This article could not describe my feelings about public education and the associated pressures any better. Kids just aren't allowed to be kids any more, and it's sad...really sad.
My support of public education and my involvement in the schools notwithstanding (my main reason for being involved to begin with has nothing to do with education really and more to do with my need to be "in the know"), it's the pressure and "inability" for kids to just be kids that has often lead me to thinking that homeschooling may in fact be a better option.
Wednesday, May 6, 2009
Monday, February 16, 2009
Maybe...
...the teachers, rather than the students should be the ones taking these silly state tests? I joke, of course, but this story is just funny.
Wednesday, January 28, 2009
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.
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.
Sunday, January 25, 2009
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.
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.
Thursday, November 20, 2008
Emily's Report Card
Four B's, one A- and one D+. So all in all, not too shabby. The D+ was in Math, and came as no surprise really.
I had spoken with her teacher a few weeks back and she had indicated that Emily was having trouble multiplying and dividing decimals. She also told me that Emily had done poorly on her last two quizzes, and had missed a few homework assignments. The teacher had been offering Emily all kinds of extra help but Emily was not taking the initiative and taking her up on it.
I asked Emily today why she thought she got a D+ n Math. Her answer was that she was stupid and hated math. I explained to her that she wasn't stupid and told her that everyone had things they were good at and things that they struggled with. I explained to her (which I sort of new I would have to) that her not doing her homework (or doing it and forgetting to turn it in) probably had a direct effect. I also explained that this is the one class, as is indicative on her report card that she needs to be on her game. My thought was that it's not like she is more organized in one area than another, or more disorganized in one area than another. Obviously, with her other classes, she can be a disorganized "mess" and still achieve a higher grade. With math, she has a bit more difficulty, so her organization needs to be right on target in that class. I explained that her grade may have been a C- or a C if she had turned in those assignments.
Grades are annoying and way too much of a focus to begin with, but she showed some concern herself with the D+ so I thought it would help her to point out some of the areas that may have lead to that grade.
I had spoken with her teacher a few weeks back and she had indicated that Emily was having trouble multiplying and dividing decimals. She also told me that Emily had done poorly on her last two quizzes, and had missed a few homework assignments. The teacher had been offering Emily all kinds of extra help but Emily was not taking the initiative and taking her up on it.
I asked Emily today why she thought she got a D+ n Math. Her answer was that she was stupid and hated math. I explained to her that she wasn't stupid and told her that everyone had things they were good at and things that they struggled with. I explained to her (which I sort of new I would have to) that her not doing her homework (or doing it and forgetting to turn it in) probably had a direct effect. I also explained that this is the one class, as is indicative on her report card that she needs to be on her game. My thought was that it's not like she is more organized in one area than another, or more disorganized in one area than another. Obviously, with her other classes, she can be a disorganized "mess" and still achieve a higher grade. With math, she has a bit more difficulty, so her organization needs to be right on target in that class. I explained that her grade may have been a C- or a C if she had turned in those assignments.
Grades are annoying and way too much of a focus to begin with, but she showed some concern herself with the D+ so I thought it would help her to point out some of the areas that may have lead to that grade.
Sunday, October 19, 2008
Parent-Teacher Conferences:Emily
They went the same as they do every year. Something like this, just for reference:
"Emily is a very bright young lady. She participates well, is eager to learn, is very helpful, asks a lot of questions and is a pleasure to have in class. The only concern I have for her is her lack of organization."
Her World Geography teacher added the following statement (which made me want to...well...hug him, if such a thing were appropriate):
"The only concern I have for Emily is her organization. She'll come to class sometimes and not have what she needs, but, she has a "B" so obviously it can't be affecting her that much."
Finally someone who gets it. Maybe she could e getting an "A" if she were more organized but a "B"? Is not bad. More importantly, if she is content with it than it should matter that she could be doing this or that.
"Emily is a very bright young lady. She participates well, is eager to learn, is very helpful, asks a lot of questions and is a pleasure to have in class. The only concern I have for her is her lack of organization."
Her World Geography teacher added the following statement (which made me want to...well...hug him, if such a thing were appropriate):
"The only concern I have for Emily is her organization. She'll come to class sometimes and not have what she needs, but, she has a "B" so obviously it can't be affecting her that much."
Finally someone who gets it. Maybe she could e getting an "A" if she were more organized but a "B"? Is not bad. More importantly, if she is content with it than it should matter that she could be doing this or that.
Thursday, October 16, 2008
Accommodations
This wasn't the post I had been thinking of writing over the past couple of days, but I guess I have to go with what is current, right?
Emily forgot her math homework in her locker...again. This makes five homework assignments that she has actually done, and somehow misplaced or otherwise didn't turn in, in math alone. I have a whole post on why I think homework should be outlawed, but for now, it is what it is, and she needs to be not only doing it, but turning it in as well.
Here's my issue. I think it absolutely stinks that she did her homework, and because she did something a little absentminded by leaving it in her locker, she is not going to get full credit for it. Apparently, if she turns it in today she will get what she referred to as an "effort grade" but it will not be held in as high esteem as if she had turned it in today.
I am torn about this. Part of me thinks that this might teach her something, and help on the road to better organization, but, the other part of me recognizes that this type of thing is a true disability for her and that she should not be excluded from getting the grade she deserves for doing the work. I am quite sure she could have an accommodation added to her 504 Plan that allowed her to have her homework in by the end of the day and still get full credit. I just don't know, in the long run, if that would be a good thing or not.
Here's the other piece that bothers me. Emily got her first progress report the other day. She has all B's and one C in math. A c? Is not a bad grade. It's average. The point is, and I will be elaborating on this further in a future post, if a C is a grade that not only can she get at her current level of organization/disorganization, but one that she is satisfied with, than that should be all that matters. There seems to be this underlying pressure in the world to do better, be more, get more, and it's wrong. If she's happy with a C, then that should be good enough.
Emily forgot her math homework in her locker...again. This makes five homework assignments that she has actually done, and somehow misplaced or otherwise didn't turn in, in math alone. I have a whole post on why I think homework should be outlawed, but for now, it is what it is, and she needs to be not only doing it, but turning it in as well.
Here's my issue. I think it absolutely stinks that she did her homework, and because she did something a little absentminded by leaving it in her locker, she is not going to get full credit for it. Apparently, if she turns it in today she will get what she referred to as an "effort grade" but it will not be held in as high esteem as if she had turned it in today.
I am torn about this. Part of me thinks that this might teach her something, and help on the road to better organization, but, the other part of me recognizes that this type of thing is a true disability for her and that she should not be excluded from getting the grade she deserves for doing the work. I am quite sure she could have an accommodation added to her 504 Plan that allowed her to have her homework in by the end of the day and still get full credit. I just don't know, in the long run, if that would be a good thing or not.
Here's the other piece that bothers me. Emily got her first progress report the other day. She has all B's and one C in math. A c? Is not a bad grade. It's average. The point is, and I will be elaborating on this further in a future post, if a C is a grade that not only can she get at her current level of organization/disorganization, but one that she is satisfied with, than that should be all that matters. There seems to be this underlying pressure in the world to do better, be more, get more, and it's wrong. If she's happy with a C, then that should be good enough.
Friday, October 3, 2008
Suffering the Consequences
This growing up thing? It's hard. Hard on the control-freak parent who is trying to let go a little and give her daughter a bit more choice in life, but has a hard time when said daughter makes a choice that in the long run might not be the best one. It's hard on the parent who hates to sit by and watch the child suffer the consequences of a choice they made. It's hard on the parent who has this unexplained urge just to fix everything so that her daughter won't have to suffer at all, even though the parent knows deep down that by fixing everything the child will never learn and from her own mistakes/triumphs in life.
Undoubtedly, it's hard on the child who has to make these choices, be they good or bad, in order to learn from whatever may come as a result of these choices.
Today, I knowingly let Emily suffer whatever consequences may come as a result of her not turning in her reading log. She knew all week that it was supposed to be home, here for us fill out together, and, despite my constant reminders to her to bring it home, she still forgot it. I felt bad about it, so suggested that we do our own reading log, since we knew what the questions on it were, and, even though it would not be on the "official reading log paper", I am sure it will still count. The thing is, while I think it is important that she remember her "stuff," she actually has a problem with this kind of thing, more so than the usual kid. Sometimes, I need to cut her a little slack. Anyway, she refused to make up our own, and said outright, "I'll just get a zero." Me? I let it go at that. The hope is that when she gets a zero, or gets her report card she will see that her grade is a direct reflection of what she does or doesn't do all year,and that if her grade is lower than it may have otherwise been, she will make the connection. If I am being honest though? I don't have high hopes for this happening. Consequences have little effect on Emily, generally speaking any way. While the event is actually occurring (using this example when she gets her report card) she will be upset by it for that moment in time, but it will more than likely do little to deter the forgetting of the reading log in the future.
So, I guess we will just wait and see what happens, and hope for the best.
Undoubtedly, it's hard on the child who has to make these choices, be they good or bad, in order to learn from whatever may come as a result of these choices.
Today, I knowingly let Emily suffer whatever consequences may come as a result of her not turning in her reading log. She knew all week that it was supposed to be home, here for us fill out together, and, despite my constant reminders to her to bring it home, she still forgot it. I felt bad about it, so suggested that we do our own reading log, since we knew what the questions on it were, and, even though it would not be on the "official reading log paper", I am sure it will still count. The thing is, while I think it is important that she remember her "stuff," she actually has a problem with this kind of thing, more so than the usual kid. Sometimes, I need to cut her a little slack. Anyway, she refused to make up our own, and said outright, "I'll just get a zero." Me? I let it go at that. The hope is that when she gets a zero, or gets her report card she will see that her grade is a direct reflection of what she does or doesn't do all year,and that if her grade is lower than it may have otherwise been, she will make the connection. If I am being honest though? I don't have high hopes for this happening. Consequences have little effect on Emily, generally speaking any way. While the event is actually occurring (using this example when she gets her report card) she will be upset by it for that moment in time, but it will more than likely do little to deter the forgetting of the reading log in the future.
So, I guess we will just wait and see what happens, and hope for the best.
Organizing Ideas
Acronyms. Emily seems to respond quite well to them and said as much while doing a recent math assignment on order of operations. She said, "PEMDAS...Please excuse my dear Aunt Sally" but really it means, "Parenthesis, Exponents, Multiplication, Division, Addition, Subtraction, just so you know, Mom."
So...I need to think of a good acronym or two for things such as, "Don't forget your homework" and "Remember to bring everything home that you need" and "English class starts at 8:03 not 8:10."
I am being a little silly here, but really? I think this type of thing might work. I bet this is something I could find on line...like an acronym creator or something.
I am having a hard time coming up with other ideas. I already have the typical ones in place...a set time and place for homework, reminders before she leaves to turn her homework in that she has done at home, chatting with her about her day, and being involved with the school (as much as possible in middle school at least). Does anyone else have any thoughts?
So...I need to think of a good acronym or two for things such as, "Don't forget your homework" and "Remember to bring everything home that you need" and "English class starts at 8:03 not 8:10."
I am being a little silly here, but really? I think this type of thing might work. I bet this is something I could find on line...like an acronym creator or something.
I am having a hard time coming up with other ideas. I already have the typical ones in place...a set time and place for homework, reminders before she leaves to turn her homework in that she has done at home, chatting with her about her day, and being involved with the school (as much as possible in middle school at least). Does anyone else have any thoughts?
Friday, September 19, 2008
Emily's Middle School Experience So Far
Mostly? It's been good. I mean, she seems happy (most of the time at least), likes switching classes and seems to like her teachers. Really the only thing that has been too much for her? The absurd amount of organization that they expect out of an 11 year old, let alone one who has more trouble with this sort of thing than the everyday 11 year old.
For lack of a better way of wording this, I am going to list the "problems" we have had with organizational type things so far this year:
-lost her agenda that she needs everyday.
-missed two math assignments (although they weren't technically missing, she had them in her folder and just forgot to turn them in when the teacher asked).
-forgot a rough draft of a paper she needed in order to write the final draft.
-forgot to bring home a modified study guide her social studies teacher gave her ( but YAY for her social studies teacher actually following her 504 plan)
-has been late to math class once
-is late to homeroom frequently( although in all fairness her bus is one of the last ones to arrive thanks to us living on the other side of town, but I am fairly certain it arrives in plenty of time for her to get to class).
-forgot to write a rough draft of a paper, or even tell me about the final draft being due...found out when I called the homework hot line.
To me? This seems like a lot...considering we are only ending the 2nd full week of school. There are some people who are going to argue that this is just a "kid being a kid." while I agree on some level, the truth is? This is by no means some thing we can let go, nor is it something that I think most kids go through. If that were true, that all kids in her age group were this disorganized, I sincerely doubt the expectations of those in charge would be the same. In other words, if it was the norm for kids her age to forget their things, lose their things and be late to things, it would be unlikely that those in charge would expect that of them, or at least not to the degree that they do. It's not like I am saying that makes it so there is something wrong with Emily...just that she's a little more unique than one might think, and perhaps her way of doing things (or even not doing them) is a little different then what would be considered "average" for her age. The bottom line is, while I don't think it's ok to insist on doing anything to inherently change her, if she is to "survive" in this crazy little world called "middle school"she is going to have to make some changes in the way she does things.
I spoke with her guidance counselor the other day. She in turn met with Emily yesterday. I also know that the guidance counselor has been going to all of the classrooms during SSR time (Silent Sustained Reading) and speaking with all of the 6th grade classes about middle school, organization, "talk aloud strategies" and various other things. Both the guidance counselor and Emily's math teacher who I met briefly at Open House have said Emily has a wonderful attitude, is willing to accept help, and that she is a "good kid." So that will certainly help her in the long run.
Next Up: Organizing ideas...both mental and physical that may help.
For lack of a better way of wording this, I am going to list the "problems" we have had with organizational type things so far this year:
-lost her agenda that she needs everyday.
-missed two math assignments (although they weren't technically missing, she had them in her folder and just forgot to turn them in when the teacher asked).
-forgot a rough draft of a paper she needed in order to write the final draft.
-forgot to bring home a modified study guide her social studies teacher gave her ( but YAY for her social studies teacher actually following her 504 plan)
-has been late to math class once
-is late to homeroom frequently( although in all fairness her bus is one of the last ones to arrive thanks to us living on the other side of town, but I am fairly certain it arrives in plenty of time for her to get to class).
-forgot to write a rough draft of a paper, or even tell me about the final draft being due...found out when I called the homework hot line.
To me? This seems like a lot...considering we are only ending the 2nd full week of school. There are some people who are going to argue that this is just a "kid being a kid." while I agree on some level, the truth is? This is by no means some thing we can let go, nor is it something that I think most kids go through. If that were true, that all kids in her age group were this disorganized, I sincerely doubt the expectations of those in charge would be the same. In other words, if it was the norm for kids her age to forget their things, lose their things and be late to things, it would be unlikely that those in charge would expect that of them, or at least not to the degree that they do. It's not like I am saying that makes it so there is something wrong with Emily...just that she's a little more unique than one might think, and perhaps her way of doing things (or even not doing them) is a little different then what would be considered "average" for her age. The bottom line is, while I don't think it's ok to insist on doing anything to inherently change her, if she is to "survive" in this crazy little world called "middle school"she is going to have to make some changes in the way she does things.
I spoke with her guidance counselor the other day. She in turn met with Emily yesterday. I also know that the guidance counselor has been going to all of the classrooms during SSR time (Silent Sustained Reading) and speaking with all of the 6th grade classes about middle school, organization, "talk aloud strategies" and various other things. Both the guidance counselor and Emily's math teacher who I met briefly at Open House have said Emily has a wonderful attitude, is willing to accept help, and that she is a "good kid." So that will certainly help her in the long run.
Next Up: Organizing ideas...both mental and physical that may help.
Wednesday, September 17, 2008
Middle School:Expectations
This will be the first in a short series of posts. If I were to include all my thoughts on this subject in one entry, you could potentially be reading for days!
I thought I would start by listing quite literally what was expected of Emily as far as what she needs for each class, and what she is expected to remember to bring with her to each class.
Chorus (yes she actually needs stuff to go sing): black 3 ring binder, 2 pencils, composition notebook, agenda. Students will write journal entries in the comp book at the end of every chorus class. Concerts are mandatory. There are two each year.
World Geography: 2 inch 3 ring binder, notebook dividers, colored pencils, textbook,agenda.
Math: 2 inch 3 ring binder, notebook paper, pen, pencil, textbook, agenda. 3-4 nights homework will be given. Late homework=no credit.
ELA (you ready for this?) agenda, homework folder, SSR book, pencil, reading notebook, writing journal, reading log, 2 textbooks.
Science: white notebook, text book, agenda, pencil.
The school uses the "rotation" scheduling approach, so they have classes on an A B C schedule. They also have specified locker breaks, in which they are allowed to go back to their lockers to trade books etc. for the next class.
Let's use an "A" day as an example. On an "A" day she needs to have the following with her in the morning before her next locker break: 2 inch 3 ring binder, notebook dividers, homework folder, colored pencils, textbook,agenda,white notebook, text book.
At her next locker break she needs to have/remember all of this: 2 inch 3 ring binder, notebook, pen, pencil, textbook, agenda, homework folder, SSR book, reading notebook, writing journal, reading log, 2 textbooks.
At her final break of the day she needs to remember to bring home her agenda, homework folder, and any textbooks or binders/notebooks she may need to complete her homework.
Oh, and did I mention that they are not allowed to carry their backpacks around the building? Taken directly from the handbook: In order to avoid congestion in the corridors, and to assist students in the organization and care of books and materials, backpacks and book bags may not be carried during the school day. Upon entering the building, backpacks, book bags, and gym bags will be placed in the student lockers.Locker breaks will be held periodically throughout the day. I have yet to be in there when the hallway was bustling with kids going to a fro, but let me tell you, on the few occasions in which I have been there (including tonight for Open House) the hallways seem plenty wide, as do the cluster areas where the lockers are located. This seems like a silly rule to me, and if I were in charge,I would be more concerned with books being dropped, or pencils being slipped on, or any other number of things that could occur when kids are carrying armloads of books around.
Anyway, is it me, or does this seem like a lot for even a "regular" kid who doesn't have issues with organization or attention, above and beyond what would be considered normal for the age?
Elementary school, for all it did do, certainly did not do an adequate job preparing Emily for the "big leagues", at least on an organizational level. I am appalled by most of what is expected of her.
I thought I would start by listing quite literally what was expected of Emily as far as what she needs for each class, and what she is expected to remember to bring with her to each class.
Chorus (yes she actually needs stuff to go sing): black 3 ring binder, 2 pencils, composition notebook, agenda. Students will write journal entries in the comp book at the end of every chorus class. Concerts are mandatory. There are two each year.
World Geography: 2 inch 3 ring binder, notebook dividers, colored pencils, textbook,agenda.
Math: 2 inch 3 ring binder, notebook paper, pen, pencil, textbook, agenda. 3-4 nights homework will be given. Late homework=no credit.
ELA (you ready for this?) agenda, homework folder, SSR book, pencil, reading notebook, writing journal, reading log, 2 textbooks.
Science: white notebook, text book, agenda, pencil.
The school uses the "rotation" scheduling approach, so they have classes on an A B C schedule. They also have specified locker breaks, in which they are allowed to go back to their lockers to trade books etc. for the next class.
Let's use an "A" day as an example. On an "A" day she needs to have the following with her in the morning before her next locker break: 2 inch 3 ring binder, notebook dividers, homework folder, colored pencils, textbook,agenda,white notebook, text book.
At her next locker break she needs to have/remember all of this: 2 inch 3 ring binder, notebook, pen, pencil, textbook, agenda, homework folder, SSR book, reading notebook, writing journal, reading log, 2 textbooks.
At her final break of the day she needs to remember to bring home her agenda, homework folder, and any textbooks or binders/notebooks she may need to complete her homework.
Oh, and did I mention that they are not allowed to carry their backpacks around the building? Taken directly from the handbook: In order to avoid congestion in the corridors, and to assist students in the organization and care of books and materials, backpacks and book bags may not be carried during the school day. Upon entering the building, backpacks, book bags, and gym bags will be placed in the student lockers.Locker breaks will be held periodically throughout the day. I have yet to be in there when the hallway was bustling with kids going to a fro, but let me tell you, on the few occasions in which I have been there (including tonight for Open House) the hallways seem plenty wide, as do the cluster areas where the lockers are located. This seems like a silly rule to me, and if I were in charge,I would be more concerned with books being dropped, or pencils being slipped on, or any other number of things that could occur when kids are carrying armloads of books around.
Anyway, is it me, or does this seem like a lot for even a "regular" kid who doesn't have issues with organization or attention, above and beyond what would be considered normal for the age?
Elementary school, for all it did do, certainly did not do an adequate job preparing Emily for the "big leagues", at least on an organizational level. I am appalled by most of what is expected of her.
Wednesday, July 30, 2008
Public Education
You what it is sometimes that drives me crazy regarding people who knock public education? It's the people who automatically decide it's a bad thing, just based on their own experiences as a child. When you really think about that, it doesn't make sense.
It sort of falls in to the same category as defining what makes a good teacher. Of course there are obvious things that don't, but most of the time, if you were to define a teacher's "goodness" by the performance of their students? You'd have a tough time. Because guess what? Everyone is different. There are always going to be students who learn better by reading, others who learn better by doing, others who are very adaptable and can learn using any method, and still others who will have difficulty no matter what you do. Does this mean that because a student is failing the teacher isn't doing a good job? Maybe, but not necessarily.
Getting back to the original point, just because your experience in school may have been poor, does not automatically mean your child's will too. Personally, if I had really given a lot of thought to what my experience in school had been before sending my own children, I might not have sent them, and in the case of my children specifically? I think that would have been a big mistake.
Using Julia as an example, I do sometimes wonder if all of the extra help she is getting now and may need to continue with in the future is more of a hindrance to her than a help. It may not be a big deal now, but when she gets older, if she needs to be pulled from the classroom for whatever, will that bother her? I have no idea. But right now? By all accounts, speech therapy is not torture. It's fun. They play games, read stories and use different manipulative's (blocks, play dough etc) to initiate speech and language development. It's not like they sit there and just ask her to say specific words or ask her tons of questions to see how she responds. Same goes for PT and OT. Does this mean that all 4 year olds will love these therapies? Of course not, but it works for her.
The point? While we should take our own experiences in to consideration when making decisions, we should not allow that to be the deciding factor in whether or not we send our kids to public school. A little open mindedness can go a long way.
It sort of falls in to the same category as defining what makes a good teacher. Of course there are obvious things that don't, but most of the time, if you were to define a teacher's "goodness" by the performance of their students? You'd have a tough time. Because guess what? Everyone is different. There are always going to be students who learn better by reading, others who learn better by doing, others who are very adaptable and can learn using any method, and still others who will have difficulty no matter what you do. Does this mean that because a student is failing the teacher isn't doing a good job? Maybe, but not necessarily.
Getting back to the original point, just because your experience in school may have been poor, does not automatically mean your child's will too. Personally, if I had really given a lot of thought to what my experience in school had been before sending my own children, I might not have sent them, and in the case of my children specifically? I think that would have been a big mistake.
Using Julia as an example, I do sometimes wonder if all of the extra help she is getting now and may need to continue with in the future is more of a hindrance to her than a help. It may not be a big deal now, but when she gets older, if she needs to be pulled from the classroom for whatever, will that bother her? I have no idea. But right now? By all accounts, speech therapy is not torture. It's fun. They play games, read stories and use different manipulative's (blocks, play dough etc) to initiate speech and language development. It's not like they sit there and just ask her to say specific words or ask her tons of questions to see how she responds. Same goes for PT and OT. Does this mean that all 4 year olds will love these therapies? Of course not, but it works for her.
The point? While we should take our own experiences in to consideration when making decisions, we should not allow that to be the deciding factor in whether or not we send our kids to public school. A little open mindedness can go a long way.
Sunday, July 13, 2008
Middleboro School News
Of note to local readers...
The Middleboro School Committee is looking at saving energy costs. YAY! More money for the kids and green living...works for me!
And, perhaps even more exciting than that...
The School Committee has decided against pursuing the extended learning time initiative.
The Middleboro School Committee is looking at saving energy costs. YAY! More money for the kids and green living...works for me!
And, perhaps even more exciting than that...
The School Committee has decided against pursuing the extended learning time initiative.
Tuesday, June 10, 2008
Julia's IEP Review
A couple of weeks back, I had Julia's IEP Review meeting, in which her concerns, vision statement and annual goals were updated.
Here's what I included for her parent concerns and vision statement:
Parent Concerns: Our immediate concerns for Julia lie in her gross motor, speech and language, and sensory processes. Specifically, our concerns relate to Julia’s overall muscle tone and balance, comprehension of materials and tasks being presented to her, her social skills and interacting with her peers, and her sensory motor and planning skills.
Vision Statement: Our immediate vision is for Julia to improve her overall muscle tone and balance, comprehension of tasks and materials being presented to her, social interactions with her peers, and overall sensory and motor planning. Looking to the future, we are hoping that this school year will adequately prepare Julia academically, physically, and emotionally for kindergarten.
Julia has four parts to her IEP; general curriculum, Physical Therapy, Occupational Therapy, and Speech and Language. Within each area, specific accommodations are listed as they apply to Julia's needs.
General Curriculum/Speech and Language:
Extra wait time, short, simple directions after obtaining eye contact, cues and prompts to complete tasks, and cues before transitioning or changes in routine.
Occupational and Physical Therapy:
Encourage prone positions, encourage weight bearing prone positions suich as kneeling, encourage stair climbing, work on vertical service like black board or easel, encourage movement activities and position change.
Each area also has a measurable goal which are as follows:
OT: Julia will improve sensory processing, sensory motor development, and fine motor development.
PT: Julia will demonstrate improved postural strength, proximal stability and strength, endurance and balance.
Communication (Speech and Language): Julia will follow two step directions in small group therapy sessions with 80 % accuracy, and will answer "Why" questions when reading a book or playing a game with 80 % accuracy.
General Curriculum: Given decreasing prompts, Julia will increase her time spent on non-preferred activities through out the school day.
There are of course, all kinds of benchmarks that are listed to achieve these goals.
She will be particpating in the sensory-motor OT/PT group that she has been next year, 2 times a week for 45 minutes each. She will be in a small group speech session for 30 minutes per week and in a co-treat speech group for 30 minutes per week.
Overall, i am pleased with how this will play out next year. Silly me is already getting nervous about kindergarten because it's hard for me to imagine her being in a structured setting for an entire day. I never really had this concern with Emily and Katherine but this is Julia. And Julia? She's just not like Emily and Katherine were at the same age. It's hard to put it into words though. Anyway, worrying about kindergarten now? It's just a little premature!
Here's what I included for her parent concerns and vision statement:
Parent Concerns: Our immediate concerns for Julia lie in her gross motor, speech and language, and sensory processes. Specifically, our concerns relate to Julia’s overall muscle tone and balance, comprehension of materials and tasks being presented to her, her social skills and interacting with her peers, and her sensory motor and planning skills.
Vision Statement: Our immediate vision is for Julia to improve her overall muscle tone and balance, comprehension of tasks and materials being presented to her, social interactions with her peers, and overall sensory and motor planning. Looking to the future, we are hoping that this school year will adequately prepare Julia academically, physically, and emotionally for kindergarten.
Julia has four parts to her IEP; general curriculum, Physical Therapy, Occupational Therapy, and Speech and Language. Within each area, specific accommodations are listed as they apply to Julia's needs.
General Curriculum/Speech and Language:
Extra wait time, short, simple directions after obtaining eye contact, cues and prompts to complete tasks, and cues before transitioning or changes in routine.
Occupational and Physical Therapy:
Encourage prone positions, encourage weight bearing prone positions suich as kneeling, encourage stair climbing, work on vertical service like black board or easel, encourage movement activities and position change.
Each area also has a measurable goal which are as follows:
OT: Julia will improve sensory processing, sensory motor development, and fine motor development.
PT: Julia will demonstrate improved postural strength, proximal stability and strength, endurance and balance.
Communication (Speech and Language): Julia will follow two step directions in small group therapy sessions with 80 % accuracy, and will answer "Why" questions when reading a book or playing a game with 80 % accuracy.
General Curriculum: Given decreasing prompts, Julia will increase her time spent on non-preferred activities through out the school day.
There are of course, all kinds of benchmarks that are listed to achieve these goals.
She will be particpating in the sensory-motor OT/PT group that she has been next year, 2 times a week for 45 minutes each. She will be in a small group speech session for 30 minutes per week and in a co-treat speech group for 30 minutes per week.
Overall, i am pleased with how this will play out next year. Silly me is already getting nervous about kindergarten because it's hard for me to imagine her being in a structured setting for an entire day. I never really had this concern with Emily and Katherine but this is Julia. And Julia? She's just not like Emily and Katherine were at the same age. It's hard to put it into words though. Anyway, worrying about kindergarten now? It's just a little premature!
Tuesday, May 20, 2008
Does anyone know anything about...
...Hippotherapy (aka Therapeutic Horse Riding Therapy)? At Julia's IEP meeting the other day, her team recommended that she do "something" over the summer to keep up a consistent schedule (which was really my main concern for her over the summer and why I was hoping she might get in to the summer program). For some reason the idea of horseback riding popped in to my head today while I was pondering ideas. The basic idea I left with at the meeting was that she would benefit from keeping up with some sort of a once or twice a week activity that would keep her on a "getting out of the house and being social activity." One of the main concerns her team has was her lack of independence as compared to others her age, and her constant need for prompting. She is not the kind of kid to just "jump right in" but it goes beyond that with her. She needs much more direction socially and otherwise than the "average" almost 4 year old.
My understanding of Hippotherapy is that it is an individualized program that is tailored to the child's specific needs, using speech, physical, and occupational therapists, as well as the horse to address concerns. It seems like it could be a wonderful thing for Julia who has concerns in all three of these areas.
Does anyone have any experience with this, or have you heard anything good, bad or otherwise about it?
My understanding of Hippotherapy is that it is an individualized program that is tailored to the child's specific needs, using speech, physical, and occupational therapists, as well as the horse to address concerns. It seems like it could be a wonderful thing for Julia who has concerns in all three of these areas.
Does anyone have any experience with this, or have you heard anything good, bad or otherwise about it?
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.
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.
Monday, May 5, 2008
I don't think...
...I have ever had a bad thing to say about the Middleboro Public School System but, I am appalled that I have not yet been officially informed that Emily has a long term (more than likely until the end of the year) sub in her classroom right now. Emily has informed me of this verbally but I think that it is crazy to expect a 10 year old to tell this to her parents and leave it at that. It is the school's job to inform parents for a major change in the classroom. I realize that there is only a month and a half of school left but it still seems like something I should be getting official word on.
Am I wrong here? I mean, maybe I am over reacting?
*UPDATE* Emily came home with a letter today! YAY! I knew the higher ups wouldn't disappoint!
Am I wrong here? I mean, maybe I am over reacting?
*UPDATE* Emily came home with a letter today! YAY! I knew the higher ups wouldn't disappoint!
Sunday, April 13, 2008
Emily's 504 Plan: The Details
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.
-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.
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.
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