Parent Educator Connection

State Superintendent appoints Digital Learning Advisory Council

2011-11-18T20:23:00.000-06:00

MADISON — State Superintendent Tony Evers has appointed a Digital Learning Advisory Council which is working to coordinate the approach to technology by Wisconsin’s entire education community—from teachers and district administrators, to private vendors, technical and four-year colleges.
“We've reached a point in education where skillful use of technology will have enormous payoffs in terms of every child’s readiness for further education and the workforce," explained State Superintendent Tony Evers.
“The work of my Digital Learning Advisory Council will guide us so we can deploy technology in the best way possible to advance student learning and make schools more efficient.”
The council is crafting a digital learning plan that will serve as a blueprint for schools and their partners,
such as public libraries, community organizations, and local employers, to follow in order to maximize the impact of their work—not only in making learning more meaningful and relevant for students, but also more accessible for economically disadvantaged students and more cost-effective for school districts.
The council includes teachers, technology specialists, and other representatives from public and private
schools, school districts, libraries, higher education institutions, and industry. The co-chairs are Connie Erickson,
director, Cooperative Educational Service Agency 11, and Mike Kerr, executive director, Wisconsin Technology Initiative. The group expects to consult with educational technology vendors as it progresses in its work. Among the elements the council is likely to consider including in its final plan are:
• Leveraging technology for innovative instruction such as the “flipped classroom” model (where
students listen to recorded lectures as their homework, while traditional “homework” is instead done in class, allowing teachers to spend more time supporting and observing students at work)
• Personalizing learning through technology that allows students to learn at their own pace and prove their mastery in multiple ways, reducing the need for “seat time” as a crude measure of student engagement
• Giving students 21st century methods to learn 21st century skills—for example, using a cloudbased application like Google Docs to practice collaborating with others
• Providing expert guidance to schools on infrastructure issues like wiring or network security, to ensure they get the most performance out of current equipment
• Coordinating a statewide educational resource portal available to any educator from his or her computer
• Ensuring broadband Internet access for economically disadvantaged students outside of class, through such solutions as expanded school hours, library and community partnerships, or programs modeled on the Comcast Internet Essentials and Connect to Complete partnerships which give discounted services and computers to families whose children qualify for free or reduced lunch
• Advocating that both teacher preparation programs and teacher licensing policies better address virtual learning methods
• Recommending school policies that allow students to utilize their own electronic devices for work purposes, as many workplaces do
Many of the plan’s elements are likely to connect with other current initiatives to ensure every child a graduate ready for further education and the workforce—initiatives like Response to Intervention (a systemic approach to making sure every student has an opportunity to succeed); implementation of the Common Core State Standards in mathematics and English language arts; or the state’s work to create a new, balanced assessment system.
“We are transforming the way schools work,” Evers noted. “Most of these goals aren’t easily attained without very deliberate use of technology as part of the plan. Whether it’s preparing students for the workforce, tapping into a rich source of student data, individualizing a child’s education experience, or saving precious time for educators, students and teachers need modern tools to succeed.”
He added, “It doesn’t make sense for school districts or their partners to use their individual resources to duplicate front-end research or develop multiple, similar approaches to similar problems. That’s where a statewide plan comes in.”
The State Superintendent’s Digital Learning Advisory Council has been meeting since April and expects to complete its work in early 2012.

WDPI Press Release 11/17/11 http://dpi.wi.gov/eis/pdf/dpinr2011_128.pdf

WI Statewide Parent-Educator Initiative at a Glance

2011-11-15T20:38:00.002-06:00

WSPEI is an Individuals With Disabilities Education Act (IDEA) Discretionary grant funded by the Wisconsin Department of Public Instruction (WDPI). For the past eleven years WSPEI staff have been working to facilitate effective partnerships between parents and school districts through positive communication and collaboration.

WSPEI Supports -

Meaningful parent participation on IEP teams and in school advisory functions.
Collaboration among general education, special education, Title I, pupil services and other programs to welcome and involve families.
Collaboration with the twelve Regional Cooperative Education Service Agencies (CESAs).
Information exchange and referral to other agencies and alignment with and access to state and federal initiatives.

WSPEI Services -

Parental IEP Support, Education and Training
Technical assistance and training on how to foster positive parent involvement
Consultation with district personnel on how to develop and/or support existing district parent organizations, Parent Advisory Council, Parent Resource Libraries
Parent Education, Information, Training, and Support systems to meet the unique needs of the district
Resource dissemination and direct support to district staff and parents
Help districts meet the SPP Indicator #8 (Measurement of Parent Involvement) data requirements: including the parent survey process.

Framework for Education’s Future Centers on Four Powerful Questions

2011-09-22T06:22:00.001-05:00

From WI DPI Press Release http://www.dpi.wi.gov/eis/pdf/dpinr2011_101.pdf

MADISON — Despite the rancor and shattered trust of the state’s politics, State Superintendent Tony Evers struck a serious tone in his State of Education address Thursday to move education past the problems of adults to an urgent focus on children and their future.
“I am tremendously proud of the accomplishments of our public schools, once again leading the nation in graduation rates, and our libraries, which are national leaders in patron use and system collaboration,” he said. “This is good news, but the work is not done. We must continue working to ensure all children graduate ready for college and careers. But we are nowhere near that goal when one in ten Wisconsin students drops out of high school.”
Evers pointed out that dropouts earn less, rely more on social services, and are four times more likely to be unemployed than college graduates. He called on school leaders, legislators, policymakers, and civic leaders to move beyond harsh rhetoric and begin the slow process of rebuilding the trust that was so swiftly shattered during last winter’s budget debates.
Wisconsin’s public schools opened two weeks ago, facing historic cuts in state aid, a “stumbling block rather than a stepping stone on the pathway to prosperity” that education holds for rebuilding our economy and the American Dream. To reinvigorate education, Evers said his department and educators throughout the state have been focusing on four simple, but powerful questions that set the framework for modernizing education in Wisconsin.
• What and how should kids learn?
• How do we know if they learned it?
• What do we do if they don’t? and
• How do we pay for it?
Wisconsin has adopted the Common Core State Standards, which are internationally benchmarked and is working to bring these new English language arts and mathematics standards into the classroom. The state is putting a new emphasis on early reading, the foundational skill for other learning. In addition to strengthening early learning standards, Wisconsin is exploring statewide early literacy screening and improving educator preparation and ongoing professional development to promote early reading success. The Next Generation Learning projects will bring more technology into education to personalize and support student learning beyond the classroom. Additionally, the state continues work to bridge the divide between high school, college, and career by expanding opportunities for every student to earn college credit or secure industry certifications while in high school.
New assessments that are tied to the Common Core State Standards will provide students, parents, and teachers the timely feedback they need to improve learning. The state is upgrading its data systems to provide information regarding student progress. Wisconsin also is helping districts use data to customize interventions and support for struggling and gifted students.
With stakeholders across Wisconsin, the state is leading the way in advancing educator effectiveness and school accountability with a focus on supporting improvement. Wisconsin is crafting a fair and robust educator evaluation system that is being developed with teachers and education leaders — not imposed upon them. For school and district accountability, Wisconsin is developing a new system to replace No Child Left Behind. The system will include growth and attainment and will focus on graduating all students ready for college or careers. It will identify and support struggling schools, as well as reward and replicate the practices of the highest performers.
To pay for schools, Evers promoted Fair Funding for Our Future, the school finance reform package introduced last year. The plan lays the groundwork to prioritize existing resources and creates a pathway for significant and necessary re-investment in public schools.
“In these rancorous and difficult times, working together has never been harder, or more important,” Evers said. “Some have questioned why I would work together with the governor or legislative leaders on any initiative, when we have so strongly disagreed.
“I stood steadfast with parents, teachers and community leaders in opposition to the devastating state budget cuts, the expansion of vouchers while cutting public schools, and elimination of collective bargaining. And I stand with them still today. I believe as strongly today, as I did then, that these were the wrong choices for our kids, our communities, and Wisconsin,” he said. “However, we cannot afford to let conflicts among adults rob our children of the educational opportunities they need to succeed. I am committed to finding common ground and working together to improve education for Wisconsin’s children wherever possible. Our kids deserve no less from us.
“So, with eyes wide open, I will continue to drive this agenda forward and fiercely advocate for our kids. We will work together where we can, and stand opposed where we cannot, because that is what leaders do. But I will always put the best interests of our kids first,” Evers said.

The full address is available on the Department of Public Instruction newsroom website http://dpi.wi.gov/eis/newsroom.html. This news release is available electronically at http://dpi.wi.gov/eis/pdf/dpinr2011_101.pdf.

FOR IMMEDIATE RELEASE DPI-NR 2011-101
Thursday, September 15, 2011
Contact: Patrick Gasper, DPI Communications Officer, (608) 266-3559

Alternate Assessment and Extended Grade Band Standards

2011-09-21T10:46:00.004-05:00

The topic for the first WSPEI Video Conference of the 2011-2012 School Year is Alternate Assessment and Extended Grade Band Standards. Presenters are DPI Staff: Kristen Burton and Erin Faasuamalie. The focus of the presentation will be what is new and how to help parents understand the alternate assessment process. There is a page on the WI DPI web site detailing what is new at http://dpi.wi.gov/oea/dacwhatsnew.html
Below are links two WI DPI webcasts that might be helpful for people who want a better understanding of the alternate assessment as well as how accommodations for students with disabilities who participate in the WKCE are determined.

Also available from DPI is a parent brochure explaining alternate assessment. There are Spanish and Hmong versions of the brochure as well.

Occupational Therapy "Sensory World" Classroom Dance Party Mix

2011-07-11T11:49:00.000-05:00

State Superintendent Tony Evers issued the following statement regarding Governor Walker signing the 2011-13 budget into law.

2011-06-28T13:53:00.000-05:00

“This budget, now signed into law, makes historic and devastating cuts to public education in Wisconsin. As we move forward building Wisconsin’s economy, we must prioritize increased investments in students and their public schools. One step we can take that will build a better future is to improve the fairness and transparency of our school finance system. It is broken. Before the next state budget in two years, we can fix our school finance system by adopting my ‘Fair Funding for Our Future’ recommendations.
“Wisconsin has a long and proud tradition of supporting public education, recognizing its important role as the foundation of our democracy. Now is the time to raise the level of discourse about public education: our students and their schools and educators and the outstanding service they provide to communities throughout Wisconsin. Ours is a public education system that leads the nation in high school graduation rates and whose students consistently score high marks on college entrance exams and Advanced Placement coursework.
“While the negative effects of this 2011-13 budget will be felt well into the future, come September, our schools will be filled with children, and our parents, teachers, and administrators will be working to ensure our students are prepared to become contributing members of our communities. Once again, our schools and educators have been asked to do more with less, and we must all join the effort to ensure their success. I encourage you to get involved in your local public schools and libraries, perhaps by volunteering in a classroom; becoming a tutor; or attending a play, musical, or athletic event. I invite everyone in Wisconsin, regardless of political affiliation, to join me in supporting public schools and libraries.” State Superintendent Tony Evers

Happy Flag Day! June 14, 2011

2011-06-14T20:39:00.002-05:00

Teacher Appreciation Week Tribute

2011-05-04T05:55:00.000-05:00

Good teachers will always be needed

2011-04-30T19:10:00.000-05:00

Re-post of A May 1-7 National Teacher's Week editorial by State Superintendent Tony Evers

The first week of May is national Teacher Appreciation Week. This year, like no other since the week's beginning in 1984 under the sponsorship of the National Parent Teacher Association, Wisconsin teachers truly need to know they are appreciated for the devotion they show to educating our children.

Teacher bargaining rights are a major part of the political firestorm that has gripped our state. Regardless of your stand on the issues, I think we can all agree that our elementary and secondary school teachers have one of the most important places in our society for the work they do helping our students learn. I know without my teachers back in Plymouth, Wisconsin, I would not be where I am today.

The decision to choose teaching as a career is as varied as the individual. Yet, licensed public school teachers in Wisconsin have a common background. All have a college degree with a major or minor in the subject they teach. To get a license, prospective teachers must pass a content test; complete a professional program at an accredited college, university, or alternative program; spend semesters observing classrooms and practice teaching; and meet other requirements. Teaching is among the professions that require continuing education, and the educators I know seek out professional development so they can continue to meet the ever-changing needs of their students.

Teaching requires skill, compassion, and a true love of children; some say it is a calling. Teachers have the capacity to change the life of a child. They listen when a child needs to be heard, challenge when a student needs to work harder or change direction, and delight when the class masters a new concept. They are partners with the child's parents and the local community in helping our young people grow and develop.

During Teacher Appreciation Week, May 1-7, I encourage all Wisconsin citizens to acknowledge the need for quality educators. We want and need good teachers in our schools.

Tony Evers is the elected state superintendent of public instruction.

Strong libraries needed to improve the state’s economy

2011-04-11T18:27:00.000-05:00

A National Library Week guest editorial by State Superintendent Tony Evers

Wisconsin’s public, school, academic, and special libraries improve the state’s economy and the quality of life for residents of our state. Libraries have always been a source of community pride, and they are especially valuable in today’s knowledge and information-based world. Strong Wisconsin libraries support a stronger Wisconsin economy.
Our state is struggling with high unemployment and shrinking paychecks. This difficult economy requires smart investments and careful spending. Wisconsin libraries are models of frugality, using technology and working cooperatively to reduce costs and share resources. In fact, Wisconsin is first in the nation in per capita interlibrary loan, which saves taxpayers an estimated $100 million annually by sharing resources rather than purchasing more copies of library materials. The cuts proposed in the 2011-13 budget strike at the heart of library efficiencies. Elimination of the requirement that communities continue to support their local libraries will threaten Wisconsin’s resource-sharing services, creating a system of haves and have-nots.
Libraries are one of the best investments a community can make. Libraries help families cope with tight budgets by providing Internet-connected computers, books and other materials, and professional assistance at no cost to the user. Libraries support a competitive workforce through literacy programs, partnerships with job training programs, and other resources that help children and adults learn to find, evaluate, and use information they need for their education, health, and careers. Studies show that good school libraries effectively improve student performance. And, research has shown that libraries return more than $4 to the economy for each tax dollar invested.
In recognition of the importance of libraries to our economy and the services they provide to their communities, the American Library Association and libraries across the nation are sponsoring National Library Week, April 10 to 16. No matter your interest or need, libraries and library staff members are there to help. In honor of National Library Week, I encourage everyone to visit their local library to take advantage of the wonderful resources that are available, and to thank their librarians and library staff for making information and education accessible to all.

Tony Evers is the elected state superintendent of public instruction.

Innovative Rural Program Video Clips

2011-03-21T11:15:00.001-05:00

News from Tony Evers State Superintendent of Wisconsin Department of Public Instruction

A YMCA inside a school where staff, students, parents, and community members can exercise.

A small city's coordinated effort to learn and celebrate the culture of its growing Hispanic community.

A program that lets high school students from five rural districts take courses together at a nearby technical college.

A school forest initiative that takes learning outside and into the community, drawing on professional development and leadership support from higher education partners.

Representatives of these effective programs and more—the 2011 Standing Up for Rural Wisconsin Schools, Libraries, and Communities Award-winners—recently delivered off-the-cuff overviews of their work during recognition activities in Madison.

These informal comments were captured on video and made into a series of very short clips (between 30 seconds and 2 minutes). The first four are already viewable on the WisconsinDPI YouTube channel, with the remaining five to be added gradually over coming days. Emailed alerts about new videos can be received by clicking the yellow "subscribe" button at the channel.

The clips are designed as a quick and personable introduction to these innovative partnerships, aiming to help inspire other successful projects around Wisconsin.

Photographs and a news release about the winning programs are also available.

National Awards for Wisconsin Homeless Program

2011-03-12T11:54:00.000-06:00

Wisconsin won two of five 2010 awards from the National Association for the Education of Homeless Children and Youth (NAEHCY). NAEHCY gives one award annually across the United States. The Green Bay Area Public School District won the 2010 Outstanding School-Based Program Award, and two Wisconsin documentaries tied for the Outstanding Media Presentation Award. NEWIST/TV 38 and the School District of Beloit each created a documentary on unaccompanied youth who are homeless.
Sixteen Hours, Forty-nine Minutes or 16:49:00, Beloit’s documentary, was given its title based on some homeless students’ most challenging time – when the school day ends until the next school day begins. Rock County indentified over 100 students last year who were homeless with no place to go. The school districts of Beloit and Janesville, along with a coalition of community agencies, are raising $700,000 for a youth shelter in Rock County. Please watch this short video of one student’s story at http://www.youtube.com/watch?v=24TwORsNpJ0.
NEWIST/CESA 7, in Green Bay, produced a 2009 Teen Connection program about homeless students and this year created the documentary, The Hidden Homeless, which aired on Wisconsin Public Television in September 2010.
Wisconsin has received five NAEHCY awards within the last seven years: 2004: Madison Metropolitan School District; 2006: Kenosha Unified School District – Shalom Center After-School Program; 2007: Wisconsin Rapids School District; 2010: Green Bay Area Public Schools; and 2010: Newist/TV 38 and the School District of Beloit

Tony Evers, PhD, State Superintendent, January 31, 2011

More information about the state of Wisconsin's Education for Homeless Children and Youth (EHCY)Program on the DPI's website.

Wisconsin ranks 7th in the nation in child homelessness. This rank is a composite of
the number of children currently homeless in the state, an assessment of how children are faring in various domains (i.e., food security, health, education), the risk of children becoming homeless, and the state planning and policy efforts.At the time this report was published there were 197,000 children living in poverty. 12,047 were homeless and 5,060 were under the age of 6 years.

More than 40 percent of students qualify for free or reduced-price meals

2011-03-11T17:03:00.000-06:00

Re-post of information from Wisconsin Department of Public Instruction

School meal reimbursement data for the current school year shows that two out of every five public school students receives free or reduced-price school meals based on household income, a 6.8 percent increase from last school year.

Wisconsin has 346,184 students (41.4 percent) qualifying for free or reduced-price school meals, an increase of 22,011 from last school year when 39.0 percent of students qualified for free or reduced-price meals. The percentage of students eligible for subsidized meals has increased steadily for the past seven years.

"Funding for public schools is vital at a time when two out of five students receive free or reduced-price school meals," said State Superintendent Tony Evers. "The proposed 2011-13 budget makes huge cuts to education, balancing the fiscal follies of adults on the backs of children, especially those living in poverty. We need a budget that is fair, equitable, and does not do permanent harm to our public schools."

For the current school year, Wisconsin has 95 public school districts in which 50 percent or more of students qualified for free or reduced-price school meals, up from 72 districts last year. Eight districts have subsidized meal eligibility rates of 70 percent or more: Bayfield, Beloit, Lac du Flambeau, Menomonee Indian, Milwaukee, Siren, Webster, and Winter. Sixty-three districts had eligibility increases of 20 percent or more from last school year. Of the state's 424 public school districts, all but 10 participate in the National School Lunch Program.

"Poverty can have a harsh impact on student learning," Evers said. "The National School Lunch and School Breakfast programs have been providing nutrition to school-age children for decades. Research shows that students who eat school meals perform better in math, reading, and other subjects; are more attentive in class; and have better behavior in school. These programs certainly make a difference in the lives of our kids, especially those from low-income families."

Additional information, including a list of free or reduced-price meal eligibility rates for the 2009-10 and 2010-11 school years is available in the complete news release.

Information from Wisconsin Department of Public Instruction
Last updated on 3/10/2011 12:38:17 PM

Evers Recognizes 10 Projects that Enrich Life in Rural Wisconsin

2011-03-08T17:12:00.003-06:00

State Superintendent Tony Evers recognized 10 projects with his “Standing Up for Rural Wisconsin Schools, Libraries, and Communities” awards, March 7 in Madison:

* Bringing Community Library Service to Rural Wisconsin, a project of the Melrose-Mindoro Area School District and communities in Jackson, La Crosse, and Monroe counties.

* Darlington Community Hispanic Outreach Project, a collaboration to raise the awareness of Hispanic culture and create an inclusive community.

* Goodman-Armstrong Creek School Forest and Community Learning Partnership, involving PK-12 and postsecondary education, businesses, agencies, organizations, and community members.

* Marketplace for Kids, an entrepreneurship education partnership in Southwestern Wisconsin.

* Northland Pines School District and YMCA of the Northwoods Eagle River Branch Partnership, providing healthy living classes and programs for the community.

* Palmyra-Eagle Area School District’s Prevention and Wellness Service (PAWS), a collaborative effort with local agencies and organizations.

* RUSTIC Initiative: Rural Schools Training and Instruction Consortium, in which high school seniors in five districts take courses through Northcentral Technical College, Wausau.

* Summer PACK: Positive Adventures Creating Knowledge, an educational opportunity for students in the Tomah Area School District.

* We Are More than a Flesh Colored Crayon, a social-action-infused curriculum on diversity, community, and social issues, developed by first-grade teachers in the Berlin Area School District.

* Youth Sports Unlimited, supporting youth-based programs and activities in northern Polk County.

More about each program is available in the DPI news release.

A Letter to Scott Walker from a Wisconsin Teacher - reblogged from Positively Persistent to Teach

2011-03-05T21:52:00.006-06:00

To the Duly-Elected Governor of Wisconsin, Scott Walker (and anyone else who gives a hoot):

It has only been a week, and I grow weary of the political struggle that your Budget Repair Bill has caused. I am tired of watching the news, though I have seen many of the faces of those I hold dear as they march on the Capitol. I am tired of defending myself to those who disagree with me, and even a bit tired of fist-bumping those who do. I am tired of having to choose a side in this issue, when both sides make a certain degree of sense. And so I offer you this desultory (aimless or rambling) philippic (angry long-winded speech), because at the end of the day I find that though this issue has been talked to death, there is more that could be said. And so, without further ado, here are my points and/or questions, in no particular order.

1. You can have my money, but…. Ask any number of my students, who have heard me publicly proclaim that a proper solution to this fiscal crisis is to raise taxes. I will pay them. I have the great good fortune to live in a nation where opportunity is nearly limitless, and I am willing to pay for the honor of calling myself an American. Incidentally, Warren Buffett, the second richest man in the nation (and a Democrat) agrees with me. Your proposed Budget Repair Bill will cost me just under $3000 per year at my current salary, with the stated goal of saving $30 million this year on the state budget. I say, take it. You can have it. It will hurt me financially, but if it will balance the budget of the state that has been my home since birth, take it with my blessing. But if I may, before you do, I have some questions.

•According to the 2009 estimate for the U.S. Census, 5,654,774 people live in the state of Wisconsin. Of those, 23.2% are under the age of 18, and presumably are not subject to much in the way of income tax. That still leaves about 4,342,867 taxpayers in the state of Wisconsin. If you wished to trim $30 million off of the budget, that works out to about $6.91 per Wisconsin taxpayer. So I must ask: Is it fair that you ask $3000 of me, but you fail to ask $6.91 of everyone? I know that times are tough, but would it not be more equitable to ask that each taxpayer in the state contribute an extra 13 cents a week?

•Would you please, kindly, explain exactly how collective bargaining is a fiscal issue? I fancy myself to be a fairly intelligent person. I have heard it reported in the news that unless the collective bargaining portion of this bill is passed, severe amounts of layoffs will occur in the state. I have heard that figure given as 6,000 jobs. But then again, you’ve reportedly said it was 10,000 jobs. But then again, it’s been reported to be as high as 12,000 jobs. Regardless of the figure, one thing that hasn’t been explained to my satisfaction is exactly how or why allowing a union to bargain collectively will cost so much money or so many jobs. Am I missing something? Isn’t collective bargaining essentially sitting in a room and discussing something, collectively? Is there now a price tag on conversation? How much does the average conversation cost? I feel your office has been eager to provide doomsday scenarios regarding lost jobs, but less than willing to provide actual insight as to why that is the case. I would welcome an explanation.

•Why does your concern over collective bargaining, pensions, and health care costs only extend to certain unions, but not all? Why do snow plow drivers and child care providers and teachers and prison guards find themselves in “bad” unions, but firefighters and state police and local police find themselves in unions that do not need to be effected by your bill? The left wing news organizations, of course, state that this is because these are unions that supported your election bid, while you seek to punish those unions that did not; I would welcome your response to such a charge. You have stated that the state and local police are too vital to the state to be affected. Can I ask how child care, or prison guards, or nurses or teachers are not vital? Again, I would welcome a response.

•Though you are a state employee, I have seen no provision in your bill to cut your own pension or healthcare costs. The governor’s salary in Wisconsin was about $137,000 per year, last I checked. By contrast, I make about $38,000 per year. Somewhere in that extra $99,000 that you make, are you sure you couldn’t find some money to fund the state recovery which you seem to hold so dear? As you have been duly elected by the voters of Wisconsin, you will receive that salary as a pension for the rest of your life. I don’t mean to cut too deeply into your lifestyle, but are you sure you couldn’t live off $128,000 per year so that you could have the same 7% salary reduction you are asking certain other public employees to take?

2. Regarding teachers being overpaid and under worked. I don’t really have many questions in this regard, but I do have a couple of statements. If you haven’t already figured it out, I am a teacher, so you may examine my statement for bias as you see fit. I admit I find it somewhat suspect that teachers are mentioned so prominently in your rhetoric; those protesting at the Capitol are indeed teachers. But they are also students, and nurses, and prison guards, and plumbers, and firefighters, and a variety of other professions. If you could go back to “public sector employees,” I would appreciate it. But as far as being overpaid and under worked … I grant you, I have a week’s vacation around Christmas. I have a week off for Spring Break. I have about 10 weeks off for summer. With sick days and personal days and national holidays and the like, I work about 8.5 months out of every year. So perhaps I am under worked. But before you take that as a given, a couple of points in my own defense.

•The average full-time worker puts in 40 hours per week, 50 weeks per year, with two weeks’ vacation time. That makes for a grand total of 2000 hours per year. Part of the teachers’ arguments regarding their time is that no one sees how many hours they work at home to grade papers, or create lesson plans, or things of that nature. I am in a rare state, in that I am not one of those teachers. I work an hour from where I live, and I like to keep my work at work. I, therefore, do not bring work home with me, but rather stay at school, or come in early, so that I can grade papers or create lesson plans while at school. So I am more prepared than most to explain the hours it takes to do my job. I also supervise an extra-curricular activity (as many teachers do), in that I serve as the Drama Coach for my school. The school year, so far, has lasted for 24 weeks. I have, in that time, averaged 78 hours per week either going to school, being at school, or coming home from school. If you remove my commute, of course, I still average 68 hours per week, thus far. That means I have put in 1,632 hours of work time this year, which works out to over 80% of what your average full time worker does in a calendar year. If you include my commute, I’m over 90%. If ikeep going at my current pace, I will work 2,720 hours this school year (or 3,120 hours if you include my commute). That means I work 136% to 156% as much as your average hourly worker.

•As to underpaid — I’m not sure I am underpaid in general, though I do believe I am underpaid in terms of the educational level expected to do my job. I have two Bachelor’s Degrees, and will be beginning work toward my Master’s this summer. By comparison, sir, you never completed college, and yet, as previously stated, you outearn me by almost $100,000 per year. Perhaps that is an argument that I made the wrong career choice. But it is perhaps an argument that we need to discuss whether you and others like you are overpaid, and not whether teachers are.

3. Regarding the notion that teachers that are protesting, or legislators currently in Illinois , are hurting the state. Very briefly, if I may:

•Teachers have been accused of shirking their duties by protesting for what they believe to be their rights instead of being in school. The argument has been, of course, that no lessons have been taught when classes aren’t in session. I must submit that lessons in protest, in exercise of the First Amendment right to peaceable assembly, in getting involved as a citizen in political affairs, have been taught these past few days. The fact that they haven’t been taught in the classroom is irrelevant. Ultimately a very strong duty of the school system is to help students become citizens — I think that has clearly happened this week.

•As to the legislators, it seems to me as though they feel their constituents deserve to have a length of time to examine the proposed bill on its merits, not vote it straight up or down three days after it was presented. As the current budget does not expire until June, this seems to me like the only response left them in light of your decision to fast-track the bill without discussion. Give them another option, and perhaps they will come back. I can’t say that I agree with their decision, but I can say that I understand it.

4. Regarding the notion that protesters at the Capitol are rabble rousers and/or thugs. Such name-calling on the part of conservatives in the state and the conservative media could be severely curtailed if you would speak out against it. True, most of the people protesting, if not all, are liberals. Historically, liberals have always tended to think that they have far more support than they actually do. They also (in my opinion) have a tendency to get extremely organized about three months too late, if at all. So you can fault them for their decision-making, but I would ask you to speak out against the notion of thuggery. Again, very briefly:

•So far, 12 arrests have been made. Estimates say there were about 25,000 people at the Capitol today, and about 20,000 yesterday. Let’s be conservative (mathematically) and say that 40,000 people protested over two days. That would mean that officers arrested .0003% of all protestors. By almost any definition, that is an extremely peaceful demonstration, and of course you are aware that the U.S. Constitution guarantees the right of peaceable assembly for a redress of grievances. So in the main, these people have done nothing wrong.

5. If I may provide you with a sense of history. You work in the largest and most magnificently appointed state capitol in the nation, built by Bob LaFollette (a Republican). You work in the same building where Phil LaFollette (a Republican) helped guide Wisconsin out of the Great Depression. You work in the same building where Gaylord Nelson (a Democrat) was the first in the nation to offer rights to unions of state employees, rights that you now seek to overturn. And you work in the same building where Tommy Thompson (a Republican) provided more state funding to education than any other governor before or since. Are your current actions truly how you would choose to be remembered?

6. Finally, Governor, a note of thanks. Whatever the outcome of the next several days, you deserve a certain degree of credit. As an educator, I understand how difficult it can be to get young people interested in politics. You have managed to do this in the space of one week. A number of Wisconsin’s youth support you. A number of them do not. But whatever else can be said of you, you have them paying attention, and thinking about voting, and walking around the Capitol, and turning out to be involved. You have taught your own lessons this week, Governor, and that has its own value.

Thank you for your time,
Eric Brehm

(via the blog - Positively Persistent Teach)

Madison Protest 2011 - Firefighters

2011-03-04T20:32:00.000-06:00

Thanks to @mad_city_mom for video

Senator Jon Erpenbach's tribute to the working families of Wisconsin

2011-03-04T19:56:00.001-06:00

Education, Workforce and Local Government Items in Summary of Governor's Budget Initiatives

2011-03-03T20:24:00.000-06:00

II.SUMMARY OF GOVERNOR'S BUDGET INITIATIVES

A.EDUCATION, WORKFORCE AND LOCAL GOVERNMENT

Elementary and Secondary Education
Reduce equalization aid by $749.4 million over the biennium to help address the state budget deficit.

To protect property taxpayers, reduce school district revenue limits per pupil by 5.5 percent below the amounts authorized in fiscal year 2010-11 and maintain those same amounts over the biennium.

To also protect property taxpayers, repeal revenue limit exemptions for school nurses, pupil transportation costs, school safety equipment and security officers.

To begin to shift the state's focus from educational inputs to accountability for outcomes, create a student information system that will provide longitudinal data to state policymakers, school districts, parents and citizens on the performance of the state's public education system and its students.

Create a third grade reading initiative that will require all third graders in Wisconsin's public schools achieve basic literacy by the end of third grade.

For students who did not attend a Milwaukee choice school in 2010-11, phase out the family income requirement as a condition of eligibility for the Milwaukee Parental Choice Program.

Modify the Milwaukee Parental Choice Program by repealing the enrollment cap; allowing any school in Milwaukee County to participate; authorizing choice schools to use any nationally-normed achievement test rather than just the Wisconsin Knowledge and Concepts Examination; including in statute current administrative rules related to identifying choice schools with questionable financial administration practices; and requiring the Department of Public Instruction to notify parents of choice students of changes in administrative rules and deadlines prior to the beginning of the school year.

Authorize all four-year University of Wisconsin campuses to sponsor independent charter schools and allow charter schools to be created anywhere in Wisconsin.

Replace the mandate that charter school teachers be licensed by the Department of Public Instruction with the requirement that they have at least a bachelor's degree.

To further expand enrollment options for parents, repeal the enrollment limit for the virtual charter school program.

Extend the deadline to apply under the open enrollment program period for public schools and virtual charter schools from the fourth Friday in February to the end of April.
10

To help address the state's budget deficit, repeal GPR-funded categorical aid programs for advanced placement; alcohol and other drug abuse prevention and intervention; alternative education; children-at-risk; English for Southeast Asian children; improving pupil academic achievement; nursing services; preschool to grade 5 programs; science, technology, engineering and mathematics programs; and supplemental aid.

To provide greater flexibility for school districts to address educational outcomes, eliminate mandates requiring school districts to: schedule at least 180 school days annually; employ reading specialists; employ only licensed school nurses who have at least a bachelor's degree; prepare detailed indoor environmental quality plans; provide training to staff on administering prescription and nonprescription drugs only if the training is approved by the Department of Public Instruction; and not exceed 200 teaching service days for Milwaukee Public Schools.
Higher Education

Position the University of Wisconsin-Madison to improve its ability to remain a world leader in research and instruction by restructuring the campus as an independent public authority with greater flexibility to manage compensation, human resources, tuition and capital projects. Greater independence for the state's flagship campus will enhance the Madison campus' potential as a major research institution for job creation, recruitment of top faculty and students, research and patent production, and to better serve Wisconsin's businesses, parents and students.

Require system administration to allocate $250,000 over the biennium to develop a plan to convert the University of Wisconsin-Milwaukee to a public authority.

Reduce state aid by $250 million over the biennium to University of Wisconsin System institutions and University of Wisconsin-Madison to help address the state budget deficit. The reduction would be split equally between the University of Wisconsin-Madison and the University of Wisconsin System.

Promote administrative efficiency by requiring the system administration central office to absorb a larger share of the $125 million reduction to system campuses. System administration will be reduced by 25 percent compared to 11 percent for the system campuses.

Provide a modest tuition increase for University of Wisconsin System institutions to keep resident undergraduate tuition affordable without sacrificing quality.

Expand the Wisconsin GI tuition and fee reimbursement to provide full remission of academic fees for 128 credits or eight semesters, whichever is longer, without regard to the number of credits the veteran student received under federal program benefits. This restores a promise to our veterans.

To ensure that student financial aid remains available for Wisconsin's working families, exempt financial aid from GPR reductions.

Prevent cuts to student financial aid and focus scarce resources on current Wisconsin higher education grant programs by limiting the Wisconsin Covenant program to students signing the pledge before September 30, 2011.
11

Reduce state aid to technical college districts by $71.6 million over the biennium to help address the state budget deficit. Increases in employee contributions for pension and health insurance will generate savings in excess of this state aid reduction.

To avoid state aid reductions being offset with property tax increases, prohibit technical college districts from increasing property taxes above the amounts levied in fiscal year 2010-11, or 1.5 mills, whichever is less.

Eliminate nonresident tuition and fee exemptions for undocumented persons at University of Wisconsin System campuses, the University of Wisconsin-Madison and technical college campuses.
Property Tax Relief

Reduce calendar year 2012 county and municipal aid payments by $96 million. Align adjustments in local government aids to the ability of local governments to realize savings on employee compensation to offset any potentially negative impact on municipal and county budgets.

Cap county and municipal levy increases at the greater of 0 percent or the gain in value due to net new construction, and extend levy limits for two years.

Require municipalities and counties that have declining debt service to reduce levies to reflect this reduced cost, thereby providing additional property tax relief to the taxpayers in those municipalities.

Reduce the minimum inflation rate in the Expenditure Restraint Program from 3 percent to 0 percent to strengthen the incentive to create greater operating efficiencies for municipalities.

Provide an additional $1 million to reimburse local governments for damages and costs incurred as a result of major catastrophes if federal disaster assistance is not available.

Fund the increase in the first dollar credit ($10 million over the biennium) enacted in the 2009-11 biennium.

Links to WI State Budget Documents

2011-03-03T12:57:00.001-06:00

Here are links to documents explaining the Governor's 2011-13 biennial budget proposal. You can share these links with counties, tribes and other interested persons. Any questions about the proposals should be directed to the budget sections in the respective departments.

Budget summary: http://www.doa.state.wi.us/debf/pdf_files/bib1113.pdf
DCF budget: http://www.doa.state.wi.us/debf/docview.asp?budid=9
DHS budget: http://www.doa.state.wi.us/debf/docview.asp?budid=25
DOC budget: http://www.doa.state.wi.us/debf/docview.asp?budid=12
Shared revenue: http://www.doa.state.wi.us/debf/docview.asp?budid=48

The Points of Superintendent Tony Ever's Response Statement that Should Resonate with Everybody

2011-03-02T19:57:00.002-06:00

* Wisconsin has long prioritized our children and their public schools.
* ...our children and our public schools did not cause this economic downturn or state budget deficit.
*I look forward to working with legislators on the state budget.
*...specifics of the proposed budget need to receive a full and open public debate, especially the impact on our children and their public schools.
*Public education is a core Wisconsin value enshrined in our state constitution.
*...funding for education will be part of a budget solution. Our legislative leaders must not put the problems of adults on our kids.

MADISON — State Superintendent Tony Evers issued a statement on Gov. Scott Walker’s 2011-13 proposed state budget
“Wisconsin has long prioritized our children and their public schools. This budget proposes unprecedented cuts to state funding for students and their schools. Even in these difficult times, our kids should not disproportionally bear the burden of years of state fiscal folly.
“A well-educated workforce is the fuel that drives Wisconsin’s economy forward. While this difficult state budget demands shared sacrifice, we need a budget that is fair, equitable, and does not do permanent harm to our public schools. To be clear, our children and our public schools did not cause this economic downturn or state budget deficit.
“As the days and weeks go forward, this lengthy budget document will be thoroughly analyzed. I look forward to working with legislators on the state budget. The specifics of the proposed budget need to receive a full and open public debate, especially the impact on our children and their public schools. Public education is a core Wisconsin value enshrined in our state constitution.
“I understand funding for education will be part of a budget solution. Our legislative leaders must not put the problems of adults on our kids. We need a fair and equitable budget for all Wisconsin’s children.”

MADISON — State Superintendent Tony Evers issued a statement on Gov. Scott Walker’s 2011-13 proposed state budget

2011-03-01T19:45:00.003-06:00

“Wisconsin has long prioritized our children and their public schools. This budget proposes unprecedented cuts to state funding for students and their schools. Even in these difficult times, our kids should not disproportionally bear the burden of years of state fiscal folly.
“A well-educated workforce is the fuel that drives Wisconsin’s economy forward. While this difficult state budget demands shared sacrifice, we need a budget that is fair, equitable, and does not do permanent harm to our public schools. To be clear, our children and our public schools did not cause this economic downturn or state budget deficit.
“As the days and weeks go forward, this lengthy budget document will be thoroughly analyzed. I look forward to working with legislators on the state budget. The specifics of the proposed budget need to receive a full and open public debate, especially the impact on our children and their public schools. Public education is a core Wisconsin value enshrined in our state constitution.
“I understand funding for education will be part of a budget solution. Our legislative leaders must not put the problems of adults on our kids. We need a fair and equitable budget for all Wisconsin’s children.”

Wisconsin Budget Repair Protests - News & Links about the ongoing struggle

Goal 19: Avoid Burn-Out

2011-03-01T15:14:00.000-06:00

“Courage doesn’t always roar. Sometimes courage is the quiet voice at the end of the day saying, “I will try again tomorrow.”~ Mary Anne Radmacher

Visit Shelly's blog "Teacher Reboot Camp" to view the video about this goal.

View short term and long term suggestions on how to accomplish this goal as well as comments from others about what they are doing.

Goal 18: Share a Story

2011-03-01T15:10:00.000-06:00

Most of all one discovers that the soil does not stay the same, but, like anything alive, is always changing and telling its own story. Soil is the substance of transformation. ~Carol Williams

Visit Shelly's blog "Teacher Reboot Camp" to view the video about this goal.

View short term and long term suggestions on how to accomplish this goal as well as comments from others about what they are doing.

Goal 17: Help Them Shine

2011-02-27T17:56:00.001-06:00

Anecdote by David Warr (@DavidWarr)- “When I was with Gladstone, I felt I was with the most intelligent person in the world, but when I was with Disraeli, I felt I was the most intelligent person in the world.”

Visit Shelly's blog "Teacher Reboot Camp" to view the video about this goal.

View short term and long term suggestions on how to accomplish this goal as well as comments from others about what they are doing.

100,000 Strong Video of Madison, WI on Sat. Feb. 26, 2011 courtesy OneWisconsinNow

2011-02-27T11:58:00.001-06:00

A SIMPLE SOLUTION TO THE BUDGET CRISIS IN WISCONSIN

2011-02-25T18:28:00.000-06:00

Goal 16: Change Your Environment

2011-02-22T18:37:00.000-06:00

“We live in a wonderful world that is full of beauty, charm and adventure. There is no end to the adventures we can have if only we seek them with our eyes open.” – Jawaharial Nehru

Go to Teacher Reboot Camp to watch Shelly's video about this goal.

View short term and long term suggestions on how to accomplish this goal as well as comments from others about what they are doing.

New Richmond, WI Students' Video Statement in Response to the WI Governor's Budget Repair Tactics

2011-02-21T18:40:00.000-06:00

We wanted to do something to make a point about Scott Walker's new budget proposal and decided to start by showing how much we appreciate our teachers. The end of unions not only affects the teachers now, but also the quality of education in the future. Please take time to become educated on both.

Not a Teachable Moment

2011-02-19T20:33:00.004-06:00

I get it that the opposing sides of Governor W's "budget repair bill" have sound reasons for their views. More people crowded the streets in Madison, Wisconsin today to join the throng that has been there most of the week. The twist I was surprised by though was the Doctors who decided to set up a station to hand out excused absence documents to anyone who requested one. No doubt they had the best of intentions and in their way were adding their support to the public workers (the majority educators) fighting to retain their collective bargaining rights. There comes a point where the line between right and wrong is not fuzzy. For me this was it. What message is being sent to the students? It's okay to bring a bogus excuse or write the same? It's fine as long as you believe it is for a good reason? No, it's not okay. It totally undermines the cause being debated and the character of those engaged in the debate. It's time for everyone to go home, get some rest and be where you are needed Monday morning.

"Fame is vapor, popularity an accident. Riches take wings. Only one thing endures and that is character." ~Horace Greely

Goal 15: Be a Guide

2011-02-19T19:07:00.000-06:00

“I never teach my pupils; I only attempt to provide the conditions in which they can learn.”~ Albert Einstein

View short term and long term suggestions on how to accomplish this goal as well as comments from others about what they are doing.

Goal 14: Build an Ideal Classroom Culture

2011-02-18T08:30:00.000-06:00

“Education is the process by which the individual relates himself to the universe, give himself citizenship in the changing world, share’s the race’s mind and enfranchises his own soul.”~ John Finley

View short term and long term suggestions on how to accomplish this goal as well as comments from others about what they are doing.

Live from Northern Wisconsin

2011-02-17T19:46:00.001-06:00

Wisconsin is all over the news because of our strife over the new governor's "Budget Repair Bill". As a child of the 60's I find it hopeful that people are passionately involved and taking a stand. I am hopeful that we can settle down and talk to each other. I think the protests were/are necessary to let this freshman leader know it is imperative to work with people rather than assume it is acceptable to proclaim directives without considering the impact. It is also important for the people protesting the new governor's tactics to respect those that agree with him. The brave souls who agree with Great Scott (a moniker coined by my son) and join the throngs who disagree should be treated with respect. I was very troubled when I read today about a young person who had come to support the Governor and was slapped and pushed by those with opposite views. I'll close with this thought:

Democracy is the recurrent suspicion that more than half of the people are right more than half the time.~ E. B. White (1899 - 1985), New Yorker, July 3, 1944

Goal 13: Help Them Reflect on Their Failures

2011-02-17T09:36:00.000-06:00

“Don’t look where you fall, but where you slipped.” ~Proverb

View short term and long term suggestions on how to accomplish this goal as well as comments from others about what they are doing.

Goal 12: Engage Parents

2011-02-16T06:50:00.000-06:00

“People have been known to achieve more as a result of working with others than against them.” ~Dr. Allan Fromme

View short term and long term suggestions on how to accomplish this goal as well as comments from others about what they are doing.

Goal 11: Give Students Reign

2011-02-15T10:08:00.000-06:00

“It is important that students bring a certain ragamuffin, barefoot irreverence to their studies; they are not here to worship what is known, but to question it.” ~ Jacob Bronowski, The Ascent of Man

View short term and long term suggestions on how to accomplish this goal as well as comments from others about what they are doing.

Goal 10: Plant a Seed of Belief

2011-02-13T13:07:00.001-06:00

“If you have faith as small as a mustard seed, you can say to this mountain,‘Move from here to there’ and it will move. Nothing will be impossible for you.” ~Matthew 17:20

View short term and long term suggestions on how to accomplish this goal as well as comments from others about what they are doing.

Goal 9: Make a Global Connection

2011-02-11T07:05:00.002-06:00

“True wisdom comes to each of us when we realize how little we understand about life, ourselves, and the world around us.” ~ Socrates

View short term and long term suggestions on how to accomplish this goal as well as comments from others about what they are doing.

Goal 8: Rethink Student Behavior & Classroom Management

2011-02-10T10:47:00.002-06:00

“I’ve come to the frightening conclusion that I am the decisive element in the classroom. It’s my daily mood that makes the weather. As a teacher, I possess a tremendous power to make a child’s life miserable or joyous. I can be a tool of torture or an instrument of inspiration. I can humiliate or humor, hurt or heal. In all situations, it is my response that decides whether a crisis will be escalated or de-escalated and a child humanized or de-humanized.” ~ Dr. Haim Ginott

View short term and long term suggestions on how to accomplish this goal as well as comments from others about what they are doing.

Goal 7: Play and Have Fun!

2011-02-08T20:10:00.000-06:00

“We spend the first twelve months of our children’s lives teaching them to walk and talk and the next twelve telling them to sit down and shut up.” ~ Phyllis Diller

View short term and long term suggestions on how to accomplish this goal as well as comments from others about what they are doing.

Goal 6: Invite Them In

2011-02-08T10:50:00.000-06:00

“There is no persuasiveness more effectual than the transparency of a single heart, of a sincere life.” ~ Joseph Barber Lightfoot

View short term and long term suggestions on how to accomplish this goal as well as comments from others about what they are doing.

Goal 5: Reflect, Step Back, Act

2011-02-06T10:12:00.000-06:00

“Follow effective action with quiet reflection. From the quiet reflection will come even more effective action.” ~Peter F. Drucker

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Goal 4: Leave it Behind

2011-02-04T10:06:00.000-06:00

"Be kind, for everyone you meet is fighting a hard battle." ~Plato

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Goal 3: What Do You Believe About Learning?

2011-02-03T07:19:00.000-06:00

“The important thing is not so much that every child should be taught, as that every child should be given the wish to learn. ” by John Lubbock

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30 Goals: Goal 2: Re-Evaluate Value

2011-02-02T09:32:00.003-06:00

“Everything that can be counted does not necessarily count; everything that counts cannot necessarily be counted.” by Albert Einstein

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30 Goals: Goal 1: Be a Beam

2011-02-01T11:27:00.004-06:00

For the next 30 days I will be re-posting Shelly Terrel's daily challenge.

“You cannot force commitment, what you can do…You nudge a little here, inspire a little there, and provide a role model. Your primary influence is the environment you create.” by Peter Senge

View short term and long term suggestions on how to accomplish this goal as well as comments from others about what they are doing.

IEP Resources for Educators

2011-01-31T09:50:00.001-06:00

Everything Old is New Again

2011-01-01T19:42:00.001-06:00

Right before the holidays I checked out a couple library books to keep me company on the ride to visit family for Christmas. Both titles were published in the mid to late 1960's. The author was Dr. Haim G. Ginott and although I have only skimmed the surface of both books I have come to the opinion that Dr. Ginott is the Grandfather of positive behavior strategies. Below are links to the books I checked out as well as another book by Ginott titled "Teacher and Child." You can follow the link from this post's title to a website devoted to Ginott's work.

What's In A Label?

2010-12-12T19:07:00.002-06:00

Labeling, classifying and defining differences helps determine what accommodations and interventions the student might benefit from. Labeling is also a means for those working with a student to communicate about the individual’s needs. Labeling determines the type of programs the student is eligible for. Labeling becomes a disadvantage when it is used as an excuse rather than an explanation of the student’s abilities. I cringe when I hear statements like, “He has ADD. Being disorganized is part of his disability.” Labels sometimes stereotype an individual and cause others to look at limitations rather than possibilities.
I have been a big fan of Dr. Mel Levine for years. He promotes evaluating strengths, weaknesses and interests to develop a learning profile. This approach helps the student have a better understanding of them self. A label is pretty one dimensional and often has stereotypes attached to it. Dr. Levine’s web site is http://www.allkindsofminds.org/ His book A Mind at a Time is an in depth look at alternatives to labeling.
The goal of Response to Intervention (RtI) is to do a better job of trying accommodations and modifications for students prior to referring them. Before an educator can refer a student for evaluation 3 different scientifically based interventions have to be done. If the first one is what the student needs it is not necessary to try more. If none of them work the referral is made. This initiative is to fulfill a NCLB requirement and also address the issue of disporportionate numbers of minority students receiving special education.
My education in labeling started 16+ years ago when my son received his first label, ADHD. Three years later dysgraphia was added to his descriptors. He never qualified for special education but he did need accommodations. The dysgraphia label helped me communicate with his teachers about his handwriting. The ADHD label probably also helped communication between school and home. I have always had mixed feelings about that label because I believe it has some very strong stereotypes. I think labels can help but should be used sparingly not as a descriptor. A good book on the topic of labeling is "Our Labeled Children" by Robert J. Sternberg and Elena L. Grigorenkso. It was published just over a decade ago but it has many good insights.

Teachers Affect Eternity

2010-11-26T22:06:00.020-06:00

"A teacher affects eternity. She can never know where her influence stops." ~ Henry Brooks Adams (1838-1918)

I love quotations. I have them all over my home and this morning for some reason Adams quote about a teacher's impact on eternity caught my eye. It caused me to think of a question posed to me by a teacher recently. She asked how a teacher could make a difference with a student whose parents did not return calls or come to meetings. I had no solution to offer other than, keep reaching out and being as positive as possible with the student.The quote, and the teacher's question prodded the following thoughts:

Michael was an only child. His parents had met at their place of employment. His Mom had taken the job to support her mother and younger sister after her father died. His Dad had taken the job because he had a physical disability that limited his options. For reasons unknown to anyone but them they ended up together. Things were good at the outset. They'd been married a few years before Michael was born. By the time he was school age things weren't as calm at home. His parents fought a lot especially if they'd been drinking. Most of the turmoil wasn't visible to the outside world which meant folks at school or church didn't know there were significant problems at home. When he was 16 he came home after school one day and found his mother dead. Her alcoholism had done her in but the death certificate would state pneumonia was the cause. Michael made sense of his world as best he could but he had to deal with his perceptions vs. reality. Larger than that, he had to navigate others' perceptions of his reality. He had connections with different adults and teachers that helped him more than most of those adults realized.

Michael's story is every at risk child's story that we view from an observer's perspective. Each situation is different but there is always a child at the eye of the storm. There are always multiple adults involved and communication between the adults is the key to supporting each Michael. In Wisconsin over the last few years the Department of Health and Human Services has done some major restructuring of the way it provides services. One of the results is that the majority of counties have collaborative systems of care in place. Rather than only addressing a child at risk there is a focus on providing support for the child's family. Agencies work together and for children in the k-12 age group the school can be involved too. There is the Family Support Program for families that have a child with a significant disability and Wisconsin's Collaborative Systems of Care that has a range of services to provide wrap around services to families with multiple needs in the least restrictive setting. These type of initiatives facilitate inter-agency agreements that allow for more flexible solutions for families and communities. Michael, who I wrote

Dad in his high school football
uniform, circa 1948

about in the previous paragraph is not a fictitious compilation. It is the pieces I know of my Dad's childhood and adolescence. He never talked about the tough stuff until I was a teenager and then he didn't say much. I grew up hearing about the good things that happened during his growing up years so I heard the stories about different teachers and others who had a positive impact on him. He grew up, served in the military, went to college, raised a family with his wife of 35 years, worked as an accountant and eventually owned his own business. He died from esophageal cancer at the age of 58. His legacy of four children, twelve grandchildren and two great grandchildren are still very active in the world. Their careers span business, education, industry, health and hospitality. So I have personal knowledge of how teachers as well as other adults who take time to interact in positive ways with youth really do affect eternity. Next time you feel discouraged about the current state of things remember there are lots of simple actions that you likely do each day such as a smile or a kind word that are sending out positive ripples into eternity. Who you are and how you are does make a difference.

Opening Weekend

2010-11-20T13:43:00.008-06:00

This week I accompanied a parent to a meeting with a couple educators. The purpose was to clarify some questions the parent thought of after her child's IEP (Individual Education Plan) meeting the prior day. She was pretty distressed about several things so we wanted to make sure she understood all her options. It was set up quickly because the educator who set the meeting up did not want this Mom to have to wait until Monday or Tuesday to have her concerns addressed. The meeting went well. As we were wrapping up we were chatting about the opening weekend of deer hunting season. I live in a rural area of northern Wisconsin. Saying opening weekend of deer gun season is a big deal up here completely understates it. One of the educators said she was a hunter and it was traditional for the hunters among the staff to wear some blaze orange on the Friday before opening day. She said she had taken some good natured ribbing because she had not done that this year. The reason? She knew the parent was struggling with how the first meeting went and she wanted to convey to the parent that she respected her feelings. It may seem like a small thing but I could tell the parent appreciated the gesture.

photo from WI DNR

As I was driving home I mulled over the events prior and during the meeting. In my experience it's not uncommon for parents to attend an IEP meeting and become upset a few hours later. Parents can be overwhelmed facing a group of educators and specialists. They often perceive everything has been decided before the meeting and their opinion is not important. "IEP The Movie" gives excellent vignettes on how a meeting shouldn't go, followed by how it should. Meetings are a good opportunity for both parents and teachers to build stronger relationships which enables them to do a better job supporting students. Sometimes a subtle sacrifice like forgoing blaze orange garb on the one day of the year it's acceptable attire for school helps set the tone for a successful meeting but that probably is only effective in the northwoods.

Staying Focused

2010-11-17T18:43:00.005-06:00

Staying focused at meetings sounds like it should be easy but in my experience getting sidetracked is easier. Sometimes casual conversation gets things off track but I think the most common cause is one party or the other bringing up a past incident or trying to convince the group about something. At this point the meeting has the potential to turn into a power struggle causing the group to forget who they are there for. Sometimes the situation can be turned around by acknowledging what the person is saying and relating it back to the present situation.
A few years ago I attended a meeting with a parent who had pulled her son from school because of an incident she felt was mishandled. We were meeting with two teachers and the Special Education Director. At her request the two administrators she was angry at were not there This Mom kept rehashing the incident. We’d get back to the discussion regarding options to get her son back in school and before we knew it she was explaining how she thought things should have been handled. The school staff was not having any success with keeping us on track. I had several pre-meeting phone conversations with this parent and I was pretty certain she was comfortable with me. I leaned towards her and lightly touched her shoulder. When she looked at me I said, “We all understand why you are upset but the people who you are upset with aren’t here. We can’t do anything about what happened but these teachers want to help. Let’s figure out how we’re going to get your son’s schedule set up to get him back to school.” Thankfully that made sense to her and over the next half hour we accomplished what we’d come for.
I got a phone message from her the following week saying her son was back in school and things were fine so far. I think acknowledging a person’s feelings can help them focus. Until that happens the opinions and or emotions just keep swirling around in their head preventing anything else from getting through.
Of course, as I relate these positive stories of past experiences, I have as many that did not go well. There are a lot of obstacles out there to communicating and connecting well. So I'll close with this quote:

Courage does not always roar.Sometimes courage is the quiet voice at the end of the day saying, "I will try again tomorrow." ~Mary Ann Radmacher

Empathy = Communication Magic

2010-11-11T09:26:00.002-06:00

Parents sometimes come to Individual Education Plan meetings feeling intimidated and over whelmed. They often don’t feel like part of the team. Some describe going to meetings where it seemed everything had been decided prior to the meeting. Parents might be on edge despite the best efforts of the school staff to put them at ease. Misinformation causes problems. Well meaning friends, relatives and medical professionals sometimes put parents on the defensive with the school by telling them things like “the school has to…”, “…you will have to make them…”, “teachers won’t listen to you because you are just a parent…”, the list goes on. The parents who had a negative experience in their k-12 years are sometimes either defensive or intimidated. Teachers need to be sensitive to all this. Parents need to remember that teachers are trained professionals and not to make comments like, “You don’t have any training dealing with a child like mine.” Respect, compassion and empathy are a good foundation for communication.

Most of us have some unspoken assumptions when we communicate with other people. All of us see things through the filter of our own experiences. Assumptions can create barriers before a conversation has started. People are multifaceted and each of us has many roles. In the course of a day adults might have interactions as a co-worker, parent, sibling, friend, spouse…. Young people have interactions as a son or daughter, friend, student… In each situation there are different assumptions based on who we are at the moment. Behind the current name all the others are still there. We really need to take that into account as we begin a conversation. Some conversations are doomed at the start because one of the individuals is having a hard time with something the other person does not have a clue about. Starting out with accepting what the other person is saying let’s them know you respect them. Acceptance also might help the other person feel comfortable opening up a bit more. Opening up to share more information or be more open to the views you want to express. Acceptance has a calming effect. You can accept someone’s views without agreeing. Many problems in this world would diminish significantly if humans weren’t so driven to try and get others to agree with their point of view. Accepting is also closely tied to listening and questioning.

Several years ago I was contacted by the mother of a 9th grader. She started out by requesting that I work my “magic” on the Pupil Services Director in her son’s school district. She was extremely upset with the school because they wanted her to sign a document agreeing to her son's placement at an alternate school setting for at least a quarter of the school year. He had behavior issues that the IEP team felt could not be addressed in a typical school setting. The Mom was also adamant that her son wasn’t any worse than any of the other troublesome students and they didn’t have to go somewhere else. I made sure I had her permission to contact the Pupil Services Director. (I was pretty sure she didn’t expect me to do magic without personal contact but it never hurts to check.) I contacted the Director and listened to him. I asked him a few questions and one of them was, “Does the student attend the IEP meetings?” The answer was yes. I did not realize at the time I asked that the information would make a difference with the outcome. After the conversation with the Director I knew there could not be a compromise with this particular situation. Social services and the court system were involved. I called the Mom back and explained my understanding of what was going on. After I had explained what the Director had said I asked her a question, “How is your son handling all this?” She responded that he was pretty angry. It was at that point I said to her, “That must be hard for you to sit in the meetings with him knowing you are going to be taking home an upset kid.” She said it was very hard. I continued. “He probably gets angry you can’t fix the situation.” She agreed with that. Then I told her this, “You know once the court gets involved it’s out of the school’s hands and it’s out of your hands. That isn’t your fault, that’s just how it is. The sooner we can convince your son the better. There’s a chance they might order something more than just a day program if he keeps refusing.” I received a call from the Director the next day. He was a little shocked when the Mom came in (by herself) that morning and signed the necessary document.

I don’t think I worked “magic” on the Mom. I think the whole thing evolved the way it did because the parent expressed herself and I accepted what she said. I listened a lot and asked a few questions. I also expressed empathy for her situation. Often a little empathy can go a long way.

Visual Supports and Enviromental Organization

2010-07-29T17:03:00.005-05:00

(This is the fourth of a series of posts I am doing based on an Autism Spectrum Disorders course I took at UW-La Crosse.)
I attended elementary school during the mid 1960's. The emphasis was on rigid structure and all students were expected to conform to the teaching method not the other way around. It was that way because it seemed the best way to do things at that time. TEACCH principles are based on physical structure, visual supports and routines that are individualized to meet each student's abilities. By considering strengths, interests, learning styles and frustrations the resulting program facilitates independence and learning.
Visual supports help a student anticipate, understand and take part in activities. Reinforcements can be built in to help students with self regulation. Structured teaching, work systems and activity organization facilitate independence. Another thing they facilitate is peer support and communication. In all the years I have worked with parents of young people with special needs a constant has been a desire for understanding/acceptance from their child's peers. Visual supports are a communication aid for everyone interacting with the student.
Examples of classroom structure, and different kinds of visual schedules, are shown on CESA 7's Web Site Autism pages. Autism Internet Modules is a great resource created by educators for educators. It's free to register and there are modules on all aspects of ASD. The individual modules usually take 45 minutes to 1 hour to complete. The modules are a good tool for parents too. If parents and teachers are studying the same material collaborating on the student's individual education plan is much easier.

Parent and Teacher communication is essential to the success of students with ASD as it is for all students. One of the class modules was "A Familial Perspective on Autism Spectrum Disorders" presented by Dr. Audrey Mouser Elegbede. She talked about how her family handled, looked for answers and dealt with her son's ASD diagnosis. My job is assisting families as they work with school staff to develop individual education plans that support their child's needs. My next post and the future focus of this blog will be about communicating with and supporting families. It can be a delicate dance, especially at the outset.

TEACCH

2010-07-19T19:53:00.068-05:00

(This is the third of a series of posts I am doing based on an Autism Spectrum Disorders course I took at UW-La Crosse.)
This topic was presented in 2 separate sessions by Chileda staff Shari Carlson, ME-PD and Karie Zielke, BS. They gave us a brief history of TEACCH and more in depth instruction on environment modification, visual schedules, and teaching strategies to foster independence.
Treatment and Education of Autistic and Communication related handicapped CHildren (TEACCH) has been around since the early 1970's. The late Eric Schopler, Ph.D. founded the program which is now run through the University of North Carolina at Chapel Hill. The TEACCH research generated the idea of a "Culture of Autism". The "Culture of Autism" refers to the characteristics that are most predominate in people on the spectrum. There are ten characteristics sited. Briefly they are:

Affinity to processing visual information
Attention to detail but problems with fitting details together
Difficulty combining ideas
Difficulty organizing ideas
Difficulty with attention
Struggles with communication
Problems with the concept of time
Attached to routines
Strong interests and impulses
Various sensory issues

Of course folks on the Autism Spectrum likely won't manifest all the characteristics and those they do display will look different on every individual. By identifying these traits as a "culture" rather than symptoms the TEACCH program recognizes the people who have Autistic traits rather than the "Autistics" who are verbal, non-verbal, high functioning, low functioning, etc... In our world today we tend to categorize everything. Once we have a label we have a common language or concept to communicate with. While that can be helpful it can also lead us to assume we know more about someone than we do. Labels often propagate generalizations and assumptions. The TEACCH approach helps the individual build on their strengths in order to help them achieve their highest potential. TEACCH also includes family in the planning and implementation of structure and supports. TEACCH developed the idea of structured teaching. The emphasis is on structure and routine in the physical environment enhanced by multiple kinds of visual supports.
The resource links for this post include a paper on the Culture of Autism by Gary B. Mesibov & Victoria Shea, a position paper from TEACCH on Autism and the Importance of Choice, and a critical review of an article about the advantages of autism by Taylor Selseth author of the blog "My Autistic Life."
My next post will cover a some of what we learned about structure in the physical environment, visual supports and ideas for teaching life skills.

Theory of Mind and Autism

2010-07-04T18:35:00.098-05:00

(This is the second of a series of posts I am doing based on an Autism Spectrum Disorders course I took at UW-La Crosse.)
This week's post will be about Theory of Mind and Social Skills. Our instructor for this section of the class was Chris Nelson, MS. Chris is a licensed school counselor who counsels students on the autism spectrum at Chileda. The "Theory of Mind" concept is a label I was unfamiliar with (even though it has been around for well over a decade) but I do understand what it describes. Theory of Mind is something many of us take for granted and that folks on the Autism Spectrum struggle with. It's the ability to intuit others mental state and use it to understand what they say. It enables a person to anticipate what another might do next. It is also the ability to recognize deception, feel empathy, and understand reactions. The Sally - Ann Test is a well known test used to determine if an individual has Theory of Mind. The person is shown two dolls, Sally and Ann. Each doll has a box with a marble in it. Sally leaves and Ann takes Sally's marble and hides it in her (Ann's) box. The person is asked where Sally will think her marble is when she returns. A person with Theory of Mind knows Sally would be unaware of what Ann had done and would look for her marble where she had left it. An individual without Theory of Mind would assume Sally would look in Ann's marble box. For all the people who view Theory of Mind as a valid concept there are just as many who don't. The blog "Whose Planet Is It Anyway" has a post that disputes the validity of the Sally - Ann Test. Among other points they contend that since folks on the spectrum typically process speech differently they likely "misunderstood" the question. "Mind Blindness" is another term used to define an individual's inability to understand deception or discern how someone might react to something they do.
Counselors, Therapists, and Educators who work with individuals on the spectrum have created a variety of strategies to teach Theory of Mind. Nelson gave us an overview of several. I've posted links to resources for teaching social thinking and awareness in the "Summer Autism Series Resources Week 2" section.

What Do You Know About Autism?

2010-06-29T18:00:00.017-05:00

(This is the first of a series of posts I am doing based on an Autism Spectrum Disorders course I took at UW-La Crosse.)
The first day, first session of class we discussed what we currently knew about Autism Spectrum Disorders. I learned lots of new acronyms! We covered diagnosis & screening, characteristics, approaches for treatment, causes, epidemiology, classifications, prognosis and the history of Autism. Since the course was about Autism it was only fitting that a mind map format was used to brainstorm the class's collective present knowledge. The class consisted of speech language therapists, teachers, para-educators, and parents. Some worked in a k-12 setting, several worked at Chileda, a residential and day school facility in La Crosse, and there were others who worked in a clinic. The map quickly filled the white board and by the end of the week it had doubled!

Here are my notes on the list we began with:

Diagnosis & Screening - ABLLS, ADOS-G, DSM-IV, educational criteria, observation, medical diagnosis usually from a neuropsychologist
Characteristics - lack of eye contact, OCD, black and white thinking, sensory issues, lack of peer engagement, echolalia
Approaches - Early interventions, speech/language, occupational therapy, physical therapy, social stories, ABA (Applied Behavior Analysis), ABA-VB, visual schedules, TEACCH, PECS, Birth-3, Hanen Method, alternate therapies
Causes - current research backs up - genetic, biological causes, other theories are/have been – vaccinations, diet, poor parenting
Epidemiology - 4-1 male to female ratio, 1 in 110 Americans, 1 in 70 boys
Classifications - Asperger’s, PDD (pervasive developmental disorder), Kanner’s (non-verbal), Childhood Disintegrative Disorder, Fragile X, Rett Syndrome
Prognosis - much better today than in past, more awareness, early intervention offers best outcomes
History - Leo Kanner, Hans Asperger

I've embedded links to some of the information in the list. I'll be filling in and adding more information throughout this week. I will also being adding links to resources associated with information in my posts this summer.You can find them in the first section on the right side of this page.

Summer Blog Posts

2010-06-21T19:22:00.000-05:00

It's been a good month and a half since I've posted. It has been a GOOD month and a half. :) The end of the school year is always full of meetings. As school dismisses the summer events start immediately. In my case this year it was the annual WSPEI Coordinator's Working Retreat followed by a week in La Crosse, WI attending an Autism course at the University of Wisconsin La Crosse. As part of the course I kept a daily learning log, did a book review, and theorized applications of the various teaching strategies presented. The educators taking the course made physical projects to use in their respective classrooms. I don't have a classroom and I put a lot of thought in to the way I could best share what I learned. I decided to do weekly postings from June 28th - August 30th. That's 10 posts detailing specific information related to Autism. I will also be posting links to web sites and blogs related to the weekly topic. Our "Tweets" and Bulletin Board posts will also be related to the blog topic of the week. Check back in often!

Relationship Task Force

2010-05-06T18:49:00.001-05:00

I was invited to attend an event facilitated by a group of teachers and guidance counselors from the Ashland School District and community members of the Bad River Band of the Lake Superior Tribe of Chippewa Indians. It was their 3rd Annual Youth & Family Open House. Youth and Family organizations set up display tables to distribute information and meet families, community members, and other agencies. It was a wonderful night of networking and it was very well attended. I would encourage others who are interested in hosting similar activities in rural areas to contact Roxanna Turner rturner@ashland.k12.wi.us or Joseph Corbine, Jr. jcorbine@ashland.k12.wi.us for tips on pulling an event like this together. Tell them you read about it on Parent Educator Connection blog.

Very Busy Month

2010-04-24T19:46:00.006-05:00

The past three weekends I have participated in family and educator workshops. I'm pooped but I really love being involved in these events. April 11th I was in Minoqua at The Waters for a Family Ties sponsored "Family Fun Day." On April 18th I was in Ashland at the Americ Inn for a "Family Power Day" that was made possible by a collaboration of agencies whose catalyst is a dynamic woman named, Dea Yost. Today I was at the 5th Annual Para-Educator Conference sponsored by CESA 12. Keynote speakers for the para conference were Michael McGowan and Mary Sheedy Kurcinka. McGowan spoke about "Healthy Relationships, In and Out of School." He talked about the elements of healthy school environments such as trust,empowerment, humor, and empathy. Mary Sheedy Kurcinka is the author of several books: Raising Your Spirited Child, Raising Your Spirited Child Workbook; Kids,Parents, and Power Struggles; and Sleepless in America. She talked about children with challenging behaviors and strategies to help them.
During one of the recent parent conferences I was at a parent asked me about teen depression and suicide prevention resources so this week's Twitter topic is teen depression and suicide prevention. I have archived all the Twitter topics at the end of each week on the Parent Educator Connection Group bulletin board.

Something to Think About

2010-04-12T22:12:00.001-05:00

A parent recently told me that at the high school her son attends the guidance counselor had told the students they wouldn't get far with an associate's degree. The counselor went on to say that today a bachelor's degree is okay but if they really want to make something of themselves they'd need to go higher than that. I don't want to debate how much college a person needs (or doesn't need). My question is, when these comments are relayed to parents, what is the impact? If this is the thought one holds, how does it affect intrapersonal communication?

A parent's experience in school is the mirror they look in when communicating with school staff. The parent who had a negative experience in their k-12 years might feel defensive or intimidated when they come to school for parent teacher conferences or an IEP meeting. Those feelings are passed on to their kids which creates more complications.

In the eighth edition of Exceptional Children, An Introduction to Special Education by William L. Heward, the author lists eight barriers to good communication between parents and teachers. They are, “Treating parents as vulnerable clients instead of equal partners, keeping professional distance, treating parents as if they need counseling, blaming parents for their child’s condition, disrespecting parents as less intelligent, treating parents as adversaries, and labeling parents.” (112)

The student’s success is directly impacted by how well the adults in her/his life collaborate. Parent involvement is so essential that in the state of Wisconsin almost all the state initiatives have components aimed at reinforcing the bridge between home and school. Response to Intervention, Positive Behavior Interventions and Supports, Preschool Options, and the Wisconsin Statewide Transition Initiative each have guidelines, trainings and resources that include families. WSPEI Parent Liaisons are involved in creating, and presenting some of those trainings. And of course WSPEI is all about school and family connections and has a wide array of resources too. The foundation for how well each of these projects can be implemented is the individual relationships that start in the classroom.

Two Months on Twitter

2010-04-04T11:29:00.000-05:00

I set up a Twitter account at http://twitter.com/CESA9_12WSPEI on February 6, 2010. I typically post to it Monday through Friday. I started out just looking for some interesting education or family web based resource to post. A couple week's ago I began choosing a weekly topic to tweet about. The first week's topic was Positive Behavior Interventions and Supports (PBIS), the second week was Response to Intervention (RtI) and this week's topic is Individual Education Plan (IEP) resources for parents and students. I am archiving the weekly topic's resource links at our group site Parent Educator Connection. If there is an education topic you'd like to know more about let me know and we'll tweet about it!

4th Quarter is on the Horizon

2010-03-29T22:02:00.000-05:00

I haven't posted since February 6th because the past few weeks 90% of my calls and conversations have related to things I discussed in the Feb. 6th and 2nd posts. I have been working at setting up a network of resources since last June. Actually that's inaccurate our base web site WI-PEC has been around since 2000. It's expanded with 3 other websites, this blog, a discussion group and our tweets via http://twitter.com/CESA9_12WSPEI I have been posting to this blog sporadically since I set it up. Testing the new (to me) technology and figuring out best way to use it. I haven't totally figured things out but I am planning to do more frequent, short posts. Check back for weekly updates each Tuesday. I'd appreciate any feedback - suggestions for topics or "hello, I am out here in cyber-space reading these posts."

Resources You Might Find Helpful

2010-02-06T20:27:00.000-06:00

In my last post I promised to share some sources that have practical suggestions for the problems that often start appearing by this point in the school year. Here are my top three:

Love and Logic Institute - Love and Logic is a philosophy founded by Jim Fay and Foster W. Cline, M.D. It provides simple and practical techniques to help teachers and parents have less stress and more fun while raising responsible kids.
All Kinds of Minds - mission is to help students who struggle with learning measurably improve their success in school and life by providing programs that integrate educational, scientific, and clinical expertise.
LD Online is a service of The Learning Project at WETA, Washington, D.C., in association with The Coordinated Campaign for Learning Disabilities.

Visit the WI-PEC website for more resource links. You can also download an IEP tool kit that will assist you in preparing for your student's next IEP meeting.

Groundhog Day and 3rd Quarter Blues

2010-02-02T19:33:00.002-06:00

Punxsutawney Phil in Pennsylvania made his annual appearance today to let everyone know how much more winter to expect. In Wisconsin we have our own go to guy. Waldo Woodchuck was scheduled to make his 2nd annual prediction today. You can find out more about him at the Wisconsin Wildlife Neighbors blog. As far as I have heard neither of them saw their shadow which means another 6 weeks of winter. Groundhog Day is a whimsical annual tradition. The 3rd quarter of school is an annual event that can't really be called whimsical.
Thinking back to my days as a k-12 student I recall school wearing on me a bit by the time 3rd quarter rolled around. Every September I started school with pleasant anticipation. New school supplies, clothes and teachers all raised my hopes that this would be the year I would shine. By third quarter the supplies were a little beat up, the relationship with the new teacher or teachers wasn't new anymore, and if they still fit I was wearing clothes from winters past. The long periods of inclement weather didn't help either. It was usually 3rd quarter when Dad was saying things like, "I could understand you doing that if you were a boy." It was the 60's and girls were expected to be less mischievous than boys. I wasn't a total terror but Dad's mischievous gene was alive and well in the next generation. With my next post I'll include some links that those of you who are experiencing your own 3rd quarter blues might find helpful. Until then try and behave.

Checking In or "Double Yikes, the 2nd Quarter is over too!"

2010-01-29T19:31:00.000-06:00

I hit a bit of a wall with posting to this blog. For those of you who read blogs there are about a zillion out there in cyberspace and a lot of them are quite good. I want to write about stuff related to WSPEI (Wisconsin Statewide Parent Educator Initiative) but I also want to write something that will engage the folks who take the time to read it. My job is great but due to the nature of what I do some of the most interesting aspects are difficult to write about due to privacy considerations. Even without using names of school districts or people some things might seem familiar. (I really don't have to worry too much as I only have one follower and I know she understands where I'm coming from.) Anyway, to help me loosen up a bit writing wise I am taking a 6 week journaling class. It's only the second week but it is re-engaging me with writing. I'll be practicing here as I pick up techniques applicable to this type of blog.
You can check out the discussion page. Right now I'm the only one posting anything to that too. I am posting events and resources. A couple Special Education Directors in the school districts I work with have checked it out and made encouraging remarks. I moderate folks when they make a first post (if they aren't current members) so we don't get spammed. Today I was alerted to 7 messages pending for approval. I knew it was nothing to get too excited about. We get the occasional spammers who invite readers to look at the home video they posted. The internet is still a bit like the old wild west....

Yikes! The 1st Quarter is Wrapping Up!

2009-11-02T08:53:00.000-06:00

This past summer I spent time streamlining the web site, setting up a discussion board, and this blog. Once school was back in session things went from busy to busier. I am glad I was able to get the framework for these new communication tools set up. Now the challenge is to make better use of them. New on this blog are two parent surveys. One is for parents of special needs pre-k children ages 3-5 and the other is for parents of students 6-21. The surveys are an abridged version of WI-DPI's parent surveys that were developed as part of the State Performance Plan. Indicator 8 of the plan is all about increasing parent involvement. Parent involvement is key to the quality of a student's experience at school. Take some time to visit the sites I've linked to in this post and post your thoughts on the discussion board. Parents please take our surveys.

Simple Pleasures

2009-08-16T19:04:00.000-05:00

This past week has been interesting. I took Joey to our veterinarian because we were worried she might be suffering from a kidney malfunction. Thankfully she was fine. She is just able to wait extraordinary amounts of time between relieving herself. Thanks to the invisible fence training she prefers walks in the park by the lake to the backyard. We have been working on acclimating her to the fine points of using her own backyard though. Don't worry, I am not going to detail everything. I'll just say we are still working on communication and Bob is totally pleased with being the "good" dog for a change.

Sunday our son came home for the week. He has a break between the end of summer classes and the start of the fall semester. So Joey got to meet him and several of his friends who were in and out of the house throughout the week. It was for the most part a week of indefinite plans and lots of barking. There was more activity around here than usual. I cook more and buy more snacks. My husband indulges in playing more video games. Mixed in are conversations about jobs, plans for the school year, as well as some reminiscing.

We live in a small town and these young men have a shared history going back to kindergarten. They are all in their early 20's (read 21) now. We have shared memories that encompass elementary school through high school graduation and now three years beyond. Sometimes I am amazed at what they remember and sometimes they are surprised when they hear the parent recollection of the same memory. These discussions have given me a special appreciation for the impact elementary grades (especially k-2nd) have on a student's total school experience. Those early years set the over all feeling a student will carry about school. It shapes self concept in a myriad of ways. I've read that a person's perception of self is largely shaped by what their impression of other people's opinion of them is. My last post discussed the role this perception plays in communication. This is more basic. The early years of school a child is interacting with the world more independently. Positive interactions nurture confidence. Negative can cause withdraw like a turtle retreating to the safety of its shell or defense like the bristling of a threatened porcupine. In his book Getting Special Needs Kids Ready for the Real World author, Dave Funk talks about how behavior is influenced by self concept. Strong self concept brings with it a sense of belonging and acceptance. Nonverbal interactions will have a greater influence than words. Young students are processing a great deal of information about social interaction. Teachers and parents need to consider how a child is perceiving a given situation. It will help give insight into the student's behavior.

Getting to Know You

2009-08-08T12:09:00.000-05:00

We have a new dog at our house. She is a six year old American Water Spaniel. We already have a six year old male American Water Spaniel named Bob, who we brought home when he was about 10 weeks old back in 2003. He has his routines and while he's not always perfectly behaved we pretty much know what to expect from him. Joey is a different story. She's been with us 2 weeks. During that time we spent the first couple days soothing Bob's ruffled fur and began to teach Joey the outdoor boundaries of her new home. We've discovered she likes to chew on pillows and rugs, she's happy to go to her crate while we're at work, she can eat really fast, she loves to run but comes back when we tell her she's going to far. So far one of us always goes out side with them. We live close to the road and have kept Bob safe by installing one of those invisible fences when he was a pup. Now we are training Joey and it has been bumpy. She's run through a couple times. Bob has helped that along by barking madly and charging at some unseen (by us) intruder. He halts right at the boundary as Joey sails through. This leads to more training. It requires a different kind of patience to train an adult dog to the routine of a new home. Even though she is well behaved and came from a situation where she was treated well there's a lot we don't know about her. We are learning to communicate with each other.

While all of this has been going on I have been at work getting things ready for the upcoming start of school. Working with Bob and Joey got me thinking about students and teachers. Each new school year brings a new set of students and teachers together. Sometimes they know each other a bit by virtue of being in the same school for years in a row. Sometimes everything is new. Either way there is a period of figuring each other out which is often enjoyable but sometimes it can be fraught with problems. The early days are spent establishing routine and communication. Some students easily adjust to the demands of their new environment while others struggle. The way struggles resolve develop the climate of the classroom and ultimately the school. These aren't win and lose propositions. It's a matter of working things out and in the best of all possible worlds the adults (parents and teachers) are working together. Each new school year there is a bit of figuring things out and learning to communicate that goes on between teachers and families too. It can be hampered if folks think they know "all about" that family or that teacher. When you get right down to it none of us really knows what another person is thinking or why they react the way they do. Often the biggest barrier to communication is a person's perception of what the other person thinks of them. I often do presentations for parent groups. A couple years ago I was at a parent meeting in a small school district talking about ways to support your child with school situations. It was a nice group and as I spoke I made eye contact with different folks. I noticed one gentleman sitting with his arms crossed and what I thought was a scowl on his face. So as I'm talking I'm having this inner dialogue, "I wonder if his wife made him come? Maybe I said something he didn't like. Maybe he thinks I'm taking too long." As I concluded I asked if anyone had questions or comments. The disgruntled looking man was the first to raise his hand. I acknowledged him and he wanted to know if I had any suggestions for getting your kids to open up and talk when they had problems. His question led to a great discussion. Afterwards as I was gathering my things he and his wife stopped to let me know they'd enjoyed the evening and he commented that he'd like to see parent meetings happen more frequently. I sure misjudged his perception of the presentation. Since then I have made a conscious effort to remember people I encounter have a myriad of things in their lives as do I. Rather than taking things personally the best assumption to start with is that all of us do the best we can at the time.

Besides pondering the ups and downs of communicating I've spent a lot of time this summer revamping the Wisconsin Parent Educator Connection web site. I'll be rolling out the new version in the next couple weeks but it's still online if you'd like to take a look at it now. Check out the calendar in the side bar for upcoming k-12 parent and educator trainings and workshops in Wisconsin. There's also a link to the new Parent Educator discussion group. All you have to do to participate in that is register.

That's all for now. I have some dogs to walk.