School/Special Education Misc

Going Old School: Looking in the Dustbins of the Education Attic

by | Jun 21, 2013 |

Having been in this business of education, psychology and school struggling for some time, there are a few “old school” concepts that I think still apply and are important for parents to keep in mind. These old school concepts reside in the dustbins of the forgotten attics of education. Just because they are tucked away and forgotten does not mean they do not have value.

Here are the three:

Stages of Reading Development

The first old school concept is the one Stages of Reading Development. This concept comes to us from the renowned researcher, the late Dr. Jeanne Chall. She emphasized that all children (not just those who are struggling) pass-through expected stages of reading development, but some children get stuck in a stage and their progress is greatly delayed. There are five essential stages. Stages 1 & 2 are primarily involved with the development of phonological decoding and reading fluency. Children with reading disability/dyslexia are typically struggling in these stages.  

The stages provide a roadmap and help you to know where your child is at any given time. For me, the stages are extremely useful.

Instructional Levels

The second “old school” concept to understand is the notion of a child’s Instructional Levels. There are three instructional levels.  These are:

  • Independent level means the given task is easy for the child and no assistance is needed to perform the task. In reading, for example, the words would be read smoothly and effortlessly and text would be comprehended. It’s a “piece of cake.”
  • Instructional level means the child can manage the task, but needs a degree of assistance. A real world example would be a child who can mostly make her lunch, but needs some support.
  • Frustration level means that the task is simply too hard for the child even with assistance. Perhaps the text is too dense to understand in terms of the vocabulary or the words are simply too hard to read and are overwhelming.

Task Analysis

The third old school concept, largely forgotten and tucked away deep in the attic is “task analysis.” With task analysis the idea is that any end-point task that you want someone to master can be broken down into sub-tasks to help the person move along a continuum toward mastery of the skill. Breaking down the steps of the task helps us to understand all the steps the child must go through to achieve mastery. Teaching cognitively impaired children to brush their teeth successfully was the classic example used to illustrate task analysis as there are a number of steps involved with successful teeth-brushing.

Dust off a few of these ideas.  They still apply.

 

(Adapted from “School Struggles,” (2012), By Dr. Richard Selznick, Sentient Publications)

The Work-Sheeting of Childhood

by | Apr 1, 2013 |

I recently met parents of a child named Cameron who is showing all of the signs of early school struggling.

As parents will often do, they brought in sample of the child’s work.  The picture attached to this blog represents all of the worksheets that Cameron has had to complete to date.  I wanted to measure it by the pounds.

Back in time before current technology, teachers actually created their own worksheets (hard to believe).  Since they were teacher made, by their nature there would not be too many of them in a given week and there was not much writing on a given page.  The worksheets were probably more digestible to the average child.  (They also smelled pretty good, if you are old enough to remember mimeo sheets.)

Fast forward to the modern business of education and the companies invested in the production of the vast quantity of worksheets generated.  Has any of this led to improved performance or a child connecting better with school? 

It is doubtful.

When was the last time your child came home and excitedly announced, “Mom, I got this great worksheet in school today.  I can’t wait to finish it.  I hope the teacher gives me some more tomorrow.”

Probably never.

It is my impression that too many kids are suffering from WBD – Worksheet Burnout Disorder.

Every day they are handed one worksheet after another to finish.  By and large, the worksheets are dreadfully boring to the child with entirely too much to handle on a given page

Yes, there will be the dutiful types, the ones who find the worksheets boring, but they complete them anyway.  Then there are the other kids, the ones who are overloaded from the continual drudgery of one worksheet after another.

If you think your child is suffering from “WBD,” try and approach the teacher and tell her your concern.  Maybe you can ask her to limit them to one (two at the most) per day, including what is given for homework.

Maybe the teacher can even create a “worksheet free week” and have the kids read real stories instead – that might break up the action and relieve the WBD (for a little while at least).

Oh, yeah.  One more thing I forgot to mention. 

Cameron is five!!!!!!!

Takeaway Point:

Is your child overloaded by the never-ending stream of worksheets handed out daily?  If so, it might be time to raise your concern with the teacher and let them know that your child is starting to experience Worksheet Burnout Disorder!

“School Struggles” Hits the Stands

by | Jul 30, 2012 | ,

To those of you who receive this blog, I am excited to let you know that “School Struggles” came out last week.  The book covers a broad scope of potential problems that kids face and that parents struggle with in terms of how to manage them. 

Here are a few of the comments from professional in the field who have reviewed the book:

 

“Dr. Selznick UNDERSTANDS THESE KIDS which is why his new book, School Struggles, is a very welcome addition to our resources for parents and professionals alike! In clear, no-jargon, non-pathologizing language, he describes the roadblocks encountered by many children and adolescents and provides practical, effective ways to help them along their rough roads. I highly recommend this book and appreciate Dr. Selznick’s willingness to share his accumulated wisdom and ideas with us.”   —Laurie Dietzel, Ph.D., co-author of Late, Lost & Unprepared:   A Parents’ Guide to Helping Children with Executive Functioning

 

“School Struggles addresses common school concerns that keep parents awake at night. Dr. Selznick presents material in a comfortable, down-to-earth style that will provide comfort to parents. Parents will take away many great suggestions and ideas to keep in mind for their struggling children.”  – Michele Borba, Ed.D., author of The Big Book of Parenting Solutions

 

Dr. Selznick writes an important message – If your child is struggling, get help as early as possible. Problems with reading, writing, and spelling do not automatically resolve with time. Whether his problems are with academic work, organization, or social life, the child doesn’t have the strengths to build his own skills and solve the problems himself.  Adult help is needed, and this book tells us how we adults can help.  Jeanne Voelker  Founder Reading Before School; Writer/Curriculum Director Reading Raven

 

“Dr. Selznick's new book helps parents understand their child as a whole person and why school may not be as easy for them as we all hope. More importantly, he helps you find ways to pinpoint particular struggles and address them, rather than waste time with solutions that are one-size-fits-all.”    – Whitney Hoffman, producer of the LD Podcast (whitneyhoffman.com), author of The Differentiated Instruction Book of Lists

 

Thanks for all of your support. 

Enjoy

 

Inclusion: Support in the Deep End of the Pool

by | Mar 31, 2011 |

If a child is not a good swimmer yet is in a swimming class that takes place in the deep end of the pool, how should this be handled?

I would imagine that a swim instructor would have to stay very close by, making sure that the child does not go under. (Of course, one could question why the child is in the deep end of the pool, but let’s save that question for another time.)

If a child is classified in special education, often what I hear is that he/she is receiving “Inclusion Services.” Inclusion can take many forms, but on average it means that there is a special education teacher who plays a secondary, supportive role to the primary teacher in the classroom . Certain children are assigned to the inclusion teacher and are on her caseload. Typically, she helps the children assigned to her with the material that they are getting in class. The inclusion teacher will make sure the kids are on-board, offer pointers, and see to it that the children are basically keeping up with the class.

I am not knocking inclusion by saying this, but understand that inclusion is the equivalent of the instructor in the deep end of the pool. Inclusion is fundamentally different than direct instruction.

Direct instruction means that specific skills are taught within levels where the child is reasonably comfortable (e.g., the four foot water, as opposed to the deep end).

If you are the parent of a child who is classified, it is essential that you are clear on the difference. Inclusion is supportive, drowning prevention, while direct instruction is targeting specific skills to be developed, effectively helping the child be a better swimmer.

Both inclusion support and direct instruction are important, but too often the child is only getting one of them.

Without getting sufficient direct instruction, the child will always need to have someone close by to make sure he/she does not drown.
 

Killling the Rainforest One IEP at a Time

by | Mar 21, 2011 |

Professionally, one of the things I dread is when parents come in to my office to consult with me and they have folders loaded with one IEP (Individualized Education Plan) after another to review.

I know I have some kind of comprehension problem, because after all of these years whenever I start to read the IEPs my eyes glaze over and I can’t understand them. They all seem the same to me, and there certainly a lot of pages.

When I was a young special education teacher, IEPs were supposed to be liberating for those with disabilities. As I recall, the intention of the law was that there would be an individualized plan drawn up for each child. It seemed to be a great notion.

I could be wrong, but I didn’t think the IEP was supposed to be a template of items checked off on a list, with pages upon pages of checklists.

I know I’m dreaming, but I think I would rather have a one page “IEP” that had a few very specific goals established for the child rather than all of the checked items.

Wouldn’t three or so very specifically targeted goals be better than 20 some odd pages of checklist upon checklist?

Come to think of it, we would also save some trees if psychological and other professional reports weren’t so long, with their myriad of recommendations (often templated or computer generated), many of which are completely unrealistic.

If there are 10, 20, or even 30 recommendations in the report (which is often the case), the school will have a very tough time implementing any of them.

Instead, keep asking what are the two or three things that if faithfully implemented would make a difference in an individualized plan. The same applies to 504 Plans. What are the two or three good accommodations that would help “level the playing field” for the child?

We certainly would save some trees in the rainforest.
 

The Game Changer: Logan Elementary School

by | Mar 8, 2011 |

For me, Friday was the game changer. 
 
Having been invited to speak in Dubai and Abu Dhabi, the Ocean Reef School in Key Largo and the Highlands School for learning disabled and dyslexic children in Maryland, as well as being featured in a variety of public schools such as the East Rutherford School District, I have had many exciting experiences since the publication of The Shut-Down Learner brought me beyond my local fish pond.
 
As great as those experiences were, it was the Logan Elementary School in Logan Township New Jersey (back in my local fish pond), that changed everything. 
 
When I wrote The Shut-Down Learner, I was primarily aiming to help parents who are having trouble finding good private schools in jacksonville fl or even in New Jersey, for that matter. I also wanted to help parents gain a new perspective on their struggling children. Never in my wildest imagination would I have thought that a school district would revamp its curriculum based on concepts from the book.
 
On page 60 of The Shut Down Learner, it states:
 
The normal curriculum does not work for these children. Most subjects such as social studies, science, language arts, and math leave them depleted.   Yet we persist with these largely because the curriculum is the way it has always been.
 
As a result, by the end of their schooling, these children are worn down, angry and not well-educated. In effect, they are resistant or immune to traditional education. School represents a dead match between the demands of the school curriculum and the neurological and personality makeup of the child.
 
To avoid becoming angry, depleted frustrated members of society by the time they’re sixteen years of age, SDL’s (Shut-Down Learners) need a very different type of school experience.”
 
Dr. Fisicaro, the school’s principal, took those words to heart and with the support of his administration, staff and parents, set out to revamp the school’s curriculum by instituting “Flex Time,” where children could choose from an array of hands-on and more creative experiences as a part of their day.    Perspective Drawing, Music (guitar and piano), Movement/Dance,  Technology (Lego Engineering),  and Puppety  were among the Flex time classes that the second through fifth graders chose for themselves.   
 
 
      (Mr. Jace Dutweiler works with group of students at Logan Elementary in Flex Time activity.)
 
 
The school still must adhere to the state established “standard’s based curriculum,” but Flex Time gives the kids a battery charge of motivation that seems to carry them through their day. The school is looking to expand the program for the middle school grades, as well.
 
Keep in mind that Logan Township Elementary is a public school, not an elite private school where there typically is more opportunity  to develop  a child’s creative side. Also bear in mind that the state of New Jersey is under a severe budget crisis in education. Flex Time did not stress the district financially.
 
I believe the success of the program is that each child brings forth his or her unique personal gifts into the public forum of the classroom, something they had rarely been able to do previously.  Discouraged learners became energized and enthused learners. 
 
As third grade teacher Teresa Tenyila noted in a recent newspaper article featuring the program, “Schools at the elementary level have become extremely academic and there’s not much time for other types of intelligence to be recognized. This gives the students a chance to experiment with a creative curriculum and the kids really look forward to it.”
 
A game changer, indeed.

 

WAS THIS A PROBLEM THAT COULD HAVE BEEN AVERTED?

by | Jan 21, 2011 |

A mom of a fifth grade child, Alison, who had some reading issues (decoding, fluency, etc.) asked, "Was this a problem that could have been averted?

My answer:

"There are essentially two categories of kids. In the first category, these kids get out of the gate smoothly. The road may have a few pebbles, but it is a pretty easy ride from first grade forward. With the second group, this is not the case. The road has many more potholes. These potholes could have been identified much earlier."

If I were in charge of the whole education system (or King of the World) the answer would be very simple. There are powerful screening measures that can be given very early (kindergarten, first grade) that take about 15 minutes per child to complete,

From the screening three essential groups would be identified:

  • Group 1 = those who are "Good to Go" or Green Zone Kids (about 60% of the population)
  • Group 2 = those who are showing some signs of caution or Yellow Zone Kids (about 30%)
  • Group 3 = significant to severe signs of caution Red Zone Kids (about 10%)

Of the 40% of the kids showing signs of concern, just giving them the regular curriculum (stories, literature, whole language, etc.) is not what they need. The ones in the Yellow & Red groups need much more structured, sequential approaches to reading development.

Unfortunately, for the Alisons of the world they are often not screened, nor are they given structured approaches. They read literature and stories that have no discernible, layered sequence of skill mastery. Then in the later grades they stand on a foundation of balsa wood.

It would be so easy to screen these kids and give them what they need, but then again, I haven’t been made the King of the World and no one’s asking my opinion!!!

MESSAGES FROM THE LIFE BOATS

by | Dec 8, 2010 | ,

Last week we talked about the "Curriculm Ship"  that leaves the dock in September, plowing forward until it reaches its destiny. That some have fallen off the ship appears to be immaterial. The ship must proceed.

The blog generated a fair amount of reaction from teachers and parents.

The first is from an elementary school teacher:

"Hence the creation of "differentiated instruction" which on paper sounds great but when dealing with 26 + in a classroom the likelihood of a teacher, even a veteran teacher doing this successfully is not good. We need to look at the curriculum and possibly go back to the A & B classes so that children are not hampered by slower learners and slower learners can feel as if they can succeed at their own pace.

Another came Amy, a fourth grade teacher;

"I just wanted to let you know that the Curriculum Ship blog was a great analogy for my students. It is so true – we are merely keeping them afloat, hoping that they will hang in there…It is sad, but true, that some of my students will let go of the preserver soon. While they may make it in 5th grade, they probably won’t much more after that!"

From Pat, a mother of 12 year old who has struggled over the years, she said:

"It’s too bad that parents aren’t tutored in knowing what size life preservers to keep on hand for their children! As the curriculum gets more difficult, it seems the theory of "one size fits all" for the curriculum could not be more in error! If this ship is sailing along steadily, ignoring who has gone overboard, you would think someone would notice and sound an alarm! Instead, we blame the child for not trying hard enough – and treading water in deep seas will only keep you alive for so long!"

All of these points are very valid, I believe. The "differentiated instruction" theory while still very popular, would seem to be extraordinarily difficult for a teacher. Staying with the water metaphor, how does one work with a group in the deep end of the pool, while others are floundering on the other side in the shallow end? I guess, as Amy says, you are just trying to keep them afloat, but that isn’t very satisfying, is it? The sanctity of the curriculum and its "one size fits all" nature is also frustrating to the strugglers. They just can’t keep up.

Well, in the coming weeks try and enjoy the holiday season – we will get back to teeth gnashing after the first of the year!.

All Aboard the Curriculum Ship

by | Nov 26, 2010 |

Is your child falling off the "Curriculum Ship?"

The Curriculum Ship leaves the dock in early September and keeps going forward until middle to late June, arriving at port somewhere on the other side of the ocean. This is not a ship that slows down, even if some of its passengers are tumbling into the ocean.

No, the ship must forge ahead.

Cara, age 9, is barely treading water while she is watching the ship leave her behind. Upset by what is happening in school, Cara’s mom said, "This week they are reading science stories about photosynthesis. Photosynthesis!!!! She can’t read or pronounce the word! She has no idea what’s going on. The teacher handed back Cara’s worksheet packet all marked up as wrong."

Looking at the sheets, I could feel that little bit of my blood pressure rising. Along with words like "photosynthesis" there were many other words on the page that Cara could not read on her own.

"She can’t handle these," I told the mom, "many of these words are far beyond her ability."

"I know," she said. "These took her two hours to complete last night, and she still got an F on the page, along with one of those unhappy faces at the top of the page. Can you imagine?"

"It’s the Curriculum Ship," I tell her. "The message is swim harder if you want to keep up with the ship. No support."

Tough waters, indeed.

Do whatever you can to keep your child afloat, even if he/she is being tugged along in a life preserver. The Curriculum Ship doesn’t bother to consider what passengers have fallen off and need rescuing. It must get to the other side. That is its mission.

Calculators ‘R Us

by | May 21, 2010 | ,

Martha, age 18, is about to be finished high school.  Receiving a 504 Plan in high school, Martha is eagerly anticipating attending college.  She comes in to see me for an assessment to help determine what accommodations she may continue to need.

As part of the assessment battery, Martha is asked to complete a page of math calculations.  Able to perform some of the basic algebraic problems, Martha struggles with lower level skills such as two digit multiplication (e.g., 29 X 57) and  two digit into three digit division (e.g., 451 divided by 22). 

While trying to perform these calculations, Martha looks at me blankly.  “I can’t do these without a calculator,” she tells me. 

I hear this lot from kids I evaluate.

It does appear that for many children the use of the calculator has diminished their capacity to perform certain tasks.
In a similar vein, I hear parents being told when they raise concerns about their child’s poor spelling skills, “Why bother with spelling.  They can always use spell check.”

For many children, fundamental skills are difficult to acquire.  Such skills take a great deal of practice over time to be internalized and mastered.  When a child has difficulty acquiring these skills they should provide some accommodation.  Not all will learn at the same pace and some will need much more repetition over time with sensible instruction.

Simply being told not to worry about these skills is questionable practice and one that may be doing them a disservice. 

 Finding the balance in all of the accommodations and use of technology we are providing kids is the constant challenge and one not easily answered.

There is no doubt that certain skills become lost over time when not used.  It’s astounding to me that my wife and I don’t even know our own kids cell phone numbers. 

Why bother when they’re easily stored in memory and all you have to do is push a button!

 

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