Holding Back: Retaining Students in School

For some reason, the topic of whether or not a child should be retained in school has come across my desk over a half dozen times in just the past couple of months.  I’m not sure why this may be, but it has prompted me to write about it.

When I was in the U.S. teaching in an elementary school, the question of “readiness” always came up for our youngest students (kindergarten and first grade) and we found ourselves discussing whether or not a child should be retained.  It is such a controversial issue that researchers have tried to “quantify” the decision by developing objective indicators as to whether or not it is appropriate for an individual child. 

http://educationnext.org/files/ednext20051_42b.jpg

Jim Grant and Irv Richardson researched this topic and summarized information regarding this issue.  They discuss the fact that retention is often viewed as a remedy for struggling students for the benefit of “additional learning time” however research suggests that it can actually more harmful than helpful in the majority of situations. Children who are retained have a higher drop-out rate than non-retained students as well as other significant issues.  A checklist developed by Grant and Richardson is based on Grant’s philosophy that  “what is needed is an informed decision-making process, where a recommendation is made for each student, based on his/her individual circumstances”

Considerations that must be visited when discussing the possibility of retaining a child:

• Does the child have special needs?  For these children an individualized, appropriate program should be in place and the retaining a child is not an intervention that should be included in such a plan.  If the IEP is appropriately written and the team members are qualified at implementing it, the child’s unique needs should already be accommodated for.  If retention is being considered as an option for a child with special needs, the school and parents need to revisit the current plan and IEP because clearly it isn’t meeting the child’s needs.
• The physical size and birthday have to be considered to ensure there is not a significant discrepancy between the child and his peers.  Most retentions are limited to children in first grade and below.
• Making a decision based solely on a child’s academic issues does not typically translate into success.  These are the children who are at risk for dropping out and appropriate intervention strategies in the current grade level should always be implemented first.
• Retention is not suggested if a child has motivation issues or self-esteem concerns
• Grade level retention could be an option for developmentally immature students, especially boys, if done in kindergarten or first grade.
• Retaining a child due to high absenteeism is dangerous and depends on the reasons for the absences.
• Issues surrounding a highly transient child will not necessarily be solved by a grade level retention.  Reasons for the transience need to go into the decision making process.
• Retaining ESL students may not be the most appropriate solution because the difficulty likely stems from an inability to communicate, not an inability to learn.  A strong, more individualized ELL/ESL program may be a better solution.
• Was the child placed in the wrong grade initially?  (If the child is a transient expat, this could happen more often than we realize!)

Experts agree that retaining a child should be considered a last resort and appropriate, individualized strategies and support programs should always be implemented first.  It is also important to recognize that ANY discussion of retention warrants enough evidence that specific, research-based individualized support for the child is necessary, regardless of the final decision.

The decision to retain a child is one that should be taken seriously as it will impact them for the rest of their lives.  Utilizing a research based checklist, such as the Light Retention Scale (http://portal.wpspublish.com) is an objective way to take the emotion out of this difficult decision and keeps parents and school on common ground. This decision should never be solely based on "personal insight" or opinions.  A quantitative, research based approach will allow the team to make the best decision.

Compilation of Strategies to Consider Before Retention:

For more information search “Tier 2 intervention programs.”  

Some suggested programs are:

§  Focus Math, Pearson www.pearson.com

§  Dreambox (Math) www.dreambox.com

§  Lexia Reading Program www.lexiaforhome.com

§  SRA Reading Program www.mheonline.com

§  Magic Penny Reading Program www.magicpenny.com

§  Leveled Reading Program www.readinga-z.com

§  Reading Program for Uncertified Staff www.reading-tutors.com 

Further articles on Retention and Strategies for Struggling Students:

Doing Your Homework:
Retention! Special Ed Teacher Needs Ammunition

http://www.wrightslaw.com/heath/teach.retain.htm

Wright’s Law Flyer on Retention:  Research and Facts

http://www.wrightslaw.com/flyers/retain.promote.pdf

Strategies for Struggling Students

http://www.minisink.com/fileadmin/user_upload/Intermediate/Strategies%20for%20Struggling%20Students%20-%20Format%202.pdf

*Please note I do not represent or endorse any of these recommended titles, programs or websites.  They are simply resources I have found useful and/or successful.

When is the Mainstream NOT the Best Option?

I will always stand by the fact that students have the right to be educated with their non-disabled peers to the maximum extent possible, however, I also recognize that fully including children in their mainstream environment may not always be the most appropriate programming option.   This is especially the case in international situations when school services may be limited in resources, experience and quality staff.

www.thenthdegree.com

Students learn best when they are in their Least Restrictive Environment, or LRE.  This term comes from the US law that requires its schools to provide a free appropriate public education (FAPE) in the least restrictive environment that is appropriate to the individual student's needs.  Although a student’s LRE will vary depending on their needs, in general, it is the environment where the child can spend most amount time with non disabled peers while making appropriate progress towards their learning goals.  For some children, learning full time with their non disabled peers may actually be more restrictive to their learning and progress than if they were educated in a more self contained or “resource” environment.   For others, a combination of mainstream and other options may be an appropriate way to define their Least Restrictive Environment.

So, the question isn’t if the mainstream is the best option for your child, but rather where is your child’s Least Restrictive Environment?  It could be that it is the mainstream math class but in a resource room for literacy.  Or it could be that your child can be successful and benefit from a paraprofessional/shadow support specialist in the class instead of a pull out option…or a bit of both! If your child is having social issues, perhaps his LRE is the mainstream classroom so “teachable moments” can be utilized while a weekly private counseling session is integrated to review social “mishaps.”  And don't get me started on the value of online learning for students in brick and mortar schools.  Creative programming options are limitless and schools should be planning for children with his or her needs as the catalyst to any decision making.

Too many times, especially in the international systems, we see children with an “all or nothing” option.  They are either fully mainstreamed or in a special needs school.  We need to start recognizing that those are not options.  Schools must be willing to program for those who fall in between the "all or nothing" model.  A continuum of services and opportunities should be a part of EVERY mainstream school as much as a school cafeteria or playground is. To accept anything less is a grave disservice to EVERY child who attends.

www.thenthdegree.com

What if a child’s LRE is a full time, special needs placement for some of the school day, but he happens to be one of the most gifted artists in the city?  Could he be a model student to non-disabled children in a mainstream art class?  Should he be given the opportunity, with appropriate supports, to be in such a class?  Sure…and the students may benefit from what he can bring to the group.  But will he be given that opportunity in our mainstream, international systems today?  Most likely not.

 The bottom line is this:  We need to develop programs for each child instead of fitting children into pre-determined programs.  By deciding, as a team, what the child NEEDS, only then should we determine how and if those needs can be met in a mainstream environment.  

Blazing a New Mainstream: Why Online Learning May be a Better Alternative to International Schools for Kids with Learning Needs

Over the last couple of years it has proven to be increasingly difficult for children with needs to gain entry into international schools and those that do get in, often find support services very limited.  As a group of educational consultants based in Singapore, it was difficult to sit back and watch this happen.  “There just had to be,” we thought, “a better way.”

In what started out to be a “holding plan” until we could get a student into “proper schools” we decided to try out this new world called “online schooling.”  We connected with the K12 International Academy, an accredited online private school program of K12.com, and together worked to train our inclusion support staff to facilitate the K12 online program in our learning center.  As many of the expatriate parents weren’t keen on leading a home-based online learning program themselves, we knew that our staff working as “Learning Coaches” could facilitate the K12 curriculum as a comprehensive, mainstream program until we could get a “real” school to accept them.

What we have learned, however, is that in the time we have implemented the K12 program with dozens of students, it doesn’t get more “real” or more appropriate, for that matter, than this:  Based on our experiences with the online learning as an option for children with special needs, this type of educational alternative may very well exceed the quality of instruction offered in the brick and mortar, mainstream international schools.  We make this statement substantiated by the following grounds:

1.     International Schools have Selective Admissions:  Mainstream international schools often have discriminating admissions standards for children with learning concerns.  It is such a pervasive issue that we often observe families concealing their child’s needs to get them accepted.  Alternatively they may also try to enroll them in any school that will accept them while the other sibling(s) attend their first school of choice.  The online program solves this issue whereby almost all children gain admission and if siblings do attend other schools, the online program can accommodate for any holiday schedule.

2.     International Schools have Limited Learning Support.  Let’s face it…even if a child does gain admission into a mainstream international school, very few of them can consistently plan, deliver and maintain a model of individualized programming that is at acceptable and appropriate levels.  With online schooling, facilitated by trained learning coaches in our learning center, student needs, learning styles, behavioral trends and motivators are regularly accounted for.  As knowledgeable educators who understand how to interpret psychological assessments, our strong communication link between our organization and K12 allows us to take on a team approach closely aligned to US standards for children with special needs.

3.     International Schools have Minimal Differentiated Practices.  Although international schools can boast cultural diversity, very few of them cater for the diversity in learning styles.  Differentiating instruction is pivotal in heterogeneous classrooms; however, as many of these schools cater to the families of the “upper management expat” there is a notion that the “average is above average” and, as such, differentiation doesn’t seemed to be implemented as often and as comprehensively as it should be.  The supported online learning model we have developed over the past couple of years with K12 has afforded a unique opportunity to truly differentiate for each and every child according to their academic, social and emotional needs.  Individualized programs are developed for the child as opposed to fitting a child into a school’s “one size fits all” curriculum. 

Because students can place into different grades without a child necessarily knowing the level they are being instructed at, the K12 program has proven effective in designing their learning plan on where they are academically, not where they should be according to their age.  What a difference it makes when we teach to their instructional level instead of at their frustration level!  Good educators know that when we teach above a student’s current level of performance, learning is stalled and a child cannot progress.  (Fountas & Pinnell, 1996)  In addition, if our team (Learning Coaches, K12, parents, therapists, etc.) believes instruction is too easy or hard for a child, immediate adjustments can be made.  Our collaboration with K12 allows us to also make appropriate accommodations and modifications for children within the program.  One-to-one facilitation allows for individualized learning, yet with more than a dozen children working on their own K12 programs in our center at any given time, we can implement social skills activities, common break/lunch times, morning meeting activities and drama/PE classes, to name a few. These multi-aged groups make for incredibly meaningful interactions between students.

4.     The Transient Expat.  As expatriate families are highly transient, students often move from country to country, forced to start the process of admissions, advocacy and programming all over again in the new international school community.  By taking advantage of the mobile aspect of K12, the child can complete the curriculum from anywhere, thus reducing the transition challenges that are associated with moving with a child with learning needs. 

5.     The “Learning Support” label is removed.´ Unfortunately for students in the international school world, if a child  requires assistance by their learning support department, this label as a “Learning Support Child” follows him from school to school, making it a continual challenge to be accepted and accommodated for in each new location.  Because K12 is an accredited international school there is no label associated with enrolling in such a program.  Students aren’t identified with the “learning support” tag in their transcripts and are in fact able to prove just how successful they can be when they are taught in the ways that they learn best.

We know that when a child is accommodated for appropriately, she can achieve at or beyond what is expected of her.  When she is educated in a caring, safe environment without the stigma of being “different” than everyone else, anxiety is reduced and more learning can occur.  Based on the achievements we are seeing first hand, every day, kids are actually achieving more and at a quicker pace than if they were educated in the brick and mortar international school.  Kids learn more when they are taught from the right starting point.  Our students, who previously in the mainstream were struggling to achieve close to the levels of their peers, are now closing achievement gaps like never before.  “When you let every student work at their own pace you see students who take a little bit of extra time on one concept or another, but once they get through that concept they just race ahead.  And so the same kids that you thought were slow 6 weeks ago you now would think were gifted.  And we are seeing it over and over again and it makes you really wonder how much all the labels really just are due to a coincidence of time.” (Khan, 2011)

Because our model is a one–to-one ratio, the child gets incredible attention and support, yet still with a focus on independence and skill building.  Take Louis*, for example.  As a 4^th grader, he struggled in his previous international school and upon moving to Singapore, couldn’t get accepted anywhere.  We started him in the 3^rd grade K12 program, allowing him to build a foundation that he seemed to miss in his previous international school, likely because his unsupported attention deficit kept him from focusing and learning.  In the short 8 months that Louis was with us, he not only finished the third grade curriculum, but almost completed the 4^th grade program and gained admission in his new location in a 5^th grade, mainstream international school.

Children with learning needs who are enrolled in an accredited online learning program, facilitated by coaches knowledgeable about learning needs makes for a formula that may be far superior to a mainstream, brick and mortar international school. 

There is no doubt that online learning is growing at tremendous rates and is the future of education.  In fact, the children currently enrolled in our “Learning Coach” program with the K12 curriculum are actually part of the trail blazing phenomenon called online learning that is changing education as we know it.  How about that?  The kids who are currently being excluded from the mainstream may just be the ones who define a new mainstream because of it.

*Name was changed for confidentiality reasons

A shorter version of this article is published on www.expat-kids.com, a site I am a regular contributor on.

References:

Fountas, I. & Pinnell, G.S. (1996). Understanding Guided Reading. In Guiding Readers and Writers Grade 3-6: Teaching Comprehension, Genre & Content Literacy. Portsmouth, NH: Heinemann.

                  Khan Academy.  (2011).  Excerpts from speech .  Retrieved October 2, 2011 from:  http://www.khanacademy.org/video/salman-khan-talk-at-ted-2011--from-ted-com?playlist=Khan+Academy-Related+Talks+and+Interviews