Michigan’s education system for counselors needs a Transformation - Updated 11/8/17

Updated 11/8/17 - New focus on college and career planning.

Michigan Gov. Rick Snyder on Wednesday signed legislation - House Bill 4181 - that targets the 150 hours of professional development counselors must undertake in order to renew their license.
At least 25 of those hours must cover instruction on improving the college preparation and selection process, and another 25 hours must be on career counseling.

This is good but as I have said before the focus must for college and career planning must be systemic and start in 8th grade and run through 12th grade with as many meetings as possible - See Campbell Dream Mentor Program (http://qualityg.blogspot.com/2009/02/mentor-program-for-high-school.html. In Addition, without including parents in the planning and meetings it will still miss the mark because parents make the final decision and often it is based on finances available (That is why students and parents must be educated on the college process starting in 8th grade).


9/21/16 

The Michigan legislature has a House Bill that 4552 that will provide much needed training in the area of college and career planning for school counselors.

http://www.legislature.mi.gov/(S(m4hqvimovbxy0oflyosx1rfb))/mileg.aspx?page=GetObject&objectname=2015-HB-4552

While the idea for this is valid and much needed it still misses the systemic problem that continues to plague our education system. "Changing or Reforming" current practices with additional training and dollars will not solve systemic problems.

I have been working in the area of college and career planning within and outside of schools for the past 14 years. Changes that result in improvement must come from outside the system. I am from outside the counseling system.

"In order for each student to be successful there must be an understanding and balance between the partners."

Click on Pic to Enlarge

I have been using the "Quality Educational Partnership Triangle" since 2004. It comes in handy when I talk to teachers and most importantly when I talk to parents about education and what is needed to help their child succeed in school and get ready for college and career planning. All groups must be working together for the student to be successful. If one corner of the triangle fails, the percentage of the student to be successful falls at an alarming rate based on my years of meeting with thousands of students and parents.

It is a very simple concept that relies on each corner (Administrators, Parents, and Teachers) of the triangle to be working together interdependently. The main three groups of the triangle are revolving around the student rather than teachers, parents or administrators.

The key ingredient is to work with the decision makers and the person(s) who will be paying for college. In most cases it is the parent/guardian of the student. This must start in 9th grade and become a bond until the student graduates.

The "Transformation" must take place with each schools Counselor Office. No longer can excuses like not enough time, resources or money be used not to be doing college and career readiness planning starting in eight/ninth grade. I have done it and what's need most is planning with measures and the mindset to meet with parents and students before, during and after school on their time frame - not the schools. School leadership must work with counselors to prioritize their work functions. Many school administrators have no idea by what methods or process their staff does day in and day out. The following article provides some insight:

http://www.lifezette.com/momzette/guidance-counselor-you-barely-know/

Counselors can no longer work the standard way within the confides of a normal school day. Each process and work activity must be analyzed for process improvements and priority of what matters most to the student and parent.

Parents and students are the customers, and they must be treated as such. This means opening your school (business) to when it makes most sense to meet with them. I meet with parents on their time which includes nights and weekends. The meetings can happen as many times as necessary and most often followed up with phone calls and emails (All answered with 12-24 hours). The meeting(s) can last up to four hours with training that goes through the college process and website training that includes all the information at their fingertips. The key is providing the parents with the skills and knowledge to help their student. THEY DON"T KNOW HOW! And many counselors do not know how to help them.

http://qualityg.blogspot.com/search/label/Dream%20Mentor

I applaud House Bill 4552 but it will not work without the systemic changes required within the school system.

Over the years I have tried to "FREELY" share my findings, website and application of knowledge to many educators, administrators, colleges, state officials and newspaper editors and educational writers. None have been interested.

High School & College Mentor Program - Updated 7/14/16

Updated 7/14/16 - 

I am no longer employed by Cabrini Schools - The CDMP Website is no longer available at this time. However, the information below and other links (Click the Dream Mentor) label on left hand side of blog) about the CDMP Program can be found on this Blog.

Updated 6/24/16

“We are extremely proud of the Cabrini Dream Mentor Program,” Jim Wasukanis President of schools said, in which students from eighth grade through 12th undergo “yearly intensive counseling” to help them determine a direction for higher education and career goals. CDMP Director Greg Campbell designed it,” he said. “As a result, scholarships have gone up from a few hundred thousand dollars in the past to $4 million for this year’s 100 graduates.”

http://www.themichigancatholic.org/2016/06/pastor-seized-rare-opportunity-reenergize-childhood-school/

In Addition - $207,750.00 Scholarship, Award and Contest dollars have been won through the CDMP Website as reported to Mr. Campbell. See the total under the "Data" Label. In addition, the CDMP Program has been instrumental in the amount of college/school scholarships offered to senior students over the past 8 years. The amount is over $20 million dollars.

For other newsworthy notes on the CDMP Program go here - 

http://dreammentorprogram.net/InTheNews.aspx

Updated 2/1/16

Newspaper Article - 

https://detroitcatholic.com/news/guest-writer/cabrini-helps-students-to-dream-big-after-high-school

Updated 1/22/15 - Presentation on the CDMP Process

As part of an all school (K-12) parent meeting with over 1000 people in attendance the CDMP Program was presented.

https://www.youtube.com/watch?v=KOk3qZ5hae8&feature=youtu.be

Other Informational links about CDMP Include:
May 2014 - Posted in the News Herald Paper - We (Cabrini High School) have a one-of-a-kind Dream Mentor Program that helps students prepare for college starting as early as 8th grade and provides students with over 900 scholarship opportunities. That is incredible! This is a parent-student cooperative program that is geared toward each student with as much individual attention as the student desires. 

Oct 2013 - D. Szczesny, a senior at Cabrini, provides a powerful statement (13-minute mark) about CDMP and how it has helped him prepare for college on the News/Talk 760 WJR Paul W. Smith show.  Link 

Sep 2013 - Mr. Campbell was selected as a Claes Nobel Educator of Distinction by the National Society of High School Scholars (NSHSS). NSHSS is an international honor society dedicated to highlighting the accomplishments of high school students who have demonstrated outstanding leadership, scholarship and community commitment. The Educator of Distinction Award is named in honor of the society’s founder, Claes Nobel, a relative of Peace Prize namesake Alfred Nobel. Visit the NSHSS Website for more information. 

Mar 2012 - As part of Cabrini High School NCA CASI (accreditation division of AdvaneED) the CDMP was given a “Commendation” during the Quality Assessment Review (QAR). 

Nov 2011 - Mr. Greg Campbell will be presenting the CDMP at the Annual International Deming Research Seminar (February 27 & 28 - 2012) that will bring together people from around the world, and from a variety of specialties, to enhance, extend, and illustrate Dr. Deming's teachings and theories. 

Mar 2011 - As part of Cabrini Elementary and Middle School NCA CASI (accreditation division of AdvaneED) Greg Campbell Director of the Cabrini Dream Mentor Program (CDMP) was asked to submit the process to:

The AdvancED Resource Network is a knowledge base designed to support accredited and candidate schools and districts in their efforts to continuously improve student learning and school/district effectiveness. The network consists of the following core components: Peer-to-Peer Practices Connecting people to people Interventions, strategies, programs, or activities that have been identified by a school or school system to be effective within a given set of cultural, organizational, and instructional conditions. 

Jan 2011 - Read the article from the Times/Herald newspaper about the Cabrini Dream Mentor Program written by Andrea Poteet. Link 

Dec 2010 - CDMP Director named "Administrator of the Year" by the Michigan School Counselor's Association. Link 

Dec 2010 - The Cabrini Dream Mentor Program and its director, Greg Campbell, were recently mentioned in the Downriver News Herald. Link

9/25/10
I would like to share with you a "unique" Mentoring Program that benefits students from 8th - 12th Grades.

If you are a high school student, check out the College Info Link.

If you are a parent, check out all the links.

If you are an educator or administrator, check out the contact!


How did the Dream Mentor Begin?
The Dream Mentor program is a program that provided each student from eighth grade to twelve grades the opportunity to meet with a Dream Mentor to provide academic and occupational exploration prospects both inside and outside of the classroom.

What is the Purpose of the Dream Mentor Program?
The word “Dreams” provides a sense of comfort and confidentiality that is required when one is confiding trust and passion to another in hope reality can be achieved. The aim of the program will be to:
1. Fostering academic (thinking) development
2. Preparing students to be informed, caring, and productive citizens of society
3. Preparing students for higher education
4. Preparing students for the world of work.

What are the Goals and Objectives of the Dream Mentor Program?
· Help students find the joy in learning
· Provide students with academic and occupational exploration prospects both inside and
outside of the classroom.
· Assist students in discovering their abilities, talents and passions
· Aid students in creating short- and long-term educational plans
· Create a Dream Roadmap with student that follows the student from year to year based
on the student’s interests and goals.
· The roadmap will assist the student by identifying what he or she wants to accomplish
while in high school and in the future.
· The goal will be to meet with student at least three times a year
· Better chance of student going on to higher education
· Facilitate students with transition from grade to grade

What is the Process for the Dream Mentor Program?
CLICK ON PIC TO ENLARGE PROCESS FLOW

Go To http://www.dreammentorprogram.com/

Another You Tube Video (13 minute mark) that mention the CDMP program - 

Cabrini High School - Interview with News/Talk 760 WJR Paul W. Smith

https://www.youtube.com/watch?v=UqfqVpGy_9I

21st Century Students Need "21st Century Leaders running 21st Century Schools"

I would like to see our educational system go to K through 16 based on the following diagram:

The new structure must be done selectively by identifying schools based on known performance (Method of Excellence) for producing college and career ready students.

Colleges would now be for Vocational (Partner with K-12) and Graduate Studies.

This would reduce the strangle hold colleges have over students and parents (their so-called customers) in terms of value added service and costs that are driving our college grads to be in debt that will eventually be the next huge debt crisis that alters our country economies of scale from top to bottom.

I'm willing to bet around early 1900s there was a bold forward thinking leader who challenged the status quo when he/she challenged the current system of education by saying our children must go beyond elementary school and go to high school. The out-cry by traditionailst self absord thinkers must have cried out in range stating "It will destroy the make-up of our society" if kids are in school for 12 years. Wake-up it is time to move forward again and we all must be part of the movement.

CDMP = Campbell Dream Mentor Program - http://www.dreammentorprogram.com/Default.aspx

Cabrini Dream Mentor Process Presented at Deming International Seminar

Updated - 10/16/13

Deming Facebook Page - https://www.facebook.com/Deming.Institute

 



Click on Pics to Enlarge


Updated - 3/4/12

The following links provide the write-ups that were presented at the Deming International Seminar on February 27 and  28, 2012 at Fordham University - New York City Campus

Manuscript Paper -
https://www.dreammentorprogram.com/docs/DrDemmingCDMPProgram.pdf

Presentation Slides -

 https://www.dreammentorprogram.com/docs/DemingConfSlides022712.pdf

The process will be presented at the:

The 18th Annual International Deming Research Seminar

Four presenters will focus on education: Using Deming’s ideas as a skeleton on which to build an educational system, today’s Executive MBA viewed through Deming’s theory, a middle-school mentor program based in Deming’s thinking, and an after-school program whose success is based on helping students find intrinsic motivation.

Dream Mentor Process Flows, Methods and Documents

For a complete listing of files and examples click here:

http://dreammentorprogram.com/DMProcess.aspx

What are the qualities and characteristics that a
Dream Mentor should possess?

I developed the following graphic to explain it best:

Click on Picture to Enlarge

To read all posts on my Dream Mentor Program click here: http://qualityg.blogspot.com/search/label/Dream%20Mentor

To see my website on Dream Mentor Program click here: http://dreammentorprogram.com/

Creating a High School Dream Mentor Culture

Based on my Change Matrix for Educational Change (See Label for Education) the following needs to be understood about the need for Change in order for Dreams to become a reality.

Determining how to change the school once all involved understand and accept the why and the what. This final stage involves:

• How to create a strategic, collaborative plan
• How to manage change

Unfortunately, like business many schools begin their improvement efforts in the reverse order — by first deciding how to do things differently. That is, they find a "solution" without defining the need or problem/opportunity statement. Plus, if Administrators, Teachers, Parents and Support Staff do not believe the school must change or understand what needs to change, the suggestion for how to change is likely to be unsuccessful or rejected, because it is, in effect, an answer to a problem that has not been acknowledged or one that has always been around and it is a fact of education life.

I. WHY We Need to Change

Public and Private School changes will require the desire and passions to come from leadership and at least an enthusiasm of others to be led — to change what currently exists. We as leaders administration and staff must accept change as a team and challenging rather than intimidating and threatening to those who look to us for guidance and leadership.

As I traveled back and forth across the country when I worked for a major corporation I wanted to know if it was a local problem or more systemic across the country. Talking with peers in different regions of the country I found them all to have the same problems as we faced in the central region (MI, OH, Il, IA, Wisc). In fact I did a study based on what I saw in North Carolina and determined that our reading and writing level was at the 8th grade level for many of our employees (including some that attended college).

While on the road I often attended local high school board meetings in different states to listen to what was going on in their schools, looking for ways they were preparing their students for the future. I found some good ideas for the times but mostly the common thread that most had in common were the problems they faced. For example these were the most prevalent between 2000 and 2004:

Lack of funds
Overcrowded classrooms
Discipline problems
Federal ; State Laws and Regulations (NCLB)
Lack of synergy between teachers, grade levels and schools
Rapid changes in the digital world
No synergy between parents, teachers and administrators
Our Educational System is falling behind the rest of the world

Now that I have been working in the Public & Private School System for the past five years I would still say the problems I found eight years ago still exist today with the exception of the last one because we are now behind many nations of the world in our educational policies.

I have been known for many years as a Systems Thinker who challenges "Conventional Wisdom", the "Status Quo" and the "Balance" within a system. I ask many questions.

We educators have to understand that what exists in schools today needs to be updated to keep pace with the local, state, national and global societies. We need to recognize that students, admin and teachers must continually learn new things and that some of the skills we teach and use today will soon be as outdated as the technological and social skills continue to change for our students to be successful citizens and life long learners.

Changing the Paradigm
I have often stated that our schools follow an agricultural calendar and was designed for the industrial age of the mid 1800s that has created a poor match with preparing students for the technological digital age. In many districts, schools are not designed to deal with today’s technology, the global and media-driven world we live in, or the equity issues facing education.

The rules and regulations under which these schools operate are held over from a time that has passed.

II. Determining WHAT Changes Need to be Made

Creating the Dream
A Dream Mentor awareness presentation needs to be presented and shared with all involved in within a School System. The awareness must explain the educational, economic and social reasons why education programs must change, the schools must use that knowledge to develop a student-focused dream (vision) and common focus that helps to identify what changes will be needed (data collection techniques to be developed). The dream helps create a mutual spirit among school and parish communities. The purpose of the school has to be clearly defined. Priorities will begin to appear and roadmap action plans will guide the changes for the school.

Today, there is common agreement about four roles of education:
1. Fostering academic (thinking) development
2. Preparing students to be informed, caring, and productive citizens of society
3. Preparing students for higher education
4. Preparing students for the world of work.

Nice words and found in many schools vision and mission statements. However, what does not exist is the means of how to bring these words alive, to make them real, to internalize them into the day-to-day learning’s of the school. It cannot be done without "active" leadership and the plans with associated measures to monitor progress.

III. Determining HOW to Change

Schools that have first gone through a process of discovering why they must change followed by an analysis of data which identifies what they must change are far better positioned to determine how they need to change.

Creating a DREAM MENTOR CULTURE in which educators at every level and students feel safe in questioning current practices and procedures is an important component in the processes that the successful schools use to stay on a path of continuous improvement.

I have found in my work and studies that found that change leaders look at the process of how to change quite differently from many other leaders. These leaders are willing to take risks as necessary because they believe there is no choice but to change (Dr. Deming – "No one has to change, Survival is optional"). They understand that playing it safe is more dangerous than taking a risk and that there is no protection from the wave of changes facing our students today and tomorrow. Consequently, they take control and lead example with humility and confidence, rather than simply trying to hang around.

Dream Mentor Whiteboard in my office:

Click Pic to Enlarge

Creating the PlanMy experience in Change and Creating Action Plans for transformation in business and education comes with the realization that leaders in the high-performing (Baldridge Results) schools and businesses seem to recognize that if they wait to get everyone on board and fully accepting of all requirements of a school improvement plan, they will never move forward. So instead, many accept the concept that one-third of the faculty and staff will be excited about a new plan, one-third will be watchful but somewhat open-minded, and one-third will say, in effect, "any changes will be made over my dead body."

One approach I have found through painful experiences is that everyone needs to understand through open and honest communication (i.e., Dream Mentor awareness package ) that any plan laid out is not perfect and that, moreover, there is no perfect model or plan. Any plan will need evaluation and adjustment constantly. The admission up front that the plan will need to be personalized as the school moves forward is critical to bringing the mindset of nay Sayers and those who like to sit on the fence and fall which ever way the wind is blowing.

Another hurdle that many schools and businesses I have worked with and for are the problems of dollars and time. Funding will always be an issue; but one must ask what is the cost of not doing changes, can we put a price tag on making sure our students are prepared for the environment they face after high school?

The biggest single deficit schools face is lack of time, how do we fit another project or effort into an already crowded workday. Everyone has their own priorities as to how things should be done; everyone protects "What’s in it for me," instead of "What’s in it for the good of the whole school."
We must envision our dream as a completed product and build from backwards from there. There are tools to help us (SIPOC + CCCC) see this ending and the priorities that are required to make it happen.

Managing Change - While managing change is difficult in all organizations, I am reminded back 20 years that it is especially problematic in institutions with long and rich traditions, like the Catholic Church. I also found this to be true in 1980 when I was part of the massive change of the Breakup of the AT and T phone monopoly. We used to use the analogies of taking a bite out of the elephant one mouthful at a time and trying to turn a battleship on a dime. We must realize that traditions, and the rules and regulations that surround them, become anchors that are difficult to pull up so that the "ship" can be redirected.

By nature, many of us are not risk takers. Therefore, we want to make sure that any change being contemplated is well thought out, carefully planned, and clearly better than what currently exists. In effect, we will not change unless the pain of not changing is worse than the pain of a new change (like losing a job).

If we don’t, as a team believe that the present system can be changed for the better it will be a long haul. However, I believe the haul can be fun and it can be exciting to lay the groundwork and build what others are afraid to do. I have found since I retired when I look back and see what was, it makes me feel old. However, the way to feel young and invigorated is to look forward and to "Dream" for a better future through hard work and a passion for educational excellence.

To manage change in a school system with entrenched traditions and well-known fear of change requires a team of special and charismatic leaders. We as leaders need to recognize that avoiding dreams, passions and risks actually puts our school and students in greater risk of not succeeding than not attempting change at all.

A Transformation is required and we can no longer wait for someone or the government to come up with the ultimate plan. In order to compete, and bring balance to our academic successes along with our athletic successes, we must Dream and build a plan for today and tomorrow.

"No one has to change. Survival is optional."

For more on Mentoring in schools please visit www.dreammentorprogram.com

Dream Mentor Planning Process

Click to See: - CDMP Process Flows and Charts

http://dreammentorprogram.com/DMProcess.aspx

The Dream Mentor Process is a method by which a continual cycle of enlightenment, enablement, empowerment and encouragement takes place at every meeting between the student and his/her Dream Mentor.

The Dream Mentor Process is not a program designed for the Dream Mentor to identify for the student which college, college major or what career a student should choose through a series of standardized tests (This can be done through the High School Counselor in the guidance department).

Instead, this program that is designed to create a roadmap:

“To help each student find their unique qualities and to identify

their hopes and dreams”

I believe every person (student) is a unique individual that has special gifts that go undetected because we never take the time to sit down and discuss them and to show how wonderful it is that God made every one of us different.

Far too many young people have low self esteem. It is my hope to change this for as many students as I can based on my experiences and those of others (Church, Teachers, Administrators, Parents and the Community).

When you look at the number of the people in the world today and the number of people who have populated the earth it is mind staggering to think about how we are all born different.

The result of this program is to aide the student to:

• Fostering academic (thinking) development

• Preparing students to be informed, caring, and productive citizens of society

• Preparing students for higher education

• Preparing students for the world of work

I hope you all will join me in encouraging our students to work towards their dreams. The key word is “work”. Dreams can become realities through discipline, planning and hard work. These Dreams are done when we are awake!

High School --> Inclusion with Autism Spectrum Disorder & Other Disabilities. Three SPED Stories (updated 3/11/08)

School Year 2007 - 2008

September 2007

It’s been 3 weeks since I left Justin and the boys at the elementary level. I have had a few updates from parents on Justin in the ASD contained room and what is happening is what I expected would happen when you put a boy like Justin in a ASD contained room.

First off let me explain that the person who recommended that Justin go to a contained room is proudly stating to people on how right he was that he was put in the ASD contained room.

Sadly and somewhat dangerous is a person who yields that kind of power with so little facts and can make those types of decisions based on ignorance of autism and systems thinking.

Anyway, my prediction will be Justin will become Boy King of the contained room (romper room for Justin because of his capabilities, very good room for those who can not be mainstreamed). A parent informed he is refusing to do what the other children want to do but he is ready to play and dictate what he thinks the other children should play, but he is happy and so are those who put him there for his own good. He has his freedom from homework, he has his independence from learning.

I will report no more on this subject it is time to move on. So, instead of getting a middle school and high school diploma he will get a

HIGH SCHOOL IS GOING TO BE AN ADVENTURE

The hardest part of the change from elementary school to high school (size of course) has been finding the correct room to be in when the bell rings and you have five minutes to get from one side of the building to the other. I must add that the building also has three floors. If it was not for the help of a very good friend my first week would have been very difficult navigating the maze of doors and turns and learning what goes on in the Special Ed Room. Special people (JP) often work in Special Education.

I work with 15 & 16 year old students (male & female) with a variety of learning and neurological disorders (including autism). The students are all mainstreamed and range from high functional to very low school type capabilities.

What are very low school type capabilities? Reading so poor that it affects all other schoolwork subjects like English, Social Studies, Math, Science and overall self-worth (hate gym).

See # 68 for a question on this topic (gym).

http://qualityg.blogspot.com/2007/01/quality-education-why-do-teachers-do.html

I work with different students in each of the six classes I attend during the day. I have little knowledge of their background so I am keeping a daily log (my own) so that I can review and study over time for trends and prevention techniques that might help me with their learning.

One young man told me the other day that he is retarded and stupid (CI & EI) so why should he do any work (his reading is at a first – second grade level and his writing is barely legible – from copying notes). Getting to know him for the past few weeks I found his favorite activity to do is to go fishing with his Dad.

He is verbally skilled in this area and I have been using it to boost his self-confidence by asking him all type of questions about fishing and outdoors (informing him that I am very poor in this area).

We had our first test the other day where I read the questions out loud and spelled words for him after he orally explained his answers. I compensated by using fishing and the outdoors as examples rather that the examples given. He did OK, but not great on the test. He did wonderful by finishing the test and telling me that was the first time he did not get totally frustrated and stop and answering. This is a good start and I am committed to helping him and the others the best way I can, and that is to observe, take notes, ask questions, take notes, read IEPs (individual education plans) and take notes.

I am very fortunate to working in classrooms where the teachers seek advice and provide data and information so we both can help our students in learning.

I am very impressed at the teachers devotion (just like the teachers at the Elem Level) to learning in spite of crowded rooms.

So much more to learn and I hope by sharing this information it will help others who are experiencing or starting off working with such special students.

10/11/07

The educational system continues to dumbfound me as my new journey continues. I am learning more and more each day to how severe some of the problems are in our schools. Three of the students I work with can barely read. One can't at all. How in the world have they made it to high school?

Yes, I know many have graduated with little skills but these are students who have been labeled special education which requires they get help in the areas where they tested as slow learners.

Without being able to read means no other task can be achieved in the other core classes. It is heart braking that I have to copy notes for them and then they copy my notes to hand in worksheets. I don't have the time to spend with each of these students to make a difference.

In order to rectify this situation I come early to school and read during my lunch in the library and media center helping a few that stop by for help. The problem is they are not motivated and see themselves as stupid because that is all they have heard from peers.

The autistic student I work with a few hours a day can read, write and do math on his own. His behavior is tame compared to others. Of course his problem is socialization and I hate seeing him sit in the hallway alone playing his game boy before and during each class. We have had some good conversation this week about Zombie movies, Yu-Gi-Oh cards and Pokemon while we worked on Economics and Science where he is maintaining a B average in both classes.

He loses focus at times but I easily get him back on track when I say I won't listen unless he is doing and completes his work. He is an easy target for others to pick on him and get him wound up where he gets frustrated and mad. This is slowly going away in the two hours he is with me since I have talked to the main culprits. Most of the conversations have been civil and understanding, others have ... well these folks need a little more persuasion.

There are at least 25 students I encounter each day that requires my help in some way. Many are manipulative and others have to be pushed to do their work. However, what I am finding the most is they starve for adult attention, not as an authority or friend just someone who listens and cares about what they think.

On a side note I continue to read (Autism, IDEA, ADA etc.) observe and document so that I can be better each day.

More frequently I have thinking about what am I accomplishing, but I am confident this job is another foundational stepping stone for what is to come next.

10/31/07

My Yu-Gi-Oh student was out all last week and this week is catch-up. That is not an easy task with an Autistic Student but we are managing to finish his Economic Project and is catching up in Science. He has excellent teachers for both classes who work well with me and offer any assistance they can.

One Size Fits All?

One Size Fits All (OSFA) is a common teaching technique when it comes to teaching in the public schools. There may be different styles of teaching but the students are receiving the information in one format.
While I understand the need for OSFA because of over crowded classrooms and limited updated textbooks it still is not my favorite mode of teaching; it can be a disaster when trying to teach Autistic children in this manner.

I have witnessed countless attempts in Resource Rooms to gather all the autistic children (range from 1 - 4th grade) around a table and try to teach them reading, writing, math or just about anything. Am I blaming the teacher - NO, again like the regular classroom the Resource Rooms are crowded and under staffed. However, the Resource Room can adapt because there is usually no more than 4 autistic children around one table at a time. A skilled teacher can adjust his/her teaching style and mode of communication to four autistic children that need different techniques to learn. The use of visuals, computers, books, games, etc. can be done in parallel.

We all need to learn that Autism children have different needs based on their disability and that it is why it is called a "Spectrum." Trying to force feed them into one style will just not work. A Transformation is required for teaching Autistic Children both in the General Ed room and the Resource Room.

Those children who are mainstreamed and have a one-on-one aide who understands them will adjust the work as the general Ed teacher is giving it. Special Education teacher need to do the same.

If you don't believe me that is OK because that may be the reason why I only got a 12-cent raise this year.

Updated 11/11/07

See special post on ASD and IQ scores at http://qualityg.blogspot.com/2007/11/does-low-iq-low-grade-learning-is-fun.html

Updated 12/21/07

It's been over a month since my last post. The students I work with continue to amaze and amuse me each day with their antics and episodes.

I am continuing my education on advocacy and special education laws. As I absorb the information I can only wonder if all school districts abuse the IEP meetings and other activities that most parents have no idea of what they are entitiled to under the law.

When I inquire why is it some students qualify for a one-on-aide and others do not (who really need one) the reponse always comes back to how much the parent complains or demands.

The students have all been geeked this week because of the two week Christmas break that starts tomorrow. I must admit I am ready too but I really will miss working with them.

Updated 1/25/08 - End of 1st Semester

Today was the last day of the 1st semester. It's been a great learning experience working with the students I do at the high school level. I will get a new schedule on Monday and it will be interesting to see how many new kids I will get to work with for the remainder of the year.

It has been a great contrast to jump from the elementary level to the high school level to see how Autism Inclusion is being handled. It's clearly obvious to me that those in high school have been shuffled along because of the lack of understanding and knowledge of the disability by Special Education Teachers.

For the remainder of the year I was hoping to work with or be able to identify some female students who have been miss diagnosed as to having some other disability other than autism. My limited study tells me there are more than is being reported. I see many of the characteristics in many of the females but one is led to believe they are shy or introverted.

Unfortunately my new schedule has changed and I will be at the High School for the first three hours of the day and the Middle School the last three hours. This will be another new adventure and I hope I get more experience to further my learning and knowledge. I will certaintly share my learnings with you in future Posts.

I won't elaborate here but I fund it very amusing when bosses or those in command give you explanations as to why they are doing something. This was a usual event in my past job as a Manager. It is more prevalent in the educational world where more cowards exist. I really get a kick out of how stupid they think you are and that when you leave they are so gullible as to think you bought there sale of goods.

I continue to get many Emails about autism (mainstreaming) and I thank you all for the kind words. If I can help just one parent, parapro or teacher with my writings it has been well worth it. There is a strong need for advocacy to help parents understand their rights under the law and the shennanigans that goes on in many schools because of ignorance.

Updated 2/20/08 "My Dad was wrong there is such a thing as "Can't"

Punch ...

As I was walking to a class last week one of my High School ASD students ran up beside me all excited. Hey, Mr. C, guess what? My sister (older yhan him) punched me in the face last night and broke my glasses, and I fixed them! I CAN'T tell you why I got punched (could not remember) but I am so proud I could fix them myself.

Good Morning - NOT! ...

Over at the middle school I was standing in the hall when one of the ASD students walked by and I said "Hi Joshua." He continued to walk on by and looked straight ahead with no sign of acknowledgement to my greeting.

A teacher watching this take place walked over and said how rude that student was and that he never reacted to her greetings either. I simply stated he CAN'T and went upon my way.

Updated 3/11/08

A Tale of Three SPED Stories - The Good The Bad & The Ugly


The past two weeks have brought much joy to my work and at the same time much disappointment.

The Good

As I was walking down the hall I met up with a teacher who I worked with during the first semester who told me she wanted to share a story with me. One of the students I worked closely with during the semester and started to mentor had an assignment where he was to put major events (birth, walk, talk, etc) by chronological date of his life. His last entry said, “ When I met Mr. C”, No better compliment has ever been given to me and I am most fortunate to have this student in my life.

The Bad

Two weeks ago I heard that another one of my students from the first semester had gotten suspended. The student in question is almost like a mascot to many of the special education teachers and aides who have come to know this person over the years.

Always wanting to please and make friends gives money and candy to individuals at their request (I have scolded them when I catch them). Unaware that so-called friends (general education) would do harm this student bought what she thought was one thing turned out to be a drug tablet that someone had requested this student to buy.

Refusing to name the person who asked that it be bought the student received a 10-day suspension according to the school policy. It was later reduced to five days after many requests from teachers and friends.

The Ugly

The Administration for refusing to understand that school standards, policy, normal distribution and bell curves are tools for making decisions when it comes to the so-called general student population. Special Education students especially those at the end of the learning curve are not part of the “Normal Process.”

What you say? If they want to be in High School they must have the same rules and regulations as the rest of us! “Shut-up Stupid I say.”

Example, for every set of data (with specified limits and data sizes) there will be a mean and standard deviation. There is something also called “Common Cause” and Special Cause.” Common Causes are those points within a control limit that are part of the everyday process. Special Causes are those data points that lay outside of the normal distribution and must be dealt with differently than the normal common cause data points.

In many instances the points outside the norm (i.e., special ed students) are there own process and should be dealt with within their own process and based upon what is normal and what is not.

So what does this mean? It means in order to get positive outcomes and understanding with the low-end special education students you need to develop different rules and standards. To not do this cause chaos and negative behavior by those involved.

For more on Variation please read my posts at http://qualityg.blogspot.com/2007/04/worker-variation-capability-in.html

And http://qualityg.blogspot.com/2007/07/best-efforts-and-cost-of-poor-quality_02.html

Read related posts by CLICKING on the LABEL ASD below this post.

Education --> "School Stress" updated 12/8/05 - It's Grading Time - Has your "Joy of Learning" Been Deflated?

It’s everywhere, nothing but stress and more stress at school. I’m talking 2nd grade to 16. I’m sure K & 1st probably have stress but I only have applied experience with the grades mentioned.

State testing has completed in most schools, kids and teachers are getting more sleep since they don’t have to lay awake in bed worrying if their school and jobs are in jeopardy (at least until the scores come out). I heard one instructor state that they can now begin teaching, another one said I can teach “Time (clock)” to my class since it’s not important enough to be on the state test.

After class last week a number of my classmates stopped me and asked why I seem so calm. A number of presentations and project reports are due next week. My only response is “ I don’t believe in grades.” If I’m learning I’m happy. I am learning in this class from the instructor and from my classmates. I asked would they rather receive a “C” and learn valuable information or would they rather receive and “A” do little work and learn nothing (in college students search and wait for instructors who give out no learning and easy grades, even if it means they don't graduate that semester). They all chose the “A.” Responses included “My scholarship will be revoked if I don’t keep a “B” average” or “My parents will cut off my money supply.”

I have nothing more to say…


UPDATED 12/08/05

SAVE THE LAST CLASS FOR ME

The above post was written a month ago. I ended it by saying I had nothing more to say. I'm not sure I can add to what I wrote but I can share what our higher education system continues to do each grading period.

Perhaps it’s the tears, or maybe it’s the body language that has left a person beat-up after a ten round fight. For the life of me I can’t believe the roadblocks, miscommunications, lack of standardization that is rampant in our educational system. In most cases the students have no recourse, end of class surveys and taking your case up the ladder meets resistance at every turn. Class sizes are so big that students who are not AAA type personalities get lost in the crowd of overachievers and orators.

Everyone talks the “WHAT,” but no one really gives the “HOW” until they recognize what it is there given is not correct. Believe it or not it is not just the students. Most instructors are bound by out-dated university rules that force them to utilize grading instruments that are as old as the old school house around the corner.

Grades do nothing but force every student in a class into the same square and hope they all fit through. Those that don’t are cast off and made to feel less than adequate. Grades impact so many students that are talented, bright and above all passionate that many change majors and life ambitions because of one stinking class/grade.

qualityg jr. had trouble in his freshman and sophomore years with math. He had two foreign instructors that made it very difficult to understand what was being written and stated in class. Efforts to get help from grad assistants were futile because of the long lines and 2-3 hour wait (very low grades in both classes). He changed his major and began a string of deans list that included retaking (more time and money) the two math classes that resulted in good grades from different instructors (same math classes). This happens all the time and students feel they have no recourse because of tenure and the administration that just doesn't believe this is a problem.

Where are the school psychologists, where are the counselors, advisors and mentors? I’m telling you right now you are not worth the grain of road salt I just drove over if you don’t start to understand “Variation” and “Systems Thinking.” Keep sitting in your offices, keep telling students that they can’t challenge the system and that’s just the way it is; will someone please tell me where I am wrong, give me some data, give me some facts, give me the truth and quit hiding behind your paychecks.

Maybe it’s the snow storm I just drove through to get home tonight, maybe it’s the faces I see that describe pain that they won’t keep their scholarship or they won’t get reimbursed by their employer or worse yet it’s the young student that tries to explain to their parents they are doing their best.

Please don’t misinterpret what I am writing, yes I know there are many cases where a student fails to learn the subject matter, but there is no way that they equal the amount of students depressed, exhausted and frightened about what will happen if they don’t get the grade that will grant them a degree or further their education by going to grad school.

Please read two earlier posts on the same subject:

State colleges your dogma is doo doo. and

Report Cards, Who is failing whom?


PLEASE DON'T GIVE UP YOUR DREAMS BECASUE OF A GRADE, PURSUE YOUR DREAMS BASED ON WHAT YOU HAVE LEARNED AND APPLIED.