An Unfortunate Series of Events

In the wake of my son's first-ever disciplinary action at school, my husband spoke this week in person with BES's principal. BES had not given her all of the details of the incident that led up to him chasing, grabbing and pushing a student last week. He told her simply that the other student "had gone like this" [placed hands near his chest] and so "he'd lost his temper".

When she found out what had actually been taking place, she labelled it sexual harassment and promised to re-open a discussion with the perpetrators. She is aware of my son's autism diagnosis--in fact, she stated that last week she was reluctant to give him the one day of suspension--but felt that according to school "zero tolerance" policy, she had no choice. We seem to have a shared sense of what happened and what should be done.

Still, as they say in Wrightslaw, if it is not in writing, it didn't take place...so here is my written response...

Dear Principal:

I wanted to clarify the events that led up to my son BES’s In School Suspension last Friday, February X, 20XX.

On Friday, as BES was standing at his locker, a boy came up to him and called him “scoops” and cupped his chest. This kind of transgression has been going on for some time, as evidenced by my January 8 email to BES’s inclusion teacher. At that time, I wrote:

BES has been telling me that there are boys at school who are making fun of his weight (specifically, they are going up to him and cupping his chest)…I am concerned that BES might need some additional coping skills in dealing with the teasing and I wanted to make you aware of what was going on. My feeling is this: I hate to see my son teased. At the same time, I understand that dealing with challenging social situations is an important part of growing up...it is, in fact, one of the reasons that I felt it was time for him to return to public school.

Mr. Inclusion told me that he would look out for this behavior. Later in the day he wrote back to me and said, “I have spoken to the boys who have been bothering BES, hopefully it will stop.”

While BES did not continue to communicate this to Mr. Inclusion, Ms. Psychologist, or myself, this was still apparently continuing to take place in gym and less structured social settings throughout the day. In fact, it had become something that many students were doing to BES. And so, last Friday morning, he had had enough and he decided to take matters into his own hands. When a student went up to him, cupped him in the chest and called him “scoops,” he ran after the student, grabbed him by the shirt and pushed him into a door.

This is a slightly different version of events than the paperwork that was sent home detailing the reason for BES’s In School Suspension, which states:

BES was angry at another student who was insinuating an insult at him. In response, BES chased him, grabbed him by the shirt, and pushed him into a door.

I understand that BES might not have conveyed the events that led up to this behavior to you in their entirety—probably out of embarrassment—and that this is the reason why the paperwork was filled out to imply that BES responded to an “insinuation” as opposed to a chronic and pervasive stressor in his educational environment. Additionally, my husband and I felt that it was very important for BES to understand that he did have some culpability in this event. He did touch another student. And he did this after opting not to use the adult support structures he has been provided with in school. As I wrote to Mr. Inclusion on Monday:

When I asked BES, "Why didn't you speak about your frustration with this problem with Mr. Inclusion or Mrs. Psychologist? Why did you let yourself get to a point where you acted out physically against another student?" he said that he has been getting this treatment from a lot of the boys but that he "didn't want to rat out another student for only doing something once.”

I felt that he needed to see that there could be a negative consequence for “not ratting someone out.” For this reason I did not question the one day of In School Suspension.

As you are probably aware, BES has a diagnosis from the local university that has implications for mood regulation, gross and fine motor skills, and use and understanding of social and pragmatic language. Because of this set of developmental differences, he is more likely to experience bullying, more likely to be weak in athletics and refrain from physical activity, and more likely to make poor choices when confronted with challenging or complex social situations.

We work very hard at home with BES to teach him how to negotiate these challenges and I know that Mr. Inclusion, Ms. Psychologist and his teachers work hard with him at school, as well. However, when you are working with a child who has a degree of social blindness, it makes sense to me that social mistakes have a greater likelihood of occurring along the way. What I am hoping to do now is maximize the learning opportunities of this incident.

We have spoken to BES about this incident. We have impressed upon him the importance of using his adult supports while in school if he is feeling overwhelmed. We have recently enrolled him in a Running Program through Local College (which he is actually enjoying very much) so that he feels healthier and is not as vulnerable to remarks about his appearance.

Under the circumstances, I believe a revised Discipline Letter should be placed in BES’s school file explaining more fully what lead up to this suspension. Is this possible? Additionally, my husband and I would like to know, as they are developed, what actions the school will be taking to make sure that our son is not bullied in school in the future.

Please feel free to contact me by email , by phone, or in writing if you would like to discuss this further. And thank you very much for your time and effort in dealing with the complexities of this incident.

A.S.

5 Reasons Why I Get My Family Flu Shots

...and why others should consider getting them, too.

FLU SHOTS ARE BENEFICIAL FOR MANY (BUT NOT ALL)
CHILDREN WITH PRIMARY AUTOIMMUNE DISORDERS

FACT: I have a child with an impaired autoimmune system. SOMEWHAT RELATED FACT: He tolerates flu shots well. I believe (and his immunologist concurs) that his annual flu shot minimizes his risk of developing more serious flu complications, complications that could land him in the hospital. Any time that I can avoid an unnecessary stay in a germ-laden waiting room--or worse yet: an emergency room filled with antibiotic-resistant bugs...is absolutely a good thing.

The older my child gets, the better he is able to fight illness (discounting staph aureas and aspergillus which will be life-long problems). However, his disease-fighting system will never be optimal--he will most likely need antibiotic therapy his entire life. It stands to reason, then, that the more people in his community that opt for a flu shot, the lower his chances are of exposure to an illness that is absolutely primed to attack his greatest area of vulnerability, his lungs--ergo: the more time we buy. The longer he goes without an extended illness, the more even his social, emotional, and educational development will be, the better his life outcomes are. These are all mightily beneficial things for him and my family.

FACT: If you vaccinate your child against the flu, against any illness, it benefits my son.

But let us assume, for the sake of argument, that you have not succumbed to the many charms of my younger son. You see flu shots (perhaps all innoculations) as "an unnecessary danger" and so see no reason to potentially jeopardize your loved one for the sake of my loved one. Fair enough. I am primal enough in my love for my child to actually understand that concept.

I need to ask every parent unwilling to vaccinate their child, though: what are you basing that decision upon? Are you basing your decision on a hunch supported by a few possibly-spurious news segments? Or are you basing that decision upon multiple studies done by reputable scientists, published in peer-reviewed journals, providing replicable results? Because, to me, that is the definition of science, ie: the definition of sound decision-making. Those are the game-rules my family is required to play by...

But I digress. Let us assume you do not know anyone with a primary autoimmune disorder--so this argument truly does not resonate with you. You still question the need to vaccinate against the seasonal flu or H1N1. We shall move on, then...

H1N1 FLU SHOTS ARE SMART CHOICES FOR INDIVIDUALS WITH
DISABILITIES AND NEUROLOGICAL DISORDERS

You may not know my son, but perhaps you love someone with a disability. According to the blog Disability Scoop:

Unlike the traditional seasonal flu which targets the elderly and the very young, H1N1 is predominantly affecting children and young adults.

The following groups are at high risk, according to Georgina Peacock, a developmental pediatrician who is co-leading the Centers for Disease Control and Prevention’s children’s health team responding to H1N1:

• Children under 2-years-old.

• Individuals with neurologic disorders like epilepsy, cerebral palsy, intellectual disability or developmental delay. This risk is further heightened for those who have multiple disabilities or respiratory problems.

• People who have problems with immune functioning, heart disease or their endocrine system, plus those who have conditions like diabetes or a metabolic disorder.

H1N1 FLU SHOTS HAVE DOCUMENTED

HEALTH BENEFITS FOR PREGNANT WOMEN

Did you see former Senate Majority Leader Bill Frist last week on Real Time with Bill Maher? I adore Bill Maher. He is prickly and entertaining and fearless and IN THIS CASE DEEPLY FLAWED IN HIS LOGIC. He at one point in this interview accuses Dr. Frist of trying to make his case for vaccination via anectodotal evidence. However, when Dr. Frist brings up a New England Journal of Medicine study that claims that women are nine times more likely to die of H1N1 while pregnant, Maher immediately changes the subject to Bono and Africa. This is the difference between "hard-hitting journalism" and "news as entertainment" in my opinion, but that is a post for another day...

Perhaps you know someone that is pregnant? Or are someone who is pregnant? According to the National Institute of Allergy and Infectious Disease:

As of Sept. 3, 2009, 6 percent of confirmed fatalities from 2009 H1N1 influenza infection have been pregnant women (note: pregnant women make up less than 1% of the general population), according to the Centers for Disease Control and Prevention (CDC). Pregnant women infected with the 2009 H1N1 influenza virus also have a higher rate of hospitalization than the general population.

Essentially, what we are being told is that H1N1 is more dangerous for pregnant women to contract than many other demographics of the population. How do we help and support pregnant woman in this instance? By limiting their exposure to H1N1. By getting flu shots.

Let's expand the sphere of benefit even further, though, and say that:

FLU SHOTS BENEFIT WORKING MOTHERS--PARTICULARLY SINGLE WORKING MOTHERS WITHOUT ACCESS TO FLEX BENEFITS OR SICK LEAVE

According to the blog Care2:

Approximately 57 million Americans, 22 million of them women, have no paid sick days. The H1N1 virus is not just a health issue. It is a social and an economic issue. Working parents need options to care for their sick children without the fear of losing their daily wages or perhaps their jobs.

Now this decision to innoculate or no becomes a social issue and a woman's rights issue...interesting, right? There are many sometimes surprising groups benefiting from your decision to receive a flu shot.

FLU SHOTS BENEFIT THE ECONOMY & SOCIETY AS A WHOLE

And yeah, just in case you didn't already think I was some sort of obsessive nutcase, I offer a quote from everyone's favorite socialist rag, The New Yorker:

In fact, the new H1N1 virus is similar to seasonal flu in its severity. In the United States, influenza regularly ranks among the ten leading causes of death, infecting up to twenty per cent of the population. It kills roughly thirty-five thousand Americans every year and sends hundreds of thousands to the hospital. Even relatively mild pandemics, like those of 1957 and 1968, have been health-care disasters: the first killed two million people and the second a million.

In short: even in a good year, the flu is the tenth leading cause of death in the United States. Even in a good year, up to 1 of every 5 people in the country will have to take time off from work because they are sick, costing businesses money, filling emergency rooms, disrupting lives, jobs, educations...

1 out of 5. Cross-reference this statistic with the disability community, with single, working and pregnant women, and with the rare people like my son. Now we're starting to talk about real people...people you might know and care about...who are affected by your choice to vaccinate. Are you still comfortable with your choice to avoid vaccination? Are you absolutely sure that your perceived dangers to vaccination are legitimate? Would you bet your child's life on your decision? Because my child's life is potentially on the line.

Now: you can call this post a big, juicy rationalization based on one woman's personal experiences/biases as a mother to a child born with a primary autoimmune disorder. Or...preferably...you can call it a well-reasoned treatise on the near-universal benefits of flu vaccination. (Individuals with egg allergies are excused from this dialog.) Your call. What you cannot do, however, is malign what I perceive as a sound health practice, without expecting me to speak up and defend it.

/rant

Sometimes a Rose is Just a Rose

At the end of the summer, at a meeting with district CSE chairs to discuss my sons' re-introduction to the public school system after our two years of homeschooling, it was suggested that I convene immediately with James' school team to explain his unusual health issues, due to his Hyper IgE diagnosis. To this end, I sent in a formal meeting-request to his classroom teacher on James' second day of school.

Early the following week, the meeting took place. At the time, my husband asked if I needed him there. I assured him that I did not, that this meeting would not be worth taking a half-day off from work.

So. I show up. Introductions are made. I go through James' timeline of illnesses, including his most recent bout of pneumonia (with concurrent pneumatoceles) last spring. Then I explain the components of Hyper IgE: skin, lungs, staph aureas, asperigillus, antibiotics, blood tests, teeth, bones. I also explain how James fell off a scooter at a friend's house last spring, refused to get up because he claimed to be in pain, and was taken by ambulance for a full body scan at the local hospital, where he was found completely healthy. I emphasize repeatedly, as I recount this, that James is beginning to become aware of his health differences and that this is causing him some anxiety.

When I explain that a predisposition to long bone breakage is a component in 65% of the 200-plus people world-wide diagnosed with Hyper IgE, and that this has implications for my son's safety/vulnerability in school, the school nurse loudly slaps a series of forms on the table in front of me and emphatically states:

Your son will not be able to take part in recess or gym until these are filled out.

I look down. The forms are checklists of activities, with boxes indicating to what degree they are allowed.

Skipping? Vigorous skipping? Jumping? Jumping from 1 foot? Jumping from 3 feet? Jumping on 1 foot? Jumping on 2 feet? Jumping rope? Running jumps? Skipping jumps? Often? Sporadically? Never?

My first thought is: WOW! no one has ever asked me to fill one of THESE out before! I wish I'd known these existed. I would have been able to do SO MUCH LESS explaining!

This thought was followed quickly by: How long have they had a form like this? Why haven't I ever seen one before?

And finally: No gym or recess until the forms are filled out? So my son will be segregated from his peers during all opportunities for recreation until the forms are filled out? He attended school here for YEARS going to gym and recess. What is the difference now?

I give voice to this last thought. I am immediately told:

You know: there is *nothing* in your son's file to indicate that this is necessary.

I am thunderstruck. My son's unusual health concerns are such an integral part of my life, my thought processes, my parenting experience. It hadn't ever occurred to me that I would be disbelieved. Had apparently been disbelieved.

I turn to the the school nurse. I remind her that while James was attending this school in kindergarten, first, and second grade, she had applied suntan lotion to him every day prior to recess...because he was photosensitive...because he was taking bactrum...because he had an AUTOIMMUNE DISORDER.

I am told, again:

There is nothing in your son's file saying that he has an autoimmune disorder. Your son had a prescription from his pediatrician for sunscreen, that was all.

And I realize. This all suddenly makes sense. Why I always received such an odd reception from all of my sons' teachers, why my older son's fourth grade teacher had once shouted at me:

I have heard all about you. Don't think I haven't! And don't think I am not writing down everything you do or say!

And, when my son with a diagnosed predisposition to long-bone breakage was being hit, kicked and bullied by another child and repeatedly sent to the nurse's office, why the principal would not return my concerned phone calls...

She'd thought I was crazy. They had all believed that I was making up this whole autoimmune disorder thing.

And at every IEP meeting, and every parent-teacher conference I had ever attended, everything I had said had essentially gone unheard. I had not been part of an IEP "team" for my child, I had been a voice to be put up with. All of the time that I had spent learning about my son's health and neurological needs had actually worked against me. My intimate knowledge of my sons' health had confirmed this school's suspicions of Munchausen's by Proxy.

But it gets better. Because once MBP seemed a viable option, then all of my actions, everything I said, seemed to confirm it...

So. After the official team meeting, everyone but the school psychologist and James' classroom teacher get up and leave. The teacher then opens a folder and takes out a class assignment: a picture that James drew as a birthday card for a friend. Each child had been asked to create a birthday card for another child in the class on the first day of school.

I take the sheet of paper. On the front is a very good likeness of Boba Fett. Who is shooting a child (with a shirt that says "James") who is yelling "nooooooooooo." On the inside of the card are the words

Happy Birthday, bub. Enjoy your cake.

There is no question, the card seems in poor taste--does not...immediately evoke a festive ambiance. I'm not quite sure what my son was trying to communicate. My hand flies to my mouth and I whisper, "Oh, GOD!"

This is when the school psychologist explains to me that she is seriously concerned about James' mental health. That "depression can take on different guises in children than in adults."

"My son is not depressed!" I state. Just like someone in denial. "Whatever else is going on with him health-wise, learning-wise, he is not depressed. You just have to spend five minutes with him to see that."

As James, himself, later explained:

I was just trying to be funny.

However, at the meeting, it was explained to me that parents are not always the best judges of these things...

Now, I want to go on record as saying that the school psychologist always acted in an extremely professional manner towards me. Additionally, she made a point of saying in front of my son's entire team at a later meeting:

"I have absolutely taken suicidal ideation out of consideration for James."

But as a parent...to realize that someone considered suicidal ideation AS A POSSIBILITY for your child, even for a moment...well, if you are like me, you will be hit with a sudden need to cry briefly a couple of times a day until the reality of it all sinks in. And some of these times will unfortunately be while you are working.

The day after this first team meeting, I sent in a copy of James' diagnosis letter, date-stamped by the school district as received in May of 2004. Just as he was transitioning out of preschool, and immediately before the district secretary typed up a new folder for him: a folder that would hold all the records produced during his years in elementary school.

Transitioning Back into Public School

In the past week, Boy the Second has come home most days with a new "how I horrified my teacher today" tale to share...

Monday:

You know, I was talking to my teacher and SHE SAYS that it was against the law for dad to let me drive the car around in the old Home Depot parking lot...

Wednesday:

You know what MY TEACHER SAID? She said that I'm not allowed to sell my toys at lunch time to the other kids, and she made me give back the money I got for my Pokemon pencil sharpener. I mean...it was a fair deal and the other kid seemed really happy with the sharpener. I'm not sure what she was so upset about...

Friday:

So I asked my teacher if she thought that (can I say it? the 'h' word?) hell was the worst curse word in existence, because I didn't think it was but some of the other kids were thinking that it WAS THE WORST CURSE WORD IN EXISTENCE...because I'm thinking that the three 'D' words are at least as bad...

"Waitaminnit," says the husband, looking to me for confirmation. There are three 'D' words?

"Um?" I reply helpfully.

"Well, there's, damn," the firstborn offers helpfully. "And you know, THE GUY ONE..."

"Do you need me to say it?" Boy II offers.

"No, no, we get it," their dad and I say quickly.

"...And?"

"Well, the one that ends in -bag," Son II explains.

"Riiiiiiiiiiiiiight," I nod. "Please. PLEASE TELL ME that you DID NOT USE THIS WORD IN FRONT OF YOUR TEACHER."

"No, just hell. She says that her kids are 23 and 19 and THEY don't use that word. Do you think that's true?"

I Love Web 2.0 (The Update)

Yet another reason to madly covet the iPhone (you will be mine, most gorgeous piece of technology! I do not care if AT&T regularly drops calls on Long Island!) is iPhone apps: little programs that one can purchase to customize the iPhone experience...little apps that may be built upon creative commons-licensed bits of data, for instance.

Enter: Schmap! An app that maps your destination for you AND provides you with pictures of top points of interest. A very nice representative from Schmap apparently did a flickr search for Fort Myers and came upon some of my older son's pictures from our trip last winter, and requested permission to use them.

How cool is that? To be twelve and to be able to say, "Yeah, this company asked my permission to use some of my pictures in their map software."

Well...in certain extremely nerdy but lovable circles, it would be considered cool...

Do You See What I'm Up Against?

Photo Title: The Secret Life of Boys

In the younger son's science textbook:

Question: In your own words, explain the reason why the teacher added food coloring to the glass of water.

Answer: Yoxp fxou Pplm Oooooommpa.

Says the boy: Well, it says "in my own words..."

With All Due Respect to Rudolf Steiner

There are many, many things that I find compelling about Rudolf Steiner's ideas on development and pedagogy--mostly because Steiner believed in allowing children to fully inhabit their childhoods. Ideally, Waldorf-educated children are allowed to unfold, not forced to leap from phase to phase of development as though they were being chased by wolves...

But where Steiner and I have always parted ways...is over the use of technology in youth. Although, since Steiner was born in 1861--well before Gates or Jobs or Case--I guess I mean "those who interpret Steiner today." The views of his apostles, as it were. These followers of Steiner's pedagogical philosophy, anthroposophy, emphasize personal experience over technology:

A central aim of Waldorf Education is to stimulate the healthy development of the child's own imagination. Waldorf teachers are concerned that electronic media hampers the development of the child's imagination. They are concerned about the physical effects of the medium on the developing child as well as the content of much of the programming.

And, while I absolutely get this idea--I regularly limit my children's use of screens-- anthroposophy as it is currently interpreted still flies in the face of an idea I strongly support: the concept of Universal Design for Learning, or UDL. UDL is a theory of learning that says that the teacher can foster necessary analytical skills in students with learning differences, when necessary, by circumnavigating the disability through the use of appropriate assistive technology:

• The dyslexic child can use technology to circumnavigate literacy issues;
• The fine-motor-impaired child can use technology to assist with, for instance, writing;
• The visually-impaired child uses technology to assist with visual issues...

Etc., etc.

Because: there is a point where the learning style and differences of the atypical child must be acknowledged: political correctness (the "handicapable" mind-set) and dogma (adherence to a philosophy at the expense of an individual's development) can both become a barrier to learning instead of a support. A teacher's responsibility under these circumstances is to provide a developing mind with the tools it requires to fully flower...tools that may even require electricity...LED screens...

Too: sometimes technology can just be fun--in the best, most child-like sense--like these Pivot animations the boys have created and that Ben has uploaded to his Flickr page...



(Note to self: show the first-born the sound-editing software that comes with his laptop.)

A Call to the Community

Read through to the bottom to find out how you can help!

Review:

In January of 2008, as a result of a new, narrow interpretation of IDEA (federal special education law), the New York State Education Department sent a memo to all state school districts informing them that special education services to homeschooled special education students would have to be terminated no later than mid-March, 2008. Essentially: because IDEA 2004 does not specifically identify homeschooled students as possible recipients of IDEA funds and only identifies "public" and "private" students as eligible for these federal funds, transmission of services to homeschooled students (who are considered "other schooled" in the state of New York) could possibly put New York "out of compliance" with IDEA and could possibly jeopardize New York's continued ability to receive federal monies under IDEA.

This act was done despite:

1. The fact that these services had previously been budgeted for the year and had already been guaranteed to these students.
2. The fact that the families involved were provided with little notice or recourse to due process.

In response, a group of parents from around the state who were affected by this decision joined together to create a task force to reinstate services. They were joined in this effort by, among others, John Munson of NYHEN, Attorney Bridgit Burke from Albany Law School and Attorney TJ Schmidt from the Home School Legal Defense Association. The task force has convened weekly via conference call these past two months to strategize.

The task force was set up with two aims:

1. To re-instate transmission of services to homeschooled special education children.
2. To achieve goal number one in such a way that the homeschooling community at-large is impacted as little as possible.
   

Big News:

The Task Force to Re-Instate Services to Special Ed. Homeschooled Students has obtained a meeting with Dr. Rebecca Cort, Deputy Commissioner, Office of Vocational and Educational Services for Individuals with Disabilities (VESID), scheduled for this Friday. Dr. Cort is a high-ranking member of the State Education Department (SED) and it is the hope of the task force that this meeting will result in a "meeting of the minds" regarding the language to be used in an upcoming "program" bill. The task force has been advised that a "program bill" (a bill that is generated from within the state government infrastructure) would be our best hope for a successful outcome, as these bills are nearly automatic in their passage.

1. If this meeting goes successfully, we could be well on the road to reinstating services.
2. Dr. Cort has already made it clear to the task force that she is unwilling to accept either of the two bill-proposals previously generated by the task force. This means that the task force's best hope for success lies in respectfully tweaking the SED-generated proposal.
   

This is a point the task force feels the homeschooling community should be fully cognizant of: based on the realities of this situation, of the personally-held philosophies on homeschooling held by Dr. Cort and other members of the State Education Department, if we do not hew as closely as possible to the language previously proposed by the State Education Department, the task force has very little chance of achieving its primary mission. We have been invited as guests to the decision-making table. We are not, as it were, the hosts throwing the party.


The task force has three objections to the language of the SED bill to reinstate services to homeschooled special education students. They are:

1. Location of Services

• Dr. Cort's office wants to make sure that the language of the bill does not guarantee that services for homeschooled students take place in the home, but only that they may take place in the home, at the discretion of the district.

• The task force believes that the language in this part of the bill should be made more explicit. Additionally, the task force would prefer that the decision for location of services take place at the "Committee for Special Education" level and not at the district level, as the CSE would have specific knowledge regarding the needs and situation of the individual child. This issue is particularly worrisome for parents of medically fragile children and parents within the New York City school system (who often must receive services at home because the city schools do not have the space or time to accommodate homeschooled students).
  

2. The IHIP

• Dr. Cort's office wants to make sure that homeschooled students do not receive special education services unless they are in compliance with state law, so no child can receive services until an IHIP has been filed with the district.

• The task force is concerned that the language of this section of the bill will lead districts to believe that they have a "perceived duty" to more-closely scrutinize the IHIPs of special education students, and would like to add clarifying language to the bill to avoid that possible interpretation. Additionally, the task force is concerned that provision of services will be delayed until an IHIP is approved, as many districts do not review IHIPs over the summer when the majority of the staff may be on vacation.

3. Use of the term 'Homeschooled'

• Since the term 'homeschooled' is not defined elsewhere in the legislation, the task force is concerned that confusion might ensue between students that are homeschooled (most often by their families) and students that are home-educated (due to health issues, rule infractions, etc. and who are educated by the district). The task force would like to explore the use of other terms already established within the legislation.

What You Can Do:

Members of the task force have also been in touch with the media on this subject. For instance, a piece recently aired on ABC News (or copy and paste this hard link: http://abclocal.go.com/wabc/story?section=news/education&id=6071194). By April 20, we should have posted a link on NY-Alert to a story in the New York Times on this issue as well. We encourage members of the homeschool community to visit these links and offer commentary in the discussion section of the story and also then ask that they encourage their friends and family to do the same. This will be one way that the State Education Department will see that ours is a relevant cause that is being followed by the public and that special education homeschooled students are not a vulnerable subset standing alone within the homeschooling community.

So, please, visit the ABC link and make a comment. Additionally, check NY-Alert next week for the Times link, as well!

On behalf of the the task force: Thank you!
Andrea Stolz

Methinks that Something Indeed Be Rotten In the State of Denmark...

From my perspective, the most important part of this story is that I did not get to sleep until 5:00 this morning. But I get ahead of myself...

Yesterday was drama class with the home school kids--we're re-interpreting the myth of Perseus and Medusa. Many important life lessons to be learned via a trot across the boards: the supporting cast member can oft be a rewarding role...when individuals come together to create, the whole is often greater than the sum of its parts...if your mom has just married your uncle two brief months after your dad's untimely death, maybe cut the crazy schtick long enough to send your girl friend a card and a bouquet of violets...

Scene: car ride to drama class. Mother explaining to son the younger that he needs to stick to the script and not spend quite so much time ad-libbing because it disrupts the rhythm of his scenes, and, in certain circles, is known as "hogging the stage."

mother:
Quit the ad-libbing. Stick to the script. Nobody likes a stage hog. Yadda yadda.

son:
But I want to make people LAUGH! [eyes tear up]

mother:
I get that! But you're best bet is still to STICK TO THE SCRIPT. Use a funny voice! Do something funny with your body. Look, the Oracle of Delphi is a GREAT PART. You're spooky! You tell the FUTURE because you sit in a cloud of hypnotizing gas all day long! People think the GODS talk through YOU! This is really. good. stuff!

son:
[to himself] I SHOULD be able to do something with hypnotizing gas...[looks at his older brother, waits a beat, mutters] hmmmph, you'd think HE'D be able to tell the future...



In keeping with this foray into the dramatic, as a family, we watched The Reduced Shakespeare Company's The Complete Works of William Shakespeare last evening--because, really, what better way to instruct on the magic of dramatic theatre (pronounced: THEE-uh-tah) than via the Bard, himself?

The upshot being that Ben laughed so much...and with such...tectonic force...that I think he made himself nauseous. (Now in theatrical release: You'll LAUGH! You'll CRY! You'll...BLOOOOUH! BLOUUOOGH-BLUH-BLUHHHHHHH!). Later that night, (BLUHHH!) the husband and I heard him moaning volubly (stoicism apparently being THE ONE RECESSIVE GENE NOT DANGLING PRODIGIOUSLY FROM OUR COLLECTIVE FAMILY TREE).

So I'm gonna 'workshop' this next scene with you. I, a mere mortal woman, am with my children ALL DAY. And then, because they by the grace of God actually seem to require LESS SLEEP than I, am also with them ALL NIGHT. I love and adore my children. But sometimes? At the end of the day? I just. don't. have. words. left. Any. I like to think of this not so much as complete mental and physical exhaustion, or, as it might justifiably be called in some lesser social circles, sheer orneriness...so much as SATISFACTION IN A JOB WELL DONE.

Energy and for that matter, compassion, were apparently at ebb tide. Because I greeted the sound of moaning misery emanating at 2:30 in the morning from the boys' room with an incredibly dismissive, "Gohd! He'll be fine!" This aimed at the husband, who was fussing about as if SOMEBODY should get up and check on the child. I mean: what can you do? You can't vomit FOR the kid, right? And I was just finding out how Fermina Daza and Florentino Ariza first meet, after looking longingly at Love in the Time of Cholera on my nightstand for the last three months...

Anyway--OF COURSE--these words, in a just world to be inscribed on my headstone once I pass on, were of course immediately followed by the distinctive peripatetic patter of the eldest son dashing to the bathroom before erupting with what I now like to think of as "THE SPLOOSH HEARD ROUND THE WORLD."

"Wow!" I told him, honestly impressed. "Not only did you make it to the toilet--you threw your retainers in the sink first before you got sick. You're awesome!"

And thus, another day ends. Adieu! Adieu!

Curtain close.

4th Iteration of Email to Gov. Spitzer: Getting Close to Done

I am a native Long Islander with two sons--an 11 year old dually-diagnosed with PDD-NOS (autistic spectrum disorder) and anxiety, and an 8 year old dually- diagnosed with ADHD and an autoimmune disorder called Hyper IgE Syndrome. I also happen to be a straight-A graduate student at Long Island University's School of Education, four classes short of a degree in elementary and special education.

I began home schooling both children last year after my younger son (whose diagnoses, according to research appearing in peer-reviewed scientific journals, is prone to both bullying [ADHD] and long-bone breakage [Hyper IgE]) was physically attacked two days consecutively by another student. These attacks ultimately resulted in bruising around the neck and the small of the back.

While the school's nurse called me both days to report what had transpired, the elementary school's principal would not return my concerned phone calls until days after I had subsequently placed a phone call with the superintendant of the P-M School District. Even after I explained to the school secretary that I would not be sending my children back to school until I had a verbal guarantee on my child's physical safety, the principal initially continued to ignore my calls. When she ultimately deigned to call, the principal opened our conversation by stating that she "could not GUARANTEE that my child would always be safe."

I am not paraphrasing that last quote.

At this point, my crisis of confidence in the public system was enough to overcome any concerns I might have had about home schooling. I will add: since we've begun home schooling, my older son has made great strides toward overcoming his severe math anxiety and my younger son has graduated to reading chapter books independently. What is more, both children are learning how to overcome the executive-functioning deficits that accompany their respective disabilities--due in large part to the extra one-on-one attention they are receiving.

This year, as home schoolers, both of my children were receiving social skills classes in their respective public schools, in accordance with their IEPs. Now, however, this service is about to abruptly end, due to a new, extremely-narrow interpretation of the federal IDEA legislation from the Board of Regents and NYS Ed. Dept. This new interpretation states that IDEA funds can only be used on public and privately schooled students, not on home schooled students.

My feeling is that the public school system, as it now exists, is not capable of providing my children with the level of care, attention and pedagogical scrutiny they require.

I am not a zealot. I am a concerned parent, who at great personal and financial sacrifice, is trying to provide her two exceptional children with the tools needed to become life-long learners and independent, creative problem-solvers capable of living their lives to the fullest their capabilities allow. I am of the belief that the state simply cannot provide services to all of the children who, with the recent rise in accurate disability-diagnostics, deserve them--not without making sweeping changes to how it collects and spends its funds.

This act by the NYS Ed. Dept. (revoking services to home schooled IEP kids) feels like a slap in the face for families whose financial and emotional resources are already spread thin to breaking. I would like to see Mr. Spitzer introduce legislation to protect the rights of special- education home-schooled students here in New York.

With regards to special education services received by home schoolers, this could be done in two ways:

1. By revising the current interpretation of the 2004 IDEA legislation (IDEA does not STATE that New York CANNOT provide services to home schoolers, it simply does not address home schoolers in New York at all, because New York does not legally identify home schooled children as "privately schooled," as is the case in many other states, including California). This option would require no further legal action on the state's part.

2. Alternatively, Mr. Spitzer could introduce legislation (that, given the political clout of the teacher's union, may or may not pass, but would at least open a forum for discussion on the topic) legally identifying home schooled children in New York as "privately schooled."

Personally? I'm hoping for option number 2!

Thank you for your time.
Andrea Sz

Picture #1: Home schooled kids at a "Wagons West" presentation at Stony Brook's Long Island Museum that gave students a "first-hand," "hands-on" lesson on the rigors endured by 19th century American pioneers.

Picture #2: Drama class with other home schoolers--reinterpretation of the myth of "Perseus and Medusa."

Picture #3: "What Have I Read Lately?" class with other home schoolers.

Why I Home School...Well, One of the Reasons...

Been quiet, right? But here's a very worthwhile Wall Street Journal article on the fickle financial forces of special ed., and, right behind it, a very complete thesis on the pros and cons of neurodiversity as presented by my all-time fave indie mag, Brain, Child.

The WSJ article, in particular, was interesting because it specifically dealt with the school district of Greece, New York--the school system that was in the news last year when a 17 year old autistic boy named Jason McElwain scored 20 points in the last four minutes of a varsity basketball game. McElwain had been the team's equipment manager. Team members had begged that the student get an opportunity to play in an actual game before he graduated--success beyond anyone's wildest dreams ensued. At the time, the media presented the event as an inclusion success story.

But here's the seamy underbelly of the mainstreaming philosophy:

Special-education budgets plummeted, too. Between the 1998-99 and 2004-05 school years, Greece reduced its spending on programs for disabled students by 26%, to $13.1 million from $17.6 million. Spending on special education dropped to 8% from 15% of total expenditures.

Upset at what they describe as the district's increasing refusal to provide services, a group of parents began meeting and comparing notes. They suspected that the district was effectively mainstreaming by simply capping the number of students eligible for services. Some children who were classified as special-education students were declassified and placed in regular classrooms with little or no additional help.

This kind of info...it's like Christmas coming early, ain't it?

Born in Babylonia: He Gave his Life to Tourism...

A synopsis of our recent King Tut experience--as lifted near-verbatim from a note to a friend...

We stayed at the Loew's Philadelphia at 12th and Market (least expensive hotel with a King Tut Package, pool for the boys, and decent accessibility). Really cool-beautiful design: all streamlined and art-deco modernist. NICE!

But:

My dad has arthritis/joint-deterioration/swelling issues. He walks with the help of a cane but can't stand for extended periods and really can't *walk* all that far. Oh. And would BURN SLOWLY IN THE ETERNAL FIRES OF HELL before he sat down in a wheelchair...

Add to this:

My mom--who, when not *worrying* about my dad--spends her time either yelling at him or stridently begging the holy family for the strength to continue...

James--who doesn't walk down blocks so much as ROCKET down them...whether he knows where he's going or no...

and Ben--who likes to examine EVERY particle of every THING he passes. And perhaps construct a spontaneous ode in iambic pentameter to the more interesting images. But only after deep, deep consideration...and perhaps a voluble argument with his brother...who HEY! Seems to have run completely around the block and so is back with us!

So, for eating, we just ate at the sports bar across the street the first night (after sampling cocktails and listening to some light jazz at the bar attached to our hotel [SoleFood]). Note: we could not EAT at SoleFood because Ben would have had a heart attack and preached on the evils of over-fishing, man-created ecological imbalance and, in particular, the plight of (shrimp-eating) whale sharks...

The next morning, however, we ate at the Reading Terminal at the breakfast-y diner-ish landmarkish place whose name currently escapes me. Best sausage and bacon I've had in a loooooooooooooong time. And buttermilk pancakes. No scrapple. We walked around a bit inside before heading back to the hotel, checking out, and driving over to the Franklin Institute.

I got a pretty good look at the region of the city we were staying in because I DROVE THROUGH a good portion of it. Some of it twice. I was trying to make a left onto 12th (parking garage) while heading east on Market--but EVERY TIME I wanted to turn left...there would be a sign saying "NO TURNS". "What is it with this place?" thought I. Do you have to drive into Jersey to make a left hand turn?

But no. Those signs meant no RIGHT HAND TURNS...the wrong way...onto the one-way streets...

Ah, the perils of literalism...in my defense, my mom (next to me in the car at this point) was JUST as confused as I was...


Most memorable part of the Tut Exhibit: calling James name in an EXTREMELY CROWDED room and receiving no immediate reply. Repeatedly calling the full name of "the spare". Still, no answer. Pushing through people, beginning to worry...and finally spying what looked SUSPICIOUSLY TO ME like BUNNY EARS gamboling about behind a bust of Nefertiti. He'd squeezed into the space between the glass case and the wall. Thought the goers-by would appreciate a moment of humor in the midst of all the 'really old stuff'...

After that, I held the boy's hand. Isis, goddess of motherhood, would have been proud. We went through the exhibit more quickly than the rest of the family--yes... But, on the plus side, at no time during the subsequent afternoon did I develop a stuttering eye-tic. And, too, I was almost rendered incontinent with love when this same child ultimately went into the gift shop and asked to buy a small Egyptian head-dress to wear as part of his Halloween costume for this year. He does learn and appreciate. In his way...

James' Syllabus for the Year

JAMES’S SYLLABUS FOR THE YEAR

August
• Writing:
o Grade 3 Writing Curriculum Week by Week Lessons-Scholastic
• Social Studies:
o Rivers of the World (Core Knowledge)
o Looking at a Map Legend (Core Knowledge)
• Reading:
o Poetry Selections
o Why Mosquitoes Buzz in People’s Ears (Picture Book)—Leo and Diane Dillon
o Anansi, The Spider (Picture Book)--Gerald McDermott
o Beautiful Blackbird (Picture Book)—Ashley Bryan
o Uncle Remus: Brer Rabbit—Julius Lester
o “Rivers” Kids Discover Magazine
o Minn of the Mississippi—Holling Clancy Holling
• Math:
o Unit I,—Math U SEE (Beta)
• Geography:
o Rivers, especially The Nile—www.worldatlas.com
• Science:
o Ecology, World We’re In (Core 339-344)
• Field Trip: King Tut Exhibit, Philadelphia, Pennsylvania
• Movie: Raiders of the Lost Ark


September
• Writing:
o Grade 3 Writing Curriculum Week by Week Lessons-Scholastic
• Social Studies:
o Bill & Pete Go Down the Nile
o I Wonder Why Pyramids Were Built
o Mummies Made in Egypt—Aliki
• Reading:
o Festival of Freedom: Story of Passover—Maida Silverman
o Moses in the Bulrushes—W. Hutton
o Hundredth Name(Picture Book)--Oppenheim
o Yussel’s Prayer(Picture Book)--Cohen
o Tales of the Old Testament (Audio)—read by Jim Weiss
• Math:
o Unit II, Lessons 7-14—Math U SEE (Beta)
• Geography:
o Middle East—www.worldatlas.com

• Science
o Scientific Method—habits of the scientific mind (shell lesson plan)
o Brain and Nervous System (Core Knowledge)
o The Brain: What it is, What it Does—Bruun & Bruun
o Hands-On Science Mysteries—James Robert Taris and Louis James Taris
• Movie: Fiddler on the Roof
• Field Trip: The Cloisters Museum


October
• Writing:
o Grade 3 Writing Curriculum Week by Week Lessons-Scholastic
• Social Studies:
o Ancient Greece—Core Knowledge: 92-98
• Reading:
o Greek Myths for Young Children—Marcia Williams
o Trojan Horse: How the Greeks Won the War—Marcia Williams
o Wings—Jane Yolen
o Athens vs. Sparta—Nov/Dec 96 Calliope Magazine
• Math:
o Unit III—Math U SEE (Beta)
• Geography:
o Ancient World Rome/Greece—www.worldatlas.com
• Science:
o Understanding the Metric System-- http://edhelper.com/metric_system.htm
o Skeletal & Muscular System (Core Knowledge)
o Hands-on Science Mysteries—Taris & Taris
• Movie: Jason and the Argonauts
• Field Trip: Greek and Roman Galleries, Metropolitan Museum of Art

November
• Writing:
o Grade 3 Writing Curriculum Week by Week Lessons-Scholastic

• Social Studies:
o Ancient Rome—Core Knowledge: 88-114
• Reading:
o Myths from Ancient Greece & Rome—Core Knowledge: 47-56
o Classic Myths to Read Aloud—William Russell
o Pompeii: Kids Discover Magazine
o Pompeii: Buried Alive—Edith Kunhardt
o The First Thanksgiving—Jean Craighead George
o Squanto and the First Thanksgiving—Joyce Kessel
o Comets, Asteroids, and Meteors—Dennis Fradin
o Our Solar System—Seymour Simon
o Space---Ian Ridpath
• Math:
o Unit IV—Math U SEE (Beta)

• Science:
o Astronomy as it relates to the myths: Stars: A New Way to See Them—H. A. Rey
o Astronomy: Core Knowledge (320-333)
o Hands-on Science Mysteries—Taris & Taris
• Field Trip: Socrates Sculpture Park, Long Island City


December
• Writing:
o Grade 3 Writing Curriculum Week by Week Lessons-Scholastic
• Social Studies:
o Early Explorers in North America (130-139)
• Reading:
o The Apple and the Arrow: The Legend of William Tell—Buff
o People of the Breaking Day—Marcia Sewall
o Christopher Columbus: From Vision to Voyage—George Ancona\
o Exploration & Conquest: The Americas after Columbus: 1500-1620
• Math:
o Review & Final—Math U SEE (Beta)
• Geography:
o Europe—www.worldatlas.com
• Science:
o Hands-on Science Mysteries—Taris & Taris
o Sound and Hearing—Core 315-318
• Miracle at 34 th St.
• Field Trip: New York City at Christmastime

January
• Writing:
o Grade 3 Writing Curriculum Week by Week Lessons-Scholastic
• Social Studies:
o English Colonies in N. America/American Indians (Core)
• Reading:
o The Story of William Penn—Aliki
o The Pilgrims of Plimouth—Marcia Sewall
o If You Lived in Colonial Times—Ann McGovern
o If You Sailed on the Mayflower—Ann McGovern
• Math:
o Unit I,—Math U SEE (Gamma)
• Geography:
o North America—www.worldatlas.com
• Science:
o Light & Vision (Core)
o Hands-on Science Mysteries—Taris & Taris


February
• Writing:
o Grade 3 Writing Curriculum Week by Week Lessons-Scholastic
• Social Studies
o The Vikings: Raiders & Traders (Core)
• Reading:
o The People Could Fly—Virginia Hamilton
o Martin Luther King, Jr.: A Man Who Changed Things—Carol Greene
o A Picture Book of Rosa Parks—David Adler
o The Story of Ruby Bridges—Robert Coles
o Mythology: Gods, Heroes & Tricksters from Scandinavia (Core)
• Math:
o Unit II—Math U SEE (Gamma)
• Geography:
o United States—www.worldatlas.com
• Science:
o Hands-on Science Mysteries—Taris & Taris

• Movie: Raisin in the Sun
• Field Trip: Studio Museum in Harlem

March
• Writing:
o Grade 3 Writing Curriculum Week by Week Lessons-Scholastic
• Social Studies
o American History—Core (120-129)
• Reading:
o Mexican Folktales From the Border—Riley Aiken
o Iroquois Stories: Heroes & Heroines, Monsters & Magic—Joseph Bruchac
o Learning About Literature—Core (58)
o Sayings & Phrases—59-62
• Math:
o Unit III—Math U SEE (Gamma)
• Geography:
o South America—www.worldatlas.com
• Science:
o Hands-on Science Mysteries—Taris & Taris
• Field Trip: Met—Art of the Spanish Americas

April
• Writing:
o Grade 3 Writing Curriculum Week by Week Lessons-Scholastic
• Reading:
o Klara’s New World—Jeanette Winter
o The Lotus Seed—Sherry Garland
o Molly’s Pilgrim—Barbara Cohen
o Peppe, The Lamplighter—Elisa Bartone
o Silver at Night—Susan Bartoletti
• Math:
o Unit IV—Math U SEE (Gamma)
• Geography:
o World—www.worldatlas.com
• Science:
o Hands-on Science Mysteries—Taris & Taris
• Field Trip: Lower East Side Tenement Museum
• Movie: Avalon
• Movie: I Remember Mama

May
• Writing:
o Grade 3 Writing Curriculum Week by Week Lessons-Scholastic
• Social Studies:
o Civilizations in Asia—Core (2nd Grade) 97-112
• Reading:
o The Arabian Nights—Brian Alderson
o Ali Baba & the Forty Thieves—Walter McVitty
o Just So Stories (selections)—Rudyard Kipling
• Math:
o Review and Finale—Math U SEE (Gamma)
• Geography:
o Asia—www.worldatlas.com
• Science:
o Hands-on Science Mysteries—Taris & Taris
• Field Trip: International Center of Photography
• Movie: Stolen Childhoods

June
• Writing:
o Grade 3 Writing Curriculum Week by Week Lessons-Scholastic
• Social Studies:
o Review
• Reading:
o Lives of the Artists: Masterpieces, Messes…--Kathleen Krull
o Round Buildings, Square Buildings and Buildings that Wriggle Like Fish—Philip Isaacson
o Tar Beach—Faith Ringgold
o Faith Ringgold—Robin Montana Turner
o John Muir: Man of the Wild Places—Carol Greene
• Math:
o Review, if necessary
• Geography:
o review—www.worldatlas.com
• Science:
o Hands-on Science Mysteries—Taris & Taris
o What were your favorite experiments from this year? Why?
• Movie: Miracle Worker
• Field Trip: Fun day in New York/Central Park.

Quiet, Right? Look here!

Ben contributes money saved from tooth fairy and lemonade stands to Riverhead Foundation affiliated with Atlantis Marine World. Total contribution (given in Boy Scout popcorn can in cold, hard cash) exceeds $60.

BEN’S SYLLABUS FOR THE YEAR
(Created by his mom with help from E. D. Hirsch's Core Knowledge series and Books to Build On.)

August
• Writing Theme:
Years from now: what will I remember from my experiences this summer?
• Social Studies:

• Deserts

• Plants and Animals of the Deserts (Core Knowledge: 75-81)

• Reading:

• Mufaro’s Beautiful Daughters (Picture Book)—John Steptoe

• Why Mosquitoes Buzz in People’s Ears (Picture Book)—Leo and Diane Dillon

• Anansi, The Spider (Picture Book)--Gerald McDermott

• Abiyoyo (Picture Book)—Pete Seeger

• Beautiful Blackbird (Picture Book)—Ashley Bryan

• The People Who Could Fly: American Black Folktales—Virginia Hamilton

• Math:

• Unit I, Lessons 1-6—Math U SEE (Gamma)

• Geography:

• Africa—www.worldatlas.com

• Field Trip: King Tut Exhibit, Philadelphia, Pennsylvania
• Movie: Raiders of the Lost Ark


September
• Writing Theme:

• Why do you think that God is important?

• Language Arts

• Nonfiction Passages with Graphic Organizers—Scholastic

• Follow Directions & Learn--Scholastic

• Social Studies:

• “Judaism & Christianity”—Core Knowledge, 83-90

• How Do You Spell God? (Nonfiction)—Marc Gellman &Thomas Hartman (The God Squad)

• Reading:

• Buddha (Picture Book)—Susan Roth

• Parables(Picture Book)—Tomie DePaola

• Hundredth Name(Picture Book)--Oppenheim

• Yussel’s Prayer(Picture Book)--Cohen

• Tales of the Old Testament (Audio)—read by Jim Weiss

• Math:

• Unit II, Lessons 7-14—Math U SEE (Gamma)

• Geography:

• SW Asia—www.worldatlas.com

• Science

• Scientific Method—habits of the scientific mind (shell lesson plan)

• Galileo (biography)—Leonard Everett Fisher

• Hands-On Science Mysteries—James Robert Taris and Louis James Taris

• Movie: Jesus Christ, Superstar
• Field Trip: The Cloisters Museum


October
• Writing Theme:

• What is beauty? Why do I find things beautiful?

• Language Arts

• Nonfiction Passages with Graphic Organizers—Scholastic

• Follow Directions & Learn--Scholastic

• Social Studies:

• Ancient Greece—Core Knowledge: 92-98

• Reading:

• Myths & Stories—Core Knowledge: 25-45

• Children’s Homer—Padraic Colum

• Athens vs. Sparta—Nov/Dec 96 Calliope Magazine

• Math:

• Unit III, Lessons 15-20—Math U SEE (Gamma)

• Geography:

• Ancient World Rome/Greece—www.worldatlas.com

• Science:

• Understanding the Metric System-- http://edhelper.com/metric_system.htm

• Hands-on Science Mysteries—Taris & Taris

• Art:

• “Classical Art”—Core Knowledge (172-174)

• Movie: Jason and the Argonauts
• Field Trip: Greek and Roman Galleries, Metropolitan Museum of Art

November
• Writing Theme:

• What is heroism?

• Language Arts

• Nonfiction Passages with Graphic Organizers—Scholastic

• Follow Directions & Learn--Scholastic

• Social Studies:

• Ancient Rome—Core Knowledge: 100-105

• Reading:

• Myths & Stories—Core Knowledge: 25-45

• Classic Myths to Read Aloud—William Russell

• Great Lives: Medicine (biography)—Rob Curtis

• Math:

• Unit IV, Lessons 21-30—Math U SEE (Gamma)

• Science:

• Astronomy as it relates to the myths: Stars: A New Way to See Them—H. A. Rey

• Hands-on Science Mysteries—Taris & Taris

• Art:

• “Medieval” Art—Core Knowledge (176-180)

• Movie: Spartacus
• Movie: Camelot
• Field Trip: Socrates Sculpture Park, Long Island City


December
• Writing Theme:

• Which is more helpful to mankind: science or religion?

• Language Arts

• Nonfiction Passages with Graphic Organizers—Scholastic

• Follow Directions & Learn--Scholastic

• Social Studies:

• The Enlightenment—Core Knowledge: 106-109

• Reading:

• The Universe for the Beginner—Patrick Moore

• Quotes: Descartes, Hobbes, Jefferson, B. Franklin, Newton, Galileo

• Math:

• Review & Final—Math U SEE (Gamma)

• Geography:

• Europe—www.worldatlas.com

• Science:

• Hands-on Science Mysteries—Taris & Taris

• Art:

• “Renaissance” and “Neoclassical” Art—Core Knowledge (180-190)

• Movie: 1776
• Field Trip: New York City at Christmastime

January
• Writing Theme:

• When is it right to go to war to create change?

• Language Arts

• Nonfiction Passages with Graphic Organizers—Scholastic

• Follow Directions & Learn--Scholastic

• Social Studies:

• French Revolution & Romanticism—Core Knowledge: 111-120

• Reading:

• The French Revolution—Adrian Gilbert

• Math:

• Unit I,—Math U SEE (Delta)

• Geography:

• North America—www.worldatlas.com

• Science:

• Hands-on Science Mysteries—Taris & Taris

• Art:

• “Romantic” and “Rococo” Art—Core Knowledge

• Movie: Tale of Two Cities
• Field Trip: Madame Tussaud’s Wax Museum

February
• Writing Theme:

• In an ideal society, how should workers be treated?

• Language Arts

• Nonfiction Passages with Graphic Organizers—Scholastic

• Follow Directions & Learn--Scholastic

• Social Studies:

• Industrialism, Capitalism, Socialism—Core Knowledge: 122-130

• Reading:

• Marie Curie: Brave Scientist—Keith Brandt

• Read aloud: 1984

• W E B Du Bois and Racial Relations—Seamus Cavan

• Math:

• Unit II—Math U SEE (Delta)

• Geography:

• United States—www.worldatlas.com

• Science:

• Hands-on Science Mysteries—Taris & Taris

• Art:

• “Realism”—Core Knowledge

• Movie: Raisin in the Sun
• Movie: On the Waterfront
• Field Trip: Studio Museum in Harlem

March
• Language Arts

• Nonfiction Passages with Graphic Organizers—Scholastic

• Follow Directions & Learn--Scholastic

• Social Studies:

• Latin American Independence—Core Knowledge: 132-141

• Reading:

• Jose De San Martin, Latin America’s Quiet Hero—Jose Fernandez

• Spanish South America—May/June Calliope Magazine

• Living in South America—Chantal Henry Biabaud

• Simon Bolivar: Latin American Liberator—Frank de Varona

• Math:

• Unit III, Lessons 15-20—Math U SEE (Gamma)

• Geography:

• South America—www.worldatlas.com

• Science:

• Hands-on Science Mysteries—Taris & Taris

• Art:

• “Latin Artists”

• Movie: Evita
• Field Trip: Met—Art of the Spanish Americas

April
• Writing Theme:

• What do you think the experience was for immigrants?

• Language Arts

• Nonfiction Passages with Graphic Organizers—Scholastic

• Follow Directions & Learn--Scholastic

• Social Studies:

• Immigration to the US—Core Knowledge: 142-148

• Reading:

• Immigrant Kids—Russell Freedman

• Math:

• Unit IV—Math U SEE (Delta)

• Geography:

• World—www.worldatlas.com

• Science:

• Hands-on Science Mysteries—Taris & Taris

• Field Trip: Lower East Side Tenement Museum
• Movie: Avalon
• Movie: I Remember Mama

May
• Writing Theme:

• How did photography affect politics and law?

• Language Arts

• Nonfiction Passages with Graphic Organizers—Scholastic

• Follow Directions & Learn--Scholastic

• Social Studies:

• Industrialization & Urbanization—Core Knowledge: 92-98

• Reading:

• Read aloud: Hard Times—Charles Dickens

• Kids at Work: Lewis Hine and the Crusade Against Child Labor—Russell Freedman

• Math:

• Review and Finale—Math U SEE (Delta)

• Geography:

• US Features & Urban Centers—www.worldatlas.com

• Science:

• Hands-on Science Mysteries—Taris & Taris

• Art:

• “Photography of Urbanization and Industrialization”—selections

• Field Trip: International Center of Photography
• Movie: Stolen Childhoods

June
• Writing Theme:

• Hope: Why should we feel hopeful about the future?

• Language Arts

• Nonfiction Passages with Graphic Organizers—Scholastic

• Follow Directions & Learn--Scholastic

• Social Studies:

• Reform—Core Knowledge

• Reading:

• Story of Booker T. Washington—Patricia McKissack

• The Story of the Haymarket Riot—Charnon Simon

• Math:

• Review, if necessary

• Geography:

• World—www.worldatlas.com

• Science:

• Hands-on Science Mysteries—Taris & Taris

• What were your favorite experiments from this year? Why?

• Movie: Miracle Worker
• Field Trip: Fun day in New York/Central Park.

Note to Self: Research Requirements for Creating a 503c Not-for-Profit...

For those who empathized over Phil the Tiger Shark's mysterious disappearance--you may be happy to discover that he is once again a part of our merry household...a cleaner Phil, a Phil that arrived in a box in the mail...from Ohio...with a packing slip and bubble wrap...

My point is: Phil is among us, again. Though mum's the word on whatever happened in Nashville...what happens to tiger sharks apparently stays with tiger sharks. Or sumthin...

Around the same time as this most-felicitous reappearance, we were over at the home of a particularly crafty friend who had MADE HER OWN LEMONADE STAND OUT OF A BROKEN PICNIC TABLE. She lives on the perfect street for such a commercial endeavor and an hour later, at one thin quarter per cup, the boys were collectively $14 dollars in the green.

Now, Ben had already decided that his share of the libation-booty would be donated to The Riverhead Foundation for Marine Research and Preservation. (This after we discussed the importance of GRASS ROOTS FUNDRAISING and where best an eleven year old boy might make a difference to creatures of the sea.) What was interesting, though, was how many of the other boys ultimately agreed to donate to Ben's pet project as well...social skills be damned! You have to respect the passion and knowledge my son brings to the table when he is interested in something (ten years later, I am beginning to see the positive side to all of that passionate emotion and energy that toddler of mine possessed!). All the children involved had seen Ben running down Maple Avenue behind every car that passed, shouting:

"Do you care about the health of our oceans?!? Do you want your grandchildren to be able to see dolphins someday or are you willing to see dolphins GO THE WAY OF THE DODO?!? Do you UNDERSTAND THAT YOUR HEALTH IS CONNECTED TO THE HEALTH OF OUR OCEANS??????? THEN DON'T BE A DODO!!! BUY SOME LEMONADE!!!"

You could see it on the faces of his business partners: THAT is a kind of lunacy that I cannot duplicate, but can RESPECT!

The only financial holdout was James, his own brother, who wanted to put his $2 towards a launching Poke-ball.

"Dodo! Dodo! Dodo!" Ben hissed periodically for the rest of the evening...


Cue: our dinner table, a couple of evenings later.

"I want to make more money for the Riverhead Foundation," my son told me excitedly. "After dinner, can we build our own lemonade stand?"

"Exhausting as that sounds," I answered brightly, "no!"

(If it weren't so irritating, I would be daily touched by my children's near bottomless well of belief in my many abilities...)

But then the wheels started turning. "What about this?" I asked. "You've been working on creating a storybook of your pictures of Phil and Hamtoro. What if we had ten turned into books through iPhoto (the little books are only about $5 apiece) and we try to SELL THEM as a fundraiser? And then, we could send the profits from your books to The Riverhead Foundation (which would require some math)! AND! We could count this as part of your school requirements for art, science and technology!"

I will do just about ANYTHING to avoid manual labor...