Test Scores on Transcripts

Principals in my home district are lobbying the school board to adopt a new policy to place California Standardized Test Scores on students transcripts. The board discussed this last night. I was disappointed that they did not seem to find much wrong with the argument. I am opposed to placing scores on transcripts for many reasons, as a parent but more importantly as an educator and researcher of many years. Here are my main points:

1. Adding a penalty and reward to a test that was NOT graded changes the testing conditions. The purpose of standardized tests is to standardize testing conditions. This is changing the very reliability of the instrument. And the validity of the data. 

2. The strongest argument presented by staff so far is "Other districts are!"  I can just hear my mother in the back ground, "Just because other districts are using cheap gimmicks to raise scores (rather than improving teaching and learning) does not mean we should."  I know of schools where the principal purchased IPODs to raffle during test week (must be present to win). They saw a jump in test scores. Should we set aside funds for a bribe? 

3. There are many examples of raising test scores by focusing on curriculum and instruction that are more professional and in the better interest of students' long term academic success than this proposal.  If the goal is to improve curriculum and instruction, why are we not discussing that? 

4. This strategy engages the most proficient (i.e.: college bound) students only and may exacerbate the achievement gap-- a persistent problem. The fastest and best way to pull up scores in schools (statistically speaking) is to focus on the increasing the lowest scores. Small gains in far below and below basic scores can pull aggregate scores up disproportionately. Yet many of these students are so far behind in the competition for college that transcripts have little value to them. Pulling students in for counseling to set academic goals; immersing them in content area courses that support content area literacy (rather than pulling them out for RTI that causes them to fall behind in standards based course work); assigning faculty mentors who discuss progress in coursework and test scores during tutorial; notifying parents of test scores and offering supports for lower scoring students such as after school test prep courses; heightening community awareness of the importance of test scores for property values and funding; these are strategies that will do a great deal to engage students and families in support of this effort. Of course, this requires effort and thought, which is what the transcript strategy tries to avoid. Engaging students who are disaffected, disengaged and disenfranchised from the schooling process is hard work. It requires courage and educational leadership, qualities we should demand from principals. 

4. The CST produces little information of value about learning; it is a blunt instrument that gives better information about population trends than individual achievement. Or teaching. While we can get individual scores, we do not do item analysis. (see http://www.cde.ca.gov/ta/tg/sr/css05rtq.asp for released test items). 

Item analysis is the only way to yield this kind of information:

90% of teacher A's students answered the item on meiosis correctly- teacher A must be teaching this well. Let's emulate that.

85% of teacher A's students missed all of the questions on Punnett Squares-- teacher A must not cover this. This is a heavily tested topic. Let's review how we teach this and design more effective instruction.

The best way for schools to determine how to improve their coverage in order to optimize test scores is to have department level meetings, with the support of the site educational leader, to review the testing blueprint (http://www.cde.ca.gov/ta/tg/sr/blueprints.asp) compare it to what is being taught and develop rich, engaging units of study around heavily tested topics and themes. You do not need better test scores to do this. In fact, you don't need test scores at all. You just need professional learning communities and administrators who are not afraid to tell their staff that test scores in fact are related to teaching and learning and that teachers CAN raise scores. Back to educational leadership.

It comes down to curriculum and instruction. Candy might help. But I think learning is better for long term health. 

Taking the low road here would signal to me and to many people who are too smart to be fooled by this silly argument that our board does not have faith in our staff's ability to improve instruction and learning by focusing on instruction and learning. What I hear when I listen to these two principals is desperation. I hear an adult blaming students for their own failure to engage, inspire and teach. I feel embarrassed that our district would even consider sending this insulting message to students "Well, we've done OUR best with you, clearly your scores are low because you are not trying hard enough." It is time we all stood up and acted like adults who take responsibility for our work and our children.

Sometimes the right thing is not the easy thing. I think it is time for the board to send a message to staff that teaching and learning matter most. Focus on this, test scores will follow. Let students in on the secret-- under NCLB these scores matter for your school-- they will come through. Just like they do for other inter-school competitions in sports, music and robotics. Have faith in the teaching staff, and in students. Demand educational leadership from administrators.

Gina

ESY: A related service

Citing budget problems, many districts are cutting back on extended school year. Some districts have cancelled it altogether, others are reducing services. One district we heard of is simply not running ESY and offering compensatory services in the fall. This is not legal, as far as I can tell from reading the law. 

It is not legal for districts to make unilateral changes in related services listed on the child's IEP outside of the IEP process. Is your district reducing Extended School Year? If so, it is very important to understand your rights as you prepare to advocate for your child. Better yet, get a group of affected families together and make your case as a class. 

We presented information to the board and requested they use stimulus funds to restore ESY. We hope this will have an impact on the summer programs. 

Wright's law has important resources on advocating for ESY. 

Superstition and Universal Design

I've been thinking a lot about universal design as we work with contractors and local agencies, charities, friends and family to figure out how to remodel our five year old home to make the first floor bathroom accessible for our daughter. 

I know, a five year old home, right? How could it not be accessible already? 

Superstition. I think it is about superstition. 

When I asked a local politician about building codes and why they were not written with this in mind, for example, why any door on any new building in our county or state would be less than wheel chair width, he said first "cost". After I finished gaffawing and pointing out how this is simply erroneous and disinformation (when you build something from scratch, that is the cheapest time to make it accessible, the cost excuse only comes into play during the remodel ordeal) he said something very insightful, and I think very true.

"Not everyone needs things to be accessible! Why build everything that way for the one person who may every use it?"

"Because," I should have said, "You may be that person. I hope it never happens, but YOU may become disabled on your way home after our conversation on universal design." Random events. It is not about luck or karma or some kind of cosmic intelligence doling out rewards to the deserving. About 10% of the population is disabled, after these wars it will be higher, and that 10% is impossible to predict. 

In our school district, more than 10% of our students have a disability, but the board and most of the community still act as if it were a 10 in 10,000 occurrence. 

The only thing I can think of is superstition. 

No one wants to act as if they could be next. No one wants to plan for life with disability when it is not part of their immediate experience. No two able bodies people want to get married and buy a house that is fully accessible, even though the odds are that it would be a good idea-- most of us in old age will need some modifications to our home, if not before. No mother wants to conceive and imagine any thing other than "healthy, ten fingers, ten toes." No district wants to imagine serving even MORE disabled students (as one member of our administration says often, "they keep coming here for the services." So, we act as if ignoring the need will some how prevent the need.

Yet houses built today will have several owners; they should last a century at least. Schools are built and will serve whoever lives within their boundaries for many decades. Sidewalks, streets, subway stations, new malls... the same. We build as if everyone were like us. 

It is way more expensive and inconvenient to remodel. 

And in my experience so far, limited though it may be, building as if disability does not exist does not ward off disability. 

The least effective way we have to deal with our fear of disability is to ignore it. To build our infrastructure as if it were exceedingly rare and unlikely. It is like throwing salt over our shoulders, saying a prayer for a spontaneous healing of Rett Syndrome. Sure, prayer can't hurt, but you might as well get off your knees and say those prayers with a wrecking bar in your hand 'cause ain't no body out there building all houses accessibly, even though a lot of babies needs it. 

And while you're down there, maybe say a prayer that people will come to their senses and build as if disability might someday effect them or someone they love. It won't bring bad luck down on any of us, and it might give the next family a better shake the next time random events play out and they need an accessible bathroom on the first floor. 

Universal Design-- it is an attitude, more than anything. Every architect should have to spend a week in a wheel chair before getting a degree. 

Marriage and special needs children

There have not been many strong studies on the impact of caring for a child with disabilities on marriage, according to an article in the Wall Street Journal, which reviewed a such few studies. I have known quite a few families who care for children with disabilities who stay together, and of many single parents caring alone for a child with special needs, and know also that many, many of the children in foster care have disabilities. 

Does the stress and grief bring us closer than we would be if all of our child were typical? 

There are times when I know we would have been happier with a different experience. I could have lived my whole life without hearing the diagnosis over the phone. And there are times when  I knew I was with the right person. After getting the diagnosis over the phone, where else in the universe could I have been but in his arms?

But I do know this. Life would have been easier, but I have known many people with much easier lives who are unhappy. 

On the other hand, would I, would we, be happier without Rett Syndrome? Hell yes. I would trade every happy moment, my very life, for a cure. Take me, only take this from her. From us. 

Really, 'would we be happier?' is not a productive question. There is no imagined other happier life, only this one. All we can do is play the hand we hold and we hold hers. 

And I do know another thing: I could not have done this with my first husband. That marriage  could never have been improved with the stress of raising a special needs child. 

And this: If my marriage now has not been improved by the stress and grief of raising a special needs child, what has drawn us closer is our ability to hold each other in grief, to turn toward each other with compassion when one of us is ready to lash out or collapse, and to work together in adversity. And sometimes sheer stubbornness. 

As my husband says now while I write this: I suspect it is all in how people respond. 

It is about the marriage, not the children, not the stress, not the mortgage.

Do you have some tips for keeping a marriage strong while caring for a special needs child? Here is our starter list:

• keep a sense of humor: raising a child is life in the theatre of the absurd. laugh. cry when you need to and laugh a lot. 
  
• keep a united front: the outside world can be rugged. be each other's champions
  
• keep asking for help: don't be to proud to use all the public and private resources you can, raising a special needs child is a marathon, and an expensive one. You may be doing this for a long time, and without help, the task can easily outstrip your financial, emotional, spiritual and physical resources.
  
• take breaks. with each other, with your other kids, alone, with friends. build a community and let them refill your cup. refill theirs as well. make friends before you need them.
• build a marriage team. Know which of your friends are also friends to your marriage. talk with them when it gets to be to much so that you have a safe place to vent, talk and problem solve.
• know when to slam a door and when to let things go. apologize. forgive.
• know when to get help or even to walk away: our pediatrician told us when we were spending hours walking a "colicky," inconsolably sick child that colicky babies are often abused. The same goes for children with very challenging behaviors. Protect yourself, protect your child. Get help, get away, get out before anyone gets out of control

Got ideas? love to hear them...

Inspiration

Jana's post on inspiration gave me lots to think about today. (Thanks, Jana!) Coincidentally, it came on the same day that I have been reflecting on an aphorism I saw in a bathroom (inspiration comes in unlikely places...) that said "Follow the path of your destiny with purpose and an open heart." 

I've been so overwhelmed lately with the processes involved in caring for my girl (though not actually caring for her, or her). The whole applying for MediCal, IHSS, Regional Center, IEP etc. business just really gets me down. 

But reminding myself that this is my path, my destiny or my fate and to approach it all with purpose helps me to channel the fierceness I sometimes feel. I always know my purpose with her- to let her know she is loved and safe and beautiful. But is there a larger purpose? I guess the one I fall back on for inspiration is this (a good one for a staunch agnostic):

I expect to pass through this life but once.
If, therefore there can be any kindness I can show or any good thing I can do
for any fellow being let me do it now...
Let me not defer it, or neglect it,
For I shall not pass this way again.

Stephen Grellet (Etienne de Grellet du Mabillier)

And it reminds me of all the inspiring people who flagged the trail, then graded the track, laid the gravel and left room for us to pave the road. Thanks to all those families and parents who found a purpose in this fate and worked toward IDEA, ADA and the other small policies and works that make our lives better. 

Moving on with a renewed sense of purpose, and a more open heart, at least today.

Extended School Year

Lots of districts are cutting ESY this year. In response to this question:
"But what if a student has more time than that specified in their IEP?"
An administrator replied:
"Families will be called for an IEP meeting and the IEP will be revised. And if parents disagree, we'll see what happens then..."

What recourse do parents have? File a complaint? Go to hearing? Give in?

Who has the lawyer on retainer and who is busy raising a child with special needs?

It just is unfair bullying. In my personal opinion, that is nothing short of reprehensible.

In case you need to know, here is what the CA Ed Code actually says on ESY. (The section G1 on qualifying for Average Daily Attendance is important, we think.)

5 CCR 3043 - Extended School Year Services

3043. Extended School Year.
Extended school year services shall be provided for each individual with exceptional needs who has unique needs and requires special education and related services in excess of the regular academic year. Such individuals shall have handicaps which are likely to continue indefinitely or for a prolonged period, and interruption of the pupil's educational programming may cause regression, when coupled with limited recoupment capacity, rendering it impossible or unlikely that the pupil will attain the level of self-sufficiency and independence that would otherwise be expected in view of his or her handicapping condition. The lack of clear evidence of such factors may not be used to deny an individual an extended school year program if the individualized education program team determines the need for such a program and includes extended school year in the individualized education program pursuant to subsection(f).

(a) Extended year special education and related services shall be provided by a school district, special education local plan area, or county office offering programs during the regular academic year.

(b) Individuals with exceptional needs who may require an extended school year are those who:
(1) Are placed in special classes or centers; or
(2) Are individuals with exceptional needs whose individualized education programs specify an extended year program as determined by the individualized education program team.

(c) The term "extended year" as used in this section means the period of time between the close of one academic year and the beginning of the succeeding academic year. The term "academic year" as used in this section means that portion of the school year during which the regular day school is maintained, which period must include not less than the number of days required to entitle the district, special education services region, or county office to apportionments of state funds.

(d) An extended year program shall be provided for a minimum of 20 instructional days, including holidays. For reimbursement purposes:
(1) A maximum of 55 instructional days excluding holidays, shall be allowed for individuals in special classes or centers for the severely handicapped; and
(2) A maximum of 30 instructional days excluding holidays, shall be allowed for all other eligible pupils needing extended year.

(e) A local governing board may increase the number of instructional days during the extended year period, but shall not claim revenue for average daily attendance generated beyond the maximum instructional days allowed in subsection (d)(1) and (2).

(f) An extended year program, when needed, as determined by the individualized education program team, shall be included in the pupil's individualized education program.

(g) In order to qualify for average daily attendance revenue for extended year pupils, all of the following conditions must be met:
(1) Extended year special education shall be the same length of time as the school day for pupils of the same age level attending summer school in the district in which the extended year program is provided, but not less than the minimum school day for that age unless otherwise specified in the individualized education program to meet a pupil's unique needs.
(2) The special education and related services offered during the extended year period are comparable in standards, scope and quality to the special education program offered during the regular academic year.

(h) If during the regular academic year an individual's individualized education program specifies integration in the regular classroom, a public education agency is not required to meet that component of the individualized education program if no regular summer school programs are being offered by that agency.

(i) This section shall not apply to schools which are operating a continuous school program pursuant to Chapter 5 (commencing with Section 37600) of Part 22, Division 3, Title 2, of the Education Code.

[Authority cited: Section 56100(a) and (j), Education Code] [Reference: Sections 37600, 41976.5 and 56345, Education Code; and 34 CFR 300.346]

Holland?! As if it were a vacation...

Oftentimes when I meet people and we get around to The Subject--  you know, I have a special needs kid... blah blah blah-- people try to think of things to say that are supportive, helpful, even politically correct. And as we get to know each other some of them will begin to send me things, like the essay Welcome to Holland by Emily Perl Kingsley.

Now, I everyone is entitled to their opinion, and every family's experience of raising a child with special needs will be different, but I have to say, a friend and I spent a good evening just busting a gut laughing about how far off the mark this essay is from our own experience. Like, we've seen pictures of Holland, and it does not seem so bad! Why you cappin' on the Dutch? What did they do to you? If you haven't read it, Emily describes the experience of raising a special needs child as being like diverted from one vacation destination to another. 

Maybe in her world. In mine, raising a child with special needs is no vacation. I mean, I've been on vacation, and I don't remember doing the Hiemlich, timing seizures, running to the ED by ambulance after administering emergency doses of valium rectally, having to fight legal battles to just let my child join her friends at typical kid stuff. I mean, on vacation you do stuff like relax, enjoy watching your kids build sand castles at the beach. Right?

In my world, I feel a bit more like Sisyphus. We never left the airport. Just what do you do when vacation is cancelled and your whole family is stuck for a lifetime at JFK International? Well, sure, you make the best of it: buy books, go to the restaurant, play games, nap. Talk about what you'll do if you ever do get to go on vacation. You might even start negotiating-- so what would it take to actually get to do stuff that other people do? You might even take turns going on vacation, or begin to build a new vacation destination that could accommodate your family. Or you might just pack up and go home, realizing vacations are not for you. 

But most definitely raising a child with my kid's special needs is no vacation. Not even in Holland. 

We should all be careful to remember that disability is very individual. Some experience a disability that impacts them in ways that are complicated, challenging and unexpected but ultimately not devastating-- say a child with mild Down's that grows up to hold a job and have a circle of friends and vote. Others may have a different experience-- maybe the version of Down's Syndrome that comes with the cervical spine instability and life in a wheelchair with a ventilator and a feeding tube. These are not the same experience. 

For me watching my child die by the inch is more than a change of destination. I have a hard time hearing the PolyAnna's in the disability community use a voice that sounds as if they are speaking for me-- as if I like them should be so unaccountably well adjusted, happy and accepting of my child's disability. As if I should be grateful for the beautiful lessons I have learned, the incredible people I have met and (supposedly) never would have learned or met without her-- which I am. It's just that I know that no version of the Glad Game will change conditions on the ground. 

I am still daily wrecked by my child's experience. She's eight. I don't think I will ever get over that. She was robbed. She got a raw deal. No parent should ever have to be on the line with a 911 operator while their child is seizing for the 19th minute, waiting for the siren, and answering "is she breathing? is she blue around the lips?" over and over.  I would NEVER demand anyone else go through this, not another  child, not another parent. 

No, it is not Holland. And stop saying that about the Dutch. It just is not nice.