Tag Archives: parent alert

Advanced Placement (AP) Classes

Yesterday, students at West High School in Madison staged a protest against the district’s response to a complaint filed with the department of education by parents of gifted students. I understand the students’ desire to have a voice in decisions regarding their own curriculum, but I don’t understand the negative reaction to the district’s plan. As some of the parents have stated, the plan doesn’t go far enough, but it seems like a viable first step. Students district-wide would have an opportunity to take advanced or regular classes, as well as to complete work for honors credit in regular classes. If the issue for the students is the opportunity to take elective classes, the district administrator declares that current electives are not on the chopping block. Why would they be? Isn’t the district proposing to simply add more electives, i.e., Advanced Placement (AP) classes?

As one of the parents who filed the complaint pointed out, this newly announced plan addresses the need for more Advanced Placement classes at West High School, but it does not address the question of access. This might be the students’ issue also. Will freshmen and sophomores be able to take Advanced Placement classes if they have completed the prerequisite learning? This is what the parents want. Will any student who can demonstrate motivation as well as completion of prerequisites for an Advanced Placement class be allowed to register without formal identification as gifted or talented? Readiness and interest should be the factors under consideration, not identification. Is there an Optimal Match philosophy in the school plan that will guarantee all students the right to advance as fast as they are able and wanting to complete the curriculum in all areas of learning? Optimal Match is an issue of instruction – how and when the courses are available. Beyond committing to a more rigorous curriculum, the district must assure that it is well taught and available when and to whom it is appropriate. The “to whom” aspect must be clearly defined as any student, regardless of racial, ethnic, cultural, age, or economic background, for whom a curricular match is possible. This should be viewed as an opportunity to further close the achievement gap, not broaden it.

Achievement Gap Versus Opportunity: A Success Story

According to the Achievement Gap Initiative at Harvard University: “The best available evidence indicates that children of different racial and socio-economic backgrounds come into the world equally equipped to excel… However, by age three, between-group skill differences are clearly in evidence. Later gaps in school readiness are firmly established by the first day of kindergarten.”

Talking and reading with small children are two parental musts that are often lacking in low-income homes. A third factor, as I noted in my post about “The Other Wes Moore,” is the establishment of high expectations.

Meet Angie, who was born poor and under the influence of the drugs in her mother’s system. Raised by her father, she proceeded to thrive because he was determined that she would be all she could be from day one. Talking, reading and high expectations are a large part of her story.

She relates, “My father read to me and I received speech therapy to help overcome stuttering and slower-than-normal language acquisition. I didn’t understand the reason for these early language experiences at the time but they probably explain my affinity for reading and writing. As a preschooler, I learned to read by memorizing the words of book after book, and by age 8 my speech problems had been conquered. By age 10, I had read Shakespeare. Although I had far from comprehended all that I read, spelling and reading became second nature to me.”

Although it was the early home environment that set the scene for her success, it was her kindergarten teacher who first accelerated her. “I never considered what this acceleration meant in terms of aptitude. All teachers after that advanced me. I first became aware that I was considered academically talented when I was in eighth grade. My guidance counselor approached me about Talent Search, and six months later, I was taking the ACT. I had never heard of such a test, and even after I received my scores, I didn’t expect to hear much about it again. I figured someone somewhere was testing my academic limits for a giggle and never expected it would amount to much. I was mistaken.”

Mistaken is an understatement. At age 13, Angie had received a perfect score on the ACT English test. Going from a fragile beginning in which her language-acquisition skills were delayed to a perfect English score on a college admissions test while still in middle school was an accomplishment in which her father rightly took great pride and joy. I met Angie at this point, and worked with her through her high school years. I’m happy to report that now, as a college graduate, she continues to seek opportunities that match her abilities and interests. She says, “When more opportunities came along, I jumped at every chance. My (early) experiences had given me the courage to open new doors. The catalysts in my life were important to where I am today. Cumulative advantage cannot occur without a beginning. Of the future, I know it will build upon early advantages. I know there’s a way to bring my passions to other people and that words are important. I am living in that spirit right now and will continue to live in that spirit.”

 

Waiting for Superman

I hate to think of myself as a pessimist, but I have been feeling that, as a country, we were doomed to a bleak future. Because of partisan politics, the economy, crime? All of these are among the many reasons to be concerned, but the underlying factor for me is our broken education system. In 1983 the problems were clearly outlined in a book presented by the National Commission on Excellence in Education, entitled A Nation At Risk. Our children were already falling in international comparisons of student achievement. But we were going to fix it, right? Wrong. Today, the statistics that are quoted are worse: 25th out of 30 developed or industrialized countries in math, 21st in science, and 11th in literacy. Doomed is not too strong a word.

Then along came a documentary film: Waiting for Superman. The movie hasn’t come to Madison, and I intend to see it as soon as it does. But I don’t need to see it to have a glimmer of hope. Oprah had two shows devoted to it in one week,  Meet the Press devoted half their Sunday morning hour to it, the news hours are covering it, the talk shows are talking it. A seemingly sincere dialogue has begun. Secretary of Education Arnie Duncan called it “A Rosa Parks Movie” because, he said, “the country is compelled to act.” Maybe he’s right. I hope he’s right.

I say go Newark; go Washington D.C.; go Detroit; go New York City! Leaders from these cities have been featured on the shows I’ve seen over the past few days, and I applaud their intentions to act. I join the Madison Urban League in its goals to turn around dismal statistics regarding graduation rates here for children of color. I await news of commitments in community after community, state after state. As in New Jersey may our Democratic and Republican leaders join forces in saying, “Yes, we have some great teachers, but that’s not enough. Every child deserves an excellent education. Every child deserves rigor in the curriculum. Every child’s dreams should be heard and encouraged. And we’re going to work TOGETHER to make it happen.”

Serious Grandma Extends Special Price Through September

Several of you asked that I extend the offer of buy one, get half off the second Grandma Says It’s Good to Be Smart. For two reasons, I will continue that Grandparent’s Day special through September 30. First, it’s because you asked. Second, it’s because I care about learning and now, as school starts, is a great time to support it in a special way.

In July, David Brooks wrote a column in The New York Times regarding the value of books to disadvantaged children versus the advantages of participating in an Internet/games-based culture. Researchers from the University of Tennessee showed that children who read just 12 books over the summer did just as well upon the return to school as they would have had they attended summer school. Research from 27 countries showed that kids who grew up in homes with 500 or more books in them did better in school and stayed in school longer than children from families with fewer books. The final conclusion, though, was that the real debate was not books versus Internet, but how to build an Internet-based culture that would attract people to serious learning.

My concern is about serious learning. My concern is about giving positive reinforcement to children who engage in serious learning. To use a cliché, it takes a village to raise a child. Grandmas are key players in the village structure. For my “Start of the 2010-1011 School Year Special,” please still go to the “Contact Ellie Books” page for order details. And, buy one book for $10, with the second – for another child in the family or community – being just $5 through September 30.

"What if you were the lion in the zoo?"

Grandparent’s Day Special

In honor of Grandparent’s Day on Sunday, September 12, I have two special offerings. First, I will be reading and signing at the Oompa Toys store in Middleton between 1-3 p.m. on Saturday, the 11th. It will be great fun to see grandparents and their little ones on that occasion or to meet parents who might be getting the book as a gift to give Grandma on the next day.

Second, I am featuring a BLOG SPECIAL. For two weeks, from August 30-September 12, I am offering a “buy one copy of Grandma Says It’s Good to Be Smart, get a second copy for another grandchild or favorite little one, for one-half off.” Go to the Contact Ellie page of this website for the details.

Turn Curiosity Into Passion

Recently, Oprah aired a show about “dream jobs.” Not surprisingly, the common element between all the stories these people told was passion. They loved their work. It was hard to distinguish their work from play.

Parents of preschoolers can learn from the story of Michael, a boy I worked with and later interviewed regarding his talent development. Michael knows he had high academic ability even at a preschool age, but it’s unclear to him whether his parents noticed it or created it. “Preschool life was a series of educational games and activities, and I loved it. When a child is young and malleable, curiosity and optimism are the pre-stages of passion,” he explains. “I was naturally curious, but my parents modeled these characteristics and encouraged them in me.

“I remember little about formal schooling before third grade. That’s because my parents shaped my education, and that is as it should be. They took charge of making sure I stayed challenged and excited about learning. To do this, they moved me to a private school when they determined the public school stifled my curiosity.“

At his new school, Michael says he was never bored, but always challenged. He experienced a delicate balance between boredom and anxiety that helped his curiosity and optimism to grow into a life-long excitement for knowledge.

Later at a special program run by the Frank Lloyd Wright School of Architecture at Taliesin in cooperation with WCATY, Michael’s architect-mentors modeled pure love for what they were doing. “For the first time I thought of myself as a passionate person. I define that passion as the lack of a dividing line between work and play. My motivation was purely intrinsic. The external environment of Taliesin provided a challenging course of study, but it was up to me to take from it as much or little as I wanted. There were no grades or bad consequences for doing less than my best, but I always felt stimulated. Taliesin simply allowed my joy of learning to evolve.”

Michael came away from that program with a deep understanding that passion comes from the heart. He further explains what he learned. “Passion is a strong emotional affinity for some kind of activity. For some people it is innate and for others it needs to be developed. That’s why parents need to cultivate curiosity in their young children. I think developing one’s passion requires conditioning a child’s curiosity for learning and optimism for life at an early age into his or her own areas of interest.”

Grandma Says It’s Good to Be Creative

On July 10, there was an article in Newsweek headlined, “Research shows that American creativity is declining. What went wrong and how can we fix it?”

Reading the article took me back to the early days of my career in gifted education when E. Paul Torrance was still alive and at the forefront of the research as well as development in the area of creativity. It takes me down memory lane in terms of all the work I’ve done over the years with direct or indirect goals and outcomes related to creativity development.

There are several important messages from the Newsweek coverage to discuss in relation to my current interest in writing and publishing children’s picture books on the topic of “smartness.” The first is the misunderstood definition of creativity. It is not just about imagination and playing with ideas. In reality creativity is the “production of something original and useful…to be creative requires divergent thinking (generating many unique ideas) and then convergent thinking (combining those ideas into the best result).” I hope and believe that in “Grandma Says It’s Good to Be Smart,” I portray the importance of encouraging our children to develop and use both kinds of thinking.

Second, the article reports that preschool children ask their parents about 100 questions a day. Often those questions start with, “why?” and tragically, as the article continues, it stops! I could never describe the issue of low motivation for learning that so often occurs by middle school if not in earlier grades better than with this quote from Newsweek: “They didn’t stop asking questions because they lost interest. It’s the other way around. They lost interest because they stopped asking questions.” It’s not all the fault of parents – some teachers encourage questioning and others don’t – but nevertheless parents need to keep the spirit of curiosity alive regardless of the school’s role in their children’s development from year to year.

Third in importance for today’s parents and grandparents to understand is the long-term benefit of promoting the skills that “Grandma” (in my book) says she values from early childhood on. The research points out that children whose curiosity, imagination, and divergent and convergent thinking are encouraged over time tend to excel, i.e. they finish high school and they finish college at much higher rates. This only makes sense. If they stop asking questions and start languishing in the classroom by or before middle school, a downward spiral is inevitable.

The bottom line of the Newsweek article is that although we have always valued creativity in American society, we are not purposely fostering it. We need to do that. Creativity doesn’t just happen!

Learning on Cruise from the Ground Up

On July 4th, ‘The New York Times’ ran a commentary on the pitfalls in identifying a gifted child.  It was precipitated by NYC officials stating that they were looking to identify children as young as 3, and asking what measures to use. I will not go into the whole debate, but if you are interested you can look up the opinions of contributing writers: Susan K. Johnsen, Baylor University; Clara Hemphill, Insidesschools.org; Joseph Renzulli, U. of Connecticut; Tonya Moon, U. of Virginia, and Bige Doruk, Bright Kids NYC.

I agree with Susan Johnsen’s suggestion that what we should be talking about is “talent spotting, from the ground up.” That’s what I encourage when I talk about using the “wow factor” to identify young children. When a child writes a poem, makes an observation, performs artistically, or does anything so extraordinary that it makes you go, “Wow!” I consider that an indicator of talent, or potential giftedness. This “wow factor” is clearly noticeable in children from the day they begin communicating. What you observed in that child may be so different from what you expected at the child’s age or stage of development that you would call it the work of a gifted child. Or, you may not be willing to go quite that far yet, which is fine. What is important is acting on your “wow” feeling.

This is where Susan and I depart from many of the other commentators in the article. As soon as the term ‘gifted’ is applied, the issue of labeling often becomes the focus of discussion or concern rather than the true purpose for acting on your “wow” feeling. That purpose is called “optimal match.” Optimal match is defined as a fit between the characteristics of the learner and what he is expected to learn. This match cannot be made unless the degree of ability is ascertained. Thus, there must be an evaluation of his interests and ability in whatever subject or topic is to be taught. It can be as easy as following up on the “wow” observation with an opportunity for the child to produce more in that area and at a comparable and steadily increasing level. At home, through the use of modeling, materials, space, and time, your goal most likely has always been to provide an optimal match between his interests and abilities and what he is learning. In most cases, a parent does not need formal testing in the early years to be able to feel that appropriate encouragement and support is being provided. But as he moves forward in the educational system, for most children, someone other than you will be determining the curriculum. Your goal doesn’t change, but the system for matching curriculum to learner does.

In school, there is a standard curriculum that is offered to all learners who are basically grouped according to age. Whether or not this is the best way to group learners, this is the way we have been doing it for years, and changing that system is not easy. When you ask that your child’s teacher provide an optimal match, you are asking for two things: first, that the pace or tempo of learning be appropriate. Second, that the depth and breadth of the subject be appropriate. In other words, you want your child to learn something new and to have to spend no longer doing it than she requires. A diagnostic assessment would be used not to label her, but rather to pinpoint where she is at in her learning and to suggest where she should go from there.

In the debate on identification in NYC schools, the call for identification as early as age 3 was in response to a louder call for identification among diverse populations. Again I agree with Johnsen, who states, “giftedness is exhibited across all racial, ethnic and income levels; however, children from these groups remain underrepresented in gifted education programs. Some of this underrepresentation may be explained by exclusive definitions (required superior performance on a single test), attitudes (teachers or parents do not recognize the gift or talent) and test fairness (characteristics of the norming population, item bias, linguistic demands).”

I remember years ago observing a first day of school for kindergartners in Milwaukee. Did I see eyes alight with enthusiasm and wonder? Yes. Did I hear a buzz of excitement about new learning activities? Yes. Among those children, there were some who needed to be advanced at a faster rate than others. Very few, if any, in this low-income neighborhood probably had developed far in their abilities yet. But they did have the potential to learn at varying rates. They each had the right to have his or her curiosity and readiness fully addressed. One young African American boy told me, “I can cruise.” He didn’t need to be tested for his teacher to allow him to ‘cruise’ through his skill development at a pace that would keep his spark of excitement for learning alive. He did need a teacher who was open to individualized learning and who believed that any child could have an as yet unrealized talent.

Let’s let our children cruise from the ground up. Let’s let them know that to be smart is cool, and that they are indeed smart!

Opening Doors of Opportunity

If a child opens one door of opportunity, other opportunities that otherwise might not have existed will follow. This phenomenon is called “cumulative educational advantage.” It is about never holding a child back in his area of aptitude and interest. It means carefully planning special, supplemental educational experiences, starting early in school and continuing into college, graduate school, and professional life. It means studying deeply and broadly. Early experiences can include summer programs through private institutions and on college campuses; mentorships, apprenticeships, and internships; local, state, national, and international competitions; travel and study at special learning sites within our own country and abroad; distance learning and traditional correspondence courses; dual enrollment between two levels of school, such as high school and college, or early entrance to any level of schooling; and many more possibilities.

Such opportunities should never be viewed as “frosting on the educational cake,” according to the late Julian Stanley, renowned expert on educational acceleration. “Rather,” he writes, “they can be the most important ingredient… things that give you cumulative educational advantage are likely to be the best investments in your education your parents could possibly make” (1994, p. 4).

Harriet Zuckerman (1977) introduced the idea of educational advantage in her study of Nobel laureates in science. Scientists who studied at topnotch institutions and with past laureates had increased potential for becoming leaders in their field and even laureates themselves. She states (p.59-60), “Advantage in science, as in other occupational spheres, accumulates when certain individuals or groups repeatedly receive resources and rewards that enrich the recipients at an accelerated rate and conversely impoverish (relatively) the non recipients.”

Cumulative educational advantage is not about pushing, it is not as simple as graduating early, and it does not always involve being number one. It is about being in the right place at the right time, and usually it does not happen by coincidence. It happens when students are introduced purposefully to concepts, programs, activities, career possibilities, and people, who in turn introduce them to more and more possibilities until the right one clicks. It happens when their learning activities are accelerated in comparison with those of other students of equal ability and motivation. The effects may be multiplicative, because any one opportunity may open the doors to multiple other opportunities.

I just received a note from the mom of a past student of WCATY’s accelerated programs. He had lived and studied for three intensive weeks with the architects of the Frank Lloyd Wright School of Architecture as a high school junior . Here’s how cumulative educational advantage worked for this young man when his parents opened a summer door of opportunity:

“At the end of May, he graduated from Harvard University with a Masters in Architecture.  He was one of 14 out of 104 students who graduated with distinction.  At this time, he is temporarily working at his previous employer, Perkins + Will, in Chicago.  On August 1, he will begin employment at Adjaye Associates in Manhattan.  Chris is quite thrilled to be with such a creative and world-renowned firm.  He loves big city life (after coming from a town of 10,000!), and is looking forward to living and working in New York City.

“We are incredibly proud of Chris, and always tell people that the start of his confidence , determination, and drive came from his experience with WCATY at Taliesin.”

Parents often ask if the money for a special program or class will be well spent; they view it as a hardship (which often it is) instead of an investment (which may ultimately be of higher value). Yet through and since my years of experience in working with smart, motivated kids – matching them to opportunities that interest them – I have accumulated a wealth of stories like Chris’s. This IS the frosting on the cake of my career!

Please keep sharing your stories.

Is it good to be smart?

Obviously I think yes. That has been the premise of my work for decades as a teacher and non-profit executive, and is currently the premise of my children’s books, including the one I’m working on now with a multi-cultural focus. Is that what  you think?

The reason I ask is that I talked with a grandmother of a 3-year old this past week. She said of her grandson, “My daughter-in-law won’t let me tell him he’s smart. I naturally want to say, ‘_____ you’re so smart.’ She says, ‘Don’t say that. Say you are a good problem solver or I like the way you figured out how to…’

“So,” the grandmother asked, “you disagree with her?” My quick answer was yes, but it’s not that simple.

I think it’s a shame when children learn at home as well as at school that being smart is something to be ashamed of. Or, if it’s not shame, it’s taboo. We just don’t say we’re smart.

The point of my book for small children is to do exactly what this grandmother’s daughter-in-law was doing, but with one significant difference. When I say “exactly the same,” I mean the book defines what some of the characteristics of being smart are – reading, using a good vocabulary, problem-solving, imagining, being good to the world around us, etc. By a significant difference, I don’t think the daughter-in-law should make the word ‘smart’ taboo.

I used to do parent workshops on being gifted where at the beginning of a session, I would ask people to “stand up if you’re a good runner, a good pianist, a good cook,” etc. People would stand up with no hesitation to being good at different specific skills. Then I’d move on to “stand up if you’re creative, smart… gifted.” Usually people are comfortable with creative or smart, but rarely if ever are they comfortable with calling themselves gifted. This is the consequence not of anti-intellectualism but rather of a problem with comparing and labeling in our society. I choose to use the word smart in my books for young children because everyone should be proud to be smart. I’m troubled that this parent is not giving her child the freedom to understand that it is smart to be able to skillfully use all of his developing aptitudes in a positive way.

So, the bottom line? Grandma Ellie says it’s good to be smart. Grandma Ellie doesn’t limit her discussions of being smart to the skills in her book. Talking about using our cognitive as well as emotional and social abilities as we grow and learn and admitting there is a concept called “smart” can only help our children to understand themselves and others.