So it turns out that, on account of the state-mandated physical education test, the charter school decided to reschedule the field trip. That's all fine and good, but of course nobody bothered to tell me that important piece of information.
It turns out they also didn't tell the resource teacher, who called to scold us for Danielle not being there for her appointment.
Of course this is the same resource teacher who often doesn't make it to meetings and never calls to cancel when she's not going to be there.
Ugh, I feel like yelling at the charter school administration: Would you guys TALK to each other, already?
Monday, May 4, 2009
Tuesday, April 28, 2009
I Like How the School Plans Ahead
As part of the package of state-mandated testing, Danielle is required to attend a fitness test.
Today, we received a very nice letter from the charter school, informing us of the date/time of said test.
There's only one teeny-tiny problem.
The school administration scheduled the fitness test at exactly the same date and time that Danielle and another group of students will be going on a field trip.
I'm sure you can guess whose kid is not going to be running laps at the local city park next Monday morning.
Today, we received a very nice letter from the charter school, informing us of the date/time of said test.
There's only one teeny-tiny problem.
The school administration scheduled the fitness test at exactly the same date and time that Danielle and another group of students will be going on a field trip.
I'm sure you can guess whose kid is not going to be running laps at the local city park next Monday morning.
Thursday, April 23, 2009
Thursday, April 16, 2009
Of Course, Maybe She's Just Psychic
When I (FosterEema) went to "Danielle's" school yesterday to pick her up after her assessment test, "Danielle's" teacher took me aside. "I noticed something very interesting while "Danielle" was taking her test," she told me.
The teacher went on to explain that we should expect "Danielle's" math scores on the assessment to be higher than they might otherwise be. Apparently, when "Danielle" encountered concepts on the test that she hasn't yet learned (percentages and ratios, for example), she managed to guess the right answer a surprisingly high percentage of the time. "I don't know if she's just estimating the size of the numbers and picking the closest answer, or what," the teacher said. "I can't explain it, but I definitely noticed it while she was doing her test."
I can't explain it, either, but the teacher's theory is as good as any. I've definitely noticed that "Danielle" has a knack for concealing the holes in her knowledge and education, so much so that we've had to gently remind social workers, Mme. Attorney, and others that "Danielle's" comprehension isn't as good as it might at first appear from talking to her. I suspect that "Danielle" probably developed other adaptive skills to mask those gaps in what she knows, and that it was those adaptive skills that were manifesting themselves during her assessment.
Or, maybe she's just psychic. Nah...
The teacher went on to explain that we should expect "Danielle's" math scores on the assessment to be higher than they might otherwise be. Apparently, when "Danielle" encountered concepts on the test that she hasn't yet learned (percentages and ratios, for example), she managed to guess the right answer a surprisingly high percentage of the time. "I don't know if she's just estimating the size of the numbers and picking the closest answer, or what," the teacher said. "I can't explain it, but I definitely noticed it while she was doing her test."
I can't explain it, either, but the teacher's theory is as good as any. I've definitely noticed that "Danielle" has a knack for concealing the holes in her knowledge and education, so much so that we've had to gently remind social workers, Mme. Attorney, and others that "Danielle's" comprehension isn't as good as it might at first appear from talking to her. I suspect that "Danielle" probably developed other adaptive skills to mask those gaps in what she knows, and that it was those adaptive skills that were manifesting themselves during her assessment.
Or, maybe she's just psychic. Nah...
Tuesday, April 14, 2009
I Hate Standardized Testing
This morning, "Danielle" is away at her charter school taking a series of standardized tests, as mandated by the Federal government.
I hate these tests.
Although the law gives us the choice of opting out, if too many students elect to do so, the school will be punished for it. Likewise, if the school has problems with too many low scores, they are punished. Additionally, if "Danielle" doesn't test, it could affect her eligibility for tutoring and additional services. It's hard to argue a kid is behind if you can't prove it.
Now I'll agree in theory testing makes some kind of sense. It allows you to see how your student is doing relative to her peers, and how your school is doing relative to other schools.
The problem with these standardized tests is that they aren't a good measuring device for students with special needs. It also puts schools, who specialize in helping those students, at a disadvantage.
In "Danielle's" case, it seems patently unfair to compare her to other seventh grade students. She came to us, at nearly eleven years old, unable to read, write, or perform even the most basic math. She couldn't tell time, read a calendar, or even count to 100 correctly. Although we've since verified that she was enrolled for part of a year of kindergarten and part of a year of first grade, she was absent more than she was present. After her partial year of first grade, she didn't return to school for at least three years.
It's no wonder she was so far behind.
It's not fair to compare her to other students her age. Her skill levels are much like Swiss cheese. In some areas, she's doing well, but in others, she has very large holes. She's consistently able to read books between third and fifth grade levels, yet her writing lags far behind. She's able to conceptually understand pre-algebra, yet she still has trouble with consistently remembering her basic math facts such as addition, subtraction, multiplication and division. If you ask her a simple math question, she still needs to add numbers on her fingers.
We are just a few days away from finalizing her adoption, which is tremendously good news. The bad news, of course, is that the school has decided to perform their state-mandated testing this week. We are going to be preparing for a five-day visit from relatives while "Danielle" is trying to focus on tests.
Yesterday afternoon, "Danielle" came to me, quite anxious. "I'm worried I'm going to fail the tests I have to take this week," she said. "I'm going to do my best, but I don't want to get in trouble."
She went on to confess that she was worried she would be put on restriction if her test scores weren't high enough.
I did my best to reassure her. "Honestly, I don't really care about your scores," I told her. "Well, I do care in that I want you to do your best and I hope you'll do well, but I'm not going to be upset if you do poorly. This test is designed for students who have consistently been in school since kindergarten, so it's not fair to expect you to do as well as everyone else. You weren't in school for a long time, and that wasn't your fault."
I told her that if she did well, I'd be happy, but if she did poorly, I wouldn't be disappointed, and she wouldn't be punished.
It just makes angry to know that my kid is sitting there, stressing out over the tests as if this is the most important thing in her life right now. It's not important, and I don't think putting this much pressure on a kid who is still years behind in her academic achievement is at all fair or healthy.
I hate standardized testing.
I hate these tests.
Although the law gives us the choice of opting out, if too many students elect to do so, the school will be punished for it. Likewise, if the school has problems with too many low scores, they are punished. Additionally, if "Danielle" doesn't test, it could affect her eligibility for tutoring and additional services. It's hard to argue a kid is behind if you can't prove it.
Now I'll agree in theory testing makes some kind of sense. It allows you to see how your student is doing relative to her peers, and how your school is doing relative to other schools.
The problem with these standardized tests is that they aren't a good measuring device for students with special needs. It also puts schools, who specialize in helping those students, at a disadvantage.
In "Danielle's" case, it seems patently unfair to compare her to other seventh grade students. She came to us, at nearly eleven years old, unable to read, write, or perform even the most basic math. She couldn't tell time, read a calendar, or even count to 100 correctly. Although we've since verified that she was enrolled for part of a year of kindergarten and part of a year of first grade, she was absent more than she was present. After her partial year of first grade, she didn't return to school for at least three years.
It's no wonder she was so far behind.
It's not fair to compare her to other students her age. Her skill levels are much like Swiss cheese. In some areas, she's doing well, but in others, she has very large holes. She's consistently able to read books between third and fifth grade levels, yet her writing lags far behind. She's able to conceptually understand pre-algebra, yet she still has trouble with consistently remembering her basic math facts such as addition, subtraction, multiplication and division. If you ask her a simple math question, she still needs to add numbers on her fingers.
We are just a few days away from finalizing her adoption, which is tremendously good news. The bad news, of course, is that the school has decided to perform their state-mandated testing this week. We are going to be preparing for a five-day visit from relatives while "Danielle" is trying to focus on tests.
Yesterday afternoon, "Danielle" came to me, quite anxious. "I'm worried I'm going to fail the tests I have to take this week," she said. "I'm going to do my best, but I don't want to get in trouble."
She went on to confess that she was worried she would be put on restriction if her test scores weren't high enough.
I did my best to reassure her. "Honestly, I don't really care about your scores," I told her. "Well, I do care in that I want you to do your best and I hope you'll do well, but I'm not going to be upset if you do poorly. This test is designed for students who have consistently been in school since kindergarten, so it's not fair to expect you to do as well as everyone else. You weren't in school for a long time, and that wasn't your fault."
I told her that if she did well, I'd be happy, but if she did poorly, I wouldn't be disappointed, and she wouldn't be punished.
It just makes angry to know that my kid is sitting there, stressing out over the tests as if this is the most important thing in her life right now. It's not important, and I don't think putting this much pressure on a kid who is still years behind in her academic achievement is at all fair or healthy.
I hate standardized testing.
Wednesday, February 4, 2009
Why Isn't She Caught Up Yet?
Yesterday afternoon, FosterEema took "Danielle" to her annual dental and medical appointments. The dentist reported that "Danielle" was doing a good job brushing her teeth, but still found one small cavity that he filled without anesthetic. He said that she had some tooth rotation and suggested we visit the one orthodontist who accepts the state-sponsored medical insurance.
"Sometimes you can convince them to pay for braces," he said. "But if not, don't worry about it because she doesn't really need them that badly."
The doctor's visit was somewhat frustrating. Our county manages the state-sponsored medical insurance program much like an HMO. They assign a primary care physician, and that's where you go. The doctor we've been assigned has a reputation for being difficult, though we have been fortunate and not had too many problems.
Well, at least until yesterday afternoon.
Yesterday afternoon, the doctor was in rare form. She nagged at FosterEema because "Danielle" didn't like fish, and demanded we put her on Omega-3 supplementation. She also scolded that "Danielle" wasn't getting enough exercise, despite the fact that we go for a daily 45-minute walk that includes stairs and hills, "Danielle" is in a dance class twice a week and rides her scooter when she goes to visit her tutor.
"Buy her a bicycle," the doctor demanded.
Not a good idea, considering where we live. It's a rare sight to see a child riding a bicycle in our neighborhood, where our street is frequented by crazy drivers who regularly fail to even slow down at stop signs and exceed the posted speed limit by 25 MPH or more. Putting "Danielle" on a bike in our neighborhood is about as wise as giving her a tin of black powder and a box of matches.
The doctor also ranted about "Danielle's" continued participation in the Charter School's home study program. She was concerned about "Danielle's" socialization, despite the fact that she is at the campus with other kids several times a week, and has visits with friends almost every weekend.
"She needs more socialization," the doctor snapped.
When FosterEema tried to explain that "Danielle" needed to remain at the Charter School at least until she was caught up to grade level, the doctor glared at her. "Well, why isn't she caught up yet? Absent a developmental delay, she should have made more progress."
I want to smack the doctor, and I wasn't even there. I hate it when people make it seem like it is our fault that "Danielle" is still behind in school. Given that she was at or below kindergarten level when she came to our home 2.5 years ago, I think she's doing great.
Why isn't she caught up yet?
Because her birth mother never sent her to school, that's why.
"Sometimes you can convince them to pay for braces," he said. "But if not, don't worry about it because she doesn't really need them that badly."
The doctor's visit was somewhat frustrating. Our county manages the state-sponsored medical insurance program much like an HMO. They assign a primary care physician, and that's where you go. The doctor we've been assigned has a reputation for being difficult, though we have been fortunate and not had too many problems.
Well, at least until yesterday afternoon.
Yesterday afternoon, the doctor was in rare form. She nagged at FosterEema because "Danielle" didn't like fish, and demanded we put her on Omega-3 supplementation. She also scolded that "Danielle" wasn't getting enough exercise, despite the fact that we go for a daily 45-minute walk that includes stairs and hills, "Danielle" is in a dance class twice a week and rides her scooter when she goes to visit her tutor.
"Buy her a bicycle," the doctor demanded.
Not a good idea, considering where we live. It's a rare sight to see a child riding a bicycle in our neighborhood, where our street is frequented by crazy drivers who regularly fail to even slow down at stop signs and exceed the posted speed limit by 25 MPH or more. Putting "Danielle" on a bike in our neighborhood is about as wise as giving her a tin of black powder and a box of matches.
The doctor also ranted about "Danielle's" continued participation in the Charter School's home study program. She was concerned about "Danielle's" socialization, despite the fact that she is at the campus with other kids several times a week, and has visits with friends almost every weekend.
"She needs more socialization," the doctor snapped.
When FosterEema tried to explain that "Danielle" needed to remain at the Charter School at least until she was caught up to grade level, the doctor glared at her. "Well, why isn't she caught up yet? Absent a developmental delay, she should have made more progress."
I want to smack the doctor, and I wasn't even there. I hate it when people make it seem like it is our fault that "Danielle" is still behind in school. Given that she was at or below kindergarten level when she came to our home 2.5 years ago, I think she's doing great.
Why isn't she caught up yet?
Because her birth mother never sent her to school, that's why.
Friday, January 30, 2009
I VARK, you VARK, we all VARK...
[FosterAbba's on the phone in the other room, so I thought I'd jump in here with a quick post.]
Have you seen the VARK? It's an interesting test developed by some guy in New Zealand, and it measures (apparently with a reasonable degree of accuracy) what learning styles work best for individual people. The test (which is available online, and on paper in both adult and "young adult" forms) produces ratings from 0 to 16 on four scales that reflect the four main modes of learning that people use:
So then I decided it might be interesting to see how "Danielle" scores. Though the "younger version" of the test is written in simpler English, I nonetheless had to explain a few words and concepts to "Danielle" as we went through the sixteen-question test together. The paper version of the test comes with a scoring key, and it took me just a few minutes to count up the scores*:
How ironic it is, though, that the way she learns best is the she most professes to hate.
* - The observant may notice that these scores don't add up to 16; the test allows you to pick more than one choice for each question, so it is technically possible to score 16/16 on each of the four scales.
Have you seen the VARK? It's an interesting test developed by some guy in New Zealand, and it measures (apparently with a reasonable degree of accuracy) what learning styles work best for individual people. The test (which is available online, and on paper in both adult and "young adult" forms) produces ratings from 0 to 16 on four scales that reflect the four main modes of learning that people use:
- Visual - seeing stuff done
- Auditory - listening to someone explain stuff
- Read/Write - the "traditional" school model: books, notes, tests.
- Kinesthetic - learning by doing/touching/experiencing
So then I decided it might be interesting to see how "Danielle" scores. Though the "younger version" of the test is written in simpler English, I nonetheless had to explain a few words and concepts to "Danielle" as we went through the sixteen-question test together. The paper version of the test comes with a scoring key, and it took me just a few minutes to count up the scores*:
- Visual - 6/16
- Auditory - 4/16
- Read/Write - 11/16
- Kinesthetic - 3/16
How ironic it is, though, that the way she learns best is the she most professes to hate.
* - The observant may notice that these scores don't add up to 16; the test allows you to pick more than one choice for each question, so it is technically possible to score 16/16 on each of the four scales.
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