Do We Know What Grades Mean?

 I have spent a good share of my professional time over the last few years trying to figure out what grades mean. As I’ve monitored the grades of my own children and talked with parents about the grades of their children, I believe grades are used inconsistently and without a confident understanding (by the educator) as to what a grade means to him/her. I am not saying anything unfair or negative about any public educational institution. I am encouraging parents to ask questions about the value of a grade their child “earns” in a class.  Robert Marzano (2006) notes “classroom assessment is to inform teaching and improve learning not to sort and select students or to justify a grade.” Also, according to Marzano (2000), in the early 1800s, Harvard developed the grading system that public schools mirror today. We’ve been using the same grading system for over 200 years. That’s a long time to implement a system that allows for no changes in culture, not to mention changes in any kind in people. That means we are using a 200 year-old system to assess learning and teaching in spite of the advancements in brain research, differentiated instruction, special education, the focus on aptitude and intelligence, the growing emphasis on state assessments, the numerous learning challenges that face today’s student because factors that are out of our immediate control, and information about various learning styles. Typically a grade in any traditional classroom is a combination of homework, quizzes and tests, projects or labs, attendance, behavior, effort, and journaling. According to Tomlinson (2000) “Grading should be closely correlated with class goals based upon a philosophy of learning and teaching and should reflect what a teacher believes about learning.”  What does that mean exactly? It means that a grading philosophy should be clearly communicated to students in writing, educators should grade solely on achievement to provide a clear picture of a student’s growth, and a grading approach should encourage rather than discourage student learning. Educators spend a great deal of time grading student work.  Our children spend a lot of time completing work for various classes. Schools use grades to determine eligibility in extra and co-curricular activities. Grades are used to calculate GPA and are directly tied to scholarships for those students pursuing post-secondary education (which we tell our children they must have in order to open as many doors for employment as possible).  Schools award students with the highest grade point average medals and certain distinctions at graduation. With such high stakes connected to grades, teachers should be able to articulate their grading practices clearly and with confidence. Did you ever stop to consider that our kids are concerned about their grades because grades are dangled in front of them every day? Yet most teachers hate it when a student only cares about a grade, as they want the student to learn something from the assignment. Doesn’t that seem a bit backwards? The most serious flaws in our grading protocol today are using pop quizzes as assessments, grading students based on characteristics such as behavior, effort, or attitude, and assigning a zero for work not turned in. There is research to support how poor these practices are and how such practices can discourage a student from learning, but suffice it to say, all of these practices are common in the public school system. There are healthy ways to integrate these practices into the learning environment but not as a reflection of a student’s learned content knowledge. The most immediate practice by educators in the public school needs to be to take the mystery out of grading. There is no mystery in effective classroom assessment. Students should be let in on what is expected at all times. Otherwise, the power granted to educators to assess student learning is used to harm a student rather than to encourage a student.   

n  Marzano, R.J. (2000). Chapter 2.  What are Grades For?  Transforming Classroom Grading.  http://www.ascd.org/portal/site/ascd/template.chapter.shtml.

n  Tomlinson, C. A. (2001). Grading for success. Educational Leadership.

Response To Intervention

Response to Intervention (RTI) is a way for educators to address concerns from parents regarding children who may be experiencing difficulties in school. Iowa’s Director of Education, Jason Glass, has announced quite a focus on RTI for school districts across the state in the next several months. RTI is a process that is designed to help support children who are not being successful in school in any subject or a combination of subjects through the implementation of multiple high quality instructional strategies for a period of time to see if a child “responds” to any of the “interventions”. This goal of this process is to focus on helping children learn by addressing problem earlier, before the child is so far behind that a referral for special education is made. The better a student responds to a strategy, the less likely that student will be referred for special education services. There are specific core features of the RTI process that are important in understanding the entire process; however, the one that gets the most attention is the “tiered approach”. This approach is a leveled application that is common across many human service fields, including the medical and public health fields.  It involves interventions at three levels: primary, secondary, and tertiary and are all designed to be levels of prevention.

The primary level of prevention focuses on keeping problems from preventing. For example, a high quality reading program delivered to all students in the general education setting should reduce the incidence of reading problems.  The secondary level of prevention focuses on efforts to detect problems early and correct them right away or keep them from getting worse. For example, using that same example with the high quality reading program, if a student is not progressing adequately, that student may receive an extra period of small group instruction or even individual one-on-one support. Finally, the third level of prevention refers to efforts to approach problems in an aggressive manner.  Again, using that same reading example, if the child continues to fall behind and experience difficulties additional information would need to be gathered to determine what stronger and more specialized interventions would be appropriate. Of course, a key to the success at any intervention level is parental involvement.

Involvement of parents in the RTI process is crucial to its success because the parents can actually help reinforce the support of the school at home.  The Center for Learning Disabilities and the National Joint Committee on Learning Disabilities advises parents to ask a few of the following questions:

                *Does our school use an RTI process (or the RTI process but called something different)?

                *What materials does the school have to explain the RTI process?

                *What interventions are being used to serve the child currently?

                *How do school personnel check to be sure the interventions are done as planned?

                *How do school personnel determine success of a strategy?       

                *How does the school involve the parents during the RTI process?

*At what point in the RTI process are parents informed about their IDEA rights, including the right to request an evaluation?

The primary benefit of RTI is that it eliminates the “wait to fail” situation because students get the help quickly in the general education setting.   It is important for parents to work with the school to support the implementation of strategies in the RTI process. It is also important to note that during the process of RTI, parents do not give up any authority to act on their child’s behalf, and, at any time during the RTI process, parents can request a special education eligibility evaluation.

 

 

Retaking a Class? Make Changes!

It is an assumption, but I believe most students really don't like to retake a class. Taking a class and failing can have a very negative impact on a student's self-esteem and attitude toward school. I will also step out on a limb and say that nearly all students who fail a class do so because of bad habits, such as disorganization, apathy toward school or the class specifically, and simply not turning in work. Whatever the reason a class was failed and is on your schedule again, you have to make some changes if the same outcome is not to be repeated. Learn from the mistakes you made the first time.  If you are in this unfortunate circumstance, begin to plan now for a successful completion when you return to school.

1.      Commit to a new start. There is no use berating yourself or blaming anyone else for failing a class. Use this experience to learn some better habits and improve yourself.

2.     Be better organized. Use a specific folder and a planner to keep track of the assignments for this class. When you complete and hand in an assignment, put a check mark or some symbol next to it so you can see your progress and know you handed in the required work.

3.      Chances are you still have some materials from the class. Use old tests and quizzes as review material. Be sure to do the required reading again, but you will no doubt find you can move through the material faster as it will be familiar to you. While you may not remember all the detail of the important concepts from the first time, you will remember reading about them. Use your prior knowledge to help you through the material.

4.     Talk to your teacher frequently. You need to let him/her know you are concerned about your progress. Whether the teacher is the same, you are repeating the class and the teacher will, most likely, know. A positive attitude and genuine concern for your academic progress will make quite a difference in your experience.

5.     Try to use other sources to help bring the materials to a level of understanding for you, if you are struggling with concepts. I recently had to help tutor a biology student in genetics, and I was having trouble understanding the concepts by reading the textbook. I google searched "genetics for dummies" and "simple genetics" and was greeted by a large amount of material. I was much better prepared to help tutor the student after I spent some time doing a little research.

 6.     Complete all assignments. Each one is worth points, and all assignments are important. Many students who do poorly in class do so because they failed to hand in the assignments that were worth 5-10 points. These assignments add up in a hurry, and it is difficult to dig out of this hole once in it.

Failing a class is not the worst thing that will ever happen to you. Getting stuck in the negativity and allowing the experienceto leave a permanent scar is not acceptable. Learn and grow from your experience. Know this, however...if you don't change some habits that you know caused problems for you the first time, failing again is probable.

Post Secondary Enrollment Act...What are the basics?

The public school districts in Iowa are required to have information available to students and parents on the Post Secondary Enrollment Options Act.  This is an opportunity that is taken advantage of each school year by over 6,000 students in our state.  Information can be located at the Iowa Department website http://educateiowa.gov.  Using the A-Z Index link, click on the letter “S” and then find the subject heading “Senior Year Plus.”  That link will take you to information on PSEO.  The school district guidance office will also have information.  Basic foundational information is provided in this article.

What is the purpose of the PSEO Act?  Promote rigorous academic pursuits and to provide a wider variety of options to high school students.

When was the PSEO Act first established? 1987

Who is eligible for taking PSEO classes?  The program allows all 11th and 12th grade students as well as 9th and 10th grade students, identified as gifted and talented by the local district, to enroll in college courses.

Who pays for PSEO classes?  The school district pays the eligible postsecondary institution for the cost of the course (tuition and books) OR $250, whichever amount is lower.  The only cost to the student may be a possible equipment purchase (such as a calculator for a math class).

When would the student be responsible for paying for the PSEO course?  Only if the student fails to complete the course and is not eligible for a waiver OR if the student chooses to take a class during the summer term would the student or the parent be required to pay for a PSEO course.

What courses are eligible PSEO courses?  If a comparable course is NOT offered at the respective school district a student may enroll in it.  Courses offered at a PSEO institution or via ICN or distance learning are eligible courses.  Courses in all disciplines and vocational/technical courses are eligible.

How does a PSEO course impact the high school grade/credit? Successful completion of the course generates high school credit and applies toward district subject area and graduation requirements. Usually PSEO courses do not impact high school GPA but are recorded as Pass/Fail on a student’s report card to reflect a credit earned or not earned.

Are home-school students eligible?  Yes, providing the student is dual enrolled and the resident district does not offer a comparable course.

Can post secondary institutions place restrictions on courses high school students take under the PSEO Act?  Yes, in short, there may be standards required, such as prerequisite courses or evaluation procedures to determine competency.

What paperwork is required to participate in PSEO?  The school district has a process in place for a respective semester that a student wishes to take a PSEO class.  Usually a form of “intent” is required as is an application to the post secondary institution. There is typically a “window” of time to notify the district of the intent to participate in PSEO in a respective semester.

Is the high school district required to provide transportation to a PSEO class?  No.  

What are some major benefits experienced by taking a PSEO class in high school?  A few of the major benefits include earning college credits, exploring possible courses of career interest, getting a “leg up” on general education college credits, beginning the transition to college and getting used to different expectations, saving several hundred dollars on college credits because the school pays the bill, earning additional high school credits, a wider variety of course options while in high school, and the risk factor to your high school transcript is low (typically only impacts GPA if the course of failed).

16 Iowa Department of Education

Senior Year Plus uid Page 17

Myth vs. Reality

A recent teleconference titled Special Education: 30 Myths in 30 Minutes, facilitated by Thomas Mayes, legal consultant at the Iowa Department of Education, was designed to lay foundational information for serving children with an Individualized Education Plan (IEP) or a 504 plan.  Both an IEP and a 504 plan are written legal documents that serve to “level the playing field” so to speak for children in the public school system so they have the same opportunities to succeed as students without special needs. Rather than go into detail of all 30 myths, I have highlighted a few of the most common. 

Myth 1: In an IEP meeting, the goal of the IEP team is to reach consensus regarding decisions made for the special needs child.  Reality: The goal of the IEP team is to WRITE an IEP.  The IEP must be drafted in accordance with IDEA’s procedural requirements.  Decisions are made in accordance with what is best for the educational needs of the child.  Decisions that are not in agreement can be challenged through mediation or due process.

Myth 2: Para educators can be used to provide instruction.  Reality: Teachers teach.  Para educators help teachers or other licensed professionals.  Para educators do NOT teach.  This includes the use of a Para educator in a collaborative teaching situation.

Myth 3: A free and appropriate public education (FAPE) stops at 3:30 PM.  Reality: A free and appropriate public education may include extra and co- curricular activities.  The law is clear that the child with special needs must have an equal opportunity for participation in such activities.  This includes field trips, end of the year trips, and any sports.  The law does not guarantee playing time or a starting position; just an equal opportunity to participate.

Myth 4: Special education is really for ALL children who need a little extra help with their learning.  Reality: Special education is for children who need help with learning because they have a disability, not solely for other reasons.  If Sarah does not have an identified disability but she wants to take her test in the resource room where it is quiet, this is not acceptable.  Sarah can be given other options of testing places.  

Myth 5: Response to Intervention (RTI) is special education.  Reality: RTI is effective education that is NOT limited to special education and should not be used as a replacement or delay of services or testing.

Myth 6: No student with an IEP can earn any grade higher than a C+ because that would not be fair to the other students.  Reality: The law stipulates that accommodations be made for a child with a disability.  Such accommodations are likely to help provide support for that student so that he/she can show their knowledge/learning of the subject area content in a different way.  A blanket rule on grading kids with IEPs or 504 plans is intentional disability discrimination.  If modified grading is suggested, support by the AEA or other advocacy organization should be given to help ensure such discrimination does not occur.

Myth 7: The school can refuse to pay for something that will help level the playing field for my child because it is too expensive.  Reality: Regardless of the expense, if the purchase would be necessary to meet the requirements of FAPE, the district must provide the tool.  If the item is NOT necessary for FAPE, the district is not bound to purchase the tool.  The district can consider cost options and select the less expensive option as long as FAPE is met.

Myth 8:  My child has a weighting of Level 3.  Therefore, my child must go to Level 3 math, Level 3 Reading, and Level 3 science classes in the Level 3 classroom.  Reality:  The Level system is strictly a finance mechanism.  The levels are determined by a child’s needs, but the levels do NOT determine a child’s programming or placement.  Basing a child’s programming or placement on a “Level” or “Weighting” is illegal.

Thomas Mayes cited authorities for each myth he discussed.  The various authorities he referenced included the Iowa Administrative Code sections, the US Constitution, and the United States Code.  Mr. Mayes is always inviting of questions and can be reached at the Iowa Department of Education at 515-242-5614 or by e-mail at Thomas.Mayes@iowa.gov.

What to Expect at an IEP Meeting

Once special education eligibility has been determined, an Individualized Education Plan (IEP) meeting is scheduled.  The IEP meeting is developed, reviewed, and revised annually by the IEP team.

Who is on the IEP team?  The players include the parents and student (required by law at age 14), a general education teacher, a special education teacher, a school administrator/designee, an AEA person (if needed) to review or explain assessment data, and any other person the parent would consider helpful in planning the education of a child.  The parent can invite anyone he/she wishes.  The school must have the approval of the parent to invite anyone not required to be on the team.  Other IEP team members may include a school nurse, social worker, or guidance counselor, depending on the needs of the IEP child.

There are five phases of development of an IEP.  The first phase focuses on a student's present level of academic achievement and functional performance (PLAAFP).  This, basically, summarizes the student's current achievement and identifies areas of need.  At this phase, the parent is invited to and encouraged to help develop the profile of the student including insights to the student's strengths, interests, and preferences.  Strengths are not simply academic.  Strengths are often identified that are social in nature (i.e. a child may have a great sense of humor).  Interests and preferences are not the same.  Preferences focus more on the way a child prefers to learn or play.  An example of this would be perhaps a child prefers to learn by listening to head phones or a child prefers learning in small groups rather than on one's own.  Interests align more with activities or hobbies.  A child may be interested in riding horses or reading fiction books or drawing.

The second phase is geared toward the development of goals that are focused on the child's needs (as a result of the assessments done to determine eligibility).  While there not a magic number of goals required, experience substantiates at least two to adequately address an identified area.  For example, if a child is eligible in math, an IEP may contain a goal on computation and correctly reading story problems.  In addition, a social skills goal may be appropriate to support growth in an academic goal area.  Many times, IEPs have academic goals and then a goal on organization or work completion.  Goals, whatever they are, must be measurable.  IEP goals are worthless if they are not able to be measured to show a child is strengthening an identified weak area.

The third phase in the IEP meeting is focused on special services that may be needed to support the child's progress toward meeting the IEP goals.  Accommodations (such as extended time on assignments or preferential seating) and modifications are identified.  Modifications are different in that they are really focused on changes in the curriculum or the programming in some way.  Accommodations are simply supports in place to help the child accomplish the same curriculum or programming.  For a visually impaired child, an accommodation in PE may include a soccer bell with a ball in side of it. Parties responsible for implementing the special services are identified in this section as well.

The fourth phase focuses on how the student will participate in the least restrictive environment (LRE), which is the general education setting, and for how much of a respective school day.  The goal, of course, is to have the IEP student in the regular education setting as much as possible.

The final phase states how often parents will receive written progress of the student toward IEP goals over the course of that IEP year.  It is common to report out quarterly to parents.

Strategies for Differentiation

Reaching proficiency in a content area for one student does not look the same as it would for another student.  Each student has a different learning style, and while this makes the teacher's responsibility for reaching each and every student in the classroom extremely challenging, the alternative of not reaching each and every student in the classroom carries life long consequences that go far beyond a single classroom setting.  Education has focused on "differentiated instruction" for the past several years, and, while in days gone by when a teacher in a one-room school most likely did not even consider what it meant to teach to the middle, our teachers today have a much more significant challenge to reach each and every student.  The challenge to reach each and every student means just that...each and every student, regardless of the gamet of special needs that may present itself in a single classroom.  So how does a teacher begin to reach each and every student?  Numerous professional sources cite a 5x5 approach:  5 strategies that set the stage for learning and 5 strategies that teachers can employ in the classroom daily.

Setting the stage requires teachers to assess, build relationships, keep students moving forward, teach life skill lessons, and create a community of learners.  Assessment of student skills should be ongoing.  A teacher should always know where her students are in their learning and skill development. This requires that teachers journey alongside their students and make modifications in teaching when needed. Building relationships is what Robert Marzano calls the "key stone of effective teaching."  The knowledge teachers develop about their students and the trust they develop with their students can "make or break" differentiation efforts (Sypnieski, Education Week, January 17, 2012).  Keeping students moving forward means celebrating the small steps they take in their learning.  It is really that simple. Intrinsic motivation can be nurtured through  the small successes students have in the classroom.  Teaching life skill lessons involves showing students the connection between what they do in the classroom and their own lives.  Such lessons throughout the year reinforce the justification for students' continued engagement in their own learning. Creating a community of learners means an environment in which support for each other is paramount and differences are respected.  These five stage-setting practices pave the way for five daily practices that better assure that individual student needs are met.

Differentiating assignments is what allows for students to show similar proficiency in ways that often are not uniform.  This idea further supports the notion that students can complete a different quantity of assignments at various levels of complexity and still gain proficiency in the same standards and benchmarks.  The use of computers, as a supplement rather than a replacement of curriculum, allows students to progress at their own pace and adapt their own learning.  Encouraging students by praising them and helping them learn from their mistakes is a venue all teachers should practice every time they have a chance.  Flexible grouping is a wonderful practice that can encourage students to step outside their own comfort zones.  Groups not based on ability alone but interests and choices are also a way for teachers to determine how to maximize the learning of their students.

Helping students succeed in the classroom is challenging.  Teachers who strive to meet those individual student needs are truly exceptional and are helping their students move forward.

Sypnieski, Education Week, January 17, 2012

Educational Records Release

As a parent, it is critical to know what the public school's responsibility is for maintenance of a child's student record.  In addition, the school has strict legal parameters for who can access the record and the protocol that must be followed in order to do so.  The document to be used for some guidance on this protocol is the Federal Educational Right to Privacy Act (FERPA).  This law is somewhat challenging to read/understand, but the basic premises are as follows for students UNDER the age of 18; once this age is reached, rights afforded to parents, transfer to students:

1.  FERPA deals with protecting the privacy of a student's educational records.
2.  A school may not generally disclose personally identifiable information from an
eligible student's education records to a third party unless the eligible student has provided
written consent, UNLESS an exception is established.  These exceptions are clearly spelled out in the complete document.
3.  A school MUST have established protocol in place for internal personnel to access a student's records.  Such assess must be reflected through a sign in/documentation process.  This is typically an area of challenge for public schools and should be spelled out to parents upon request, as per the law.
4.  Generally, a person who wishes to access a student's educational record must have a legitimate educational interest in the information.  A person who access student records and cannot prove said legitimate interest is considered "inappropriate person/agency."  Just because a school employee wishes to access a student's educational record does NOT mean that employee  automatically has a legitimate educational interest.  Such a legitimate interest must be substantiated.

Complaints to be filed must occur within a time period of 180 days.  If the complaint is investigated and the district is found to be in violation of a student's rights, a detailed protocol for remediation is issued to the district.

For specific details about the FERPA law, visit the website:
www.ed.gov/policy/gen/guid/fpco/index.html

Final ExamTips

As we approach the end of the semester, final exams are common for students.  For some students, the thought of finals can cause great stress; for others, the final is simply “another test.”  In order to be as prepared as possible for a final exam, there are things a student can do to help increase the chances for success.

• TIP #1:  Find out the entire schedule for your final exams.  Prepare a schedule of those exams so you can visualize what a single day will look like. 
• TIP #2:  Find out from each of your teachers what kind of exam the “final” will be.  If it is a comprehensive final, you will have to show your understanding of material for the entire 18 weeks as opposed to a unit or chapter exam.  Find out what type of test format the teacher will use.  This information can and should be used to help determine needed study time for a respective test and approach to studying the material.  Studying for an essay test is different than studying for a multiple choice, true/false, or a fill in the blank test.  Most tests in high school are a bit of all formats. 
• TIP #3:  If the teacher offers a study guide, take it! 
• TIP #4:  If the teacher offers a review session, go to it! 
• TIP #5:  Calculate your grade in a respective class prior to the final exam.  This information can be helpful in determining a particular score you may need to achieve to end the semester with a certain grade in the class.  This information may also prove beneficial in setting a realistic goal if you may not be able to earn the grade for which you had been hoping.
• TIP #6: Get plenty of rest and divide study time into chunks.  Studying in blocks of 30 minutes is often more beneficial than longer periods of time as your brain need refreshing.  Get up, stretch, eat a snack and have a drink.  Then resume studying.  Try to stay away from heavy quantities of sugar.  Contrary to what most people believe, sugar can actually zap you of vital energy.
• TIP #7:  On the day of the final, eat a light meal and drink water.  Drink water during the exam if possible.  Go light on the caffeine.  Be sure you have easy access to a timer of some sort, such as a watch.  It is unlikely you will be able to look at your cell phone during the exam to check the time, and you don’t want to use a device that may encourage you to lose focus.
• TIP #8:  Have any test materials with you as you enter the testing room.  Do not anticipate a return trip to a locker.  As you are handed the test, review it in its entirety before beginning.  This will show you what you are facing. 
• TIP #9:  Some students prefer to do the most difficult part of a test first; others prefer to answer the ones they know to help build confidence for the more difficult parts of the exam.  Identify what you prefer, but be sure to answer all questions.  If you skip around, don’t hand the test in until you have done a final check.
• TIP #10:  Keep your eyes on the time.  Most tests have a time limit, even if it is simply a class period.

In the end, finishing a semester strong and going into the next semester on a positive note is a much more satisfying experience that culminates with a final exam score, and ultimately a semester grade, of which you can be proud.  Seems to me a little advanced planning can bring about a huge payoff.

Sources Cited:

publicrelationsmatters.com

Senior Year Calendar...2nd Semester

There is much to do in one's senior year of high school.  Transition to college can be challenging so the better organized one is in the senior year, the less stressful preparing for the transition to college will be.  Heed to the following as a guide for activities by the month.  Planning ahead is the key.

December:  Apply to selected colleges (usually 3 to 5).  Keep copies of all applications and other paperwork in a file folder. Check out the scholarship, available December 1, from US Bank at www.usbank.com/studentbanking.  Also, register for a last chance to take the ACT/SAT.

January:  Visit www.fafsa.ed.gov for information/application materials for Federal Student Aid.  Submit any forms to any college of serious interest.  Attend any financial aid night one's local high school usually holds at this time of the year.

February:  Complete and submit FAFSA forms (after one's parents have done taxes).  Continue searching for financial assistance, especially from local scholarships.

March:  Continue to search for scholarships/financial assistance.  Also keep on top of any forms that may come from college of interest.  keep copies of all forms.

April:  Make a final college decision if still needed.  Be sure any deposit is sent in to secure housing or tuition.  Complete any student loan information.

May:  Send thank you notes to teachers, counselors, ministers, coaches, and such who helped throughout the school year with college preparation (letters of reference, application materials and so forth).

June:  Secure a final transcript from the high school guidance office for yourself and have one sent to the college of choice.  This final transcript must be certified and sent from the school.  Enjoy the summer.  Work and play.  Save money for college materials needed to begin school.  Pay any final bills and/or fees to the college.

July:  Finalize any payments on outstanding college costs.

Source: Calendar for the College Bound Student.  US Bank, 2011.  www.usbank.com/studentloans

Test Anxiety

Test anxiety has been studied in a formal manner since the 1950s.  According to Kids' Health, text anxiety is a performance anxiety...a feeling someone might have in a situation where performance really counts or when the pressure is on to do well (D'Arcy Lyness, 2010).  Test anxiety can manifest itself in a number of symptoms, including butterflies in your stomach, headaches, nausea, physical shaking, and even such a high level of fear that you can't get your stress under control and feel like you are going to pass out.  Performance anxiety does not just impact those students who are taking a formal exam.  Since test anxiety is a type of performance anxiety, other situations that can cause performance anxiety include trying out for the play, pitching in a big baseball game, trying out for the honor choir, singing the national anthem at the football game, or even going into an important interview.  In all of these situations, performance expectations are high.  Not every situation will cause the same reaction in any two people. 

Anxiety is caused by a reaction to something stressful.  Some students get stressed out when they know they are up against a time limit on a test or speech.  Some stress can come from focusing what a person does not know rather than what a person does know for an upcoming test.  Once a stressful situation has been identified, you body releases adrenaline which is responsible for your body's "fight or flight" response.  This is the response in your body that prepares you for danger.  This adrenaline is also what causes your physical reactions (noted above).

Test anxiety (performance anxiety) is normal at some time for everyone.  The trick is recognizing the anxiety and having a plan to work through it.  The person who cannot work through the situation causing the anxiety is bound to continue to experience the levels of stress repeatedly.  Try to use your stress to your advantage.  According to the same article in Kids' Health, stress can be used to warn you of upcomimg important events, like a test or an important assignment.  Use this stress to keep you on task in the completion of or preparation for such an event.  Believe it or not, advance preparation can help reduce stress.  It increass your confidence which can reduce your stress.  Also, some anxiety can help promote better study habits.  People who cram for tests have a much higher level of anxiety than those who have prepared in steps or increments.  Filling your mind with information at a steady pace rather than stuffing it full all at one time is definitely a way to reduce stress and anxiety.  Thinking positive thoughts is also productive in reducing anxiety.  Rather than sending yourself negative thoughts, such as "I never do well on essay and that is a large part of this test" try being positive by stating things, such as "I know this material because I've studied" or "I will take my time and do the best I can."  Another way to help reduce anxiety is to take care of yourself.  Get plenty of sleep.  Eat something light and healthy before a test.  Write down the outcome you want and expect and visualize that outcome.  This is a practice that many great athletes do.  It works.  See yourself doing well on a test (or in a performance situation) and accomplishing the desired outcome. 

Anxiety affects everyone in some way or another.  Many famous people have admitted to being scared to death to go out on stage to perform.  The key is to working to determine what causes the stress and then putting steps into place to help reduce it. 

Source:
Lyness, D'Arcy, PhD.  Kids' Health, July, 2010

Dealing with Plagiarism

The word "plagiarism" is a very serious word.  It is often used to instill fear in someone, and while it is definitely a concept that can reap some devastating consequences, I propose that if our children were educated about what it is and why it happens, those who serve our children in the educational arena would find some relief in their efforts to "catch" kids engaged in the act.  In the book Plagiarism, by Barry Gilmore, the author indicates that many students think plagiarism is only "copying an entire essay and handing it in as one's own."  The term, however, refers to the act done when a person, adult or student, "appropriates any material---ideas, writings, images, or any portion of those--- and claiming to be the original creator" (Plagiarism, p. 2). 

Plagiarism is easier now, more than ever, to commit because of the access to technology and the ignorance of how to use it in our educational ventures.  Throughout history, plagiarism has been an issue.  People, from Helen Keller to Joe Biden, have been accused and taken to task for allegedly taking credit for the originality of someone else's work.  As easy as it is to commit, today, it is not as clear cut when determining if someone has plagiarized. To toss words, like "academic integrity" into a student handbook and not take great pains to help all people understand the nuances associated with those words could be considered a practice that is educational unsound.  After all, to expect our children to simply not cheat seems naive.  We teach our children to take advantage of all the available resources to help them be successful in school and in professional careers.  It is especially critical that we, then, help guide them in their "digital literacy" and tie this into discussions about academic integrity and professionalism.

In order to help our children understand that plagiarism is a mistake, that can result in various consequences, we must, as parents and teachers, help them understand what it is, why it is not acceptable, and how to not put oneself in a position where it seems like the only option.  It is my strong belief that cheating-free classrooms are the direct result of relationships between teacher and students that are personal and transparent. 

The role of parents is of particular importance in reducing the incidents of plagiarism.  Parents know how high the stakes are of securing money for college, through scholarship searches, and even the need for high grades in high school.  Parents who might never condone cheating, when backed into a corner, may vehemently defend a child against the possibility of a failing grade.  Schools must invite parents into the educational experience as partners.  A course syllabus warning parents about the penalty of plagiarism is not enough.  Parents need to expect that schools will do the following in order to support their efforts to support their children:

1.  Provide, at back to school nights or conferences, handouts or websites that demonstrate the problems some students have with cutting and pasting, citations, and paraphrasing.
2.  Demonstrate, at an evening activity as noted in #1, for parents proper and improper Internet sources, search techniques, and attribution.
3.  Give parents some pointers for checking the work of their own children.
4.  Make sure the respective classroom policy on cheating aligns with the district policy so parents see a consistency in efforts to support students.
5.  Schools will inform the parents of what  the communication chain is when dealing with suspected cases of plagiarism.  There is nothing to be gained, but distrust and hard feelings, when a case is dealt with so quickly that it does not allow the student a chance to explain what his/her case is to the teacher or administrator.

These are just a handful of ways partnerships can be formed between schools and parents in efforts to establish a climate based on the education of students rather than the punishment of them.

Source Cited:
Gilmore, Barry.  Plagiarism.  Heinemann Publishing. New Hampshire. 2008.

What is an appropriate IEP goal?

Once a child is deemed eligible for special education services, an Individualized Education Plan must be written.  This plan contains much information, and it can be very overwhelming for a person unfamiliar with educational terminology to understand.  The IEP is the heart of the Individuals with Disabilities Educational Act (IDEA).  Measurable goals are the heart of the IEP.  Goals in the IEP are simply the annual measurement of a child's progress.  The short term "dip stick" measurements are usually called benchmarks or objectives  and are observed throughout the school year.  At the end of the annual term of the IEP (commonly known as the review date), comprehensive progress on goals must be done to determine if more work is needed on a specific goal or if a new goal needs to be developed.

All goals and objectives/benchmarks  must be measurable, according to the IDEA law.  Without  measurability, progress cannot be monitored.  A goal can only be measured by performing an action.  If you measure a cup of sugar for a recipe, you take out a cup and measure out the amount of the ingredient you need for the recipe.  If you measure the tire pressure in your car's tires, you put a gauge on the valve stem.    In addition, a measurable goal or objective/benchmark would allow multiple people to review the student's performance and arrive at the same conclusion about that student's progress.  Furthermore, when measuring a student's progress, the evaluator must be able to determine how much progress has been made since the baseline information was obtained.  Finally, a strong goal can be measured without additional information.

When a goal is written, it usually follows a specific format.  A "given" is usually stated first.  The learner's performance is stated next, and the desire level of performance is stated last.  It is important that the "given" is a part of the goal as it acts as a springboard for the progress.  The "given" is somewhat like a starting point for a child.  For example, "given second grade materials, Matt will read orally at 60 wpm with no more than 2 errors."  A "given" is not always necessary; it may be implied in the goal.  For example, "the student will swim 200 yards in X time without stopping, using two strokes of her choice."  The "given" in this example is the water in which the action will take place.

The problematic element of measurable goals is the concept of observable or countable behavior.  If the person evaluating progress on a child's goals cannot observe behaviors then improvement in the goal cannot be measured.  Observable words might include:  pointing, drawing, constructing, reading orally, dressing, researching, speaking, and making.  Non-observable words include:  appreciating, understanding, respecting, knowing, and improving.  It is pretty clear there is no way to truly measure to what extent a person appreciates something, but it is clear a person can observe the act of reading orally.

Parents and educators are cautioned when the belief is that in order for a goal to be measurable and appropriate it must contain a result stated in terms of a percentage ("Tyler will increase the number of times he hands in his homework).  When determining how to state a measurement outcome, thought should be given to EXACTLY how you would measure it.  A good example of a goal would be: Given 5 simple, two-step oral directions, such as, "fold your paper and hand it in, Tyler will correctly complete 4 of the 5 two-step directions."

Goals and objectives/benchmarks are not rocket science.  Writing appropriate goals takes time and practice.  The best way to write an appropriate goal is to use one's experience, good sense, professional judgment, and team input.  Most of all, consider the needs of the child at the time the goal is being written.

Source:  Bateman, Barbara and Herr, Cynthia. Writing Measurable IEP Goals.  2006. Verona, WI.

When/How to Start the College Application Search

The following timeline is a general overview of key college application deadlines.  It is also a suggested list of "things to do" during each academic year of high school.  This timeline is not an exhaustive list of deadlines but a framework for a student to follow in preparing for post secondary education.

9th Grade
*Create a college application folder:  data to be included includes general personal information, family military background, professional associations of parents, job experiences, volunteer experiences, and such.
*Take challenging academic classes and study!  Meet with a guidance counselor and establish a four year academic plan, at least, and beyond if possible.  It should be very directive so to keep you on a post secondary track but flexible so to allow for changes in situations for which you have no control (i.e. a family move)
*If you are not involved in your community, start now.  Take leadership roles in school and community activities. 

10th Grade
*Start to request college brochures and making comparisons.  Research the colleges in which you have a strong interest.
*Take the PSAT and the PLAN.  These tests can give you a gauge on how you will perform on the ACT or SAT in your junior year.

11th Grade
*Take Advanced Placement courses if at all possible.  If your school district does not offer AP courses, check into the possibility of taking such a course with a neighboring district.
*Visit schools and attend college fairs.
*Begin to conduct free scholarship searches and collect scholarship applications.
*Start looking for and speaking with people you plan to use as references.
*Register for and take ACT/SAT in the first semester of this year; this allows for a retake if necessary
*Get a social security card if you don't have one.

12th Grade
*Retake the ACT/SAT if necessary
*Take advanced coursework when possible.
*Secure letters of recommendation for scholarship applications.
*Apply to colleges; be aware of application fee guidelines as some applications cost a nice chunk of change.
*Apply for scholarships.
*Send in your FAFSA (parents responsibility).
*Mail thank you notes to references.
*Commit to a college as early as possible so as to focus on financial support for that school; review that school's scholarships

Source:  Rosen, David & Mladen, Caryn.  Free $ For College For Dummies. Wiley Publishing. 2003.

Getting to Know your Textbook

Did it ever occur to you that at some point in your education, you made a shift from learning to read (grades k-4) and reading to learn (grades 5-12)?  While you may not have realized it, this shift did happen.  It happens for all learners.  In the upper grades, reading materials becomes less about the letters and sounds and more about the meaning of the content.  In about 4th/5th grade, it becomes important to know this because it will help you know how to approach your assigned reading in a respective subject.  After all, you use a much different approach to reading 20 pages of a novel than when you have to answer 10 questions on weather at the end of a chapter in your science book.
I know it sounds silly, but in order to truly gain as much as you can from your textbook, you have to spend some time dissecting it.  The table of contents tells you how the book is organized.  If you take your history book, for example, it is no doubt organized chronologically.  A science book may be organized categorically, and math books are usually organized sequentially as skills build on one another.  After you are finished looking at the table of contents, a good move is to locate the review the index.  This can be found at the back of the textbook and is arranged in alphabetical order.  This is most often used like a reference guide.  Say, for example, you wanted to look up information on a cylinder for math class.  You might find the following information in the index: 
     cylinder
          area of 435
          base of 434
          comparison to other geometric solids 437
          definition 433
          volume of 435
You can use this information to expedite your search for information.
Another important part of a textbook is the glossary.  I've seen this used most in science and social studies.  The glossary is a mini-dictionary and can be located at the back of the book, in front of the index.  Not every textbook has a glossary. Usually, a foreign language textbook has an extensive glossary and, often, will have two:  one glossary in the English language that translates to the foreign language and one that provides the foreign language equivalent of English words.
Sometimes, a textbook will also contain an appendix.  An appendix usually displays templates of  materials referenced in the book that the reader can use in a variety of circumstances.  A common template in a science book may be for lab work.  These materials are usually supplemental in nature and are not always required for students.
Textbooks can be pretty overwhelming as they are often thick and heavy.  It is important for teachers to help facilitate learning by helping students become familiar with the format of their textbook.  It is through this familiarization process that students develop a comfort level with the textbook.

Greenberg, Michael, M.A., Painless Study Techniques, Barron Publishing. 2009.

Should I Take the PSAT Test? YES!

The fall is normally the time for students to take the Preliminary Scholastic Aptitude Test/National Merit Scholarship Qualifying Test.  The PSAT/NMSQT is most often taken by sophomores as a precursor to the SAT.  This test is not mandatory  most school districts.  It measures critical reading, math problem solving, and writing skills.  The test is inexpensive and is a good opportunity for students to obtain an initial gauge on how they may perform on the SAT.  While the test is not directly related to the ACT, the PSAT can also help students prepare for this exam as well.  The test formats are similar as are the areas of skill measured. The primary reason to take the PSAT test is to get feedback about these critical academic areas. Students most often report the score from the SAT and/or ACT on college applications so this is a practice opportunity for students to find out what their strengths and weaknesses may be in the designated skill areas.

The critical reading test is comprised of vocabulary, sentence comprehension, and sentence completion and passage-based questions. The purpose of the vocabulary and sentence comprehension and completion sections is to measure a student's ability to create meaning from the words and clauses in published material.  This is a sign of an active reader.  The passage-based questions measures one's ability to read, evaluate, and interpret reading passages. 

The math concepts tested are number and operations, algebra and functions, geometry and measurement, and probability and statistics.  A scientific or graphing calculator is recommended but not required.  There is a 10 question section within this test that requires a student to solve problems outside of the test booklet and record answers in a special grid in the test booklet.  These 10 problems do not offer any answer selection options like the traditional multiple choice questions.

The writing skills section focuses on one's ability to identify appropriate expressions in standard written English, detect errors in usage and structure, select appropriate revisions to sentences and paragraphs, and recognize appropriate writing strategies.

There is a practice test for the PSAT that accompanies the study guide for the test.  There is also an answer key to help support the scoring of the test.  The best way to get ready for the PSAT/NMSQT test is to take the practice test.  The entire practice test takes about 2 hours.

Call your school's guidance counselor for information, e-mail psat@info.collegeboard.org, or call 609-771-7070.

Is My Child Eligible for Special Education Services?

It is usually a very intuitive parent who first notices something is disconcerting about a child's performance in school.  A parent may know something is not right, but yet, she may not be able to articulate what "it" is that is wrong.  To find out if a child is eligible for special education services, there are a number of steps to take, but the first step is to make the concern known to the person who is most likely able to confirm or refute a parent's suspicions.

The best person to do this is the child's classroom teacher. Schedule a meeting with the classroom teacher at a time when the teacher can give you his undivided attention.  Be sure to take another person with you when you attend this meeting.  An additional person can act as an additional set of ears for you, take notes as documentation is an important part of the process, and help you process the discussion and any questions you may have after the meeting is over.  Do NOT let anyone tell you that a support person is not necessary.  There is no law to support such a statement.  At this meeting, talk openly with the teacher and listen to his observations.  Draw on any similarities.  If the teacher confirms your suspicions, the teacher is the most likely to move the process forward and act as your child's advocate.  If the teacher does not confirm your suspicions and does not alleviate your concerns, you need to take it to the principal.  Regardless of the outcome of this meeting, be sure to let the teacher know your plans of either taking your concern to the principal or following up with the teacher to ensure he has taken it to the principal.

Scheduling a meeting with the principal should involve the same protocol as scheduling a meeting with the classroom teacher.  You need to take a support person with you to this meeting as well for the same reasons.  In larger districts, there may also be a special education director or coordinator who may be a person in the chain of command to whom you must speak.  The same protocol is followed when speaking to this person as well.  Regardless of who your conversations involve, document your concerns at each level and press for help for your child.  Summarize at the end of each meeting your understanding of the next step to be taken either by the school or by you.  It is at this level that some interventions will be tried with your child.

This step is called Response To Intervention (RTI).  The classroom teacher will try a number of interventions with your child during a 6-8 week period of time.  The purpose of the interventions is to determine the learning rate of your child regarding the concern you noted in the various meetings.  Interventions can be formulated to address academic, behavior, or social concerns.  During the time of the intervention, your child is being observed for progress.  Is your child making progress during the intervention?  The data collected should show if the learning problem is related to instruction or curriculum or is a true learning disability.  If your child does NOT make progress during the intervention, additional testing is no doubt needed.  If you child DOES make progress it is highly likely he will not be referred for further testing.  If this is the case, your job is to make sure you follow your child's progress closely to ensure the intervention continues to be done and your child continues to make progress.

If progress is not noted, and further testing is needed, the parent must request it and give consent for it to be done.  Usually a school psychologist tests a child, but schools may be different in this regard.  Ask your school for its Special Education Delivery Plan or Service Plan.  This plan should outline specifics regarding formal testing of your child.  Before any tests are completed, the federal law directs schools to gain your consent and give you information on the tests they plan to administer to your child.  Once the testing process has started, the district has 60 days to evaluate your child and share the results with you that determine eligibility of services.

As you can see, this process is lengthy and requires a parent to be on his/her toes during this process.  It is challenging and I can attest to the stress a family often endures during the testing time.  Hopefully, during the testing time, interventions will continue in the classroom as this will help your child maintain some progress.  If you suspicion a problem with your child's learning in school it is in the child's best interest if you get on top of it immediately and stay on top of it until your child gets the services and/or the help he needs.

Source:  The IEP Guidebook for Parents     www.seemyiep.com

On-line learning for special needs students

Growing in number are the students taking on-line courses in junior high, high school, and college.  While on-line classes may be the right method for instruction for some students, such a method of learning may not be the right method for other students.  The debate about on-line learning for students with disabilities is gaining much national attention and is something that must be looked at based on the needs of each individual student, both adolescent and adult.

In recent years, more students who could not attend traditional classes on campus due to limitations in note taking and mobility, have turned to online classes to get their degrees. A blind person, for example, may have to hire a note-taker for an on campus course, but with the option of taking the class on-line, the educational process for such a disabled person would be made easier and more flexible.
Students with LD may benefit from online learning because online learning allows them more freedom to work at their own pace. People with dyslexia, for example, may read slowly but comprehend what they are reading well when they are allowed sufficient time to absorb information. Furthermore, online classes allow students to print out material covered in class or call it back up on the computer if they need to review it multiple times.
There are some success stories about students with autism responding well to on-line instruction in schools across the nation.  The information reflects a higher sense of self-esteem, greater progress in academic courses, an increased sense of satisfaction with academic courses, and even a stronger desire to work on academics more regularly.  Autistic persons, sometimes, struggle with the social component of being in a traditional classroom.  On-line learning relieves that pressure yet allows for interaction with others in the class via a bulletin board or other on-line communication method.
Sometimes the anonymity that accompanies on-line learning is a tremendous benefit for students with disabilities.  They are less self conscious and enjoy a more leveled playing field than they would in a classroom where they had to be physically present.  They can focus on the academic part of their experience without being treated differently because of a disability.

The bottom in line is that education must be accessible to all.  On-line learning is a possible way to remove some barriers for students with disabilities.  I, for one, am truly happy to see such movement in serving the needs of all students, not just those who can make it to the physical classroom.



Jansen, T.  "Do On-line College Classes Benefit Students with Disabilities." www.on-line-education.net.  2011
Vien, Courtney. "On-line Education Can Provide Students with Disabilities a Comfortable and Accessible Learning Environment."  www.phoenix.edu.  2010

The Importance of Documentation

Keeping a paper trail on a child with special needs is critical for several reasons.  A file can help produce documents that may show a particular reoccurring pattern or a weakness/strength in a specific academic area.  A file of documentation can also show communication efforts and exchanges between professionals and/or the home and school.  A file can help provide much needed information to support the services that are necessary to serve the child with special needs.  Not the least of the reasons to keep a file is because a single person cannot remember anything and advocating for a child with special needs can be an emotional process; thereby, the less the person advocating has to recall from memory the more effective the advocacy efforts can be.

Standard documents that should be collected and organized are as follows:

• report cards
• notes from teachers
• notes from other specialists/professionals serving the child
• all IEP or 504 plan forms/documents
• personal notes taken regarding phone calls or meetings
• medical records
• standardized and/or district testing data
• copies of correspondences personally written to the school
• any communication from the school
• reports from activities a child with special needs may have participated in during a summer break or such

While this is, no doubt, an exhaustive list, documents will most likely fall into a category listed above.  The critical thing to remember is that documentation is important and cannot be overlooked or left as the responsibility of someone else.

It is best to organize a file in place where papers can be easily retrieved.  An accordion file often is a preferred choice of parents.  I, personally, keep a binder on my daughter with her most current information.  I keep historical documents in a separate file as there are numerous documents.  Find a system that works well and stick with it.  There is little as frustrating as needing to locate a document quickly and being unable to do so.

Writing the College Scholarship Essay Part 2

The initial planning of the essay seems to present the most stress for students.  Starting is often the most difficult part of the entire writing process.  After you have figured out the theme of the essay or the requirements of the judges, it is time to begin the actual writing process.  This is where you will tell your story.  It is important, to begin with, to simply get your story out on paper.  Obviously you will write multiple drafts before you finalize your essay and submit it to the evaluation committee.Keeping the theme in mind, your goals, and your outline, you will write your first draft.  After you have written this "skeleton" and included the basics from your outline, it is time to review the first draft and fill in details that do more than simply tell your story.  You should go back through the essay and show, through use of example, every place you told the judges something.  If you had to work through high school because you had to help support your family, use details to make a personal connection to the judges.  See the example, taken directly from www.scholarshiphelp.org.
My family does not have a lot of money. I worked my way through high school at Walmart.
This is a good piece of information to share. However, the message can be made more vivid by sharing more detail.
My family does not have a lot of money. I worked at the local Walmart most evenings and did my homework on the bus ride home or after work.
Much better. Now the judges know that you were very busy and can feel the squeeze of needing to earn money and still get your schoolwork done. One more time.
My family does not have a lot of money. We work together on a schedule so I can earn money for college and stay on top of my schoolwork. Most weekdays after school, I attend one of my club meetings then catch the late bus home. I usually finish my math homework on the ride. I get home in time to grab supper ahead of time (Mom always has something ready on the stove) then work on other homework until Dad drives in at about 5:35 pm. We pass each other in the driveway, transferring keys and information. ("I aced the math test"; "It needs gas on the way home.") The fifteen-minute drive gets me to Walmart in time to punch in for the 6 pm to closing shift. On nights that the family needs the car, Dad drives me both ways. I'm home again by 9:30 pm, in time to chat with my folks and watch thirty minutes of ESPN before going to bed.
Now this is a cool guy in a great family. Everybody participates, everybody cooperates. You can feel the close timing involved in making this situation work. You can hear the easy interaction of people who like one another. You know that this guy is not a robot because he needs a little human interaction plus a little TV before starting over. We like him. Don't you? We'd like to help out this family; they deserve it. Bingo! Your essay may not look exactly like this, but you get the picture.  You need to help the judges "get the picture."

Notice this example is written using present tense language.  Writing in present tense encourages readers to live your information with you.  Use present tense when possible.  Refresh you writing when you can by using more descriptive nouns and verbs for adjectives.  It can make your writing sharper and be more appealing to the judges.  For example, try substituting "he was a tyrant" for "he was a brutal man" or "he was sprinting" for "he was running quickly."

Your introduction is key in hooking your reader.  This example, taken directly from the website noted above suggests a possible opening for a discussion of a student's work with a literacy program.
I am a literacy volunteer. I did not decide to do this work because studies report that 21 percent of adults (over 40 million) in this country are functionally illiterate or because 43 percent of people with reading deficiencies live in poverty or even because 70 percent of people with reading deficiencies have no job or only a part-time job. My reason for becoming a literacy volunteer was much simpler. My Dad couldn't read.
Okay, I'm hooked. I didn't really know how bad the literacy problem is, but, even more, now I need to know if this person was able to teach her Dad to read, and how this person, with an illiterate parent, made it to the point of applying for a scholarship and heading for college.

Transitions are one of the most difficult parts of the writing process.  The trick is to show your reader where they are going next and why it's a logical next step. Try not to use standard transitional phrases like "Secondly" or "In addition." Try repeating the prior thought and connecting to the next task. For example, "The time I saw my mother reading to my father I knew I had to help him; the trick was figuring out how to help.
 
Rather than using the conclusion to summarize, reemphasize the main point or circle back to the beginning and tie the loop. Consider the example above with the literacy introduction. The body of the essay should have been about the student, her efforts as a volunteer, her feelings about the difficulties faced by those who can't read, her recognition of the gift that reading is, and her decision to pursue a teaching career as a result of her experience. This story begs for a conclusion that answers the question, "Did her Dad learn to read?"

Dad may never read Dostoyevsky
Dad never did learn to read. But through his struggle, I learned that I want to give the gift of literacy to others, the gift that no one has been able to give to my Dad.