This is good to know, epecially since Emily has taken (or is currently taking in the case of Lamictal)both of thees drugs for seizure control. Emily has generalized tonic clonic seizures and while the Depakote was doing a fantastic job with seizure control, it was doing a number on her mood control. We switched her ove to Lamictal, and she has been seizure free for almost 2 1/2 years! WAHOO!
This seems like a good idea, and while I am more of the belief that things such as financial awareness should be taught at home, if it's not being done there, school seems like the next logical choice.
I just joined this organization today. After attending a school committee meeting last night (which will be included in a post regarding the school budget for next year) I have decided that it is time to take a more active role in the discusssions surrounding funding and support for the public education system.
This website provides an easy to understand breakdown of the various components of public education and what it means today. I knew most of it already, but I still found it quite useful.
Ever wondered what the difference between an IEP and a 504 is? This article does a nice job of explaining the similarities and differences between the two.
Wednesday, April 11, 2007
Saturday, April 7, 2007
NCLB: Defined
I recently attended a conference workshop called, "NCLB:What's In It For Families." I leanred a lot from it, and thought it may be useful to those who still have questions about what it is all about, to post a summary of the information I came back with.
The No Child Left Behind Act is part of the Elementary and Secondary Education Act that was originally passed by Congress in 1968. It provided for the first time, significant federal funding for k-12 education. The original law has been renewed many times, most recently by NCLB.
The first part of ESEA is "Improving the Academic Achievement of the Disadvantaged", more commmonly called Title I. Schools that educate the disadvantaged children of this nation receive Title I money, which is the largest portion of the federal k-12 education funds. More than half of all public schools are "Title I schools."
All Title I schools must meet certain requirements set forth by NCLB in order to get federal funding. In addition, additional measures are required in order to ensure that America's neediest students are no longer left behind. NCLB works according to four common-sense principles; accountability, flexibility in how the federal money is spent, scientific research to guide classroom practice, and involving parents by giving them information and choices about their child's education.
For the first time, public schools are being held accountable for results, including results for those groups of children who typically don't perform well. The measure of accountability is Adequate Yearly Progress (AYP). AYP is defined by the states. Certain goals are set for student achievement and progress is measured by how well students perform on state developed tests. In Massachusetts, one such test is called the Massachusetts Comprehensive Assessment System (MCAS). To make AYP, schools must meet, or make significant progress towards the levels of achievement defined on these tests. NCLB requires schools test your child in reading and language arts and math every year in grades 3-8 by using a state developed test.
Local report cards are prepared for every school that receives Title I funds. These reports must be easy to understand and available to all parents. This report card will show the results of the state testing for the school as a whole. Individual reports are mailed to the students home. For schools that are in need of improvement (which means they have not made AYP for two consecutive years or longer) options such as school choice and supplemental educational students must be offered. School choice offers parents that option of transferring their student to another public school. The school district must provide transportation for your child. Supplemental Education Services could be free tutoring, homework help, or other extra help outside of the regular school day. Your child may qualify if he or she is eligible for free or reduced priced lunch and they attend a Title I school that has not made AYP for three years or longer.
NCLB gives the states and schools more control and flexibility to use the federal money and resources where they are needed most. Principals and administrators can move funds from one program to another as they see fit.
NCLB provides more federal funding for states than ever before. While the majority of the funding for k-12 education comes from the states and communities, the federal share has been rising, and was at 8.3 percent in 2005, up from 5.7 percent in 1991. Another major component of the federal k-12 education program is the Individuals With Disabilities Education Act, which has also seen its funding increased in recent years.
NCLB provides funding to help teachers through training and other professional development opportunities. The law also requires that teachers of core academic subjects be highly qualified. Highly qualified is defined as a teacher with one bachelor's degree, full state certification, and demonstrated competence for each subject taught. If your child is in a Title I school, NCLB requires that you know that you have the right to obtain and how to obtain information about the qualifications of your child's teachers.
NCLB requires that districts develop ways for parents to become more involved. This empowers you, as a parent to ask questions and make informed decisions regarding your child's education. Schools must have written policies on parent involvement and provide that information to you.
More than $1 billion a year under NCLB goes to help children learn to read through the Reading First program. This program is dedicated to helping ensure that all children learn to read on grade level by the third grade. The money provides schools the power to support high quality reading programs based on scientific research.
Clearly, I learned a lot about NCLB at this workshop. One of the key things I took back from it was that it's not, in my opinion, as bad as a thought it was. It makes sense for both teachers and children to be held accountable for what they are doing. It makes sense for teacher's to be highly qualified in the subjects they are teaching. Progress should be measured to see if what you are doing is working. I don't think the only measure of this progress should be a state test, in the case of Massachusetts the MCAS. I've said this before and I'll say it again: Some people just don't test well. A brilliant student, who otherwise gets high marks could fail the MCAS and not be able to graduate high school. This is just not right.
I still think my major gripe with NCLB is funding. I just don't think it's right to hold the schools responsible for high standards on a federal level, and then expect the schools, communities and states to come up with most of the funding to support and achieve it. If the public school system is going to be regulated by the federal government, the federal government should pay for it. I suppose there will never be a happy medium when it comes to this type of thing but something somewhere is just not working.
Coming soon...and entry about the proposed cuts to educational funding in my town and how I feel about that.
The No Child Left Behind Act is part of the Elementary and Secondary Education Act that was originally passed by Congress in 1968. It provided for the first time, significant federal funding for k-12 education. The original law has been renewed many times, most recently by NCLB.
The first part of ESEA is "Improving the Academic Achievement of the Disadvantaged", more commmonly called Title I. Schools that educate the disadvantaged children of this nation receive Title I money, which is the largest portion of the federal k-12 education funds. More than half of all public schools are "Title I schools."
All Title I schools must meet certain requirements set forth by NCLB in order to get federal funding. In addition, additional measures are required in order to ensure that America's neediest students are no longer left behind. NCLB works according to four common-sense principles; accountability, flexibility in how the federal money is spent, scientific research to guide classroom practice, and involving parents by giving them information and choices about their child's education.
For the first time, public schools are being held accountable for results, including results for those groups of children who typically don't perform well. The measure of accountability is Adequate Yearly Progress (AYP). AYP is defined by the states. Certain goals are set for student achievement and progress is measured by how well students perform on state developed tests. In Massachusetts, one such test is called the Massachusetts Comprehensive Assessment System (MCAS). To make AYP, schools must meet, or make significant progress towards the levels of achievement defined on these tests. NCLB requires schools test your child in reading and language arts and math every year in grades 3-8 by using a state developed test.
Local report cards are prepared for every school that receives Title I funds. These reports must be easy to understand and available to all parents. This report card will show the results of the state testing for the school as a whole. Individual reports are mailed to the students home. For schools that are in need of improvement (which means they have not made AYP for two consecutive years or longer) options such as school choice and supplemental educational students must be offered. School choice offers parents that option of transferring their student to another public school. The school district must provide transportation for your child. Supplemental Education Services could be free tutoring, homework help, or other extra help outside of the regular school day. Your child may qualify if he or she is eligible for free or reduced priced lunch and they attend a Title I school that has not made AYP for three years or longer.
NCLB gives the states and schools more control and flexibility to use the federal money and resources where they are needed most. Principals and administrators can move funds from one program to another as they see fit.
NCLB provides more federal funding for states than ever before. While the majority of the funding for k-12 education comes from the states and communities, the federal share has been rising, and was at 8.3 percent in 2005, up from 5.7 percent in 1991. Another major component of the federal k-12 education program is the Individuals With Disabilities Education Act, which has also seen its funding increased in recent years.
NCLB provides funding to help teachers through training and other professional development opportunities. The law also requires that teachers of core academic subjects be highly qualified. Highly qualified is defined as a teacher with one bachelor's degree, full state certification, and demonstrated competence for each subject taught. If your child is in a Title I school, NCLB requires that you know that you have the right to obtain and how to obtain information about the qualifications of your child's teachers.
NCLB requires that districts develop ways for parents to become more involved. This empowers you, as a parent to ask questions and make informed decisions regarding your child's education. Schools must have written policies on parent involvement and provide that information to you.
More than $1 billion a year under NCLB goes to help children learn to read through the Reading First program. This program is dedicated to helping ensure that all children learn to read on grade level by the third grade. The money provides schools the power to support high quality reading programs based on scientific research.
Clearly, I learned a lot about NCLB at this workshop. One of the key things I took back from it was that it's not, in my opinion, as bad as a thought it was. It makes sense for both teachers and children to be held accountable for what they are doing. It makes sense for teacher's to be highly qualified in the subjects they are teaching. Progress should be measured to see if what you are doing is working. I don't think the only measure of this progress should be a state test, in the case of Massachusetts the MCAS. I've said this before and I'll say it again: Some people just don't test well. A brilliant student, who otherwise gets high marks could fail the MCAS and not be able to graduate high school. This is just not right.
I still think my major gripe with NCLB is funding. I just don't think it's right to hold the schools responsible for high standards on a federal level, and then expect the schools, communities and states to come up with most of the funding to support and achieve it. If the public school system is going to be regulated by the federal government, the federal government should pay for it. I suppose there will never be a happy medium when it comes to this type of thing but something somewhere is just not working.
Coming soon...and entry about the proposed cuts to educational funding in my town and how I feel about that.
Wednesday, March 28, 2007
Letter Regarding Julia
To Whom It May Concern:
Enclosed please find a signed evaluation consent form giving the Middleboro Public School System permission to evaluate my daughter, Julia for admission in to the public preschool.
In addition to the referral that you have already received, I would like to take this opportunity to share with you some of the concerns I have for Julia, as well as how I feel she will benefit from admission in to an integrated preschool program.
Julia was accepted at the age of one year in to the Early Intervention program for both speech and gross motor delays. She has been with Early Intervention since that time, and, has also, at various times had outside Physical and Occupational Therapy at Health South in Plymouth, Massachusetts. While she has made remarkable progress as a result of these interventions, as well as continued work at home, there are still areas of need that I feel would be appropriately addressed in an integrated preschool setting.
Julia’s gross motor delay continues to be of great concern. As noted in her referral, she has overall hypotonia (low muscle tone) and this contributes significantly to her delay in her acquisition of age appropriate gross motor skills. Julia feels very “loose” and does not show any resistance when her extremities are moved passively. Julia is unable to climb stairs independently, and requires a hand (or a railing, or, in some cases both) in order to make her way up or down stairs. Even with a hand or railing to hold on to, it is evident by the amount of effort she exerts and the frequent “shakiness” of her legs that stair climbing is very difficult for her. Julia has an immature gait, which still looks somewhat “waddle-like”, as it sometimes does when a child first learns to walk. Julia also has a very “stiff” run and does not appear to bend her legs appropriately when running. She also has issues with balance and is unable to stand on one foot for even a few seconds. Julia is unable to jump off of a small ledge or, for example, off of a gym mat on to the floor. Julia’s ankles, when in a standing position tend to turn in and her feet are flat.
While Julia has made substantial gains in the area of speech and says many words and sentences, she does have difficulties with language. This is most obvious when she is presented with choices (both physically and mentally presented). When given a choice (“Julia do you want apple juice or milk?”) She will either say, “Yes,” repeat the choice (“apple juice or milk”) or say the last thing you said (“milk”). If you go back and switch the order (“Julia do you want milk or apple juice?”) she will still repeat the last thing said, even if she had said milk prior. She also has difficulty answering questions. If for example, you were to ask Julia what color a block was (let’s assume it’s red) and she didn’t answer you, you might prompt her by saying, “Is it green?” This would be an attempt obviously, to get her to respond with, “No, it’s red” or even just “No.” What she says instead is “Yes” even though she will be looking at the block and know it is red.
Julia sometimes seems overwhelmed in certain social situations. She is intensely shy and takes quite some time to be comfortable in new situations. Even when she is eventually beginning to feel comfortable, she still sometimes will prefer to be alone and does not always interact with the other children.
Due to her low muscle tone and gross motor delay, I feel Julia should be receiving Physical Therapy Services every week. I would also like Julia to receive some help with her language skills, so that she will be able to make choices and have appropriate conversations. Constant exposure to children in a preschool setting will help Julia overcome her shyness and develop appropriate social skills.
I feel very strongly that Julia should be accepted in to this program. Thank you very much for your consideration!
Enclosed please find a signed evaluation consent form giving the Middleboro Public School System permission to evaluate my daughter, Julia for admission in to the public preschool.
In addition to the referral that you have already received, I would like to take this opportunity to share with you some of the concerns I have for Julia, as well as how I feel she will benefit from admission in to an integrated preschool program.
Julia was accepted at the age of one year in to the Early Intervention program for both speech and gross motor delays. She has been with Early Intervention since that time, and, has also, at various times had outside Physical and Occupational Therapy at Health South in Plymouth, Massachusetts. While she has made remarkable progress as a result of these interventions, as well as continued work at home, there are still areas of need that I feel would be appropriately addressed in an integrated preschool setting.
Julia’s gross motor delay continues to be of great concern. As noted in her referral, she has overall hypotonia (low muscle tone) and this contributes significantly to her delay in her acquisition of age appropriate gross motor skills. Julia feels very “loose” and does not show any resistance when her extremities are moved passively. Julia is unable to climb stairs independently, and requires a hand (or a railing, or, in some cases both) in order to make her way up or down stairs. Even with a hand or railing to hold on to, it is evident by the amount of effort she exerts and the frequent “shakiness” of her legs that stair climbing is very difficult for her. Julia has an immature gait, which still looks somewhat “waddle-like”, as it sometimes does when a child first learns to walk. Julia also has a very “stiff” run and does not appear to bend her legs appropriately when running. She also has issues with balance and is unable to stand on one foot for even a few seconds. Julia is unable to jump off of a small ledge or, for example, off of a gym mat on to the floor. Julia’s ankles, when in a standing position tend to turn in and her feet are flat.
While Julia has made substantial gains in the area of speech and says many words and sentences, she does have difficulties with language. This is most obvious when she is presented with choices (both physically and mentally presented). When given a choice (“Julia do you want apple juice or milk?”) She will either say, “Yes,” repeat the choice (“apple juice or milk”) or say the last thing you said (“milk”). If you go back and switch the order (“Julia do you want milk or apple juice?”) she will still repeat the last thing said, even if she had said milk prior. She also has difficulty answering questions. If for example, you were to ask Julia what color a block was (let’s assume it’s red) and she didn’t answer you, you might prompt her by saying, “Is it green?” This would be an attempt obviously, to get her to respond with, “No, it’s red” or even just “No.” What she says instead is “Yes” even though she will be looking at the block and know it is red.
Julia sometimes seems overwhelmed in certain social situations. She is intensely shy and takes quite some time to be comfortable in new situations. Even when she is eventually beginning to feel comfortable, she still sometimes will prefer to be alone and does not always interact with the other children.
Due to her low muscle tone and gross motor delay, I feel Julia should be receiving Physical Therapy Services every week. I would also like Julia to receive some help with her language skills, so that she will be able to make choices and have appropriate conversations. Constant exposure to children in a preschool setting will help Julia overcome her shyness and develop appropriate social skills.
I feel very strongly that Julia should be accepted in to this program. Thank you very much for your consideration!
Tuesday, March 27, 2007
No, I Haven't Forgotten About This Here Blog!
I have just been extremely busy!
Here though, is a little preview of entries that will be coming at you over the next few days!
...a summary of the conference workshop I attended called, NCLB: What's In It For Families!
...a copy of the letter I wrote to accompany the permission to evaluate Julia for the public preschool.
...a discussion detailing my general thoughts on the public education system, specifically what seems to work well, what doesn't and what I think needs to be done (this entry actually may end up being a few entries).
So, check back!
Here though, is a little preview of entries that will be coming at you over the next few days!
...a summary of the conference workshop I attended called, NCLB: What's In It For Families!
...a copy of the letter I wrote to accompany the permission to evaluate Julia for the public preschool.
...a discussion detailing my general thoughts on the public education system, specifically what seems to work well, what doesn't and what I think needs to be done (this entry actually may end up being a few entries).
So, check back!
Thursday, March 15, 2007
Sensory Activity: Conrstarch and Water
Yesterday's beautiful weather provided the perfect opportunity for this fantastic (outdoor...unless you are really brave) sensory activity.
The mix is variable...I used a little bit more water than cornstarch to get that "extra gooey" feel but play with it and see what you like.
At first, Julia would only use a spoon and refused to touch it with her hand. I put my hand in, and casually dripped some of the mix on to her hand. After many times of doing this, she eventually touched it her self. At first, it was just one finger, then another and before long...
...she had her entire hand emerged. She then discovered the joy of clapping with wet, gooey stuff all over your hands!
The next two pictures demonstrate the "goo" sliding off of Julia's hand, then mine.
Finally, Julia provides a perfect picture of why this is an outdoor activity!
As per usual, click each picture to enlarge!
The mix is variable...I used a little bit more water than cornstarch to get that "extra gooey" feel but play with it and see what you like.
At first, Julia would only use a spoon and refused to touch it with her hand. I put my hand in, and casually dripped some of the mix on to her hand. After many times of doing this, she eventually touched it her self. At first, it was just one finger, then another and before long...
...she had her entire hand emerged. She then discovered the joy of clapping with wet, gooey stuff all over your hands!
The next two pictures demonstrate the "goo" sliding off of Julia's hand, then mine.
Finally, Julia provides a perfect picture of why this is an outdoor activity!
As per usual, click each picture to enlarge!
Pictures For Emily
Below are two pictures that I have taken for Emily to be used in her "visual aid" book described in the post below titled, "Conference: Executive Functioning." There will be many more pictures to add to this of course, but this is a good start.
Ready for school!
AN example of homework materials needed!
Ready for school!
AN example of homework materials needed!
Wednesday, March 14, 2007
Technical Stuff
Just an FYI: I have made my comments open to all (with word verification of course) and have also made it so you can link to specific entries in this blog, without having to link the entire blog.
That is all.
That is all.
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