|Two Public Schools & Two Totally Different Approaches|
|Written by Administrator|
|Tuesday, 24 September 2013 10:00|
I received a phone call this morning that left me speechless.
"After three weeks of first grade, it seems to me like Feenie would benefit from extra reading help. We'd like her to visit the resource room three times a week for thirty minutes because her best learning happens when one-on-one. Nothing to be concerned about, we'd just like to give her a great start in becoming a life long learner."
I seriously couldn't speak for minutes, not because my daughter who came from a progressive play based kindergarten needed extra reading support in the first grade; but, because, I was in serious shock that the school called me and offered help during the first month of my daughter's educational career. The three times a week for thirty minutes of extra help was what I so passionately fought for four years in our old school district. I screamed, cried, argued and dragged the superintendent of our entire school district into meetings to get extra help for my son. For four years the school showed me test results based on the national average (not our school average - well played administration!), proving to me that my child was were he was supposed to be and convincing me that all boys eventually catch up and no extra resources were needed in kindergarten. In first grade. In second grade. I threw in my towel by third grade and demanded an IEP. Apparently when you demand an IEP the administration has to take action. I wish I read that on a blog back in 2007 when my son was starting school.
Her best learning happens one-on-one and it didn't take four years to discover that.
I just can't stop shaking my head. How could two "award winning" spectacular public schools be so vastly different from each other? One offers resources like they are going out of style and the other one you have to pull teeth for some resources.
|Last Updated on Tuesday, 24 September 2013 12:14|