Today I attended a meeting. I was asked to attend by a family to help them understand a program their district is offering their son, who has a fairly deep case of dyslexia. I have worked with their son over the last year and a half, and I know him fairly well. Cool kid, cool family. The meeting was between the father of the boy and a former colleague of mine, hired by the school district to implement his own reading program across the district.
Interesting situation for me to be in! I am not involved with this family anymore, as the district has developed a rapport with this other gentleman and has hired him to be the magic bullet. I attended because I like the boy, and really appreciate that the family is crusading not just for their son, but for other kids like him.
The poor guy has poured his heart and soul into his life's work and has made it available to the district. Today however, it was very apparent that he had no control over his own work anymore. The schools have complete discretion as to how much time they will devote to his program, and today, we discovered it was likely going to fail, because of the way it was to be delivered. My colleague got good results using this program (he has developed it over the last 25 years,) but he acknowledged it could take several years and needs to be taught daily. However, the school the boy attends is offering this to the boy at about half strength. They are offering three days a week for only 45 minutes. Because of this short time period, parts of this program are bound to be omitted or glossed over. We all agreed today that the program wasn't going to be effective if delivered this way. It may mean that a sound program will be deemed ineffective, through no fault of the man that designed it.
During our conversation this gentleman lamented that no-one could deliver reading instruction at the intensity level required due to budgetary restraints- and I was so glad that I could say, "Well, actually, I can." Now of course, parents have to pay for the service- but I can honestly say that after 10 years, I have never had anyone complain, and in fact, roughly 1/3 of my students come back at least once, and some two or three times for little refreshers.
So today I had it reconfirmed that I made the right decision to leave the system in order to have the freedom to do what needs to be done. I would absolutely hate losing control of what I do as my colleague has had to do. To see something that could work so well be misused and undervalued would REALLY bother me.
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6 comments:
This gentleman you described here is being held back in his giftings by the school district and the bureaucracy that governs it. I am being held back too… by the parents who hire me. Children who are behind will continue in that direction and will fall further behind the longer the problem is not aggressively addressed. However, teachers are so taxed in their jobs and are not able to go way back to what is missing in the foundation for each child who is behind.
So what usually happens is you get a child with great potential to be at grade level and even ABOVE grade level but (as a professional tutor) your hands are tied in getting them there because the parent either can’t afford to pay for the services needed or they don’t understand the need for intensive tutoring/therapy.
On the other hand, I love it when a parent hires me to teach their child and allows me to determine the number of hours needed. This gives me the freedom to do – as you would say - “what needs to be done”. Many would think that it would be an opportunity to take advantage of one’s pocketbook – but with me this is NOT the case. I really am out to do what is BEST for the student. If a student only needs say, 5 intensive sessions to get caught up then that's what we do.
When I have a parent come to me who says, “My child is struggling and needs help,” I ask them, “What are you willing to do to help them”. When I hear, “Whatever it takes,” I get excited. The more I see the child the faster I can take them. The faster they go the better their self-confidence becomes… and then the pendulum starts to swing the other way: Radical changes in grades, radical changes in behavior at school, radical changes in performance on tests and in participation in class, etc, and it's all for the GOOD!
What is frustrating is when I can see wonderful potential wrapped up in a child coupled with my ability to produce results and then the parent hires me for only one session a week. UGH! I would love nothing more than to be able to help a child reach the level of their true ability – but so many things get in the way!
I offer a slightly different sort of service Lynda- and so I usually get the minimum number of hours with a student to be able to make a difference. I offer reading clinics of a prescribed length, and so when parents approach me and ask what I can do for them, I have a brochure that I give them outlining the 4 different versions of my reading clinics with the length of time required and the cost. I say right up front that if the child has a phonological reading problem, or a language comprehension problem, this is how long it will take to effect some change. Of course I tell them that research indicates that anything less would be a waste of their time and money.
It is probably different for you as you do tutoring in other areas.
However, if and when you start working with some of the programs I mentioned, you might be able to do as I do. I only get parents who are pretty desperate, I hate to say. They have usually tried everything that the school can offer, some have tried Sylvan to no avail...it is not hard to convince them at this point. I also provide them with a list of phone numbers of families with learners who have been throught the program. If they don't want to commit to the 30 hours then I don't accept the learner. I can't say that I have ever had this happen tnough.
I feel your frustration however; you have the knowledge, ability and the means to do so much for these learners! I know what you mean about how it is hard to press for the appropriate length of time when it is a business- I had to just let that go along time ago. If someone thinks I am promoting my business, I can't do anything about that. It doesn't change the amount of time I think the learner needs.
Kathy,
Thanks for your feedback on this subject. You have given me some food for thought. What I have learned from you is I need to re-think my approach to remediation. Your approach is that you are in control of the number of hours and how and when those hours are delivered. My approach is to let the parent decided on the frequency of remediation based on their pocketbook and family schedule...hmmmm.... I like your idea.
I get so frustrated when my once or twice-a-week students walk out the door after each session. I can't help but think how much faster I could get them to where they need to be if only I could see them everyday! For many it wouldn't take very long - for some it would be a matter of just a few weeks! But the problem is the rate that I see them is not enough. And I am continually aware that while they are making progress with me each session I am very cognizant of the fact that their peers are also progressing at a faster rate at school and the gap is continually increasing. I have got to figure out a way to get control over the scheduling - your idea is brillant! Would you be willing to send me a brochure outlining your program so I could brainstorm from it?
Hi Lynda
A description of my services and the length of time for each is posted here on my website:
http://www.inlets.net/planetlit/
My brochure is pretty much identical, but it doesn't translate well to being viewed electronically as it is a tri-fold.
I have marketed my services as evidence-based, and designed for children who have not found success with school-based resources. I believe it's important for me to take on the role of expert and to dictate what needs to happen, as the learner has already experienced his or her share of failure. It is critical that I use proven methods and appropriate duration and intensity in order to have the best chance for success. I want the learner to succeed, so I'd rather pass than enter into an agreement that won't have that result.
Bear in mind that I either do some assessment or work with the school's special ed department to get it done, and so when I talk to the parents I know quite a bit about the learner. I have, on a few occasions told parents that the child doesn't require my services, and that regular tutoring would suffice. For the most part however, parents have tried everything available to them and these failures act as a filter.
I find that 99% of the time parents know something is wrong and that their child doesn't respond to instruction the way their peers do.
Assessment usually just confirms what the parent already knows.
(and what some schools have put off dealing with).
Kathy,
What is the difference between "evidence based" and "research based" - or is there a difference? And are parents specifically looking for "evidence based" when hiring a professional educator (tutor or therapist)? Most schools in Florida are required to use research based instruction by law. I have never had a parent specifically ask about this so I just wondered what your reasoning is for advertising as such? Thanks for your input.
Also, most of my tutoring students are what I would term "teacher disabled" in that the students have not had good instruction in reading and have fallen behind because of the teacher(s). However I have had (and have now) a few students who I feel have true learning disabilities. I use the same techniques with them as I do the other students. I get results but it is much more slow going. I am really looking for something more to help these students. I know you recommended the Lindamood method. There is an upcoming Lindamood training session in March for three days. Is this something that you think will help me help them? I am apprehensive because of the expense and difficulty in learning it in such a short time and then being able to effectively apply it with acceptable results. Thanks again for your help.
Lynda
Hi Lynda
Evidence based and research based are the same thing. Basically, because research is being conducted and results clearly indicate a specific course of action is required for optimum results, we should use methods that the research tells us are successful.
(seems so logical doesn't it?)
There are still many institutions using programs that are merely popular with teachers, or even worse, using programs because they happen to be on the shelves (been there and done that)that have absolutely no evidence to prove they are effective. It goes hand in hand with the practice of starting a remedial program in September, finishing in May or June, and starting up again the next fall without any real assessment to see if it is working or not!
If you don't measure success, you can go along for years doing the same thing and just assume or hope you are making gains.
I think of it like a course of treatment prescribed by a doctor. He will send you off with a prescription or some exercises for what ails you, but he requests a follow up visit to see that it is working or if you need an adjustment to the prescription strength etc. We should be doing the same with reading development.
My experience has been that parents don't know what the child needs, and "evidence-based" is not usually part of their vocabulary. They are pretty frazzled and frustrated by the time they come to me.
I have a free consultation with them before anything else, to get a history of the learner and to explain what I do, and even model part of a lesson for the parent- usually the learner is there too.
At this consultation I explain what dyslexia is and what evidence based practice is and why I use it. At this point the parents are usually nodding their heads so hard their heads almost come off- this consultation totally validates them and they recognize their child's struggle in my explanation.
So- I would say the Lindamood training would be fantastic for you- and if it is the Lindamood people doing the training they will do a great job and you will be able to proceed.
You may need to refer to your notes for the first few times- I sure did- but once you have done it a few times it will be fine.
You will increase the value of your services, in my opinion, and you will be able to say that you use an evidence based program. I also think schools will be more likely to send kids your way, as it is a well known program and is mentioned in a few papers. Up here, schools can't endorse private programs, but when it has been published in the literature as one of the most effective instruments, they just do. I advertise the fact so that both parents and teachers know that they can expect good results, and that I have specialized training.
There are lots of businesses out there claiming to cure dyslexia, that are very expensive and have thousands of dollars spent on advertising. I want to distance myself from that whole thing. I don't advertise and get my business on word of mouth.
I hope this helps.
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