MCAS Weirdness

In 3rd grade, Emily took the MCAS in the classroom, with the distraction of other students and whatever classroom distractions there may have been. She scored Proficient in both English and Math.

This past school year (4th grade), she took the test in a small conference room, with 3-5 other students. This was an accommodation added to her existing 504 plan, per her teacher's request. We just got the 4th grade results and she got "Needs Improvement" in both areas.

So with the Math, I can totally see this being a "true to life" result. I know it's more of a struggle for her (mainly due to the logical, organized way in which Math must be done). With the English though? The girl has an 8th grade spelling level and and a 10th grade reading level (this according to her neuro-psych eval done in January of this year). That aside, my own observations of her skill in this year, combined with her self expressed enjoyment of it, leads me to assume that something was just off on that day. It also makes me wonder if, despite the distractions of a classroom setting, she might do better in that situation.

This also proves, at least to me that passing the MCAS should not be the sole indicator of whether or not a child graduates high school, as Emily seems to indicate that sometimes, you can just have an "off day."

Opinion Needed

Emily has this thing at school called the "Zero Club." The only ticket in is to get all of your multiplication tables right on a timed test. Emily has not made it in yet. Apparently, she is following in my footsteps with the math thing (although multiplication was just a matter of memorization for me so it actually came easy). Anyway, I asked her yesterday who she played with at recess and she said she didn't get recess because she is not in the Zero Club yet. Apparently, her teacher told the class Friday that anyone who was not in yet, was going to have to stay in for recess until they were, and work on their multiplication facts. When I asked her how she felt about that she said she didn't care but, I just don't think that it's right. She may not care, but believe me you, a kid like Emily is going to start to care real quick when she has no method of getting her energy out for any period of time during the day. Besides that, it just doesn't seem like the way to teach her her multiplication tables is to in effect, punish her. I am not even sure how I feel about taking away recess for any reason, behavioral or otherwise. It seems to me that taking away recess for a kid who is talking to much or won't stay seated is only going to make things worse. If kids don't have that ever-brief period of time to run-free they will just act out in class instead.

Anyway, what's your feeling, on both the whole concept of recess itself, and Emily's situation specifically.

Why I Love Middleboro Schools

-Emily knows the superintendent, and he knows her. I already knew of course that he was awesome, if based just on the fact that he attends (as do the principals) every PTA meeting but, the fact that he knows my daughter? That means he is in the schools, meeting with the kids, visiting classrooms and watching performances. That, people, is a good superintendent. I know for a fact, not all of them are like that.

-The level of appreciation from staff and administration for volunteering is phenomenal. It almost makes doing the Entertainment book fund raiser worth it! Seriously, it so nice to be appreciated!

-Despite functioning on a budget that is $1 million less than last year's, the level of enthusiasm and that "Welcome Home" feeling are still alive and well. It proves that while money matters, enthusiasm can work wonders.

In other unrelated news, I got the "unofficial" official word that Katherine will be getting Title I reading help again this year. I am very happy that she will have the same person as she did last year, and so is the person who said this to me last night: "I love when I get the same kids as I had last year, especially the good kids."

Also unrelated, but noteworthy just the same, Emily has decided to join the chorus at school this year. She is very excited about this naturally, and I am sure she will love it!

NCLB: My Thoughts

The House Committee on Education and Labor began the hearings this week regarding the re-authorization of the No Child Left Behind Act.

There are a few key points that I would like to address.

I am pleased to report that the discussion draft includes a provision that if passed would allow states to use multiple indicators as opposed to a single test for accountability purposes. These indicators include such things like graduation rates, dropout rates, college enrollment rates and the percentages of students who successfully complete end of course exams for college preparatory classes. This has been one of my biggest "beefs" with NCLB. How can one test be the single determinant of accountability? While adding these other indicators to the mix seems to make sense, it does raise the possibility that things such as graduation rates could be inflated by the states to serve the purpose of making Adequate Yearly Progress. The draft also allows for states to get partial credit towards their Annual Measurable Goals for increasing the numbers of students who move from below basic to basic and proficient to advanced.

One of the major concerns I have with the draft is in the area of the testing procedures of English Language Learners. As it stands now, ELL are tested in their native language for up to three years. The new draft increases the length of time to seven years. This means that a student who entered the country in second grade could potentially make it all the way to ninth grade before being tested in English. Three years seems more than enough time for a student to learn the language. One point that I do agree with in this regard is that this draft allows states to exclude the assessments of early ELL (those here for less than one year) when determining AYP.

Under the current law all schools, regardless of their circumstances are treated the same and are subject to the same interventions. The new plan would create two separate improvement systems: one for "Priority Schools" that would include those schools that miss AYP in one or two student groups and need only minor interventions and another for "High Priority Schools" which would include those schools that miss AYP in most, if not all of their student groups and need more substantial assistance. Again this makes sense to me. If one school is doing worse than another, why should they have the same "penalties?"

The draft also calls for bonuses for "excellent teachers." It seems fair to me, but, the question "What is an excellent teacher?" comes to mind. Someone can not claim to be a "good teacher" just because they have a Masters' Degree, appropriate licenses and experience, and while I am big proponent of seniority and the like, it seems to me that things like tenure should be earned, and if it is earned it should not mean lifetime job security if teachers cease being competent.

Anyway, there you have it. It should be interesting to see how this turns out when all is said and done.

Back!

School is back in session which means that this blog will be updated again, more regularly than it was over the summer.

Emily and Katherine seem to have gotten off to a good start. It hasn't seemed too difficult to get back in to the school "frame of mind" for them or myself. I started them going to bed at their "school year" bedtimes (7:30 ish for Katherine and 8:30 for Emily) late last week. Typing that reminds me that I never posted my "Your Ideas For A Smooth School Transition" entry that I post every year, asking y'all for your tried and true ideas for the best morning routines, hassle free home work time, quick lunch ideas, and any other secrets related to a smooth school year that you want to share. So, lets consider this entry just that. Have at it.

I'll tell you a couple of things I have decided to do this year. The first one is that I have been getting the kids up one half hour earlier than I did last year. This means I have been getting myself up earlier as I need that "me" time first thing in the morning. So I have been up between 5:30-6 and they have been up at 6:15. The bus comes at 7:50 so the extra half hour just cures the "rush-rush" problem, and usually gives them some free time before they leave to watch tv, play or whatever.

I have also decided that until they are fully ready and have nothing left to do aside from grab their bag and walk out the door, the tv stays off. I noticed last year and in years past takes them a lot longer to get ready when it is on, and it's just one more distraction that they don't need.


The biggest thing I have done is introduce a "Charts and Reward System." They both have a chore chart, as well as a morning and evening chart. The morning and evening charts are the same (make bed, get dressed, eat breakfast, brush teeth, comb hair for the morning chart and shower, do homework, lay out clothes for the next day, pack school bag, brush teeth for the evening chart). The chore charts are different. Katherine is responsible for putting a new bag in when Ryun empties the trash, setting the table, cleaning her room, helping to clean the toys in the living room, being a good "parent helper (basically, helping out when asked) and being happy (which encompasses of course just being happy and being polite and nice to her family). Emily's responsibilities include, being a parent helper, being happy, clearing the table, cleaning her room, helping clean the living room, and helping out with laundry when asked. The reward part of the thing is that if they get the majority of their stars during a one week period on the morning, evening and chore charts, they get to pick out a new book (which I have stock piled recently after going to Borders Bargain books area and Job Lot). If they get all of their stars on all charts, all week, they get $5. I have hung a bulletin board in the hallway with their charts on it. So far, they seem to be pretty impressed with the whole idea. Lets hope it lasts.

I sound so insanely organized that even I am saying, "Oh God, she's one of people. You know the ones who have it all together to the point that one could almost be envious? But, lets face it. This is way beyond what I, under normal circumstances, would be doing. Using me and the word organized together is almost joke-like. I seem to have gotten a little better with age and after having children, but still, at the core, I am about the least organized person there could be. The main reason I am doing all this? It's for Emily, who desperately needs the structure. I figure Katherine can't be hurt by it either. It's all about keeping the peace.

Julia's IEP: The Details

This is divided up in to many different sections, so, to make it easier to read through, I will put the headings in bold.

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, intelligibility and comprehension when speaking in a conversation, her social skills and with her sensory motor and planning skills.

Student Strengths and Evaluation Results Summary

Julia is a delightful girl referred for an initial evaluation by her parents and Early Intervention to determine eligibility for special education services prior to her third birthday. Evaluations were completed in the areas of physical therapy, occupational therapy, and speech and language.

Results of the speech and language testing revealed age expected expressive language abilities and delayed speech sound development and listening skills development. Julia had difficulty following directions and answering questions and was difficult to understand sometimes in conversation. Direct speech and language therapy was recommended.

Julia's PT evaluation revealed that Julia has low muscle tone, decreased proximal stability, generalized muscle weakness, gravitational/postural insecurity and joint laxity which impact her ability to acquire her gross motor, locomotor and balance skills. Physical Therapy services were recommend.

Occupational Therapy testing indicates that Julia presents with low postural/proximal stability and tone. She exhibits weaknesses in the areas of visual and fine motor development and sensory motor developments. Sensory weaknesses are noted in the areas related to modulation related to movement and visual input, sensory processing related to low tone and endurance , oral sensory processing, and registration. Occupational Therapy services were recommended.

Vision Statement

Our immediate vision is for Julia to improve her overall tone and balance, intelligibility and comprehension, social interactions with her peers, and her sensory motor and planning. We would like to see Julia in a classroom setting so that she may interact with other children and receive the recommended services put forth at her meeting. Looking to the future, it is our hope that with continued therapies Julia will eventually be at the expected level in all areas of concern as that of her peers.

Present Levels of Education Performance

Considerations:

Communication, Physical and Occupational Therapy

How doe the disability affect progress in the indicated areas?

Factors associated with motor and language deficits hinder Julia in effectively addressing curricular material. Julia' delays in articulation and listening skill development impact her ability to communicate effectively with others. Weakness in areas of visual and fine motor development as well as sensory and gross motor development interfere with Julia's ability to engage in age appropriate fine and gross motor activities.

What type of accommodations, if any are necessary to make effective progress?

Encourage prone positions.
Encourage weight bearing positions such as high kneeling.
Encourage stair climbing.
Work on vertical surfaces (black board, easel etc).
Lay prone to attend to activity.
Encourage movement activities and position change.

Current Performance Levels/Measurable Annual Goals

Specific Goal Focus: Physical Therapy

Measurable Goal:

Julia will demonstrate improved postural strength, proximal stability and strength, and endurance and sitting balance to enhance the acquisition of her gross motor, locomotor, and balance skills.

Benchmarks/Objectives: What will the student need to do to complete these goals?

- Julia will demonstrate the ability to come to standing using a half kneel progression 100% of the time.
-Julia will demonstrate the ability to propel a scooter board in sitting and prone positions 50 feet with good strength and stability.
-Julia will demonstrate the ability to maintain a prone position for 5 minutes while engaged in upper extremity activities with good proximal strength and unilateral weight bearing.
-Julia will demonstrate improved overall strength and endurance as she participates is sensory motor, balance and strengthening activities.
-Julia will ascend and descend the stairs using a reciprocal pattern independently.
-Julia will jump with a mature pattern 6 times.
-Julia will walk a balance beam forwards using a natural pattern independently without stepping off 5 times.
-Julia will hop on her dominant leg 5 times.
-Julia will demonstrate a mature gait pattern as she accesses the school environment with improved strength, endurance and mobility.

Specific Goal Focus: Occupational Therapy

Measurable Goal: Julia will improve sensory processing, sensory motor development, and fine motor development as measured by the following benchmarks.

Benchmarks/Objectives

-Julia will build a three cube bridge and three cube steps with one inch blocks 4 out of 5 times.
-Julia will color within the boundaries of a three inch design while maintaining and appropriate grasp pattern 2 out of 3 times.
-Julia will string 3/8 inch beads independently 3 out of 4 times.
-Julia will copy a horizontal line, diagonal line, cross, and square 2 out of 3 times.
-Julia will trace her first name 3 out of 4 times.

Specific Goal Focus: Communication

Measurable Goal: Julia will demonstrate improvements in articulation and listening skill development by attainment of the benchmarks stated below.

Benchmarks/Objectives

-Julia will point to named pictures in a book with 80% accuracy.
-Julia will point to pictures depicting simple descriptive concepts (big, wet, little etc) with 80 % accuracy.
-Julia will answer "wh" questions when reading a book, given one repeat as needed, with 80% accuracy.


Service Delivery:

PT/OT (combined): 2 times per week for 45 minutes each time.
Speech/Language: 2 times per week for 30 minutes each time.

So, it's pretty thorough, huh? I am pleased with it and am so glad that it's in place!

IEP Question

How long is an IEP good for? What I mean is that I am aware that it is reviewed annually to make sure that goals are being met and that every three years, the child is re-evaluated but my question is if the annual review shows that all previous goals have been met, do we just set new ones each year until the evaluation or once the goals have been met is the IEP null and void? I was just curious because with Julia's IEP it would seem to me that if she met all the goals that we have set, then she would be good and caught up with the crowd and that there wouldn't be any more goal setting needed. If this is the case, would she still be re-evaluated in three years or not?

Does anyone know how exactly this works?