Katherine

In such a typical "middle child" thing to do (suffer quietly while the attention is bestowed upon older and younger siblings), Katherine informed me just last week that she has been missing recess consistently for months, due to unfinished class work. Needless to say this was all horrifying to me (missing recess to complete work, her keeping it to her self for so long, and the fact that the teacher had not been in contact with me to let me know what was going on).

Rather than share the whole letter I will quote a portion of it here, in which I directly address my distaste for missing recess to complete work.

"While I agree that the work needs to be completed, I would like to try, with your assistance and guidance, to find out why that is, and take steps to correct the problem, rather than just have her miss recess to get it done."

Of course, that was a lot tamer than what was going through my head. Something that the teacher brought up at Katherine's Parent-Teacher Conference back in November was that Katherine's social behaviors sometimes get in the way of her academics (read: talking too much). I wonder exactly how taking recess away will help in that regard? As it is, the kids only have that 15 minutes in a six and a half hour day of unstructured free play. Taking that time away for any reason (most especially not completing class work) is certainly not going to help her pay attention and talk less. I wonder why teachers, who seriously should know this stuff and should make the connection, don't?

I also wonder why the first step wouldn't be to figure out why she isn't finishing her work. Is she being allowed that recess time and still not paying attention/talking too much? Is it too much or too hard for her? Is there some other distraction?

I understand the idea behind taking recess away, besides the obvious part of the work needing to be done. I am guessing the hope is that the child will make the connection that if they don't finish their work they will miss recess. In some cases, maybe that is true, and maybe the problem would be solved. After months of though? I think it's time to explore other options.

Letter Says It All

Below is the letter I wrote to Emily's teachers, her principal and guidance counselor. It's a little more personal than I tend to get normally but, I am anxious to hear your opinions and thoughts on it, so I left it all in there!

I wanted to touch base with you regarding my daughter, Emily. Emily continues to have difficulty with organization, and as you are aware, this is affecting her grades in a negative way. You may not be aware, that it is also affecting her self esteem in the same way. I would like to request a meeting to discuss these concerns with you, and perhaps come up with a plan to help Emily achieve all that I know she can.

Emily is currently on a 504 Accommodation Plan, in which her diagnosis of ADHD is clearly defined as a disability. At the time of her plans writing when she began third grade, her academic progress was not being hindered by her disability. Clearly, this is no longer the case.

From all accounts, Emily’s eagerness in the classroom, participation in class, and all around positive attitude, have shown that she has a true desire to learn and achieve. To that end, it is my opinion and hers that she needs more support, on both an emotional and academic level.

After Emily met with Mrs. School Guidance Counselor in the beginning of the year, Mrs. School Guidance Counselor indicated that she had some concerns for Emily, and offered the suggestion that Emily receive counseling services. We have since started Emily’s counseling services with her counselor, of Blah Blah Counseling Services(EDITED FOR PRIVACY). I am requesting that her counselor be allowed to see Emily during school hours.

Due in large part to Emily’s feelings around her lack of organizational skills and the results of that, Emily’s self esteem is suffering greatly. She frequently makes comments like, “Why am I so stupid?”, “Why can’t I be more organized?”, and “I try but I just can’t do it.” While Emily's counselor is working on these and other concerns, our combined schedules make it difficult for Emily to see her more than once every couple of weeks. Emily’s feelings and esteem continue to decline, and this schedule is not adequate enough to really address these issues. Emily’s feelings and esteem relate directly to her organization, an intrinsic part of her life at school, and one of the main reasons both Emily and I feel she is not achieving all she is capable of. While the option to take Emily out of school weekly exists, this would require her to be out of school for two hours, as opposed to the 45 minute session she would miss if these services were taking place at school. Missing two hours of school weekly certainly would not help Emily in her conquest to get organized and achieve a higher level of self esteem.

Emily recently explained the “check mark” program to me. It is my understanding that if a student is missing work, forgetting needed classroom materials, or having behavioral concerns, they receive check marks. If the student receives four checks from one teacher, or ten overall, they are not allowed to participate in the reward at the end of the check mark period. Emily should not participate in the check mark program based on her organizational abilities. Her disorganization is an inherent part of her ADHD, which is defined as a disability. Emily should not be punished for something that is a symptom of her disability. While I certainly believe that there is much room for improvement, and that it is in fact possible that Emily will improve, until she is on a level comparable with her typical peers in regard to organization, participation in this program is not appropriate for Emily.

I would like to request that the following accommodations be added to Emily’s existing 504 Plan:

--Allow for expedient make up of missing homework. If deduction for lateness works, keep doing it. If it does not, recognize the problem as an uncorrectable disability.


--If Emily forgets her homework or any other needed item in her locker, allow her until the end of the day to bring it to you, or if possible get it at the time it is discovered missing.

--Emily should not participate in the “check mark” program based on her organization skills.

I sincerely look forward to meeting with you and discussing this further. I am open to hearing any suggestions and thoughts you may have.

NCLB Etc.

When, I ask you, are the higher ups going to get off their high horse and do away with the stupid law?

This article caught my attention this morning.

There are a couple of things that really set me off, first and foremost of course, is the money. It's wrong to expect the state and town to come up with the money for something the feds hand down. Take some responsibility for your actions (what am I thinking...responsibility and government don't even belong in the same paragraph). If you can't fund it, kill it.


Something else? If the federal government is the one handing down these silly laws, then why is it up to the state to set the standards which need to be met? I have said before that I don't think the feds should be involved in any form, but, if they have to be, they could at least support and stand behind their initiatives.

Speaking on behalf of my own town, as it stands now, we are only level funded from last year. Last year we were functioning (barely) on a budget that was drastically reduced (as in more than 30 positions cut). So all of the "bad stuff" going on last year will continue this year. Great. It's certainly better than being cut again but still? When are the kids going to get the support they deserve and need? And how the heck are we supposed to come up with the money to fund programs that will help us make AYP and other goals when we can't even hire a librarian to staff the media center in the elementary schools? An override? Maybe but even I don't think that's a good idea. I'd support one again because when faced with no other options what else can you do? The kids shouldn't suffer.

I'm telling you, I'd support and extended school day before I'd support NCLB and federal involvement in education.

Ugh.

Extended Learning Time: My Take

I have been researching the expanded school year initiative that seems to be taking form across the country, perhaps with more intensity then a person with just a mild interest would. While all areas of public education are of great interest to me, this particular piece has recently become the cornerstone of my research, due in part to the fact that my town has been awarded a grant to study the possibility of implementing an expanded learning time plan in one of the elementary schools, as well as the middle school.

The reason behind the initiative is simple. It would seem that more time in school would result in more learning and better student performance. What I have learned through my reading is that it is not quite that easy. Other factors, like improving the quality of the instructional time have been shown to be equally beneficial, in particular to certain groups of students (such as low income and others who may have limited time for learning outside of school). Other considerations of course, are the money and politics behind expanding learning time, as well as others (aside from the obvious students, teachers and parents) who may be affected by a change in school time. These people would include employers, and many other industries who are dependent on the traditional school day and year.

As anyone who has paid any attention to the current situation in public education knows, educators face never before seen pressures to raise student achievement. Federal and local mandates are handed down and schools are in effect, "threatened" if the requirements aren't meant. The concern behind the increased pressure is that in today's high tech world, students who are not adequately prepared, will not not succeed in this environment. While there may be some truth behind that in specific cases, it seems to me that one thing is being overlooked. The very people who had a hand in inventing, or at least bringing to the forefront some of the technological advances we see today, were educated on a 6 1/2 hour, 180 day school year. This of course is not true of those in other countries, some of which are in school year round, or for longer periods of time on a day to day basis. Still? We (we being anyone who has been educated in the United States public education sector for the past 100 years or so) are doing ok, aren't we? I mean, I'm getting down to the bare basics here, but isn't part of life, learning as you go? We didn't know how to, for example use the Internet when we were in school because, for most of us, it may have been "invented" but it wasn't as mainstream as it is today. There certainly weren't any classes we could take to learn the ins and outs of the Internet, email, or even computers in general. We just learned as we went. And, some of us, on perhaps a broader level, had a hand in pioneering some of these things, even though we were only educated for 6 1/2 hours per day. So why, I ask, is this extended day necessary? Is the current generation incapable of doing just what we did as the world continues to advance?

That being said, if such things are a concern on a national level, more focus should be on those who actually need the extended time. While this could open all kinds of doors for lawsuits and discrimination claims (speaking of current trends), it seems unfair for a student who is successful in this age of high stakes testing to be forced in to an extended day or year. It stands to reason that these tests are a reflection of what students are expected to know in order to succeed in the world. Moreover, while it seems true that a more affluent student may have more access to educational resources outside of school than a poor or minority student, it would be inappropriate to include all poor, minority or even special needs students in the group of students deemed in need of an extended learning day, based on that fact alone (i.e., it should not be assumed that all poor, minority or special needs students will not succeed without the extended time because, some, in fact will, and some more affluent students will not). Each decision should be on a case by case basis, and, in the best possible scenario, it should be a student's (with the help of a parent in the case of younger students) choice to participate in such a program.

I have long thought that homework was a waste of time, but, if this extended learning time plan is implemented, it should be eliminated completely from the curriculum. The idea behind homework is to torture the parent and child reinforce what was taught during the day. Extending the day really should provide more time to "reinforce" while there, with hands on learning, field trips, and other "reinforcing" type activities. Taking in to consideration also, everything else that needs to be done when school is out (extra curricular activities, dinner, showers, quality time with the family), extending the day and including homework, would not only seem like overkill, but also not in any way beneficial. The whole thing would be rushed and just done in a manner reflective of getting to the next thing on the list, which truthfully, in this house is how it gets done now, without the added pressure of a longer day.

When it comes down to it, what matters most is those moments, which seem far and few between right now, in which students are engaged in activities that are adequately challenging, and at the same time, allow them to experience success. It seems to me that this type of learning could be achieved without the consequence of adding hours or days to the existing school year. It would be behoove those "in charge" to prepare a study in which the current way time is used in schools is studied intensely, improved upon within the current structure, and further evaluated after, to see if in fact, extending the day is the way to go.

Funding Etc.

If you feel that the federal and/or state governments should back out of the education picture entirely, since that doesn't seem to likely to happen, how do you feel the current situations in education should be handled?

For example:

What should be done the many, many requirements through NCLB that must be met and the severe lack of funding to support them?

What should be done to attract quality teachers?

Should "good" teachers be rewarded?

What qualifies as a good teacher?

What about school choice?

Should MCAS be a graduation requirement?



Please remember, the questions are asked in a manner which reflects the current situation. I know that some people will feel that the way to resolve all of it is for the feds and state officials to back out. That's about as likely as a snowballs chance in hell though, so, what can be done to fix things aside from that?

NCLB: Defined

I recently attended a conference workshop called, "NCLB:What's In It For Families." I leanred a lot from it, and thought it may be useful to those who still have questions about what it is all about, to post a summary of the information I came back with.

The No Child Left Behind Act is part of the Elementary and Secondary Education Act that was originally passed by Congress in 1968. It provided for the first time, significant federal funding for k-12 education. The original law has been renewed many times, most recently by NCLB.

The first part of ESEA is "Improving the Academic Achievement of the Disadvantaged", more commmonly called Title I. Schools that educate the disadvantaged children of this nation receive Title I money, which is the largest portion of the federal k-12 education funds. More than half of all public schools are "Title I schools."

All Title I schools must meet certain requirements set forth by NCLB in order to get federal funding. In addition, additional measures are required in order to ensure that America's neediest students are no longer left behind. NCLB works according to four common-sense principles; accountability, flexibility in how the federal money is spent, scientific research to guide classroom practice, and involving parents by giving them information and choices about their child's education.

For the first time, public schools are being held accountable for results, including results for those groups of children who typically don't perform well. The measure of accountability is Adequate Yearly Progress (AYP). AYP is defined by the states. Certain goals are set for student achievement and progress is measured by how well students perform on state developed tests. In Massachusetts, one such test is called the Massachusetts Comprehensive Assessment System (MCAS). To make AYP, schools must meet, or make significant progress towards the levels of achievement defined on these tests. NCLB requires schools test your child in reading and language arts and math every year in grades 3-8 by using a state developed test.
Local report cards are prepared for every school that receives Title I funds. These reports must be easy to understand and available to all parents. This report card will show the results of the state testing for the school as a whole. Individual reports are mailed to the students home. For schools that are in need of improvement (which means they have not made AYP for two consecutive years or longer) options such as school choice and supplemental educational students must be offered. School choice offers parents that option of transferring their student to another public school. The school district must provide transportation for your child. Supplemental Education Services could be free tutoring, homework help, or other extra help outside of the regular school day. Your child may qualify if he or she is eligible for free or reduced priced lunch and they attend a Title I school that has not made AYP for three years or longer.


NCLB gives the states and schools more control and flexibility to use the federal money and resources where they are needed most. Principals and administrators can move funds from one program to another as they see fit.

NCLB provides more federal funding for states than ever before. While the majority of the funding for k-12 education comes from the states and communities, the federal share has been rising, and was at 8.3 percent in 2005, up from 5.7 percent in 1991. Another major component of the federal k-12 education program is the Individuals With Disabilities Education Act, which has also seen its funding increased in recent years.

NCLB provides funding to help teachers through training and other professional development opportunities. The law also requires that teachers of core academic subjects be highly qualified. Highly qualified is defined as a teacher with one bachelor's degree, full state certification, and demonstrated competence for each subject taught. If your child is in a Title I school, NCLB requires that you know that you have the right to obtain and how to obtain information about the qualifications of your child's teachers.

NCLB requires that districts develop ways for parents to become more involved. This empowers you, as a parent to ask questions and make informed decisions regarding your child's education. Schools must have written policies on parent involvement and provide that information to you.

More than $1 billion a year under NCLB goes to help children learn to read through the Reading First program. This program is dedicated to helping ensure that all children learn to read on grade level by the third grade. The money provides schools the power to support high quality reading programs based on scientific research.

Clearly, I learned a lot about NCLB at this workshop. One of the key things I took back from it was that it's not, in my opinion, as bad as a thought it was. It makes sense for both teachers and children to be held accountable for what they are doing. It makes sense for teacher's to be highly qualified in the subjects they are teaching. Progress should be measured to see if what you are doing is working. I don't think the only measure of this progress should be a state test, in the case of Massachusetts the MCAS. I've said this before and I'll say it again: Some people just don't test well. A brilliant student, who otherwise gets high marks could fail the MCAS and not be able to graduate high school. This is just not right.

I still think my major gripe with NCLB is funding. I just don't think it's right to hold the schools responsible for high standards on a federal level, and then expect the schools, communities and states to come up with most of the funding to support and achieve it. If the public school system is going to be regulated by the federal government, the federal government should pay for it. I suppose there will never be a happy medium when it comes to this type of thing but something somewhere is just not working.

Coming soon...and entry about the proposed cuts to educational funding in my town and how I feel about that.