But on days when one of them is absent, apparently the other will ask about her with concern and spend the rest of the day in a state of anxiety. While I don't see us scheduling any play dates over the summer (never say never, but can we have that play date near a liquor store?), I can accept the complexity of their extremely competitive but oddly co-dependent relationship. They are Adams and Jefferson, Rommel and Patton, Magneto and Professor X, God and Lucifer, Ernie and Bert. I think I'm going to stay out of it for now, at least until they marry each other.
In the course of the conversation, Schuyler's teacher shared another piece of information, one that she'd just received herself. It was the world's tiniest atom bomb, delivered casually but rocking our world; Julie started crying immediately when I told her.
The TAKS-M reading scores came in this morning. Schuyler passed.
Now, let me be clear. My feelings about this test and its inappropriateness for any kids, but especially for special education students, haven't changed a bit. My impressions about how Schuyler did on this test were based on her performance on the practice tests taken shortly before the real test, in which her scores were extremely low. Clearly something changed between that and the actual TAKS.
How did she do it? How did she go from a score in the low thirties to a passing grade? Schuyler's teachers worked hard with her and her classmates, but I was encouraged to hear them say that they weren't going to sacrifice a lot more time to this test at the expense of the actual curriculum. They worked with Schuyler on focusing on the task in front of her, rather than simply coaching her to do well on this particular test, and I can get behind that completely. That's a skill she needs, and one that has eluded her in the past. I think Schuyler passed this test because she was given the right tools to do so, but I also think she simply didn't like the idea of failing. I suspect her poor performance on the practice tests just plain pissed her off. And as we've all discovered time and time again, sometimes an insulted ego can be Schuyler's best motivation.
I believe more strongly than ever that these tests waste valuable teaching time and for most special education students present little more than an opportunity to remind them of how far they have to go. TAKS has little (if any) educational benefit to the students, in my opinion, and simply presents one more obstacle in the lives of kids who already have enough hurdles to scale as it is.
But once again, Julie and I and everyone who works with Schuyler are faced with a lesson that we've been given the opportunity to learn time and time again over the past nine years. Never ever ever ever underestimate Schuyler, even if we are doing so out of concern for her well-being and her developing self-esteem. She may be a smart little girl, or she may just be a stubborn little pain in the ass. But she doesn't like to be told what she's allowed to do, and she doesn't like to be told what she CAN'T do.
In the course of the conversation, Schuyler's teacher shared another piece of information, one that she'd just received herself. It was the world's tiniest atom bomb, delivered casually but rocking our world; Julie started crying immediately when I told her.
The TAKS-M reading scores came in this morning. Schuyler passed.
Now, let me be clear. My feelings about this test and its inappropriateness for any kids, but especially for special education students, haven't changed a bit. My impressions about how Schuyler did on this test were based on her performance on the practice tests taken shortly before the real test, in which her scores were extremely low. Clearly something changed between that and the actual TAKS.
How did she do it? How did she go from a score in the low thirties to a passing grade? Schuyler's teachers worked hard with her and her classmates, but I was encouraged to hear them say that they weren't going to sacrifice a lot more time to this test at the expense of the actual curriculum. They worked with Schuyler on focusing on the task in front of her, rather than simply coaching her to do well on this particular test, and I can get behind that completely. That's a skill she needs, and one that has eluded her in the past. I think Schuyler passed this test because she was given the right tools to do so, but I also think she simply didn't like the idea of failing. I suspect her poor performance on the practice tests just plain pissed her off. And as we've all discovered time and time again, sometimes an insulted ego can be Schuyler's best motivation.
I believe more strongly than ever that these tests waste valuable teaching time and for most special education students present little more than an opportunity to remind them of how far they have to go. TAKS has little (if any) educational benefit to the students, in my opinion, and simply presents one more obstacle in the lives of kids who already have enough hurdles to scale as it is.
But once again, Julie and I and everyone who works with Schuyler are faced with a lesson that we've been given the opportunity to learn time and time again over the past nine years. Never ever ever ever underestimate Schuyler, even if we are doing so out of concern for her well-being and her developing self-esteem. She may be a smart little girl, or she may just be a stubborn little pain in the ass. But she doesn't like to be told what she's allowed to do, and she doesn't like to be told what she CAN'T do.
25 comments:
Bravo, Schuyler.
As someone who took her last TAKS just a year ago, I must say I concur with all of your points. Mandatory TAKS study distracted from the point of my AP classes, stealing a full two weeks from our review time, which when you don't have that long to learn in the begin with (with all the other mandatory state requirements), caused my classmates and I to score lower on the AP tests than we could have, and diminished our college credit received.
And to top it all off I almost failed the damn thing because some of the questions have ambiguous answers that may lean towards the WRONG one if you've taken higher level maths and science.
First of all, congrats to Schuyler!
I am beginning to find that fierce independence and stubbornness is common in this weird world of the disabled. I have to think it's because there is so much that the kids can't do and have no control over that they are determined to succeed in every other area.
More power to them. :)
I always did well on standardized tests. Really, on most kinds of tests. But they are mostly a sad waste of time for everyone.
As you might remember, Rob, I have a great nephew just a few months younger than Schuyler. I'm always looking for things that might enhance learning for him and his seven-year-old brother. Both are very interested in video games but especially the younger one. I discovered a free, downloadable programming language for kids called Scratch. Might be a fun thing to work with Schuyler on this summer. I've had a ball learning it to recommend it to my greats. And a heck of a lot cheaper than the camp I found. Completely free with online resources. Works on Mac and PC. (I've been using Mac version.)
Learning to communicate is so important for kids, too. Schuyler and her classmates have a special challenge in this, but their box skills may make them a little closer to writers as they learn to talk. Heck, this might just be the summer that Schuyler starts her own blog!
It's great she passed the test, but don't stop looking for real ways to learn as you two have been doing. I know you want.
Brilliant!!!! Way to go Schuyler!!!
I won't know the results of my daughters SATS scores until July. There is 11 children in her year and she and another child were the only ones to sit them. I tried quizzing the deputy head to ask wherever or not he had a look at her answers but he's like a politician.
My daughter stuck her feet in and worked hard and for a child that has severe language disorder and a very poor working memory i am amazed at her determination (i know she does work hard but sometimes she goes that extra bit) and i'm starting to realize that others are impressed with her as well.
Col
Yes, definintely congratulations to Schuyler! I have to echo what Karen wrote, too. I see much of the same in my own son. Such fierce determination!
I laughed when I saw your title because I forgot about the Macaroni pictures thing.
See, I was away for the weekend with my troop of Girl Scouts (who are doing the frenemy thing too--the weekend was long!) and so today I am catching up on what I missed, and I read both posts at once.
So when I saw "no macaroni" I thought that was the next punishment after no TV, no computer, and no hamster...
Sharp, stubborn kid, and sharp, smart parents. (OK, maybe you and Julie are a little stubborn, too.)
"Never ever ever ever underestimate Schuyler, even if we are doing so out of concern for her well-being and her developing self-esteem."
The only thing my daughter ever found unforgivable was lowering our expectations for her. I did a real double-take the first time she called me on it, but eventually I caught on. You and Julie are clearly a lot quicker than I was.
You forgot John and Paul. Good lesson here; never underestimate the spirit (and intelligence) of someone who has been underestimated their whole life. There is something deep inside these kids, call it moxie or soul or heart or whatever, but they've got it, and they know just when to pull it out. As far as her and this girl go, just remember, Yesterday, Norwegian Wood, Drive My Car, A Day in the Life, When I'm 64...you get the picture. A little antagonism can go a long way.
Hooray, Schuyler!!!
Rob, I remember you mentioning a while ago that sometimes there will be something she's having trouble with and then out of sheer stubbornness (and/or bruised ego), she succeeds, after it had seemed completely against the odds. I'm glad she still has that strong will- and I'm sure she will continue to.
(It's a good reminder to the rest of us, too.)
Congratulations :)
I love that she surprised everyone!!
Well done, Schuyler!
I'm in Texas, too, and not looking forward to the start of TAKS testing when it is our turn.
Go Schuyler Go! I am delighted for all 3 of you. At last a positive bomb drops.
Recent pictures of Schuyler are terrific. The camera loves her.
Ever consider her doing modeling?
Barbara from Boston
I also haven't changed my mind. These tests are mostly a waste of valuable teaching time.
Having said that I understand the joy Schuyler must feel having accomplished the task set out before her.
Give her a high five from a teacher out in CA.
Knuckle bump from a fifth grade teacher in Portland who loves kids that don't give up.
Way to go Schuyler!!
Also, just wanted to leave this link in case you haven't seen it -
http://not-that-you-asked.blogspot.com/2009/04/been-reading-again.html
Well done Schuyler, teachers, and Rummel-Hudson household!
Rob, will be emailing you anyway, but thought i had to mention on here!!
WE HAVE WON!!!!
I have mentioned a few times in the comments about my daughter and the fact that we had to hire a solicitor, have lots of independent reports done and also hire a barrister. All because my LA was trying to place my daughter in the wrong secondary special school.
Well they had a panel meeting this morning and i think what swung it was the fact that my daughter was able enough and mature enough to do her SATS!!
So although there still things that will need haggling out she has got her school!!
Col
I'll throw my "well done, Schuyler" in here as well, but I'd also like to give props to her teachers for caring enough and understanding enough to give the tools, rather than just the answers.
Eric W.
The paragraph where you describe How Schuyler passed the test also describes exactly why I think testing can be a good thing. She improved her performance because she and her teachers recognized that a problem existed based on the pretest, and responded by tackling the problem (not by "teaching the test" but by working on the skills she needs to do her best). This is exactly what my husband tries to do in his classrooms and what all the best teachers I know also try to do. And Schuyler's response shows that some kids thrive with a goal, with competition, with a challenge, and with the risk of failure. The thing we need to do is to find a way to provide that experience for the kids who want/need it while not overwhelming the kids who don't respond well to a challenge. I was one of the kids who got really nervous and did worse with the pressure of testing. But in a way, that was also a good thing for me because I did learn how to calm myself down and go ahead and do what I needed to do. It made for a few sucky years followed by a lot more success.
I know what you're saying, but those are skills she's learning anyway. It certainly doesn't take a bogus standardized test to do that. And more importantly, it's not the purpose of the test. It may help some kids focus on tasks and achieve goals, and it may frustrate and stifle and harm other students, but neither outcome is relevant to the test itself.
The test is meant to evaluation student knowledge, not teach skills. I think you'd be hard pressed to find very many people who would contend that it achieves that with much success, particularly when it is done with such casual disregard for students with special needs.
I'm all for taking lemons and making lemonade, but if all this test did was piss her off and give her an opportunity to focus her attention and apply her skills, I can think of a lot of ways to do that and take better advantage of her limited time in school.
Wow way to go! I loved taking standardize tests in school. But when I got to high school, I saw how unfair they can be. For instance on one particular test here in Michigan, they offered no alternate language versions (at least when I was in school). A girl a year younger than me, took the test and failed because was her first year in the US and didn't speak the language. She ended up being valedictorian....but she almost didn't graduate because she had the test held against her!
Now that my husband works in the schools I hear more and more stories about issues with these tests.
"...a smart little girl,... a stubborn little pain in the ass" are NOT mutually exclusive concepts.
Totally agree with your last comment, Rob.
As a future Special Ed teacher here in GA (or maybe another state) I fear the GAA (GA Alt. Assessment) that I will have to give my 11th grade students. It too takes away valuable time and energy for learning the life skills they will need and I want to teach. Sometimes I dream of being a big wig in education policy decisions so I could turn the focus from testing to learning.
Rob-
In total agreement with you on the whole TAKS system in TX. My son was classified in 4th grade as autistic-in large part to an ongoing deficit in communication. He is a 5th grader this year. In Third grade, he took SDAA, which they have since done away with. He did well-because they were able to choose the level of the test based on their IEP objectives. Fourth grade he took TAKS-M and TOTALLY tanked on it. Reading comprehension is not his strong suit, so giving him a bunch of stories to read, questions to read and answers to bubble in-he checked out and filled in all the bubbles in about 5 minutes......Even the Math was difficult....This year he took TAKS-ALT-even though it was a really big stretch to say that he meets the criteria for that....But TAKS-M was just so inappropriate. He did really well on the ALT (even managed to be considered commended in Math-go figure). TAKS-M is too hard and TAKS-ALT is to easy....there has to be a better way.
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