This is a very common issue a teacher will run into when attempting to obtain permission for services needed. The best way to do this is to relay the information in a kind and nurturing, yet concise manner. Be well prepared and have back-up to your claims, and show the things you have already done and how they did or did not work. Explain to Sarah's mother that Sarah would absolutely not be labeled "slow" if she were to receive these services. Firstly, slow is not a label used in school. Let her know what kind of labels we do use in the school, such as: at risk, making gains, and performing at grade level and not performing at grade level. These "labels" are given to students based on performance regardless of services given. Since this is the first time this is being brought to the parent, go slow and show her data of where Sarah's reading level is and where she may fall in the class and grade level ranks. This will show her that Sarah is not the only student in class that will be taking advantage of the services, and therefore will not be singled out in any way. This also shows her why Sarah may need extra help. Explain that there are many forms of help that she can receive, but one option is before and/or after school tutoring. This would not take place in class and would include her peers that are receiving the same services. Parents usually want the best for their child and are hesitant because they do not want their child to be made fun of, or feel that they are "dumb." Your job is to reassure them that neither will happen and that you are looking into the best interest of the student. The earlier sooner that Sarah receives services, the sooner she will start to improve.

In this situation I would specifically explain to the parent how the intervention will benefit Sarah in many ways. I would also explain what would happen if she does not receive the helps she needs. Explain to the parent that if the problem addressed now it will be better for her future. I would have recorded data on the Sarah that shows her low reading levels or even have student work samples. It would also be beneficial of have Sarah read to her mother.

Having a parent be hesitant to agree to extra services is common as no one wants their child to be singled out. I would stress to Sarah's mom that she could really benefit from the services. I would assure her that all of the teachers participating in the program will be sensitive to Sarah's needs and will not purposefully single her out and make her feel bad. I would also introduce to Sarah's mom the fact Sarah may begin to enjoy school more once she is equipped with strategies to become a stronger reader. I would ask her to consider Sarah's future in this situation.

I would explain to her the help that her daughter would obtain from these programs and that she can be tested out whenever she improves.

I would absolutely detail exactly how Title 1 services work, and outline that labels such as "slow" are no longer tolerated in today's modern school system. Explaining to her how Title 1 will help her child and set her up for the future is a must.