Do Girls Just Wanna "Really" Have Fun???

The special dynamic of the female bully is something that deserves a bit of its own blog space. Bullying between girls is often more psychological than physical. It can also be a bit sneakier. According to the book Bullying from Both Sides, by Walter Roberts, bullying between girls is called “relational aggression.” This term is appropriate as it connects girls to the Western societal emphasis that girls are raised to focus on relationships and communication (p. 59).

What does a bully-girl look like? The bully-girl reflects come “typical” characteristics (note typical does not mean every bully-girl displays these). The bully-girl is often popular and well-liked by adults. She does well in school and can even be friends with the girls she bullies. Fist fights are not her style. Rumors, gossip, revealing secrets, and exclusion of others are her methods of operation. Often she bullies in a group and, because of her status with others, she will often be joined by others or even pressured by others to bully to maintain her power position. The consequences of the bully-girl are serious and destructive, as much or more than with physical bullying. The target can experience anxiety, depression, low self-concept and/or show signs of being a target through a drop in academic performance, poor eating habits, complaints of excessive illness, or even show signs of self-harm. According to the National Crime Prevention Council’s information on the bully-girl, most adults don’t even know when a girl is being treated this way.

So what do parents do when they believe their daughter may be being bullied? As a former administrator and a current parent of a teenage daughter I can assure you that picking up the phone and calling the parent of the bully-girl or marching over to her home is NOT the best solution. Getting a handle on the situation is imperative if time allows for such discovery. Unless there is imminent physical danger, which would warrant a call to the school administrator or counselor, interjecting oneself into the dynamic is the last resort. First, remember that while you cannot “solve” the entire problem at hand, you can help the target realize that a bully is only a bully IF there is a target. I firmly believe that addressing the target must be a part of the entire resolution process. There is a reason a target is a target. It is not, however, the target’s fault if she is being bullied and to communicate fault would be unacceptable and flat out untrue. Watch for signs your daughter is being bullied. Look at her body language and her eyes, listen to her tone of voice and her words, and when you see signs, don’t dismiss them as a passing phase.

What should be done about the bully-girl? I believe punishment of a bully alone will NOT stop the pattern of the bully’s learned behavior. In the book Bullying from Both Sides, the author devotes an entire chapter to the strategic intervention focused on giving the bully attention because “they are kids, too.” This seems so counter to our culture, especially if we are a zero tolerance system, but bullies are bullies because they have learned behavior that must be changed. Most girls (and boys for that matter) cannot change a learned behavior without support and encouragement and thoughtful intervention. There is no “quick fix” for remediation of a learned behavior. The learned behavior of the bully must be replaced with a more appropriate and empowering behavior at the same time the bully is being held accountable for her actions. A bully-girl needs to tell her story and be heard beyond the surface. Education must take place about boundaries and behaviors that are acceptable. Simply requiring a change in behavior without providing alternate behaviors is futile. As humans, we all revert to what we know when we are being challenged outside out comfort zones and not given support to succeed.

As you can see, interestingly enough, both players in a bully-target dynamic need attention and intervention. Our girls are in need of our attention in this unique relational dynamic. Everyone must step up and be accountable for addressing the bully-girl. The way I see it, the end of bullying begins with me. Consider the words from the book “Black Beauty”: My doctrine is this, that if we see cruelty or wrong that we have the power to stop, and do nothing, we make ourselves sharers in the guilt.

Resources:
Coloroso, Barbara. The Bully, the Bullied, and the Bystander. Harper-Collins Publisher, 2008
Roberts, Walter. Bullying from Both Sides. Corwin Press, 2006.
Wiseman, Rosalind. Queen Bees and Wannabes: Helping Your Daughter Survive Cliques, Goddip, Boyfriends, and the New Realities of Girl World. Three Rivers Press, 2002

 

Identifying a Bully: One Third of the Tragedy

Bullies are not a certain size or shape or color. They are not identified by the type of music they listen to or the church they attend. A bully can be the popular kid or the kid or the kid who is disliked by many. A bully can be the athlete or the drama student or the trombone player. Bullies are not categorized as such by their looks but by their actions. In her book, The Bully, the Bullied, and the Bystander, Barbara Coloroso indicates that bullying is a “conscious, willful, and deliberate hostile activity intended to harm, induce fear through the threat of further aggression, and create terror.” There are three elements that will always be present in a bully situation: imbalance of power, intent to harm, and threat of further aggression. The fourth element, terror, is added when bullying has escalated because nothing has been successful in stopping it. So what is the “profile” of a bully? While there are different types of bullies, common characteristics include: enjoyment in dominating others, being unable to see a situation from another’s vantage point, using others to get what is wanted, selfish to the point of disregarding the rights and feelings of others, tending to hurt others when someone in a position of higher authority is absent, refusing to accept responsibility for one’s own actions, projecting one’s own inadequacies through the use of blame, sarcasm, and false allegations onto others, viewing weaker people as “prey”, and craving attention. While this is not an exhaustive list, it is pretty comprehensive and can be used as a point of reference. The main motivation for a bully is contempt fueled by arrogance. Bullies have a sense of entitlement and superiority about themselves. This is, of course, a cover up for their inadequacies. So, what happens when a bully is “caught”? The bully’s behavior will most likely deny any wrongdoing, trivialize his/her actions by calling is “fun”, claim self defense and cast the other person as the bully, or even count on the support (by way of apathy or fear) of the bystander(s). Bullying is not something that anyone should consider “normal childhood behaviors.” It is antisocial and must be addressed through the proper channels, protocols, and/or procedures already in place. Bullying is a social problem and will take the efforts of all of us to come up with a solution.

For additional information on bullying, including videos and true stories, visit Pacer’s National Bullying Prevention Center at www.pacer.org

Our Schools’ Responsibilities in Addressing Bullying and Harassment

While there is no federal law that specifically applies to bullying, state legislators in all fifty states have made it a priority to have law, policy, or both law and policy on this highly relevant topic. Federally, when it is related to color, race, national origin, gender, disability, or religion there are policies in place that do address these protected groups as discriminatory in nature. While each state has the latitude to establish its own approach to addressing bullying and harassment, there are common connections between states.  These connections include a purpose statement, a statement of scope, specifications of prohibited conduct, a list of specific characteristics of bully/harassment, components of policy (such as reporting, investigating and responding, and keeping written records), and information regarding training staff and developing a communication plan. To find specifics regarding a particular state, visit www.stopbullying.gov/laws/index.html for information.

Iowa has both policy and law in place to address bullying/harassment in its school districts. The state mandated that all school districts have an anti-bullying/harassment comprehensive plan in place by September 1, 2007. School accreditation is directly connected to this expectation.  The expectations for schools are outlined clearly on the Department of Education’s website at www.educationiowa.gov. Click on the link to “A-Z Index” and scroll down the list to the letter “B” under which you will find the “bullying” information. Basically, Iowa policy and law addresses the following:

*definition of bullying and harassment that is consistent with the state legislation
*a statement that bullying and harassment are against the law
*a statement that makes the policy applicable to school employees, volunteers, and  students
*a statement that addresses consequences for those who violate the policy
*a procedure to report and investigate complaints
*a procedure to communicate information to parents, students, staff, and community members.

Iowa also offers a decision matrix for districts to use to guide them in making decisions regarding situations that may arise. Iowa also offers an appeal document for open enrollment situations involving bullying and/or harassment. This information is very valuable and should be consulted in any event bullying and/or harassment becomes a problem for any child, resident or open-enrolled.

At one time during their educational journey our children will be the target of bullying/harassing behaviors, exhibit behaviors that are considered bullying/harassment, witness situations in which they observe a bully/target dynamic, or all of these. It is imperative that parents know how to prevent and respond to situations involving bullying/harassment. A great place to begin is with a basic knowledge and understanding of the law and how it pertains to an individual state and local school district within the respective state. After one has a basic grasp of the legal obligation of schools, securing a better understanding of the dynamic of those involved is important in prevention and response situations.

Bullying: A Life and Death Situation

I shall remember forever and will never forget
Monday: my money was taken.
Tuesday: names were called.
Wednesday: my uniform torn.
Thursday: my body pouring with blood.
Friday: it's ended.
Saturday: freedom.

This was the final diary entry of thirteen-year-old Vijay Singh. He was found hanging from the banister rail at home on Sunday (Coloroso. The Bully, the Bullied, and the Bystander. 2008).

Bullying is a community problem; a society problem; a problem for our entire culture. Adults sometimes minimize, trivialize, or even deny it. Schools develop policies to combat it, but it continues. In the meantime, the bullied refuse to go to school and often spend so much time thinking of ways to avoid being a target that little energy is left for school. People who witness a bullying situation (sometimes called bystanders) are often considered  to neither experience any consequences nor have an active role in breaking the cycle of violence. The truth is breaking the cycle of violence involves more than identifying and stopping the bully. Examination of why a child becomes a bully or a target of a bully (or at times both) as well as the role of the bystander in perpetuating the cycle.  The first piece of information in breaking the cycle is to understand that the language we use to identify the people involved in any violent situation can be a part of the problem. Any time we label a type of person (such a person with a learning disability we call a learning disabled child or a person with diabetes we call a diabetic) that label can encourage behavior based on the label. We unintentionally focus on the person rather than the behavior. We believe if we get rid of the bully we stop the problem. According to Coloroso in The Bully, the Bullied, and the Bystander (2008) the tragedy of bullying must be rewritten, new roles must be created, the plot must be changed, and the stage must be reset. The approach in re-writing any story is to know and understand the original. There is nothing simple about re-writing this tragedy. There is no single contributor to the problem. Rather it is an accumulation of factors that has promoted the situation we are now in as a society.

The next several articles in the series will include a focus on Iowa law regarding bullying, the reporting requirements, the commonalities between the bully and the victim, how to approach your child if he/she is reflecting bully behaviors, how to best support your child if he/she is a victim of bullying, and the cultural responsibilities of adults.

Bullying is an epidemic, and the dynamics of this epidemic must be addressed by adults if we expect our children to change the current direction in their interactions. Victims must be empowered. Bullies must be educated about their behaviors, and parents must recognize their own role in the tradegy. Schools must do a better job of working to prevent situations where bullying is likely to occur.

The Last Dropout

The Last Dropout: Stop the Epidemic is a book by Bill Milliken, Founder of Communities in Schools. This is a book I ran across while browsing in the bookstore recently. I have always been drawn to students who struggle in school for whatever reason.  I used to think the students who struggled were those who came from a specific family dynamic or were children with special needs or were just unmotivated to try in school. What I have found over the last twenty years in education is that all students struggle in school for any number of reasons at various times during their education.  I discovered along my own educational journey that very intelligent and capable people struggled in school. According to various Internet websites:
*Thomas Edison got a late start in his schooling following an illness, and, as a result, his mind often wandered, prompting one of his teachers to call him "addled." He dropped out after only three months of formal education.
*Benjamin Franklin was the fifteenth child and youngest son in a family of 20. He spent two years at the Boston Latin School before dropping out at age ten and going to work for his father, and then his brother, as a printer.
*Two months before his high school graduation, history's first recorded billionaire, John D. Rockefeller, Sr., dropped out to take business courses at Folsom Mercantile College.
*Charles Dickens, author of numerous classics including Oliver Twist, A Tale of Two Cities, and A Christmas Carol, attended elementary school until his life took a twist of its own when his father was imprisoned for debt. At age 12, he left school and began working ten-hour days in a boot-blacking factory.
*The late Diana Spencer, Princess of Wales, attended West Heath Girls' School where she was regarded as an academically below-average student, having failed all of her O-level examinations (exams given to 16-year-old students in the UK to determine their education level). At age 16, she left West Heath and briefly attended a finishing school in Switzerland before dropping out from there as well.
While this list is not exhaustive, it does present a picture of what a possible drop out looks like. Or does it? A primary lesson I learned from reading this book (so far as I am not done yet) is that the drop out epidemic is a national problem and it is not, again not, a youth problem; it is an adult problem.  Durant High School’s list of students who don’t make it every year is sad but not much different than Wilton, Tipton, West Branch, or Davenport. This epidemic has been the focus on television shows such as Oprah and Dr. Phil. We have tuned in to Iowa Public Television to watch documentaries on this epidemic. National magazines, such as Time, have done cover stories on this crisis.  The focus of most debates seems to be on numbers: is there some moral advantage to losing 1 out of 5 students as opposed to 1 out of 3. The lower our numbers are the greater sensation of success we seem to feel.  Bill Gates said, “When we looked at the millions of students that our high schools are not preparing for higher education, and we look at the damaging impact that has on their lives, we came to a painful conclusion: America’s high schools are obsolete” (The Last Dropout: 2007, introduction). The question that permeates the book is “can we stop the drop out epidemic?”  The answer is that we can, but not until we realize that adults have to stop the problem. The answers come through focusing on kids, not programs or curriculum to change kids, recognizing the role community plays in educational success, and coming to grips that real change will have to come by holding each other accountable and being transparent in our policies and procedures established by local and state school boards, state departments of education and state and national legislators. The key is, though, that real change begins at home, in our own local communities. Focusing on relationships with students is the place to start. Making connections to those students we serve is a must. There is no quick fix. But it can be done. Our graduation rates can be 100%, legitimately, without cutting corners or manipulating grading practices, or dumbing down expectations. This book is a must read for everyone, especially those in education. After all, as Einstein once said, “The definition of insanity is doing the same thing over and over the same way and expecting different results.” The face of education must change. Let it begin with me recommending this book.

Source: Milliken, Bill. The Last Dropout: Stop the Epidemic! Hay House Incorporated Publishing. 2007.

The Value of the Written Intervention

We know Response to Intervention (RtI) is not a special kind of program or book. We know it is a process in which all students can benefit through interventions that begin in the general education classroom. We also know the goal of RtI is to prevent failure and make opportunities so all can succeed as learners. And we know that the RtI process is "tiered" or "leveled" with more intensive services implemented at each tier/level. Each tier/level requires regular monitoring and the student is determined to respond or not respond to the various interventions. So now what? Knowing the basics is very empowering, but don't stop there. The value of a written intervention plan, which not required, can provide additional support in understanding and insuring follow through for all parties. It is a great way for parents to be fully involved in the RtI process. A written plan is especially helpful at Tier 2 and Tier 3. A written plan might include the following:
*specific area(s) of concern
*information to support the concern(s) such as test scores or work samples
*a descriptor of the specific interventions
*the length of time that will be allowed for each intervention such as 7 days or 10 days
*the number of minutes per day the intervention will be implemented
*the person responsible for the intervention
*the location of the intervention
*the factors that will be used to determine the success of the intervention
*a description of the monitoring strategy
*a monitoring schedule
*reporting out of the frequency an intervention was used
Of course the instructional interventions that will be implemented should be done by a high qualified teacher or other specialist. Please note that an intervention plan is not the same as an Individualized Education Plan (IEP) that is written for a student determined to be eligible for special education services. A sample case study may help you see how the RtI works from start to finish. The complete case study can be found on the website of the National Center for Learning Disabilities at www.LD.org and is included in the document titled A Parent's Guide to Response to Intervention (RtI).

Case Study (Highlights)
Susan is in 1st grade. When school began, her mom reported her concern regarding Susan's difficulty with her beginning reading skills.
Tier I: universal screening reflected Susan's struggle in reading; Mom was notified of her performance on the universal screening; Susan was placed in a small group with others who had been identified as "at risk" and received additional instruction; her performance was monitored for several weeks. At the end of the intervention time, Susan's progress monitoring showed her performance below the identifying mark that would indicate a positive reponse to the intervention. Susan was considered unresponsive and placed on Tier II.
Tier II: a face-to-face meeting with Mom was held and school talked with Mom about the decision to move Susan to Tier II with more intensive interventions in reading. Susan's mother asked for information and materials so she could support Susan at home and reinforce the interventions; school gave Mom a written plan and a kit of materials to use at home; Mom began to work with Susan for 20 minutes each evening at home. In addition Susan received reading interventions 45 minutes each time, four times each week, for 8 weeks; progress monitoring was done and data was collected weekly; Mom was given data each week to show her Susan's performance. Susan's lack of response over that 8 week period of time encouraged the team to move to Tier III. The school team suspected a disability and met with Mom to discuss this suspicion. Mom was asked by and gave the school written consent to conduct an evaluation to gain further insights into Susan's struggles with reading. Information from Tier I and Tier II, classroom observation, and a parent interview was used in movement to Tier III.
Tier III: information  from the evaluation and other data points reflected a learning disability in reading; Susan was found eligible for special education services; a team of people met, including Mom, to develop an IEP for Susan; Mom provided written consent for special education services and Susan entered a Tier III intense intervention which was delivered by a special education teacher. This teacher worked with Susan one-on-one each day for an hour and supplemented the hour each day with another half-hour of small-group tutoring with one other student. Progress was monitored twice a week; Mom received a report every grading period; progress was made; other interventions were tried to improve progress even more and included assistive technology. The additional services started to close the gap and Susan was continuously monitored. Special education services would be provided until Susan was back on track with her peers.

Progress Monitoring in Response to Intervention

Since the goal of Tier I in the Response to Intervention (RtI) is to rule out lack of appropriate instruction as the reason for inadequate progress, monitoring progress during the intervention is critical. Progress monitoring must be ongoing and is used to determine whether students are responding     to the instructional approach being implemented. Collecting data on a particular strategy is a 6 to 8 week commitment and is done periodically during this time frame. If little to no change is noted over that period of time students may be recommended for additional intervention and placed on Tier 2 in the RtI process. This time frame is important to allow for a student to adjust to the intended strategy and achieve some consistency in progress or lack thereof. The two most common methods for monitoring progress are through “robust indicators” or “curriculum sampling”.  A robust indicator measures an academic skill this is closely associated with performance on student outcomes.  An example of a robust indicator in reading would be a one-minute sample of oral reading fluency.  A curriculum sample data point would be an actual task completed in goal-level material. An example of curriculum sampling would be monitoring performance on samples of items that represent the most critical curricular skills to be mastered by the end of the academic year. Consider the scenario on Jesse:

Jesse is in the second grade and his reading is very deliberate and labor intensive. He has been consistently well below recommended second grade rates on every oral reading fluency probe for the first two months of the school year. His teacher and the child study team decided to have him join two other students who are also poor readers to receive instruction in a small group setting in addition to the general education class instruction (this is Tier 2 intervention). The three students are to work with the reading specialist and use repeated reading to improve fluency. Jesse’s progress will be monitored so that more intensive intervention can be planned if he does not respond to this small group instructional model or if his fluency increases to the level of his peers in the general education classroom setting. If Jesse’s improvement puts him back on peer level, he will return to Tier 1 intervention.

Note that just because Jesse’s Tier 2 intervention is removed, he does not cease getting Tier 1 intervention support in the classroom. That Tier 1 support could include differentiating lessons for Jesse or having a classroom associate work with him in the general education classroom. The key is documenting the data to reflect the success of the interventions. Tier I strategies are used in the general education classroom to support the learning of all students. Additional strategies are then explored depending on the observations made by the teacher about the respective student’s learning challenges.

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.

 

 

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.