🍕 Build understanding and confidence with fractions. 🧠 Talk through math problems, instead of simply guessing. 💪 Push beyond frustration and discover that persistence truly pays off. None of these accomplishments happened overnight. They happened because students were willing to practice, ask questions, make mistakes, laugh, celebrate small victories, and keep moving forward. 🌻 Confidence Is the Greatest Lesson One of my favorite moments each summer is seeing the look on a student's face when they realize: "I can read that!" Or when a child proudly says, "Look how much longer my paragraph is!" Or when a math problem that once caused tears suddenly becomes something they can confidently explain. Those moments never get old. 🚜 Learning That Feels Joyful At My Learning Farm, learning isn't about worksheets or checking boxes. It's about creating an environment where children feel safe to ask questions, celebrate mistakes as opportunities to learn, laugh often, and discover that growth happens one small step at a time. Between lessons, there were smiles, stories, visits with our farm animals, encouragement, high-fives, and countless moments of joy. Those connections matter just as much as the academic instruction. Children learn best when they know they are seen, valued, and believed in. 💚 To Amazing Families... Thank you for trusting me with your children. Thank you for driving them to lessons, practicing at home, celebrating their successes, and encouraging them through the challenging days. Your partnership makes all the difference. The progress we celebrate today is truly a team effort. 🌾 Looking Ahead As one season comes to a close, another is just around the corner. I'm excited to continue supporting students this fall through My Learning Farm READS!, Farm Classes, homeschool consultations, educational advocacy, and individualized instruction in reading, writing, spelling, and math. Watching children discover their potential is one of the greatest joys of my life, and I cannot wait to welcome both returning and new families to the farm. To every student who spent part of their summer learning with me: I am so incredibly proud of you. Thank you for working hard. Thank you for trusting the process. Thank you for being brave enough to try. Keep reading. Keep wondering. Keep growing. The seeds you planted this summer will continue to bloom long after these five weeks have ended, and I cannot wait to see all that you accomplish next.💛🐴📚🐑💛🐐🌻

Every once in a while, a moment happens that reminds me exactly why I do this work. Yesterday, one of my students visited My Learning Farm with his family. He picked up a book, gathered his grandmother, cousins, and sister in our little reading nook and proudly read them a story. Not because anyone asked him to-because he wanted to. As I stood quietly watching, my heart could have burst with pride. CONGRATULATIONS!!!! I'm sooooooooooo proud of you!!!!!!! Not so long ago, reading felt difficult. Every word took effort. Every page required courage. But through consistent practice, explicit instruction, determination, and the unwavering support of his family, he has blossomed into a confident reader. There is no test score, certificate, or benchmark that compares to watching a child joyfully read aloud to the people they love. That is what success looks like. Moments like these remind me that reading is about so much more than words on a page. It's about confidence. It's about connection. It's about believing in yourself. To every family who trusts me with their child's learning journey, thank you. Watching each student grow in skill, confidence, and joy is the greatest privilege of my work. It truly doesn't get any better than that. 🌱 At My Learning Farm, we're growing readers—but even more importantly, we're growing confident kids who believe in themselves.

People often ask me how My Learning Farm began. The truth is...I never set out to start a business. I simply wanted to help my own children, Ava and Ryker, who learned differently. Like many parents, our family found ourselves navigating diagnoses we hadn't expected. Dyslexia, dysgraphia, dyscalculia, ADHD, anxiety—along with all the questions that come with them. I wasn't looking to become a reading specialist or an educational advocate. I was looking for answers. I wanted my children to know they were capable, to experience success, and to love learning again. So I started learning. I read everything I could get my hands on. I attended trainings, earned certifications, studied evidence-based instruction, structured literacy, multisensory math, and writing instruction. Every class I took, every book I read, and every hour I spent learning had one purpose: helping my own children. Little by little, things began to change. With the right instruction, plenty of patience, and an incredible team of teachers, mentors, specialists, and family cheering them on, my children grew. They worked hard. They discovered their strengths. Most importantly, they realized that learning differently didn't mean they couldn't be successful. Somewhere along that journey, other families began asking if I could help their children, too. One student became two. Two became five. Before I knew it, My Learning Farm had quietly grown into a place where children could receive individualized, evidence-based instruction in an environment filled with kindness, encouragement, fresh air, and a few furry friends. As the years passed, that little dream continued to grow in ways I never imagined. Today, I have the privilege of working alongside families through one-on-one reading, writing, spelling, and math instruction, educational advocacy, homeschool consultations, educational coaching sessions, and academic assessments. One of my greatest joys is helping parents navigate the educational journey with confidence and reminding them they don't have to figure it all out alone. The farm itself has become a classroom. Farm classes allow me to share my lifelong love of agriculture, animals, and nature with children as they explore, create, ask questions, and discover that learning happens everywhere. And one of my newest adventures—My Learning Farm READS!—brings together my favorite things: wonderful literature, meaningful conversations, gentle writing, hands-on projects, and plenty of visits from our animal friends. Watching reluctant readers become excited to open a book has been one of the greatest gifts of all. Today, everything we do at My Learning Farm is rooted in those early experiences. I know what it feels like to worry about your child. I know what it's like to wonder if you're making the right educational decisions. And I know the incredible joy that comes when a child finally says, "I can do this." Whether we're building reading skills, strengthening math understanding, writing stories, exploring the farm, meeting with parents, advocating for students, or celebrating a small victory, my hope is always the same: that every child leaves feeling more confident than when they arrived, and every parent leaves feeling encouraged and supported. My Learning Farm has never been about creating perfect students. It's about helping children discover what they're capable of while reminding parents that they don't have to walk this journey alone. To every family who has trusted me with your child—thank you. It is a privilege I never take for granted. And to my own children, Ava and Ryker, thank you for being the reason this little farm exists. You inspired every lesson, every program, every dream, and every child who now walks through our gate. I love you to the moon and back. 🌙💛

Recent national testing results have many educators and parents concerned. According to a recent article discussing National Assessment of Educational Progress (NAEP) scores, reading and math achievement across the United States continues to decline. Researchers point to several contributing factors, including increased screen time, reduced reading stamina, absenteeism, and widening achievement gaps among students. You can read the original article here:https://www.wsj.com/us-news/education/test-scores-low-reading-math-naep-d87099b6 While these statistics are concerning, there is something important that often gets lost in conversations about reading struggles: Many children who struggle to read are incredibly bright. They are curious. Creative. Funny. Thoughtful. Inventive. Kind. And yet, somewhere along the way, many begin to believe they are "bad at school" because reading feels harder for them than it seems to be for their peers. As someone who works with children every day, I want parents to hear this: A reading struggle is not a measure of intelligence. THEN: I'll NEVER regret intervening when my kids were struggling in reading, writing and math. They are THRIVING because other hard work, determination and support that matched their learning needs. The Emotional Side of Reading Difficulties When a child struggles to read, the impact extends far beyond academics. Over time, children may begin to: Avoid reading Shut down during lessons Become frustrated easily Compare themselves to peers Hide mistakes Believe they are not smart Lose confidence in themselves as learners Often, the emotional wounds become just as significant as the academic gaps. I frequently meet students who have spent years hearing what they cannot do. They know exactly which classmates are reading chapter books.They notice when assignments take them longer.They feel embarrassed when asked to read aloud. Many arrive carrying far more than a reading challenge—they arrive carrying self-doubt. Reading Difficulties Are Often Instructional Mismatches One of the biggest misconceptions about struggling readers is that they simply need to try harder. In reality, many children need something different: They need instruction that matches how their brains learn. Children with dyslexia and other reading challenges often benefit from: Explicit instruction Structured literacy Systematic phonics Multisensory learning Repetition and practice Direct teaching of language patterns When instruction becomes more explicit and aligned with how a child learns, remarkable things can happen. I've watched children who once avoided books begin reading voluntarily. I've seen students who believed they "couldn't read" discover that they simply hadn't been taught in a way that worked for them. Why Early Intervention Matters The earlier we identify reading difficulties, the easier it is to provide support and prevent larger gaps from developing. Intervention is not about labeling children. It is about understanding how they learn and giving them the tools they need to be successful. When reading challenges are addressed early: Confidence grows Academic skills improve Frustration decreases Learning becomes enjoyable again Most importantly, children begin to see themselves as capable learners. There Is Hope The recent national reading data can feel discouraging. But statistics never tell the whole story. Behind every score is a child. And children can learn. At My Learning Farm, I see growth happen every day. I see students strengthen their decoding skills, expand their vocabulary, improve comprehension, and develop confidence that reaches far beyond reading. Progress is possible. Children who struggle to read today can become confident readers tomorrow. Sometimes they simply need instruction that is explicit, evidence-based, and tailored to how they learn best. NOW: My kids are flying high and achieving to their potential in college and high school. I know early, evidence-based intervention made the difference for them. A Message for Parents 💛 If your child is struggling with reading, please know that you are not alone. Your child is not lazy.Your child is not broken.Your child is not less intelligent than their peers. Your child may simply need a different pathway to success. With the right support, explicit instruction, encouragement, and patience, children can build the skills and confidence they need to thrive. And sometimes, the most important thing we can give them is the belief that they can. Because every child deserves to experience the joy that comes from opening a book and knowing, "I can do this."🌿 To learn more about reading assessments, structured literacy instruction, homeschool support, and literacy programs at My Learning Farm, visit: www.mylearningfarm.com

Liberty Belle My Learning Farm's mini donkey was born right on the farm 8 years ago on the Fourth of July-Happy Birthday, Liberty! There are many things I love about the Fourth of July—family gatherings, backyard barbecues, waving flags, fireworks lighting up the night sky, and celebrating the incredible freedoms we enjoy here in America, but at My Learning Farm, the Fourth of July is extra special. It's also Liberty Belle's birthday! 🇺🇸 Eight years ago, on the Fourth of July, our sweet little miniature donkey decided it was time to make her grand entrance into the world...right into Ms. Sara's arms. It was one of those unforgettable farm moments that stays with you forever. Tiny ears. Long wobbly legs. The softest little bray. And a whole lot of personality packed into one very small donkey. From that very first moment, Liberty Belle stole our hearts. ❤️ Meet Liberty Belle If you've visited My Learning Farm, chances are you've met this sweet and slightly sassy birthday girl. Liberty absolutely adores: 🥕 Crunchy carrots 🤲 Gentle pets and neck scratches 📖 Listening while children read stories aloud 🌞 Soaking up attention from visitors She is patient with little hands, loves greeting our students, and has become one of the farm's most beloved teachers. Children often discover that reading to an animal feels safe and comforting, and Liberty is always happy to lend an ear. Now...there are a few things Liberty could definitely live without. She is not a fan of hoof trims. She is not thrilled when she's separated from her best friend, Sisley. And although she tolerates it every year with remarkable patience, she's never quite sure why Ms. Sara insists on dressing her up to celebrate both her birthday and America's birthday! 🎀🇺🇸. Thankfully, a few extra carrots usually make everything right again. 🫏 Did You Know? Fun Facts About Miniature Donkeys Miniature donkeys may be small, but they're full of personality! 🌾 Most miniature donkeys stand 36 inches or less at the shoulder. 🌾 They are incredibly social animals and thrive when they have another donkey or companion animal nearby—which explains why Liberty loves her bestie, Sisley! 🌾 Donkeys have excellent memories and can recognize familiar people even after years apart. 🌾 Their famous "hee-haw" isn't just for fun—it's a way to communicate across surprisingly long distances. 🌾 Miniature donkeys are curious, intelligent, affectionate, and often form strong bonds with the people who care for them. 🌻 More Than a Farm Animal At My Learning Farm, our animals are part of the learning experience. They help children slow down. They spark curiosity. They inspire questions. They encourage kindness, responsibility, and compassion. Whether students are reading a story to Liberty Belle, learning about animal care, or simply sharing a quiet moment with her under the shade trees, they are building connections that often become some of their favorite farm memories. Those moments matter. 🇺🇸 Here's to Liberty! Today we're celebrating two birthdays. One belongs to the country we are grateful to call home. The other belongs to one very spoiled miniature donkey who has brought endless smiles, laughter, and love to hundreds of children over the past eight years. Happy Birthday, America! 🇺🇸 And Happy 8th Birthday to our sweet Liberty Belle! May your day be filled with carrots, scratches, time with Sisley, and maybe—even if you pretend not to enjoy it—your annual birthday dress-up photo. We love you, Liberty. Thank you for making My Learning Farm an even more magical place for every child who walks through our gates. ❤️🫏 Have you met Liberty Belle? We'd love to welcome you to the farm! Join us for one of our farm classes or visit us during Open Farm to meet Liberty and all of her animal friends. We can't wait to share the joy of farm life with your family.

California's children deserve better. That simple truth is why I have serious concerns about Assembly Bill 181 (2026) and the proposed restructuring of California's educational leadership. Supporters describe AB 181 as a way to streamline state government by transferring the day-to-day management of the California Department of Education from the elected State Superintendent to a Governor-appointed Director of Education. They argue it will create clearer lines of accountability. But I can't help asking a different question: Is changing the organizational chart really what California students need right now? 📉 Our Students Are Still Struggling The conversation in Sacramento seems to be about who should oversee education. The conversation parents are having is much different. Parents are asking: Why is my fourth grader struggling to read? Why has my child's math confidence disappeared? Why are classrooms becoming more difficult to manage? Why do I have to hire tutors just to help my child keep up? Those questions deserve answers. According to the Education Scorecard, California students remain significantly behind where they were before the pandemic. 📚 Students are still behind in reading. ➗ Students remain behind in math. Even more concerning, California ranked 29th in reading recovery and 19th in math recovery compared with other reporting states between 2022 and 2025. That should concern every parent. 🌱 The Real Problem Isn't Leadership Titles As someone who works one-on-one with struggling students every single day, I don't believe California's biggest educational challenge is whether one elected official or one appointed official manages the Department of Education. Our biggest challenge is that far too many children still cannot read and do math proficiently. Too many students continue to struggle with: foundational literacy writing spelling mathematics executive functioning access to timely intervention Changing who signs organizational memos won't automatically change what happens in classrooms. 🧠 Families Are Looking for Something Different Over the past several years, many California families have begun exploring alternatives. Some have chosen homeschooling. Others have enrolled in charter schools. Others have moved to private schools. Still others remain in public schools while seeking outside tutoring, educational therapy, or specialized academic instruction. Every family's reasons are different. Some seek flexibility. Some seek safety. Some seek individualized instruction. Some simply want an educational environment that better fits their child's needs. Whatever the reason, one message is becoming increasingly clear: Parents want their child to receive a quality education. 🚜 Why I Started My Learning Farm I didn't start My Learning Farm because I thought education needed more bureaucracy; I started it because my OWN children were losing confidence, falling behind and I REPEATEDLY asked the school for help and none was given-so I left and chose something different for them! Over the last 6 years, I have met too students who believed they weren't smart. Children who had begun to hate reading. Families who felt unheard. Parents who simply wanted someone to teach their child in a way that made sense. Every child deserves to experience success. Not someday. Now. 📊 Let's Focus on Outcomes California already has thousands of dedicated teachers working incredibly hard every day. This isn't about blaming teachers. Many educators are doing extraordinary work despite enormous challenges. I LOVE teachers! The question is whether our educational system is producing the outcomes families expect. When statewide assessment data continue to show large numbers of students below grade-level proficiency and student come home feeling badly about themsevles and aren't making progress- it is reasonable for parents to ask difficult questions about what is—and isn't—working. 🌾 My Hope I hope lawmakers spend as much energy discussing: ✅ evidence-based literacy instruction ✅ early intervention ✅ structured literacy ✅ mathematics achievement ✅ special education services ✅ supporting teachers ✅ empowering parents as they do reorganizing Sacramento. Because children don't learn better simply because another box gets moved on an organizational chart. They learn when caring adults provide effective instruction, meaningful support, high expectations, and accountability for results. California's students deserve schools where reading proficiency rises, math achievement improves, and every child has the opportunity to thrive. That—not another layer of government restructuring—should be our highest priority. What do you think? Should California focus first on restructuring educational leadership, or on improving student achievement? I'd love to hear your thoughts. If your child is struggling with reading, writing, spelling, math, or you're exploring homeschool options, My Learning Farm is here to help. We offer educational consultations, specialized academic instruction, and evidence-based literacy support designed to help children grow with confidence. 🌱 Learn more at www.mylearningfarm.com

One of my favorite parts of working with families is that parents ask thoughtful, heartfelt questions every single day. Many of those questions become the inspiration for this new blog series, Parents Ask Me..., where I'll answer some of the most common questions I hear from families. Today's question came from a parent who simply asked: "What are the first signs of dyslexia?" It's an important question because the earlier we recognize that a child may be struggling, the sooner we can provide the right instruction and support. 📚 What Is Dyslexia? The International Dyslexia Association (IDA) defines dyslexia as: "Dyslexia is a specific learning disability characterized by difficulties in word reading and/or spelling that involve accuracy, speed, or both and vary depending on the orthography. These difficulties occur along a continuum of severity and persist even with instruction that is effective for the individual's peers. The causes of dyslexia are complex and involve combinations of genetic, neurobiological, and environmental influences that interact throughout development. Underlying difficulties with phonological and morphological processing are common but not universal, and early oral language weaknesses often foreshadow literacy challenges. Secondary consequences include reading comprehension problems and reduced reading and writing experience that can impede growth in language, knowledge, written expression, and overall academic achievement. Psychological well-being and employment opportunities also may be affected." — International Dyslexia Association (2024), Definition of Dyslexiahttps://dyslexiaida.org/definition-of-dyslexia/ In simpler terms, dyslexia is a brain-based learning disability that affects how a person learns to read and spell. It is not related to intelligence, motivation, or effort. Children with dyslexia are often bright, curious, creative, and capable learners—they simply require explicit, systematic, evidence-based instruction that teaches the structure of our language in a way their brains can process efficiently. Perhaps the most hopeful part of the definition is this: 💛 Dyslexia can be identified early, and with the right instruction, children can make remarkable progress. Early recognition, appropriate intervention, and ongoing support can change the trajectory of a child's educational journey and help them become confident, successful readers. 🌱 Children with dyslexia are not broken—they simply learn differently. 🔍 Early Signs Parents May Notice Every child is unique, but some common early signs include: 🌱 Difficulty learning letter names and letter sounds 🌱 Trouble recognizing rhyming words 🌱 Difficulty hearing and manipulating sounds in words (phonological awareness) 🌱 Trouble blending sounds together to read simple words 🌱 Guessing at words instead of sounding them out 🌱 Difficulty remembering common sight words 🌱 Reading that is slow, effortful, or inaccurate 🌱 Persistent spelling difficulties, even after practice 🌱 Avoiding reading or becoming frustrated during reading activities 🌱 Complaints that reading is "too hard" despite trying their best One or two of these signs alone do not necessarily mean a child has dyslexia. However, when several occur together and persist despite quality instruction, it is worth taking a closer look. 🌿 Developmental Clues Parents Sometimes Notice Many parents tell me that, looking back, there were little clues long before reading became difficult. Not every child with dyslexia will experience these, and having one or two of these characteristics does not mean a child has dyslexia. However, when several occur together—especially alongside reading, spelling, or language difficulties—they can become important pieces of the puzzle. Some developmental considerations include: 🌱 A family history of dyslexia, reading difficulties, or other language-based learning differences 🌱 Late talking or difficulty developing clear speech and language 🌱 Trouble learning nursery rhymes, songs, or rhyming words 🌱 Difficulty remembering the names of colors, letters, or numbers 🌱 Persistent confusion with left and right 🌱 Frequently putting shoes on the wrong feet or clothing on backward or inside out well beyond the preschool years 🌱 Difficulty learning the days of the week, months of the year, or other sequences 🌱 Trouble remembering multi-step directions 🌱 Difficulty recalling familiar words or frequently substituting another word 🌱 Creating new words or expressions. My own son has always delighted us with these! One of his childhood favorites was "hovertating," and at sixteen he still occasionally invents words—his latest is "choicefully." While making up words alone is not a sign of dyslexia, difficulties with word retrieval and language organization can sometimes accompany dyslexia and other language-based learning differences. 🌱 Avoiding reading aloud or becoming anxious when asked to read 🌱 School refusal, hiding a backpack, insisting there is "no homework," or expressing an unusually intense dislike of school. These behaviors don't necessarily point to dyslexia, but they can be signs that school has become frustrating or overwhelming. When learning feels difficult every day, many children begin avoiding the very place where those struggles occur. ❤️ Parents often notice something isn't quite right long before anyone else does. Trust those instincts. 💛 The Question That Changed Everything As both an educator and a parent, I've learned that children are incredibly good at telling us something isn't working—even if they don't yet have the words to explain why. One of the moments I'll never forget came when my daughter was in first grade. Her teacher had encouraged students to "just guess" if they didn't know a word. One afternoon she quietly asked me, "Mom... why are all the other kids guessing right... and I'm still guessing wrong?" My heart broke. She wasn't guessing wrong because she wasn't trying. She was guessing because she hadn't been taught how to read the word. That conversation changed everything for our family. It marked the end of traditional school and the beginning of a journey to understand dyslexia, the Science of Reading, and what effective reading instruction truly looks like. Today, decades of research have shown that skilled word recognition is not developed through guessing words from pictures, context, or the first letter. Instead, successful readers develop the ability to instantly recognize words by connecting the sounds in spoken language to the letters and spelling patterns in written language—a process known as orthographic mapping. This process is built through explicit, systematic instruction in phonemic awareness, phonics, decoding, spelling, vocabulary, morphology, and language comprehension. 📖 Reading isn't about guessing. Reading is about connecting sounds to letters until words become automatic. 📖 Dyslexia Isn't Just About Reading Many people think dyslexia only affects reading. In reality, reading is simply the most visible challenge. Children with dyslexia may also struggle with: Letter-sound relationships Phonological and phonemic awareness Blending and segmenting sounds Decoding unfamiliar words Reading fluently and accurately Spelling Writing sentences and organizing ideas Remembering sequences Retrieving words quickly Reading with enough accuracy and fluency to support comprehension Because reading requires many skills working together, even a weakness in foundational language skills can make learning to read incredibly difficult. 🚫 What Doesn't Cause Dyslexia? There are many myths surrounding dyslexia. Dyslexia is not caused by: ❌ Laziness ❌ Lack of intelligence ❌ Poor parenting ❌ Lack of motivation ❌ Vision problems ❌ Seeing letters or words backward While some young children (with or without dyslexia) may reverse letters such as b and d or p and q while learning to read and write, letter reversals alone are not a defining characteristic of dyslexia. Dyslexia is fundamentally a language-based learning disability involving the processing of speech sounds and the connections between sounds and letters. Children with dyslexia often work much harder than their peers just to complete the same reading tasks. 🌟 The Good News This is the part I always want parents to hear. Recognizing the signs of dyslexia is not the end of the story—it is often the beginning of understanding how your child learns best. Research has consistently shown that children with dyslexia can make remarkable progress when they receive explicit, systematic, cumulative, evidence-based structured literacy instruction. Progress doesn't happen overnight. It happens one carefully taught skill at a time. One successful reading lesson at a time. One book at a time. One confident smile at a time. Every child deserves the opportunity to experience the joy of becoming a reader. 🌾 How My Learning Farm Can Help If your child is struggling with reading, spelling, or writing—or you're simply wondering if something doesn't seem quite right—you don't have to navigate this journey alone. At My Learning Farm, I offer: 📚 Individualized reading assessments to identify strengths and areas of need 🌱 One-to-one specialized reading instruction using the Orton-Gillingham structured literacy approach 🏡 Homeschool consultations and curriculum planning 📖 My Learning Farm READS!, a joyful literacy program that builds vocabulary, comprehension, writing, and a lifelong love of reading through engaging novels and meaningful learning experiences. Every child's path looks different, but every child deserves instruction that meets them where they are. I'd be honored to help your family. 📧 Email: saramattia1313@gmail.com 📱 Call or Text: 916-215-1232 🌿 Learn more: www.mylearningfarm.com 💌 Have a Question for the Parents Ask Me... Series? If you've ever found yourself wondering about your child's learning, chances are another parent is wondering the very same thing. I'd love to hear from you. 📧 Email me at saramattia1313@gmail.com 📱 Text me at 916-215-1232 Your question may inspire a future Parents Ask Me... article and help another family find the answers they've been searching for. ❤️ Together, we can help more children become confident, joyful learners—one question at a time.

One of my favorite parts of every day at My Learning Farm isn't teaching phonics, working through math problems, or even spending time with the animals. It's talking with parents. Every week, I have conversations with families who are doing everything they can to help their children learn and grow. They ask thoughtful questions, celebrate small victories, worry about challenges, and simply want to know they're making the right decisions for their child. And I've realized something...If one parent is asking a question, chances are dozens of other parents are wondering the very same thing. That's why I'm excited to introduce a new blog series: Parents Ask Me... In this series, I'll answer real questions from real parents about learning, homeschooling, reading, writing, math, dyslexia, dyscalculia, ADHD, special education, IEPs, educational advocacy, curriculum, farm-based learning, and raising confident, curious kids. Some questions may be about struggling readers. Others may be about homeschooling for the first time. You might wonder if your child needs extra support, how to choose curriculum, what an IEP meeting will be like, or why homework has become such a battle. No question is too small. No question is silly. If you're wondering about it, there's a good chance another family is wondering too. My hope is that this series becomes a place where parents can find practical answers, encouragement, and evidence-based information to help them make informed decisions for their children. Some of the questions we'll be exploring include: Will my child ever catch up in reading? What are the first signs of dyslexia? Why does my child guess words instead of reading them? How much should my homeschooled child be learning each day? Does my child need a Reading Assessment? How do I choose the right reading curriculum? Why does my child hate writing? What should I bring to an IEP meeting? Is my child's math struggle something more than "just not liking math?" How can I make learning joyful again? And those are just the beginning. I'd Love to Hear From You This series is for parents, and I'd love your help shaping it. What questions keep you up at night? What educational topics would you like me to write about? Whether your child is homeschooled, attends public or private school, is thriving, struggling, or somewhere in between, I'd love to hear from you. You can: 📱 Text me: 916-215-1232 📧 Email me: saramattia1313@gmail.com I'll choose questions throughout the year and answer them in upcoming blog posts. Your privacy is important to me, so I will never share names or identifying information unless you specifically ask me to. Thank you for trusting My Learning Farm to be part of your family's educational journey. I can't wait to answer your questions, celebrate your successes, and continue growing this wonderful community together. Because when parents feel informed and supported, children flourish. Have a question? Send me a text or an email—I may feature your question in an upcoming "Parents Ask Me..." blog post!