Too Much, Too Fast

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.

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.

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.

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.

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.

Extended Learning Time: My Take

I have been researching the expanded school year initiative that seems to be taking form across the country, perhaps with more intensity then a person with just a mild interest would. While all areas of public education are of great interest to me, this particular piece has recently become the cornerstone of my research, due in part to the fact that my town has been awarded a grant to study the possibility of implementing an expanded learning time plan in one of the elementary schools, as well as the middle school.

The reason behind the initiative is simple. It would seem that more time in school would result in more learning and better student performance. What I have learned through my reading is that it is not quite that easy. Other factors, like improving the quality of the instructional time have been shown to be equally beneficial, in particular to certain groups of students (such as low income and others who may have limited time for learning outside of school). Other considerations of course, are the money and politics behind expanding learning time, as well as others (aside from the obvious students, teachers and parents) who may be affected by a change in school time. These people would include employers, and many other industries who are dependent on the traditional school day and year.

As anyone who has paid any attention to the current situation in public education knows, educators face never before seen pressures to raise student achievement. Federal and local mandates are handed down and schools are in effect, "threatened" if the requirements aren't meant. The concern behind the increased pressure is that in today's high tech world, students who are not adequately prepared, will not not succeed in this environment. While there may be some truth behind that in specific cases, it seems to me that one thing is being overlooked. The very people who had a hand in inventing, or at least bringing to the forefront some of the technological advances we see today, were educated on a 6 1/2 hour, 180 day school year. This of course is not true of those in other countries, some of which are in school year round, or for longer periods of time on a day to day basis. Still? We (we being anyone who has been educated in the United States public education sector for the past 100 years or so) are doing ok, aren't we? I mean, I'm getting down to the bare basics here, but isn't part of life, learning as you go? We didn't know how to, for example use the Internet when we were in school because, for most of us, it may have been "invented" but it wasn't as mainstream as it is today. There certainly weren't any classes we could take to learn the ins and outs of the Internet, email, or even computers in general. We just learned as we went. And, some of us, on perhaps a broader level, had a hand in pioneering some of these things, even though we were only educated for 6 1/2 hours per day. So why, I ask, is this extended day necessary? Is the current generation incapable of doing just what we did as the world continues to advance?

That being said, if such things are a concern on a national level, more focus should be on those who actually need the extended time. While this could open all kinds of doors for lawsuits and discrimination claims (speaking of current trends), it seems unfair for a student who is successful in this age of high stakes testing to be forced in to an extended day or year. It stands to reason that these tests are a reflection of what students are expected to know in order to succeed in the world. Moreover, while it seems true that a more affluent student may have more access to educational resources outside of school than a poor or minority student, it would be inappropriate to include all poor, minority or even special needs students in the group of students deemed in need of an extended learning day, based on that fact alone (i.e., it should not be assumed that all poor, minority or special needs students will not succeed without the extended time because, some, in fact will, and some more affluent students will not). Each decision should be on a case by case basis, and, in the best possible scenario, it should be a student's (with the help of a parent in the case of younger students) choice to participate in such a program.

I have long thought that homework was a waste of time, but, if this extended learning time plan is implemented, it should be eliminated completely from the curriculum. The idea behind homework is to torture the parent and child reinforce what was taught during the day. Extending the day really should provide more time to "reinforce" while there, with hands on learning, field trips, and other "reinforcing" type activities. Taking in to consideration also, everything else that needs to be done when school is out (extra curricular activities, dinner, showers, quality time with the family), extending the day and including homework, would not only seem like overkill, but also not in any way beneficial. The whole thing would be rushed and just done in a manner reflective of getting to the next thing on the list, which truthfully, in this house is how it gets done now, without the added pressure of a longer day.

When it comes down to it, what matters most is those moments, which seem far and few between right now, in which students are engaged in activities that are adequately challenging, and at the same time, allow them to experience success. It seems to me that this type of learning could be achieved without the consequence of adding hours or days to the existing school year. It would be behoove those "in charge" to prepare a study in which the current way time is used in schools is studied intensely, improved upon within the current structure, and further evaluated after, to see if in fact, extending the day is the way to go.

Homework: Outlawed

You know, I find it contradicting that so much emphasis is put on spending quality family time together when most of that time is spent fighting (or getting aggravated with) your kid about how to do homework. Just how "quality" is that?

While I am on the subject, I was thinking the other day about how much homework Katherine has in 2nd grade. She usually has two papers, one math and one reading, spelling or English paper. On top of that, her teacher sends home a book bag with two to three books in it, which she is expected to read, record and re-read each night. Then, because she is receiving extra help with reading through Title I, she has a book that she brings home each night to read and record. I am a big advocate for literacy and am a big reader myself, but this seems just a little over the top. She gets home at 4, is in bed by 7-7:30 and has to squeeze in dinner and occasionally and extra curricular activity or two, on top of the homework load. Never mind if she wants a little free time to, you know, just be a kid. There have been a number of occasions in which I have gotten her up a little early in the morning to read one of the books, or finish her spelling or math. Thank God she is the "easy" kid when it comes to homework, and the above mentioned fighting really doesn't happen with her.

Anyway....homework...what are your feelings on the subject?