Talk the Talk

Today we had a meeting with a couple of concerned parents. They have concerns about their 5th grade son. The parents reported that daily homework sessions last 3-4 hours. Their son seems unmotivated and he doesn't seem to retain information. I had to sit back and refrain from making a look of disdain because I knew that the parents had a history of being all talk. Last year, they came in like gangbusters, accusing his 4th grade teacher of slacking off, not checking his assignments and not teaching their son. It was completely bogus, but the teacher was unnerved. She ended up sending home extra work to appease the parents. Of course, the extra work never came back to school. The teacher was really confused, but that told me everything that I wanted to know.

At the meeting, the father had all of these complaints about how he didn't think his son was learning anything. It sounded like his issue was with memorization vs. long-term acquisition. Dad was really intense. I suggested that instead of quizzing his son on concepts that he should have learned, he should try to integrate the information into a conversation to see what he has learned. The interesting thing about the kid is that despite reading slightly below grade level, he has very few problems in school. It appears that he is able to maintain his composure at school and by the time he gets home he's spent. But his parents don't seem to understand that.

Listening to the parents was a chore. I tried my best not to show my irritation, but I'm learning that my parental pet peeve are the parents that claim to do so much and you know they aren't doing $#!%. We devised a plan that involved cutting down on homework time. We will be able to see what he's able to do in a prescribed amount of time. The teacher will meet with them a few weeks later. We'll see how this experiment goes.

BBC

Alexander

One of my goals this year was to increase my consultation cases. I wanted to get into the real nitty-gritty of working with teachers on issues they are having in the classroom. Of course, when it comes to consultation, it also means that I evaluate the teacher to see what changes she can make to address the target behaviors. Over the past 3 weeks Alexander had floated to the top of the "Children that require extra attention" list. He was noticeably from the first day of school, but now he's been attracting my attention.

He's classically ADHD. He calls out. He can't stay seated. He sings and hums at his desk. He plays with his pencil and eraser when he should be doing classwork. I had started working with his teacher to address his behavior. We came up with different plans, one plan was to address his frustration. It was designed to give him a way to release his frustration. There was also a plan to reward him for positive behavior. The teacher just started to use these plans in conjunction, sometimes.

Yesterday afternoon, I was called to deal with Alexander three times in about an hour and a half. It was getting ridiculous because I was trying assess a student. I knew that I could have been on call, so I was only conducting an interview. The student got to see some of the things I have to do in school, and he marveled at how often my intercom phone rang. After dealing with Alexander and seeing how frustrated his teacher was, I knew that I had to develop some ideas. I felt like I was stuck in the "No Idea" corner. I knew I had to kick it old school and hit the books. It was the first time in a while that I wished I was still in grad school; just to be able to brainstorm with my classmates. I really needed to talk to them last night. My SO told me to email them, but that would take to long. I would have to spell out all of the details in order to get an adequate response. So I hit the books and the internet and found some inspiration. I had to remember what the goal of consultation is. At the moment all I wanted was a peaceful day without having to report to this classroom multiple times a day to remove Alexander to another room. After some thought, I remembered the goal of consultation: empower the teacher. With that, I knew what I had to do.

To start, I really needed to see what was going on in the classroom, because by the time I got there, I ended up witnessing the tail end of a long spiral of behavior that went from bad to worse. Multiple incidents usually started with Alexander getting frustrated and instead of leaving the classroom to cool-off, he would have a stand-off with his teacher and refuse to leave. She would request someone to come to the room, to escort him to a neighboring class to cool-off. And of course, he would still refuse. I would ask what happened, and I wasn't able to get a clear answer to what set him off. I decided that an observation would give me the opportunity to see what led up to Alexander's removals.

I sat in the classroom for about 2 hours this morning, and what I saw was jaw-dropping. This kid was non-stop. He was a constant ball of energy; all over his desk and chair, seriously sitting upside down in his chair, I didn't think that was possible. He was singing and talking to himself. He was calling out for no real reason. All of his behavior was attention-seeking. To her credit, his teacher ignores a huge amount of it, but that may be part of the problem. Most of the students were ignoring him, which was remarkable on their part. But Alexander wouldn't be denied, he kept pushing and pushing until someone was going to notice him. The students eat breakfast at their desks in the morning, so they eat breakfast while they complete their morning work. Alexander was focused on eating and playing with his breakfast, and decided that he could use his milk to gain the attention of his classmates.

As I sat only four feet away from him, he proceeded to shake his milk carton, open it and giggle like a 4 year old, and stick his hand up to his wrist into the milk. Then, he started to fling his hands around in order to spray anything in his vicinity with milk. A couple of his classmates felt the milk hit them and started to say something. At this point I intervened because it was obvious that his teacher wasn't paying attention to this either. That was the perfect opportunity for the teacher to address his behavior and she didn't. When I intervened, I wished I had a camera, because my words cannot do justice to what I was watching. Alexander turned to me, his face, hands, and forearms dripping with milk. At that moment I wanted a camera. Before he could deny his involvement in the situation or question mine, someone announced that the principal was coming. Alexander looked bewildered and when the principal walked in, I had never seen a kid try to get his act together so quickly. He became a completely different child. (I wanted to tell someone about his unbelievable behavior and I realized that with my wireless laptop, I could email the principal, who was most likely sitting at her desk at that moment. However, I never imagined that she would actually come in for an observation.)

So my principal found a seat and it just so happened that the class was transitioning to group reading activity. This required them to sit on the floor while the teacher read them a short passage. As the students gathered on the floor, Alexander worked on cleaning off his desk and the floor around him. When he made it to the group, he was the model student; sitting with his legs crossed, hands in his lap, looking forward, and raising his hand to answer questions. He was a different student. The principal left after a short time and Alexander managed to maintain his appropriate behavior. When the class made it back to their seats, Alexander's good behavior lasted for about 5 minutes. Then the noises and movement around his desk returned.

What I had witnessed for those 2 hours provided me with many ideas to help the teacher. I left with a better picture of what occurs in the class. I met with the teacher and gave her some ideas. My principal and the social worker also had some ideas. I was worried at first because I didn't know where to go, so I went back to the basics. It's amazing what a good ol' observation can do.

BBC

Genetics and Mental Illness

Today's New York Times featured an article(click here) on genetics and mental illness. The article focused on the research of Bernard Crespi and Christopher Badcock. These scientists have developed a theory on brain development that says that the father's and mother's genes compete and the victor sways development along a spectrum. When the father's gene is dominant, the brain develops towards an autism spectrum. When the mother's gene is dominant, the brain develops toward a psychotic spectrum. The article goes on to say that this is a new direction for neural and genetic research. I'm suspicious because this seems to revert us to the days when mothers were blamed for their children's mental illnesses. It's like Freud with ten times the science. Since we know that schizophrenic parents make their children predisposed to the illness, what do the scientists think about the children of schizophrenic men. Who has more influence over the genes then, the schizophrenic father or the mother whose genes may cause a sway towards the psychotic spectrum? I hope they find an answer in their research.

BBC

The Obama Effect

I wore my Obama t-shirt to school today. I was waiting until Dress Down Friday so that I wouldn't feel underdressed. My school has been buzzing about the election ever since Wednesday morning. When I arrived Wednesday, most of the children were holding newspapers, flipping through them and discussing the election. Kindergartners to sixth graders were talking about a presidential election. When was the last time that happened? It was nice to finally see validation of this multicultural society that we always talk about. We finally elected a leader that resembles the diversity that makes this country special. My school's population is about 75% Black and Latino. These students witnessed something that was unthinkable a couple of years ago, and now they will remember this for the rest of their lives. This is something they will tell their children about. Our students felt included in the moment because my school held a mock election, in which Obama won by a landslide.

Everything has felt better during the last few days. Everyone seems happier, there are more positive thoughts and fewer complaints. It's been nice. I wonder how it will affect the students in the long run. I wonder how many will change their outlook on life. It would seem that anyone could believe that now anything is possible. I guess we'll have to see.

BBC

You Give and You Give II

It started as a side comment, and I didn't put much stock in it. Then by the end of the day, I received the dreaded salmon colored sheet; someone was transferring to another school.

A couple of weeks ago, we held an initial PPT for a student who enrolled in our school at the beginning of the school year. Let's call him Allen*. Allen came to us from the city, which meant that it would take several weeks to receive his educational records. When they arrived a month and a half into the school year, it was discovered that he had been retained twice prior to enrolling in our school. To make matters worse, my principal, in reference to information that Allen's father gave her, re-enrolled Allen in 4th grade, although he had completed and passed 4th grade last year. Furthermore, Allen's 12th birthday just passed. Therefore we had a 12 year old in 4th grade and at that rate he would be driving in middle school. The team decided to bring in the father and devise a plan that would consider testing him for special education. Preliminary assessments showed that he was barely reading on a 2nd grade level and that his behavior was sometimes a problem (hello, he should be in 7th grade, yet he was in 4th!). We were also going to move him up a grade or two, but we wanted to hear more about how he was functioning in his current classroom. His father came to the meeting and talked about what little he knew about Allen's upbringing and schooling. Dad knew that Allen was really struggling and needed assistance. It wasn't hard to sell testing to him. We explained the evaluation procedures, filled out paperwork, then Dad signed the consent for evaluation form. The team also decided that Allen should be instantly promoted to fifth. And so it was. Until today.

This morning, the special ed teacher was walking around with Allen and wanted me to hear something from him. Allen told me that he moved yesterday and that he was now living in the city. Word reached my principal and she started investigating. My district, like others, has been cracking down on non-residents attending our schools. When word gets out that a student has moved, then the authorities look into it. By authorities, I mean my principal, because my district only has residency officers at the middle and high schools. My principal talked to Allen's grandmother, because she was listed as the apartment's lessee. The grandmother said that Allen and his father moved out because of a dispute. When my principal talked to the father, he said that there was a misunderstanding and that he expected to work things out and still reside with his mother. Two hours later he came to school to withdraw Allen. Apparently he couldn't work things out with his mother and ended up moving for good. So now Allen is gone, for now.

I was sickened when I heard this. I told my principal that I was distraught because this has happened several times now. We've lost another child that we were trying to help. Some people already started their evaluations, luckily I hadn't. There's a chance that he isn't gone for good, some students return after a short stint away, my school's population is very transient. I hope he returns, for his own sake.

BBC

Professional Development

Since today is Election Day, school was closed. But instead of a day off, I had to attend professional development with millions of other educators across the nation. My school isn't used as an election site because of the proximity of other schools, but nonetheless all schools were closed. My professional development was on writing better IEPs. This has to be the 4th or 5th time this has been the topic. There are a few things that I have learned each time, and the trainings have helped shape how I think about IEPs. The unfortunate thing is that many of my colleagues i.e., school psychologists, social workers, speech and language pathologists and special education teachers, have been writing IEPs for years and they don't like it when methods or philosophies change. Everything is electronic now and IEPs are rarely handwritten, except in the most Luddite school districts. My more seasoned colleagues mourn for the days they could write out their IEPs. I think they should get over it and move on. I'm glad that I never had to learn the antiquated way. I don't have anything to unlearn.

BBC

You Give and You Give

I received troubling news today. Nathan's mom called the school to let us know that she was evicted from her apartment and was living with her brother in another town. She also told us that she was pulling Nathan out of his therapeutic after-school program that was run by a local mental health agency. We couldn't believe it. It seemed that Nathan was starting to do really well in school because of this program, and now it looks like he won't be attending anymore. It's really discouraging when you collaborate and find resources for families and then they end up leaving the town. This has happened several times since I've started working in my school. Sometimes it isn't the family's fault; things happen that are out of their control, but sometimes parents seem to sabotage interventions when they seem to be working. It makes no sense, but it seems that when the family as a whole is not doing well, and a child is receiving some help, the parents somehow find a way to thwart the help that their child is getting. Never fails. We all suspected that Nathan's mom was sabotaging his treatment, and our fears were confirmed when the social worker called the treatment center and talked with Nathan's therapist. She said that mom called and said that she had to move in with her brother, and that she was pulling Nathan out of the program because she was enrolling him into another one and he couldn't be enrolled in two programs at the same time. We all knew that this was a lie, which did not bode well for Nathan's well-being. The thought of calling children's services and making a formal complaint of educational neglect crossed our minds, but it is early. We want to give mom a chance to get things in order. We also want to convince her to let her son stay in the program. It's a very good one, and they have a waiting list for patients. If clients miss too many sessions, they are dismissed. This program and school would provide him with the stability that he desperately needs. We hope mom will come around, for Nathan's sake.

BBC