Showing posts with label Continuing Education. Show all posts
Showing posts with label Continuing Education. Show all posts
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.
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.
Monday, February 18, 2008
Community Service
Do you think community service should be a requirement for high school graduation?
See article.
While I am a big believer in actively promoting the importance of serving your community to students, making it a requirement just seems like one more thing that the kids have to do to graduate. Some kids will no doubt learn a lot and have fun with this, but I can see it as a problem for other kids as well.
Incidently, the teacher, Mr. King that is quoted in the article, was freshman year social studies teacher.
See article.
While I am a big believer in actively promoting the importance of serving your community to students, making it a requirement just seems like one more thing that the kids have to do to graduate. Some kids will no doubt learn a lot and have fun with this, but I can see it as a problem for other kids as well.
Incidently, the teacher, Mr. King that is quoted in the article, was freshman year social studies teacher.
Wednesday, July 18, 2007
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!
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!
Sunday, March 11, 2007
Pursuing The Degree
In looking at my transcript from Merrimack, I have come up with the following classes which I have taken, passed and should count toward, well, something:
6 Sociology classes (Principles of Sociology, Social Inequalities, Sociology of Law, Sociology of the Family, Confrontation, Protest and Social Movement, and Sociology of Health).
3 English classes (Introduction to College Writing, Major American Authors, and Contemporary American Literature).
2 Religion classes (Introduction to Religious Studies and Islam).
2 Philosophy classes (Perspectives on Human Nature and Values In Technology).
2 Political Science classes (Comparative Government and American National Government)
1 History class (History of American Civilization 1877-1988).
1 Psychology class (General Psychology).
1 Marketing class (Introduction to Marketing).
My next step will be to call Merrimack and find out how many classes I would need to take to get an associates degree in, well, anything. I am assuming it would be in liberal arts, with sociology, and perhaps, English as my concentrations. I had called about this quite some time ago and I think I remember being told that I would need to take 7 more classes, one of which would need to be at Merrimack for my associates degree to actually come from Merrimack. Merrimack is in North Andover, which is about an hour and a half drive from home, but, for just one class and an actual degree from Merrimack, it could be worth it. I am also going to plan looking at taking the class (or perhaps classes) online. Otherwise, I could transfer my credits to a more local school and finish it there.
Either way, I feel like this is one step in the right direction. It would certainly give me a feeling of accomplishment, especially knowing that the time and effort I did put in way back was worth it.
6 Sociology classes (Principles of Sociology, Social Inequalities, Sociology of Law, Sociology of the Family, Confrontation, Protest and Social Movement, and Sociology of Health).
3 English classes (Introduction to College Writing, Major American Authors, and Contemporary American Literature).
2 Religion classes (Introduction to Religious Studies and Islam).
2 Philosophy classes (Perspectives on Human Nature and Values In Technology).
2 Political Science classes (Comparative Government and American National Government)
1 History class (History of American Civilization 1877-1988).
1 Psychology class (General Psychology).
1 Marketing class (Introduction to Marketing).
My next step will be to call Merrimack and find out how many classes I would need to take to get an associates degree in, well, anything. I am assuming it would be in liberal arts, with sociology, and perhaps, English as my concentrations. I had called about this quite some time ago and I think I remember being told that I would need to take 7 more classes, one of which would need to be at Merrimack for my associates degree to actually come from Merrimack. Merrimack is in North Andover, which is about an hour and a half drive from home, but, for just one class and an actual degree from Merrimack, it could be worth it. I am also going to plan looking at taking the class (or perhaps classes) online. Otherwise, I could transfer my credits to a more local school and finish it there.
Either way, I feel like this is one step in the right direction. It would certainly give me a feeling of accomplishment, especially knowing that the time and effort I did put in way back was worth it.
Subscribe to:
Comments (Atom)