Our Roxaboxen Adventures

I've had a hard time getting back in the blogging mood although I think about it all the time. My friend, Sheva Quinn is hosting a 10 day blog challenge and I was 100% I'd do it. Well, better late than never right. Follow me as I play catch up. I think today is technically like day 7 or 8 of the challenge :)

We're back and officially homeschooling! Please leave a comment to say hi.

A Blurred Life

......is never a good thing. However, it has become evident that the current pace of our lives often leaves me in a blur. A number of things impact this- being a working mom, having mommy guilt, a husband who travels for work, girls who LOVE everything and want to DO everything, and should I say again, mommy guilt.  Today for the first time in a very long time, we scheduled nothing on a Saturday (okay, well I had a hair appointment and during that time Alex went next door to Mathnasium). We all looked forward to hanging at home, putting up Christmas decorations, cleaning house and just be in control of our schedule. It was great. It is my hope that we can really slow down in the new year.

Here are a few pics from the last two weeks or so.....thankfully, technology allows us to capture these moments so you can reflect and enjoy the "blur" years to come.

Thanksgiving at Nannys

Visiting their cousins (no we don't drive like this, they just decided to pile into the car for a picture).

Visiting my mother, who we really should visit more often.

Swim lessons

Jordan  lost not one but two teeth recently,

Christmas parade

Visit to Santa

Holiday crafts at Black Cultural Museum

Multiple trips to the library for reading and playing with puzzles.

I hope to do a separate post of what "learning" topics the girls are focusing on. I'm still trying to decide how I will use this blog going forward.

We're still here, still learning and still having fun.

Oh, how does one ever catch up when away for so long? I'm not even going to try. I'll just jump right in. I think since it's been so long, we'll have re-introductions :)

Alex is  8, Montessori grade 3.

She continues to love all things. She continues to read up a storm. Last tested she was at a seventh grade lexile reading comprehension level. 

She's joined a year round swim team (we dropped gymnastics).

She continues to want to be a marine biologist and is obsessed with trilobites and other ancient marine anthropods. She did a class research project on them recently and created these clay figurines to show the different order of trilobites.

 

Jordan is 3 (4 in April), Montessori primary

She says she wants to be a baby doctor, however I see future engineer. She's always building something and has an uncanny cooking knack (yes, at 3).  I could easily see her as the next Alton Brown (what I call a food engineer).

 She definetly has a preference towards the mathematics. Below is her completed 100 chart.

and she loves science & experiments  too.

Kennedy is 2 (nearly 3) and is a total ham.  (Traditional preschool/daycare)

She's working on letter sounds and counting.

and she's the perfect sidekick for Jordan.

and lastly, here's a pic of myself and dear hubby :)

Nice to meet you!

Please leave a comment, I'd love to know if anyone is still here.

 

A Week in Review 7/29-8/5

The week started out with a birthday celebration for my brother-in-law and fiance.

Family picture (I'm taking the photo, of course)

Jordan has been doing a lot of work with her cuisenaire rods.

We've been working on building and identifying teen numbers. She can count by memory and is coming along nicely with understanding tens/units.  Here I might build the sticks and ask her to X the correct answer. Sometimes I'll call out a number and have her build it above.

Below you can see Jordan attempting to write the  numeral herself. She put 10 / 2  instead of 12 and 10 9 instead of 19.

We read lots of books and puppets. I always read a story first then introduce the puppets. I can almost guarantee some type of related play.

We've been swimming nearly everyday. Both girls are taking lessons and coming along nicely. Having the Olympics start and all the excitement around Phelps has really encouraged them.

I also finally was able to get Alex a science mentor. We invited another friend to join us who shares her love for science. They will be meeting weekly for about an hour. They've decided to start off with what else- oceanography & marine animals.

Alex headed off camping with a friend from her previous school. It was the first time she's been gone more than 1 night so we really missed her. They had a great time however. I think her sisters enjoyed the extra attention.

Jordan mastered a new level on her "numberbonds" app. This is a great resource to use with cuisinaire rods.

I had two fancy meals this week (or atleast ones I didn't have to cook).

and lastly, we now have a cool little tree frog who lives on the side of our house. I see a toad abode project coming on for tomorrow :)

Summer Learning

Here are some quick pics of what we've been up to the last two weeks or so.  We do have a daily schedule set up for the girls. Here's the plan:

Alex age 8.2- 

Math- 3 days Mathnasium @ 1.5hrs each (Mon-Wednes) and alternating 3 days EPGY Math (45mins. Thurs-Sat)  w/Beast Academy (15 mins). 

Language Arts- Writing Class @ 1x per week  1.5hrs. ,  3 days EPGY Language at 45mins. (Mon-Wednes.)  WWE, MCT, Spelling, Achieve 3000, totally 1 hr max. daily. Speech- 15 mins. daily,

Social Studies- SOTW 2 Reading 10-15 mins. daily. Corresponding Netflix videos. Comprehension questions at end of each chapter.

Science- Science mentor 1 hr weekly. Brainpop Videos, Discovery Education Science.

Total daily time approximate: 3.5-4 hrs  (excluding science mentor time)

Jordan age 4.3- Math with cuisenaire rods/Singapore K (alternating) about 20 mins.   Phonics- 15 mins.  Writing- 10 mins. 

Lots of trips to the science museum, especially the space exhibits.

Jordan did a  preschool camp at the Art Museum, which meant the other girls and I did daily tours of the exhibits.

Continuing with gymnastistics

Getting ready for their uncles wedding in September

Playing around with bells.

Swim lessons & the pool.


Alex is now working on grade 6 EPGY for language,  and mastered fractions (add/sub mixed numbers with unlike denominators)-  I do still need to remind her to simplify her final answers.

and Jordan is coming along with her phonics and recently learned the silent e rule. We're on lesson 66 of OPGTR She also loves working with cuisinaire rods and had me create this video  of the many ways to make 9, to share with you. Lastly, I highly recommend this ipad app that focuses on gentle play with number bonds using virtual rods.

 

 

Identifying Gifted Minority Students

We've all seen the statistics. That certain minority groups are significantly under respresented in gifted services in the public schools. The subgroups usually mentioned are African-Americans, Second Language Learners, Hispanics, and economically disadvantaged students.

(looking for algae samples to collect)

In my county, students are testing for giftedness  in the third grade. They are given an ability and/or achievement test in a group setting. Those students who score 96% or higher,  are then referred for gifted services. Teachers also complete a survey and the students grades are reviewed. This method tends to work adequately for most traditional students. However, many in the education field have wondered if the ability/achievements tests used as well as teacher training for identifying s gifted students should be reexamined. I, personally, have several concerns with this identification method and its' impact for minority gifted students.

My first concern is that gifted identification doesn't occur until third grade. In many poor and African American neighborhoods, being smart is widely accepted at a young age, however dissapates within the youth culture as students get older. Many African-American students begin to downplay their intelligence around third grade in order to "be cool" or seem more accepted culturally. It is very unfortunate that it is at this same critical point where they are asked to perform on a norm referenced test. I personally feel a better time to give this test is Kindergarten/First Grade. During these years, the desire to achieve and excel are still present. Students would then take their identification as a sense of pride.  Students with high potential and actual giftedness (according to testing performance) can then grouped together at an earlier age, which would help to act as a social support cohort.

Searching for pond snails or any living river life.

My second concern is the value of the methods being used in the indentification process for minority students. Traditional testing includes: Intelligence, Achievement, Aptitude, Grades, & Teacher Recommendations. A possible list of Non Traditional Testings (that could lead to a greater number of minority students meeting gifted critera) would include: Non-Verbal Ability Tests, Student Portfolio/Auditions, Performance Based Assessments,  Portfolios/Creative Products, and Parent/Teacher/Community Recommendations.   Often, I will see or hear other teachers comment on how talented a student is in a specific field and usually, other teachers will agree. Yet, I would love to see those same teachers take their compliments a step further to recommend that student for gifted services.  I think that teachers have gotten in the habit of only viewing giftedness in terms of academic success. That is a critical training need, especially when it comes to minority students, who may not have the same support levels to perform highly within the classroom or the language skills to show success, but do show a tremendous "withitness" when discussing topics, applying learned knowledge to real world scenarios, and being able to transpose knowledge into other formats (art, music, kinesthetic, etc.)

I wanted to lastly share our personal story. It has nothing to do with my daughter being a minority with regads to identification. I do not feel as though my daughters race has impacted her academically as she comes from a home with two college educated parents, one of whom is an educator. Her grandmother is a retired teacher and grandfather is university dean. She also has never been in the public school system.

Wading in the bay.

 When my daughter was preparing to start kindergarten (age 4.5), she was reading several levels higher. She had written amazing stories, had her art selected and shown at state museum, and had a strong passion for all the sciences. We hung at our science museum and botanical garden so much that the staff all knew her by name. She had even been used in the membership print advertisement for the science musem and did a commercial for the botanical garden.  She tended to be what I would call a universal learner who always wanted "more" and to "delve deeper".  We knew she would be very advanced for K, so we scheduled a meeting at the school to see if differentiation (atleast in language arts) was possible. We were dismissed. I understood why however. At our neighborhood school, all parents feel their children are gifted. The staff took a look at us and our words and concluded we were the same- pushy parents with a GOD complex about our child. Our elementary school has the highest number of gifted students county wide. Many parents in our neighborhood send their children to Kumon and other centers starting in preschool. Many students who maybe are not truly gifted, atleast appear gifted on paper due to the amount of resources & exposures parents are able to provide.  Parents here also tent to "red shirt" kids, and I have found this is done for two reasons primarily- academic and athletic edge.  Now, I could have pushed. I could have put on my "teacher" & "admin" hat, but I didn't. I requested the meeting with the one counselor I did not know by face, I didn't mention my other job (besides parent).  My husband and I both sat in the K classroom and new that EVERYTHING  (well, except recess and chorus class) they were doing in there was far below my daughters ability and interest.  Also, they reiterated that gifted services would not begin until third grade.  So...we went to our local university. Paid a reasonable amount for fifth year doctoral students to do a compete intelligence and social assessment. Alex hit most of the ceilings.  We did some research and decided on Montessori education. This philosophy allows students to move at their own pace. Alex was able to have lessons with students older than herself and take on a leadership role with the younger students. Given that this fall Alex beings third grade, we've though often about going back to public school. We could finally afford a larger house or a new car for my husband- Plus gifted services would now be available. We've decided that the opportunities  of Montessori for a gifted student is well worth our economic sacrifices and we will keep Alex (and now Jordan) in Montessori environments. Here diversity of talents are appreciated, perserverance and respect are parts of every students core and oh,  those tests that determine which students get enrichment are nowhere to be seen. All students are gifted and welcomed to explore their gifts, no matter what the paper or teacher reports say. 

Alex, future marine scientist. Age 8.

Parenting the Gifted Blog Tour

 I am very excited to be participating in the Parenting the Gifted Blog Tour 2012 from July 15-21st. This blog tour is organized by parents who met on The Well Trained Mind Message boards and who would like to help celebrate SENG's National Parenting Gifted Children Week 2012.

This blog tour is not officially associated with The Well Trained Mind or SENG, but we are parents with experience and insights to share. We come from different parts of the country, different school choices, and different social and economic backgrounds, but we all have one thing in common. We know that parenting a gifted child can sometimes be as challenging as it is rewarding. If you have ever woken up at 3 AM in the morning wondering "What am I going to do with this child?" then this blog tour is for you!
From July 15-21 the Parenting the Gifted Blog Tour will discuss some of the most pertinent issues facing gifted education today:

On July 15th Childhood Inspired will write about "____________________" and Our Roxaboxen Adventures will discuss "Identifying Gifted Minority Students".

On July 16th Sceleratus Classical Academy will share "Don't Panic! Musings about realizing that your child's learning pattern is ahead of schedule."

On July 17th Teaching My Baby to Read will feature “When School Isn't Enough; Fanning the Flames of Learning Afterschool”.

On July 18th Homeschooling: or Who’s Ever Home will write about "A Broader Definition of Success for Gifted Children".

On July 19th A Tree House Education will feature "2E Issues".

On July 20th Making Music With Kids will discuss "Finding a Good Fit for a Preschooler You Suspect is Gifted". Barely Educational will offer "Worrying Too Much and Overanalyzing Parenting"

On July 21st Teaching My Baby to Read will feature two guest posts. Dancing with Dragons will write about "Teaching the Visual Spatial Learner: When Your Child Thinks in Pictures".

Come back to this blog on 7/15 for my post about identirying Gifted Minority Students.

School Changes

If you recall, we made the decision to switch schools this past year for Alex and her sister Jordan. Jordan had spent the previous year "pre-schooling" with grandma and Alex had attended a well established and highly regarded private montessori school.  We ran into issues with her teacher not differentiating or following the lead of the child (Alex) and requested a class change. The school was unable to meet our request, so took her out.

A new farm based Montessori school opened up, seemed absolutely perfect and we had high hopes.  We met with the administration and teachers to discuss exactly what our needs were ( individualized/small group lessons on a daily basis, supplementing her passion areas with opportunities/direct instruction, & and nurturing her spirit which was a little bruised from the previous teacher). All things the school & I felt were easily accomplishable. So much so, that we enrolled Jordan as well.

Needless to say, the school was  experiencing significant growing pains and we felt Alex's needs weren't being met, academically.  Individual/small group lessons were given to her at a rate of 1x biweekly. (Yes, I began keeping check). I would ask Alex daily as well as her teachers. It truly has been a year of what I would call "unschooling"....which we are not in favor of. Alex could easily spend an entire day digging for worms, doing arts/crafts, chasing chickens, etc.   Now to be fair, she also spent many days writing up scientific research  & biography reports. However there wasn't any instruction on the writing process and the skills she entered in with (although her research is now more indepth) have not changed

It is important for me to say that her skills are still advanced, which I think is the problem we have faced with schools in general. She does well, is advanced, has no behavioral issues, and so the focus tends to be on others who need more assistance, with Alex often left with busy work.  This would be easier to swallow in a public school, but we are spending A LOT of money on their education.  Jordan on the other hand, has had a wonderful experience. Even today I would recommend this schools preschool program for those who want a pure montessori experience. We hate to pull her away from such an ideal preschool community (only 7 kids total and then down to 4 in the afternoons), but we're not willing to sacrifice the education of one for the other.

So in the fall, Alex will be returning to her former Montessori school, with younger sis in tow. They were able to give us a class change and we've already had lots of conversations about our expectations. I plan to be more involved in communicating directly and immediately with the teacher should I start to see patterns that resemble more whole class/grade level vs. individual/small group lessons. Hopefully this time we'll get it right. If not, I'll be homeschooling.

So, that's where we are. I have already pulled Alex from school (it's year round). We are summer homeschooling in all 4 content areas.  Jordan (age 4) will continue to go since we have to pay regardless. Her last day will be in mid August. Both will start their new school together in late August. Wish us luck!

 

Mommytography 10/2-10/22

.....And the update continues. I have continued to take pictures on a regular basis, but obviously have not been posting them. Does anyone know of a 30 day picture template that I could use and export into a blog post? I am desperately wanting to find a way to do monthly picture updates to get myself caught up.

10/2 Making cookies at grandmas

10/4-10/5 Mother Earth Meal Planning attempts.

10/8- School Folk Festival

10/8- Date Spa night

10/10- Kennedy perfecting those fine motor skills. Home-made toy.

10/10- Another Mother Earth Meal

10/11- Playtime with daddy

10/13- Alex does storytime for younger sisters.

10/20- Date night dessert

10/21- Checking out new books at Barnes & Nobles

10/22- Our first garden rose!

10/22- Apple Picking at the orchard

Apple cookies, donughts and cider, YUMMY!!!!

Below the mountain you can see Monticello and UVA.  Thomas Jefferson couldn't have chose a more beautiful place to live.

Finally, here's a picture of Kennedy & I at the end of our day.