Is My Kid Learning!? What is RTI?!

A new catch phrase in education today is RTI , which stands for Response to Intervention. RTI is part of the 2004 Individuals with Disabilities Education Act. Response to Intervention is supposed to help students who struggle with learning at the same rate and pace as his or her peers. Students who fall behind are indentified and given proper instruction through the RTI process. RTI defines problems by using data. The problems can be addressed in the school setting by a creation of interventions tied to the students’ needs. If a student does not make adequate progress over a period of time then the student is referred to special education.

Test scores, class participation, records and routine progress monitoring are used to identify a student in need. If the student is moderate to high risk, he or she is given specialized intervention or more support that is suppose to help the student make the appropriate gains. Constant assessments are to be given on a regular basis to address the student’s deficits and help modify the curriculum to meet the student’s educational necessities.

This plan is a great plan!! Is it the answer to the problems in education? No. The people who coined RTI had a great idea in theory. If all teachers could be trained to look for nuances in learning, use assessments to drive instruction and know how to motivate and support struggling learners, RTI would not be needed. Just because the plan for RTI exist it does not mean it will work in a struggling school or with all struggling students.

Struggling schools are struggling for a reason. The dynamics and climate is one that overlooks student needs. The needs and educational holes are so great that only the high priority problems get met and the lower needs are shelved. That’s how students that need a little support go unnoticed. It’s a snowball effect and attention should be given to it.

Parents, forget the long teacher conference meetings about nothing. Ask to see the data that proves your child is progressing. Ask to see the portfolio of work that shows a progression. Ask developmental questions as well as concrete questions of your child’s teacher. If you are not satisfied move your child to a better school. Time is too short to have precious years wasted.

New Aged Kindergarten?

Remember your early school experiences in kindergarten? Those days were filled with learning how to use scissors, sharing and sitting on the carpet while you admired your new teacher. The old kindergarten is a distant memory compared to changes in early education today.

The standards and content for kindergarten are more rigorous and students cannot successfully perform in today’s typical kindergarten classroom without knowledge in language and content (colors, body parts, counting, etc.) ability in motor skills, self-care and social skills.

The state of Florida’s Board of Education increased state funded preschool programs because of the overwhelming number of students who were not prepared for kindergarten.

According to the Orlando Sentinel, pre-K providers in Florida are being scrutinized by the state on how they prepare students for school. Florida has developed a tool to review pre-K programs. Those programs that fail are deemed “low performing”. The Florida Department of Education is projecting 39% of pre-K programs will earn “low performing” marks in the up coming year.

The state of California has taken a different approach toward early classroom success. Recently, a law called the Kindergarten Readiness Act passed. This law will move the birthday cutoff date for new kindergartners from December to September.

This new kind of class is called Transitional Kindergarten. Educational theorists think that Transitional Kindergarten, will better prepare children to be successful.

The law also requires school districts to offer a new grade level for young children who have fall birthdays and have typically been too young to start kindergarten.

According to Mercury News.com “children with birthdays between Sept. 2 and Dec. 2 — those who would have been eligible for kindergarten under the old system — will be guaranteed a slot once the program is fully implemented in 2014.” Students will have an opportunity to attend school for two years to prepare for 1st grade.

Kindergarten changed and a variety of programs are available to help prepare your child to be successful. Check your state Department of Education website for changes in policy and programs of support.

First published on on Technorati as New Aged Kindergarten.

Teacher Do You Care- The Pete Chronicles

Even with a dedicated teacher the educational system has failed Pete. He has spent too much time alone. Lonely repetitive scripts are Pete’s default nowadays. Pete has retreated into himself for comfort and protection. The brief connections I have with Pete are followed by continued soothing scripts.



It takes a village to raise a child and I did not have a village to assist me with connecting to Pete. As my workload increased, I was pulled away from my engagement with Pete. When I finally saw him he was so withdrawn. I was unable to connect with him for any period of time.


Why does this happen? It is heartbreaking to watch Pete pulled away. Pete is not lost. Constant engagement will bring him back to longer and more meaningful interactions.



I will not give up even though it is very hard to feel helpless. Politically, Pete represents hundreds or even thousands of children in our educational system. I will always fight for these children who are over looked, misplaced and unengaged in learning and social interactions. This is a setback but it is not the end.

Teacher Do You Care- The Pete Chronicles

I had some great exchanges with Pete today! I used his script, “Rick ruins everything!” as a jumping off place to create a story. I made up a short story line then asked Pete to continue with more details. What a funny, hilarious story we created! Pete was laughing and producing ideas so quickly.



Next time I see him we will write the story or make a play so we can invite in his peers to participate. Pete was connecting and relating. I consider this to be education.

Teacher Do You Care- The Pete Chronicles

When a staff member who is assigned to my room cannot show up it creates a big hole. I am often told sorry I cannot come to your class someone else needs me more. When there is not enough staff I can usually handle it. Is it optimal no?

I did not have enough staff to cover the students that needed more assistance yesterday. In addition the administration had given me mandatory extra work to do which included hours of testing students. This meant I could not spend time with Pete. It was heartbreaking!



Pete did not understand why he was moved to a office with more supervision. He said he would be good. This was the heartbreak. I told him he was good; he was great. I tried to explain that I had so much work that I could not spend time with him.

I protested and stated the students would suffer with no avail.

This is how the system looses the good ones. The system wants the paper work done and unfortunately it is at the expense of student learning. This system is broke.

Teacher Do You Care- The Pete Chronicles

Pete missed a few days of school last week. While he was gone his teacher called me to ask what I was doing in my class to deal with Pete's behavior. According to his teacher Pete is just horrible in her class and she wants to know what I am doing that is different.

One of the educational staff from Pete’s room came to my class to ask the same question about Pete’s behavior. When I started to explain how I built a relationship with Pete, the staff member kept interrupting. She really didn’t want to know. The woman went on to tell me that staff in her class thinks that Pete is afraid of me so he behaves.



Pete is happy in my class and completing classwork. It has to be someone's fault that his teacher does not understand him. This is a common practice of people who are not willing to get to know students or accept them for who they are.

I will continue to support Pete and his family regardless of what people say.

Teacher Do You Care- The Pete Chronicles

During spring break I sent my student Pete a postcard from the San Diego Aquarium.

It said: Hi Pete, I went to this cool aquarium in San Diego. I saw fish, eels, seahorses and a couple of leopard sharks. Hope you had a great spring break; see ya at school. Ms. J

Pete returned to school with two phenomenal days where he made it through the entire period without disrupting the class mostly independently.

On the second day the most amazing thing happened. At the end of the period Pete used his time he earned to talk to me. This time other students were present and listened to Pete’s story script. The other students were familiar with the story and Pete led a conversation about his script. How empowering! He proved a point to the students about a detail and the look of self-accomplishment was astounding!

Pete is a successful student.

Teacher Do You Care- The Pete Chronicles

Tough day for Pete

His teacher allowed him return to his work-study job. I bumped into him as he was walking off campus with his class. We exchanged a high five. He did not attend last week because of his behavior. We talked about it all everyday, Pete really wanted to attend this week.



A little later in the hour, I received a call from Pete’s teacher and she informed me that he was sent back to campus from his job. According to his teacher, he started his cartoon scripts as soon as he started work. She said she wanted to give him a chance but she could not have him laughing and repeating. After the work incident Pete was to attend my class.

Needless-to-say he was persistent about his self-soothing (his cartoon phrasing) and it took a while to try and reconnect with him. Staff was short today and many students needed extra help. I did my best. Pete did not shout out in my class today. He did say his cartoon phrase to himself a few times while I was trying to talk to him. Each time I asked for his attention he gave it to me and he took my direction.



The struggle of transition before a break in school is typical. This is often the story with students that struggle. The students crave the structured environment of school. Structure is safe and unstructured time and activity is unpredictable. I suppose Pete deep down knew he would be spending many hours with the television, no phone calls to friends or contact with others. I hope I am wrong.



I’ll send him a postcard or two to let him know he is not alone.

Teacher Do You Care- The Pete Chronicles

Today, Pete got a D on a spelling test in another class and an F on last week’s test. He disrupted that class and was sent out several times. When Pete comes to my class, I check in with him to see how his morning went in his other classes. This morning, Pete told me about the poor spelling test. I asked him how he felt about getting a poor grade. He was stared to repeat the cartoon phrases he uses but he stopped to answer me. He said he did not feel good about it. I asked him if it was possible that he interrupted the class because he felt bad about the test. He listened. I reminded him about sharing his feelings and suggested he could share how he felt with his morning teacher. He was willing to do so.

When we went to see his teacher, Pete was nervous and started to repeat the cartoon phrase that brings him solace. I helped him stay clam and he told his teacher how he felt. His teacher quickly dismissed his feelings and gave him a motive of wanting to disrupt the class. Ouch!!! I asked Pete to walk away while I spoke to his teacher.



Do I blame this teacher? No, this teacher represents the cycle of overburden, untrained people. Where is the compassion for this boy?

Go where the love is Pete. He had another great day in my class! We worked on his spelling words together and he practiced expressing his feelings. I’m proud of him.

Teacher Do You Care?

A student in my class has been struggling over the last month. The student (I’ll call him Pete) yells out lines from a cartoon show, coughs excessively, and laughs in a hysterical cartoon voices during instruction. The other students’ educational progress is disrupted. The home teacher for the student tried a couple of things to try to help his behavior in my class. These interventions were not what I would have done and were just as disruptive as the behavior.

I refused the help offered from the other teacher and personally sat down to get to know Pete. I found out more about a young man who spends all of his home time alone. He’s no child; he is a teenager, and he needs interactions with others. He has no friends and no phone calls. His pal is television and the laughs it has to offer.
Pete has not disrupted my class since I took over his behavior problem. One day he was upset about being hot after a morning of PE and not receiving water after he asked once. We should teach him self-advocacy.



Another day he missed a planned activity because of his behavior and he felt bad about it. He does not share his feelings with others. We should teach him how to communicate his needs and desires.

On the last day of the week he was mad at his single mom. Sometimes when I work with students I know God is present because things will come out of my mouth that are inspirational and just what a kid needs to hear. That’s what happened in this situation.

I taught Pete about being grateful and expressing gratitude.
“Have you ever told Mom how much you appreciate everything she does?”
He said, “no.”
“I think you should try it tonight when she comes home,” I suggested.
“Have you ever told Mom you love her?”
“No,” he said.
“I think you should try that too,” I suggested.
Then I mirrored his experience back to him.
“Your mom works long hours, comes home, makes you dinner, makes sure you have a shower and gets you to bed. Those actions are love. Pete you are well taken care of and you are lucky.”



Pete nodded. I don’t know if he got it. I will encourage Pete to live in this world not the cartoon world he has created to connect. I care.

How many Pete’s are struggling in the educational system? If you notice a Pete in your life stop, listen and show you care.

Is Waiting for Superman a Big Business Ploy?

I’m not waiting for Superman. Waiting for Superman, Davis Guggenheim’s new educational film is presently receiving a media blitz. Guggenheim (the son of a documentary filmmaker) funded his film about the perils of the current educational system. In the film, Guggenheim, follows 5 students in their educational journey. According to the Waiting for Superman movie website, ”In spite of their rousing determination and grit, the shocking reality is that most of the film’s touching and funny cast of kids will be barred from a chance at what was once taken for granted: a great American education.” The film breaks up the educational problem into several sections of need: kids, teachers, administrators, unions, schools, states and the nation at large. Inevitably, these kids have one hope of receiving a good education, a lottery system to attend a better public school. The implication that a good education in America today can only take place through a lottery system for specialized schools is simply not true.

I appreciate the attention that the Guggenheim’s movie is giving to education reform, although I do not appreciate the big business media blitz to privatize education. Waiting for Superman is the metaphorical surfboard of big business stakeholders to privatize education for financial gains.

This powerful movement of policymakers superimposing structure to the educational system started back in the 1980s. Nicholas Lemann stated in a 1997 issue of Atlantic Monthly that in the 1980s “the idea of raising standards in public education emerged as a national cause.” In 1983 the National Council for Excellence in Education commissioned by the Reagan administration produced a report, A Nation at Risk. This report identified a national education crisis and recommended nationwide administration of standardized testing by states and the local educational systems. The use of the testing data was to better diagnose and evaluate student progress. “The view in the education world (was) that politicians never before tried to dictate specific teaching methods to this extent,”(Lemann, 1997).

With standardized testing came the creation of businesses to produce the books and products for the schools to utilize to accomplish their testing goals. Today, educational concerns are many. For over twenty-five years, big business has been riding on the backs of policymakers’ decisions in the field of education.

The standardized testing market is reportedly a $400 million to $700 million annual business that is largely controlled by three publishers (Harcourt Educational Measurement, CTB McGraw-Hill, and Riverside Publishing, a Houghton Mifflin company) and one scoring firm (NCS Pearson). A unified flow of substance and dollars runs directly from policymakers to textbook companies, leaving school districts with virtually no options. The few options available to districts for purchase and to teachers and students for use are dictated by the same policymakers and companies.

The great hope of America’s youth does not lie in privatizing the public school system, because that benefits the same big business conglomerates, not the students. Waiting for Superman and all of the attention it is receiving directly benefit the movement to privatize education.

In contrast, Race to Nowhere, a student-centered documentary, was made on a shoestring budget of $200,000 dollars. Director Vickie Abeles painted the picture of how today’s youth are struggling in the current system and how a collaborative effort of students, parents, teachers, administrators and community leaders is needed to problem-solve the needs of the today’s kids. The movement to privatize education does not directly benefit from such a collaborative approach.

The message of Race to Nowhere is not implying that a new private educational system is needed for kids to be healthy, happy and whole. The student-centered educational message of Race to Nowhere has been ignored by the media. An Internet search of Waiting for Superman yields 944,000 results, while a search of Race To Nowhere yields only 77,200 results. Why has Race to Nowhere gotten little to no attention from major media sources when compared to Waiting for Superman? It is simple; Waiting for Superman is a movie that has a villain and a quick fix provided big business, while Race to Nowhere calls for a collaborative movement of communities.

Big business will not make any money on students, parents, teachers, administrators and community leaders collaborating for a healthier happier educational system. A fear monger message of a poor kid in the Bronx that can not seem to receive an education unless a private system is created beats the path toward a money making venture.

I’m not waiting for Superman and neither is any kid in our country. What we are waiting for is a grassroots collaborative effort that really puts kids first instead of using them to fuel big business profits.

Colleges Remediate-We Are In a Race To Nowhere

The New York Times reported that City University of New York is not providing higher education but remediation. This is not a shock. Education is currently based on state testing. The No Child Left Behind Act of 2001, increased the role of the federal government in public education and also expanded the role of standardized testing. These alleged benefits of standardized testing permeate the public educational system causing harm to students, teachers and the future of public education as a whole. Colleges offer remedial, developmental and basic courses.

According to the California Department of Education, the purpose of standardized testing is “to measure how well students are learning the knowledge and skills identified in California’s content standards.” In addition, standardized testing results will assist with focusing curricular instruction and organizing teaching methods. The goals of standardized testing seem to be falling short; instead of measuring student knowledge and focusing instruction and methods, the rigor of testing seems to be a silent erosion of our school system.

According to the California Department of Education website’s data for July of 2008, 13, 237 students took the Math portion of the California Exit Exam and 13, 373 students took the English portion of the exam. 29% of the students passed the Math and 30% passed the English portions of the test for the state. When we superimpose the same standards on every student, teacher and school, we receive results that are disappointing—a race to nowhere.

These disappointing results are rooted in non-profit school communities maintaining for-profit activities, i.e., test scores. Data has become the catch phrase and teacher’s names are associated directly with their student’s scores. Improvement has been demanded on the back of a shocked system, and therefore an increase of assessments and pacing guides has followed. This increase of standardized testing is big business for the private sector.

Now colleges are feeling the results of a broken system. The documentary, "Race To Nowhere", chronicles the culture of today’s youth in public school. According to the documentary, the epidemic of standardized testing has produced a culture for cheating, disengaging students, stress-related illness, depression, burnout, and of compromised young adults seemingly unprepared and uninspired for the future.

Each community can stop the the “Race to Nowhere" by challenging the current system. This documentary is showing all over the the country, go see it. Spread the news to educators, parents, students and your community. Join the "Race to Nowhere" Facebook Page in your area. This is the link for the Los Angeles page. If a page or community group is not available for your area, start one. Let’s continue a dialogue to examine the facts regarding our educational system and make it our own again.

Standardized Testing-A Race to Nowhere

This week, I had a conversation with another educator who was ending a California State Testing week. The dedication of this teacher is commendable; although exhausted and stressed, this educator was hopeful that her students did well. She wanted them to have a chance at the best education possible. When I mentioned to her the best education possible is not based on state testing, she went through the myriad of reasons why testing is a benefit. The No Child Left Behind Act of 2001, increased the role of the federal government in public education and also expanded the role of standardized testing. These alleged benefits of standardized testing permeate the public educational system causing harm to students, teachers and the future of public education as a whole. Race To Nowhere is an excellent description of the standardized testing movement.

According to the California Department of Education, the purpose of standardized testing is “to measure how well students are learning the knowledge and skills identified in California’s content standards.” In addition, standardized testing results will assist with focusing curricular instruction and organizing teaching methods. The goals of standardized testing seem to be falling short; instead of measuring student knowledge and focusing instruction and methods, the rigor of testing seems to be a silent erosion of our school system. A recent documentary, Race To Nowhere, chronicles the culture of today’s youth in public school. According to the documentary, the epidemic of standardized testing has produced a culture for cheating, disengaging students, stress-related illness, depression, burnout, and of compromised young adults seemingly unprepared and uninspired for the future.

"Only a handful of scholars and practitioners have argued in defense of standardized tests," wrote Lishing Wang and fellow researchers Gulbahar H. Beckette and Lionel Brown. The Educational Research Newsletter analyzed the pros and cons of standard-based assessments. According to the website one of the pros of these assessments are a common core of knowledge. These common standards assist in comparing grades across teachers and schools. Students should be expected to meet common standards that are challenging and are more than just minimum requirements regardless of socioeconomic status, race or disability. The other side argues that by imposing standards on students' minds they are constricting intellectual freedom. These standardized tests oversimplify the core knowledge and do not test higher-order thinking. Cookie cutter standards either dumb down instruction or condemn low-ability students to frequent failure. Students can become disengaged and burned out.

Regardless of the side of the argument, all students, teachers and schools are not created equal and this fact is not taken into account when examining the practice of standardization. The practice of standardized test are to meant to level the playing field when in fact the playing field with struggling learners in school is never level. In other words the interventions that are being used to assist struggling students is not individualized and unsuccessful. According to the California Department of Education website’s data for July of 2008, 13, 237 students took the Math portion of the California Exit Exam and 13, 373 students took the English portion of the exam. 29% of the students passed the Math and 30% passed the English portions of the test for the state. When we superimpose the same standards on every student, teacher and school, we receive results that are disappointing—a race to nowhere.

These disappointing results are rooted in non-profit school communities maintaining for-profit activities, i.e., test scores. Data has become the catch phrase and teacher’s names are associated directly with their student’s scores. Improvement has been demanded on the back of a shocked system, and therefore an increase of assessments and pacing guides has followed. This increase of standardized testing is big business for the private sector. There are four companies that dominate the testing market: Harcourt Educational Measurement, CTB McGraw-Hill, Riverside Publishing (a Houghton Mifflin company), and NCS Pearson- three test publishers and one scoring firm. Press reports value the testing market anywhere from $400 million to $700 million. There is a top-down chain between policy, content, materials, and instruction. Policymakers dictate the content, textbook companies convert the content into materials and schools purchase these materials for consumption by teachers and students. According to a blog entitled, When Pedagogy and Policy Collide, written by Brigitte Knudson, what America is experiencing is called “commodification” of education. In others words education has became a commodity or moneymaker. Knudson goes on to state, “Education – the process of learning – has been co-opted by an alliance of business and government interests, for the dual purposes of maintaining the government’s economic interests and propelling the private sector, all while fostering a climate of continual educational crisis in the country that places blame on a system of its own creation that is intentionally underfunded to perpetuate the cycle.” This marriage of big business, government and non-profit school communities continues to lead to disappointment and a move toward privatization of public education. It’s a lose-lose situation as reformers concentrate on splintered areas of need while big business and government erode the core, destroying the public education system right under our noses.

“Race to Nowhere is a call to challenge these current assumptions and mobilize families, educators, and policy makers for how to best prepare the youth of America to become healthy, bright, contributing and leading citizens,” Race to Nowhere website. This documentary is showing this month in Pasadena, California go to see it. Spread the news to educators, parents, students and your community. Join the Race to Nowhere Facebook Page in your area. This is the link for the Los Angeles page. If a page or community group is not available for your area, start one. Let’s continue to examine the facts regarding our educational system and make it our own again.

Is My Kid Too Proper?-What Happened to Respect?

Is my kid too proper acting? This week my 17 year old was participating in a new slam poetry group; since the group’s practice is during dinner she brought food. According to my daughter, the other members were not eating, so at an appropriate moment my daughter asked the leader’s permission to eat. “I brought my dinner, am I permitted to warm and eat?” she asked. At this moment the teenage group ripped into gut-busting laughter. “Are you serious?” one of them asked. “Did you really say that right now?” another chimed in. My daughter looking and feeling a little dumbfounded wondered what was so funny. She went on to explain it is proper etiquette to ask, no one else was eating and she did not want to be rude. The laughter continued. My daughter was correct in asking could she warm and eat her food in a place she had not been before. That fact that others laughed is a telling sign of respectful behavior in today’s society.

The deterioration of respectful behavior in young adults has been a trend in recent news. In April, the New York Post ran an article about teenage “wilding”. This term originated in 1989 when a jogger in Central Park was attacked by a group of wild frenzied teenagers. According to the New York Post, groups of teenagers assaulted, robbed and terrorized subway riders in Manhattan just last month. This behavior is not respectful or proper.

Remember the days of Miss Manners? Miss Manners was the pen name of Judith Martin. Miss Manners answered questions about proper etiquette and manners in over 200 newspapers worldwide. Doesn’t seem like people care much about Miss Manners now a days. Between the road rage and “wilding” it almost seems like our society craves the “bad behavior”. Shows like “Big Brother” and “ The Real World” capitalize on the lack of manners and proper etiquette of twenty-somethings. These shows are very popular with the teenage crowd. The reality show Ladette to Lady’s premise is to teach proper etiquette to loud, foul-mouthed uncultured women. This reality show displays a transformation from wild child to polished lady. It’s dramatic but the sentiment is in the right place.

It may be popular to wild out but it is not proper or respectful. It is ok to have manners in today’s society. We can go back to teaching our children to respect their elders, speak properly, and carry oneself with dignity. The thug-like attitude that steps on the feet of others is not cool or pleasant. The days of yesteryear are longed for as we enter new and challenging times. Our media, music and entertainment do not support the etiquette of Miss Manners, although we can teach our children proper etiquette so they can turn out to be respectful teenagers. When my children were little I was yelling while driving. I would often call out, “idiot!” Then one day my little girl called it out before I could. That was the end of that word. I had taught her how to yell at others. Modeling good behavior and respect for other people can be the strongest example. All is not lost in the area of good behavior; many young people are lovely and caring individuals. It’s proper to ask to eat at someone else’s home, open the door for others, help elderly people across the street and speak without using filthy language. So, start with the young people in your life. Model good behavior, monitor media examples and call them on bad actions. This can be the start of a new era of good feelings and respect for one another.

Stanley Greenspan: Inspiration for an Educational Revolution

May 3rd 2010

Dr. Stanley Greenspan died this week; he was a great man. His official webpage described him as: “Stanley I. Greenspan, M.D., is Clinical Professor of Psychiatry and Pediatrics at George Washington University Medical School and Chairman of the Interdisciplinary Council on Developmental and Learning Disorders. The world’s foremost authority on clinical work with infants and young children with developmental and emotional problems, his work has guided parents, professionals and researchers all over the world.”

Dr. Greenspan taught me new ways to teach struggling students. I first met him six years ago when a parent suggested his training course. When I heard him teach the Developmental Individual-difference Relationship Model (DIR), bells and whistles went off in my head on how to teach non-typical learners. His model examines the student in the areas of home life, biomedical profile, sensory profile, and emotional development. This model gave me the additional inroads to students and knowledge of how and when to offer new areas of support. I used Dr. Greenspan’s work as a framework for teaching. This was the beginning of my educational revolution.

When I call for an educational revolution, I am not proposing that teachers know every aspect of a student’s home life, biomedical profile, sensory profile, and emotional development. What I am stating is that creating a relationship with your students and having some knowledge of their home life is important in building educational success primarily with low achieving and struggling learners. The fact that a student chews on his or her pencil or gets up ten times to throw out a piece of paper provides information about how calm their body is or is not in the educational setting. If a student is not creating ideas independently, he or she could have challenges in emotional development. With the use of this model, test scores and lives will flip in a positive direction.


This is the first line of defense I choose to fight, teaching struggling students how to engage learning to be successful well-rounded citizens. For example, three families contacted me in the last two weeks to ask for help with their children’s education in public school. One was an AP student with auditory processing, another an Asperger’s student with an accommodation (504) plan and lastly, a student who left public school for private school only to find out he was not understood there either. The tools I learned from Dr. Greenspan assisted these struggling learners in ways others tools did not. Regardless of the area of educational reform (privatization, standardized test scores, disempowerment of teachers, or corporate influence) the struggling learner is demanding our attention, and focusing on the struggling learner is necessary to make change.

It's a Wonder I Stayed In Public Education!

When I was a new teacher, I wanted to find the key to unlocking success within my students. My desire was to teach them how to become learners. So, I start breaking down the parameters on how students learn. I wanted to know where my students fell off the beam.

Starting with the psychologist, I asked questions. I wanted to know what could I do in the classroom for the processing deficits of my students. I received blah, blah answers that sounded like the teacher’s voice on Charlie Brown.

I was not satisfied, somewhere, someone was trying to lessen these problem for challenged learners; I wanted to be part of the solution. I still needed to learn more about everything, I found educational areas of innovation and best practice. I turned no idea down I was open to learning.

This upset some of my colleagues. Why? I have no idea. Rocking the boat. Doing too much.
Of course, when I wanted to create, utilize innovation and attend conferences or workshops I had to go to the ADMINISTRATION. The administration makes decisions about taking time off work, what fund a substitute teacher’s pay is allocated and registration fees before attendance or implementation takes place. Like Hollywood, I have to go pitch my idea and plan of action. Well, I’ve had some pitches go well and some let’s just say you be the judge.

I've been told many things throughout the years. Here are a few are actual statements from ADMINISTRATIVE STAFF:
• That's great, we don't have money for that
• That's great, ask Title I to pay for it
• Ok we will pay your sub but not the conference, hotel, material, etc
• Sorry there is no money
• Why are you doing this?

With these kinds of responses it’s a wonder why I continued on. I did continue on and over 90% of my training and expertise in education has come from my own resources. Yes, my own pocket. The school system did not care how much of my own money I spent as long as they were not spending it. Here’s a question for you. How many teachers today are updated on best practices in education?

Not many. If the teacher is waiting for the school to pay, they can keep waiting. Don’t believe me ask your kid’s teacher the last conference, innovative lecture or new software training they have been to. The answer won’t be pretty in public school. How can we be better if we don’t use better tools and paradigms? Learn the learner; know the learner, teach the learners.

School Kids Can't Read!

“We’re not asking them to read nearly enough,” Ms. Pimentel said, an expert on English and reading standards who is a member of the National Assessment Governing Board that oversees the test that showed little to no growth in the area of reading.

Really? I am wondering how long Ms. Pimentel has been inside of the classroom teaching struggling readers. I have been in the classroom working with struggling learners and readers for 15 years. I don’t agree with Ms. Pimentel.

According to the New York Times, “The nation’s schoolchildren have made little or no progress in reading proficiency in recent years, according to results released Wednesday from the largest nationwide reading test. The scores continue a 17-year trend of sluggish achievement in reading that contrasts with substantial gains in mathematics during roughly the same period.”


As I watch students struggle in high school with decoding, vocabulary, comprehension, spelling and writing, a few things come to mind. Let’s take John, for instance he does not know how to spell words that are not phonic or words that you cannot sound out. Therefore, he is embarrassed about his spelling and does not write. How did he get like this? It’s not just lack of instruction or directions that cause this kind of remediation. I have said before that students need developmental, social emotional and physical support to learn. Where did we fall short for John? Somewhere down the road, John did not get what he needed to continue growing.


We have to get away from this one fix show of education. It is not a one trick pony it is a system. My friend told me the other day that the educational system is not to teach the mass but to offer what is offered. Whoever gets it gets it and whoever doesn’t doesn't. So, according to his logic the ones who did not get it recycle into no man’s land?

I say NO! Our children can learn if given the instruction, environment and developmental pieces necessary. I have done it and so can the next guy. Students will make gains if given what they need to learn.

We can continue to have another 17 year studies that does not tell us any causality or start using common sense to teach the child not he standard. If we do this students will improve because we will give them the needed support to improve.

"The World is coming to an end in 2012 so why should I work hard?"

“The world is coming to an end in 2012 so why should I work hard?http://www.sonypictures.com/movies/2012/ Well, that was quite a shocking statement to receive early in the morning. One of my female high school students made this statement in response to me inquiring about her plans after high school in June. It was a simple question; I did not expect an Armageddon prediction. At first, I had no idea what she was talking about. Then I took a step back. I often take a step back in the classroom setting as an educator of high school students. The middle class part of me that looks into the face of a “give me more generation” did not want to take a step back. The other part of me that is a patient teacher and caring soul instinctively knew this would be a chance to step closer to my student’s frank feelings and offer comfort when there was doubt. What a statement to make! It was obviously about fear of today, tomorrow and the hereafter.

I asked her to explain her point of view and she weaved a web of indecision and new aged fear as she spoke about the world ending, how much easier life would be as a male, and wanting the easy way out

At times like this, I want to weep. I want to weep for a generation that does not have anyone to talk to about life. I want to weep for young people who live in a culture of fear and the adrenaline rush of fear like it’s a new soft drink on the market. I want to weep for the lack of faith, adventure and fullness of just living life.

Instead of weeping, I smile and say, “It’s hard for all of us to grow up and be responsible”.
“I’m not talking about that”, she retorts.

“Actually you are talking about that”, I say gently.

“Making plans for the future, following through with the plans you make and learning to care for yourself is responsibility”, I said lightly because too much weight would cause her to disregard another you must listen statement.

This sunk in for a minute. I watched it saturate over her like a warm glass of milk easing down her throat.

“Fear of Tomorrow” was not included in today’s lesson plan. Change of game plan- so we discussed how she had the same opportunities as males and yes, in this world sometimes it is harder for women. Instead of squashing her fear, I symbolically held her thoughts as we worked them through one by one. After quite some discussion she implored, “If the world was coming to an end what would you do?”

“I would live my life”, I proclaimed. “I would not live in fear”. Her brown eyes bore through me like she was looking for the truth in my statement. I continued, “ I have lived for awhile now and the world was going to end in 1984, 1999 and then again in 2000. “So, 2012?” I shrugged,” I would live my life and enjoy myself.”

She thought for a minute. “You made it right?” her words filled the silence. I could not take this in at the time. It is rare that a teenager shares this kind of kudo with an adult. I am taken aback; she thinks I made it. She sees me as a success. This harden teenager that threatened to vandalize my car upon our first few meetings. This threat was a simplistic ploy to scare me away from getting to know her. This young women is the same fragile soul that told me, “I feel so bad I just want to live under the covers.” after a tragic shooting that left a friend dead. Hard expressions, frown lines and eyes of bewilderment often searched me for answers along with a “you don’t care”, “I don’t care” attitude of resentment for a life that hasn’t really started.

I see a sense of hope slowly build in her eyes. I knew my eyes lit up as
I said, “The world is your oyster. You can do anything you want. You can dream. You can travel. You can see other things. It is an exciting time of your life.”

Her faces seems like she is reasoning the possibility that she too can do it. Together we develop a plan to start walking toward her goals. To see if working in the field of veterinary services would suit her. With some persuasion, she’s planed to go to the pet store this week to ask for an application. If they are not hiring she is going to ask to volunteer so she can be around animals.

The bell rings and she stops at the door on her way out and looks at me.

“You are cool Ms. Johnson.” I smile. She has second thoughts, “I need a lot of guidance”, she admits. Your friend offered to go with you to the pet store I reminded her. She looked at her friend standing closed by and she asked for help. She asked for help.

I suppose that was the lesson for the day. Just ask for help..

Living or Learning Problem: Do You Care?

Sometimes our kids have living problems not learning problems in education today. Life at times is so complicated. I grew up in simpler times. The students of today have many challenges to face: death, suicide, sexuality, drugs, alcohol, etc. Some kids have challenges just getting to school.

This week one of my most lethargic students warmed up to my class and me. He was a lump. I have tried to engage him in conversation,... nothing. He would sluggishly give me one-word answers to my questions. I’d ask about his life, nothing. Yes or no answers followed without affect or expression. How many months of school has it been? I was pulling out all my stops because I know through experience and research that a relationship is a starting point and cultivation for learning. I would put on my best face on day after day but each day he was ultra flat therefore, non-engaged. You can’t win them all right? Wrong because somehow, someway, something got to him. This week he was Mr. Delightful! I don’t know what turned it but it turned. He worked harder, made positive comments and became an asset to the classroom. Most likely he was having living problems not a learning problem.

According to Eutopia.com,” New America Media, a nationwide network of over 700 ethnic-media organizations, and the University of California’s Office of the President, conducted a survey of young people in California to better understand what young adults ages 16-22 feel are the primary issues impacting their lives.” http://www.edutopia.org/challenges-young-adults The study spoke with 601 young Californians. Here are the results of the survey as they reported in the study.

CALIFORNIA DREAMERS: A PUBLIC OPINION PORTRAIT
OF THE MOST DIVERSE GENERATION THE NATION HAS KNOWN
http://news.newamericamedia.org/news/view_custom.html?custom_page_id=340
Fig. 1



In the graph young people identified family breakdown as the number one problem followed by violence in the neighborhood and poverty.

In another situation I was walking to the office and an educational assistant was having a disagreement with a middle school girl. I stopped and asked the educational assistant what seemed to be the problem. The assistant quickly let me know the girl refused to work and now was refusing to go to the dean. I volunteered to take her. I asked the young lady what was wrong. She blew me off with a simple nothing which means I’m not telling you, you don’t care. I implored her and then she exploded with a river of mind-blowing information. Her brother had been arrested for attempted murder and he was her caretaker. She had a mother but her brother is the one that cared for her. She knew he was in Long Beach but that’s all she knew and she was freaked out. I told her I’d be freaked out too. Then I said the thing that any of you would of said, “we can find him and you can write him a letter”. She melted with hope as tears filled her eyes. That’s all she needed was hope and help. We cannot have an educational system that is not human. Our souls have to touch the young people souls. We have to care about their lives. Is this our job? Who cares? If a kid needs you, step up. It may be a living problem they need help with not a learning problem.

Alice Highjacked Me: Children Stories with Adult Themes

Alice and Wonderland came out this pass weekend. Is this like another attempt to highjack the old story for a new more racy one? I, for one, felt like someone in charge had smoked dope when I saw the psychedelic colors and way out looks of our new groth-like Alice and crew. The Wallstreet Journal even had a few cents to say about the new Alice. Joe Morgenstern of the Wallstreet Journal wrote in the article, ‘Alice’: Half of a Wonderland, “It's more gothic than Victorian and slightly tinctured with danger..”.

According to the LA Weekly’s, March 5-11th 2010 issue, Karina Longworth wrote an article, Alice in Chains Tim Burton in La-La Land. According to the article Disney formed a partnership with Hot Topic of all people. According to the Wall Street Journal, Disney is trying to capitalize on the “Twilight and New Moon” teenage girl thing. Do these people have any common sense and have they ever been in Hot Topic?! Apparently not!

In my opinion, Disney sold out. The thing about these kinds of movies that highjack young children stories for adult themes is that kids think the movie is for them. I did not see big warnings in the ads for inform parents. According to the article, Should Kids See ‘Alice in Wonderland’ on the Momlogicwebsite,”We're definitely not in Disneyland anymore.”
(http://open.salon.com/blog/momlogic/2010/03/08/should_kids_see_alice_in_wonderland)

Hollywood needs to stop playing around with children books and stories without big warnings on the front end. On the Momlogic website the reviewer wrote regarding her 10 year daughter, “My daughter started fidgeting -- and I grew restless -- as the film droned on in the middle, only to pick up during the climactic final battle.” How uncomfortable. It’s our job to protect our kids from this climate of graphic images and grown up ideas. My three children (now 21, 19 and 16) did not watch anything on television after 8pm when they were growing up. They watched very little to no television growing up. What TV they did watch, I viewed then videotaped them for the weekends. Later, my children expressed how they now appreciated not having television as an option and that it forced them to find other things to do for entertainment and enjoyment.

Today, media is bad enough, young people are constantly bombarded with images they are not prepared to process. According to the National Institute on Media and the Family “..61% of children’s television programs contain violence and only 4% have an anti-violence theme.” Just this week while watching the Oscars a commercial came on for an ABC television series called “V” (http://abc.go.com/watch/v/240273?CID=google_sem_1). Watch at your own risk. During the commercial slashing occurs to a man’s head! My family flinched at the sight of a character looking into a man skull! This is a decision someone in the media made for viewers to watch. It’s not the media’s job to protect our children. I think over the years the media has made that very clear. The job belongs to us, the community. Every citizen is obligated to help our future by keeping over sexed, mature themed and violent material from our children as long as we can. This gives good parenting an opportunity to lay the appropriate foundation so when the time is right our children can make the right decision