Emily is currently on a 504 Accommodation Plan based on her diagnosis of ADHD. Her plan is reviewed every March, and added to or changed if needed. Her current accommodations are as follows:
-Preferential seating
-Parent/teacher communication as needed
-Reminders to bring home important papers at the end of the day
-Frequent verbal cues prior to giving directions and transitioning
-Rules and expectations should be clear, explicit, and consistently reviewed for understanding
-Small group and alternate site for testing
-Checklists and graphic organizers
-Time lines for longer assignments
-Check agenda and material daily
-Study guides and outlines as needed
I can tell you right now, only some of these are being adhered to. I really don't see it as much of a concern now (although I often wonder how much better she would be doing if she was more organized and together, which would be helped by following the above accommodations) but I am so concerned about next year (middle school) that I am practically having anxiety attacks about it. As it stands right now academically, she is doing well enough to succeed (mostly 3's which is Middleboro means at grade level standard). Could she be doing even better if she was more organized both mentally and physically? I think so. I haven't really worried to much about it because at grade level standard? That's not something to be concerned about really, is it? Unless of course (which my counselor pointed out and I have often thought), she is gifted. Then, at grade level standard might be a concern. What really worries me about next year though, is how much more organized she will need to be (compared to elementary school) just to get by, let alone get to grade level standards or beyond. While I hope some of the needed organization skills will come with maturity, I also know that some of this? It's just the "way she is." Did I mention she has a known abnormality (diagnosed via MRI during the whole Epilepsy diagnosis saga) in the frontal lobe of her brain (the very area which "controls" the so called executive functions of the brain, as well as planning and memory)? So yes, maturity may help, but I question how much it will help.
I feel like I have failed her in a way, not really taking the necessary steps to make sure her 504 plan accommodations are being met. I don't want to be known as "one of those parents" who constantly calls the school, demands services for their child, and in general is just a pain in the ass. Because really? I'm not. Also, authority figures that by the very nature of their job title and/or degree are supposed to know about these things and have a tendency to make you feel inferior, they scare me. Scare the hell out of me if I am being honest. For some reason I live in this world which I think , "If there's a plan in place, they must be following it because well, they're supposed to." After I bang my head on the desk though and come back to reality, I know that while the plan is there, it may not be being enforced and the only way it will be is if I make sure that it is. To that end, not only am I going to take some initiative and meet with the necessary people prior to next year even starting, I am going to request that the following accommodations be added to her existing plan:
-tap on desk or use some other code to bring child back in to focus.
-notify family immediately of any missing or late assignments by phone or email.
-provide Emily with a simple outline and/or notes for lectures.
-allow for expedient make up of late or incorrectly done homework. If deduction for lateness works to the curb problem, keep doing it. If not, recognize the problem as an uncorrectable disability.
-provide an extra set of books for home.
I think the addition of these accommodations, combined with maturity and medication, will really get Emily off on the right foot for the beginning of next year.
Sunday, April 13, 2008
Tuesday, April 1, 2008
Thoughts On MCAS
I have made it well known I believe, here and elsewhere that I oppose MCAS as the single determining factor of a child's graduation from high school. I thought now would be a good time to elaborate further, as I was reminded by Emily that MCAS starts this week.
Decisions about student promotion or graduation should always be based on more information than can be gathered by a single test. Many students will be seriously harmed by this slim definition of what it means to succeed. A few examples:
-students who don't test well but in another setting know how to and can do successfully the material being covered on the test.
-special needs students who can not reach the standards required of other students and are labeled as "failing" despite hard worked for progress they may be making in general.
-transfer students who will not be taught the MA curriculum but will be expected to pass the MCAS to get a diploma.
-students in under-resourced schools who will be punished for something that is not in their control-their larger class sizes and overall lower level of resources available to them.
It seems to me that we are spending millions of dollars on a test that tells us what we already know: schools in our communities are under-resourced and need our help. Our resources should be spent directly on improving schools and classrooms, providing professional development for teachers, and on developing better ways to measure what students are learning. This can not be determined by a standardized, "across the board" test. To assume that it can, is not doing what we as parents and educators should be setting out to do in the first place: providing a well-rounded, multi-faceted program of education which spends more time on the individual student than the student body as a whole.
Decisions about student promotion or graduation should always be based on more information than can be gathered by a single test. Many students will be seriously harmed by this slim definition of what it means to succeed. A few examples:
-students who don't test well but in another setting know how to and can do successfully the material being covered on the test.
-special needs students who can not reach the standards required of other students and are labeled as "failing" despite hard worked for progress they may be making in general.
-transfer students who will not be taught the MA curriculum but will be expected to pass the MCAS to get a diploma.
-students in under-resourced schools who will be punished for something that is not in their control-their larger class sizes and overall lower level of resources available to them.
It seems to me that we are spending millions of dollars on a test that tells us what we already know: schools in our communities are under-resourced and need our help. Our resources should be spent directly on improving schools and classrooms, providing professional development for teachers, and on developing better ways to measure what students are learning. This can not be determined by a standardized, "across the board" test. To assume that it can, is not doing what we as parents and educators should be setting out to do in the first place: providing a well-rounded, multi-faceted program of education which spends more time on the individual student than the student body as a whole.
Tuesday, March 25, 2008
Going Green At School
Emily and Katherine came home today with three of the exact same notices. One was a reminder about Mardi Gras, one was a notice about a fundraiser sponsored by the high school Key Club, and another was about football registration. I have often thought that this was a waste. I don't need more than one copy of any single notice and, with the supply shortage in full effect, it would make sense that the notices come home to one student in the elementary school system, as opposed to all. The above mentioned notices may have been printed and copied by the involving parties, but, there have been plenty of notices from the school directly that have come home with both kids.
It might be involved, but it would seem to me that there would be a way of distributing notices to only one student in the system. Perhaps it would be the older student. It just seems like such a waste of paper and time and if a system was put in place, it could save both.
It might be involved, but it would seem to me that there would be a way of distributing notices to only one student in the system. Perhaps it would be the older student. It just seems like such a waste of paper and time and if a system was put in place, it could save both.
Sunday, March 9, 2008
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 totorture 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.
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
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.
Monday, February 18, 2008
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?
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?
Community Service
Do you think community service should be a requirement for high school graduation?
See article.
While I am a big believer in actively promoting the importance of serving your community to students, making it a requirement just seems like one more thing that the kids have to do to graduate. Some kids will no doubt learn a lot and have fun with this, but I can see it as a problem for other kids as well.
Incidently, the teacher, Mr. King that is quoted in the article, was freshman year social studies teacher.
See article.
While I am a big believer in actively promoting the importance of serving your community to students, making it a requirement just seems like one more thing that the kids have to do to graduate. Some kids will no doubt learn a lot and have fun with this, but I can see it as a problem for other kids as well.
Incidently, the teacher, Mr. King that is quoted in the article, was freshman year social studies teacher.
Tuesday, February 5, 2008
Julia's Progress Report
When I dropped Julia of at school today, I picked up her mid-year progress report. It looks like she is doing quite well, and making progress in all areas. Some things (like for example writing her name) are either out of date or something she only does at home. That's just one example of a couple of things I noticed that I have seen her do myself that she hasn't done at school, at least not when anyone was looking! Here are the results:
Physical Therapy
Current Performance Level( at time IEP was developed): Julia presents with hypotonia throughout her extremities and trunk. She presents with decreased proximal stability and hypermobility throughout her joints. Julia’s reflexes are present but diminished in all planes and direction secondary to her tone and generalized muscle weakness. Gravitational insecurity is demonstrated with Julia fearful of being suspended. Overall strength and endurance is decreased throughout with Julia having difficulty in sustaining an activity to strength and attention. Compensation is noted throughout her developmental sequence with Julia demonstrating a wide base of support, decreased trunk rotation, decreased proprioception and stability with Julia using her hands to push off from the floor from a squatting position. Julia is an independent walker with the following deviations noted: waddling type of pattern with flat footed slapping progression, wide base of support, decrease dorsiflexion, ankle pronation, decreased hip flexion and instability in hips and ankle joints. Running pattern is a fast walk. Stair climbing is immature with emerging step to pattern with reverting to a crawling pattern when ascending and a step to pattern when descending with minimal assistance needed. She is beginning to jump with the emergence of a gallop pattern. Unilateral balance is momentarily on either foot.
Goal: Julia will demonstrate improved postural strength, proximal stability and strength, overall strength and endurance and sitting balance to enhance the acquisition of her gross, locomotor and balance skills.
Progress: Julia has received PT services 2x per week within a sensorimotor group. She is able to complete a 5 step obstacle course given minimal assistance and has made nice progress is all areas. Currently, Julia is able to come to a stand using a half kneel progression in 50 % of trials. She can propel a scooter up to 25 ft but this is a slow and labored process. She is jumping at least 6 times and attempting to hop. She is able to balance on one foot for up to 2 seconds. She is ascending and descending stairs using a step to pattern. Julia is generally cooperative and hard working. She is a pleasure to work with.
Occupational Therapy
Current Performance Level(at time IEP was written): Occupational therapy testing indicates that Julia presents with low postural/proximal stability and tone. She exhibits weaknesses in the areas of visual motor/fine motor/ development and sensory-motor development. Sensory weaknesses are noted in the areas of modulation related to movement and visual input, sensory processing related to tone and endurance, oral sensory processing and registration.
Goal: Julia will improve sensory processing, sensory motor development and fine motor development.
Progress: Julia has made nice gains in OT. She can build a three cube tower. She is not yet building a bridge or steps. She holds a preschool pencil with a right handed finger grasp to a tight tripod/quadripod grasp. She can color within the boundaries of a three inch design, but doesn’t color it in completely. She is not yet tracing her name but she is beginning to print the letter J. She copies a horizontal, vertical and diagonal lines. She strings small beads. She uses a three jaw chuck to obtain small objects. Julia is a joy to have in therapy!
Communication
Current Performance Level(at time IEP was written): Julia is using three and four words sentences spontaneously. At times she is difficult to understand due to articulation errors, especially in utterances longer than two words. She is able to follow one and two step directions at times, but continues to be inconsistent in answering questions.
Goal: Julia will demonstrate improvements in articulation and listening skill development.
Progress: Julia has done very well during small group therapy lessons and has demonstrated much progress in articulation and listening skill development. She is able to produce k and g in all word positions and is able to be understood almost all of the time in conversation. She is able to point to pictures in a book, answer “wh” questions while looking at a book, and answer yes/no questions. She is much more talkative during group and is interacting very well with her peers. I anticipate continued progress in all areas of Julia’s language development.
Pre-Readiness
Current Performance Level(at time IEP was written): Julia is able to identify some body parts and state her age. She is inconsistent in being able to name objects within categories. Julia is able to identify some shapes, including a square, rectangle and triangle and 9 out of 9 colors. With prompting she can rote count to ten and recite most of the alphabet. At times, Julia is distracted by external noises and her own thoughts. She can also be impulsive at times. It appears that Julia does not always process information accurately and has difficulty understanding some task instruction despite modeling and practice.
Goal: Given decreasing prompts, Julia will increase time spent on non preferred tasks throughout the school day.
Progress: Julia has become comfortable in school. Julia continues to need a lot of prompting and encouragement to engage in no preferred tasks. She currently able to engage in interactive play with 1-2 peers for at least 3 minutes. However, at times, Julia needed to be redirected back to the appropriate activity. Julia is beginning to attend at circle with prompts and adult assistance.
Physical Therapy
Current Performance Level( at time IEP was developed): Julia presents with hypotonia throughout her extremities and trunk. She presents with decreased proximal stability and hypermobility throughout her joints. Julia’s reflexes are present but diminished in all planes and direction secondary to her tone and generalized muscle weakness. Gravitational insecurity is demonstrated with Julia fearful of being suspended. Overall strength and endurance is decreased throughout with Julia having difficulty in sustaining an activity to strength and attention. Compensation is noted throughout her developmental sequence with Julia demonstrating a wide base of support, decreased trunk rotation, decreased proprioception and stability with Julia using her hands to push off from the floor from a squatting position. Julia is an independent walker with the following deviations noted: waddling type of pattern with flat footed slapping progression, wide base of support, decrease dorsiflexion, ankle pronation, decreased hip flexion and instability in hips and ankle joints. Running pattern is a fast walk. Stair climbing is immature with emerging step to pattern with reverting to a crawling pattern when ascending and a step to pattern when descending with minimal assistance needed. She is beginning to jump with the emergence of a gallop pattern. Unilateral balance is momentarily on either foot.
Goal: Julia will demonstrate improved postural strength, proximal stability and strength, overall strength and endurance and sitting balance to enhance the acquisition of her gross, locomotor and balance skills.
Progress: Julia has received PT services 2x per week within a sensorimotor group. She is able to complete a 5 step obstacle course given minimal assistance and has made nice progress is all areas. Currently, Julia is able to come to a stand using a half kneel progression in 50 % of trials. She can propel a scooter up to 25 ft but this is a slow and labored process. She is jumping at least 6 times and attempting to hop. She is able to balance on one foot for up to 2 seconds. She is ascending and descending stairs using a step to pattern. Julia is generally cooperative and hard working. She is a pleasure to work with.
Occupational Therapy
Current Performance Level(at time IEP was written): Occupational therapy testing indicates that Julia presents with low postural/proximal stability and tone. She exhibits weaknesses in the areas of visual motor/fine motor/ development and sensory-motor development. Sensory weaknesses are noted in the areas of modulation related to movement and visual input, sensory processing related to tone and endurance, oral sensory processing and registration.
Goal: Julia will improve sensory processing, sensory motor development and fine motor development.
Progress: Julia has made nice gains in OT. She can build a three cube tower. She is not yet building a bridge or steps. She holds a preschool pencil with a right handed finger grasp to a tight tripod/quadripod grasp. She can color within the boundaries of a three inch design, but doesn’t color it in completely. She is not yet tracing her name but she is beginning to print the letter J. She copies a horizontal, vertical and diagonal lines. She strings small beads. She uses a three jaw chuck to obtain small objects. Julia is a joy to have in therapy!
Communication
Current Performance Level(at time IEP was written): Julia is using three and four words sentences spontaneously. At times she is difficult to understand due to articulation errors, especially in utterances longer than two words. She is able to follow one and two step directions at times, but continues to be inconsistent in answering questions.
Goal: Julia will demonstrate improvements in articulation and listening skill development.
Progress: Julia has done very well during small group therapy lessons and has demonstrated much progress in articulation and listening skill development. She is able to produce k and g in all word positions and is able to be understood almost all of the time in conversation. She is able to point to pictures in a book, answer “wh” questions while looking at a book, and answer yes/no questions. She is much more talkative during group and is interacting very well with her peers. I anticipate continued progress in all areas of Julia’s language development.
Pre-Readiness
Current Performance Level(at time IEP was written): Julia is able to identify some body parts and state her age. She is inconsistent in being able to name objects within categories. Julia is able to identify some shapes, including a square, rectangle and triangle and 9 out of 9 colors. With prompting she can rote count to ten and recite most of the alphabet. At times, Julia is distracted by external noises and her own thoughts. She can also be impulsive at times. It appears that Julia does not always process information accurately and has difficulty understanding some task instruction despite modeling and practice.
Goal: Given decreasing prompts, Julia will increase time spent on non preferred tasks throughout the school day.
Progress: Julia has become comfortable in school. Julia continues to need a lot of prompting and encouragement to engage in no preferred tasks. She currently able to engage in interactive play with 1-2 peers for at least 3 minutes. However, at times, Julia needed to be redirected back to the appropriate activity. Julia is beginning to attend at circle with prompts and adult assistance.
Subscribe to:
Posts (Atom)
.jpg)