Public School Realities – What All Parents Should Know

Teachers and administrators have so much ”on their plates“ to contend with, that how they juggle family, career, and a personal life is mind-boggling. Given the expectations and demands that placed on them, they inherently have a huge undertaking with challenges that are never- ending. Consider taking the opportunity to see how you, as parents, might choose to participate in your child’s school system. Your participation has an impact that is more profound than you can imagine.

The amount of time spent on test-taking strategies and test practice may not be benefiting the high and low ability level students as much as those who fall in the middle. The No Kid Left Behind Act has been focusing diligently on improving student performance, hence a great frenzy is underway, building pressure on the schools to prioritize raising standardized test scores.

Thought: Due to the abundance of classroom instruction time devoted to testing and test prepping, you, as parents, might want to be aware to how this positively or negatively effects your kid and his/her stress/anxiety level. Also, you can make a great difference by working at home with your child in specific academic areas. Teachers should be equipped to alert and review with parents the areas (specific state standards) that each individual student needs improvement in.

Some schools/grade levels do not ”regroup“, meaning switch some students to an ”ability-leveled“ setting for their reading and/or math ability. These classrooms are referred to as ”self-contained classrooms“.

Thought: Teachers are responsible for teaching to the ability level of all students, which means that they instruct students in their vast range of ability levels, often spanning from illiterate to well above grade level. This often means that much less personal attention is available for individually focusing on those students that are working at average to high ability levels (according to grade- level standards), as the lower level students will be prioritized as warranting extra time from the teacher (”double-dosing“). Extra priority, likewise, is placed on students who don’t speak English as their first language. Unfortunately, they are often not pulled from the classroom for English language development (”ELD“ instruction), and the grade level teacher is required to meet their needs in small groups (even if their limited English abilities range across the board) while the other students (”English Only“ students) work independently. This is an area that needs to be addressed for the sake of all students to insure that this precious time for all students is not compromised! Conversely, when whole-group instruction and cooperative grouping (at grade level) takes place, the lower ability students are often placed at a great disadvantage. A conscientious teacher will tailor the students’ work, in this case, as to not overwhelm the less advantaged students with inappropriate expectations, nor underwhelm the more advanced students. This is the time when parent helpers and community volunteers really do make a difference.

PE, science, music, and art programs at the elementary level are often in great need of improvement. Many schools do not offer teachers that specialize in these fields as part of the regular curriculum, and the regular classroom teacher is expected to cover these areas. Students thrive when these programs are successfully implemented!

Thought: These areas are highly important to the students’ well being, and if the programs are compromised they will be shortchanging your child in ways that may require you to compensate. Parents often donate money to the PTA, and with the funds recruit professionals to work contractually in those areas, and some districts decide to hire hourly teachers to fulfill these needs. Check to see what your child’s school does, or if you can perhaps help spearhead a fundraiser. Also, don’t assume that your child has had enough physical activity for the day merely because PE is part of the curriculum!

Public schools might have many adult supervisors on the playground, but before and after school the gates are open to the public, and students often have the ability to leave through the gates without being questioned.

Thought: One good idea is to observe the supervision on the school playground. Make sure that your young child is in his/her teacher’s personal care before you leave campus, until the time that you are confident that he/she has good enough judgement as to not attempt to exit the gates alone (especially Kindergartners and less mature students). Also, inform your child that he/she should not ever leave campus with anyone other than the people that you discuss together. Discuss with your kid what to expect if, for some reason, you were not able to pick him/her up on time. Likewise, keep in mind that quality, adult supervision after school, as well, is essential for children.

The effects of budget cuts in the public schools might not be immediately apparent to parents and guests on campus, but the reality is that curriculum material, teacher supplies, and funds for student enrichment activities is hugely lacking. Teachers are notorious for personally purchasing supplies as basic as paper, charts, and rulers because they run out of their limited ration. New teachers often feel compelled to stock up with supplies and supplemental teaching materials, as often they are only supplied with the bare minimum (and even then, need to share). Classroom ”extras“ such music, books on tape, handmade gifts for parents, thematic activities, classroom libraries, and crafts supplies are just a handful of items that teachers are very commonly forking the bill for, themselves. In order to provide their students with what they should have, just about every teacher I have spoken to spends hundreds to several thousands of their own hard earned dollars for their classroom supplies. Many parents are unaware of this reality.

Thought: Teachers ideally should not have to worry at all about how they will acquire an ample amount of teaching supplies and curriculum materials. Also, don’t think that the politics that promise ”more money per student“ will directly funnel more leverage or funds directly to the teachers. Meanwhile, if you feel so inclined, ask if your child’s teacher has a ”wish list“ of supplies that s/he would like to have for his/her classroom. Parents seemingly more than ever are being asked to contribute donations in the form of classroom supplies and fundraising money to compensate for what the public schools lack. Also, some businesses can use their donations as write-offs, and they’ll be doing a great service to the community. Consider donating directly to your child’s teacher.

Typically during field trips the students are divided into several groups often led by parent helpers whose judgement, character, and communication abilities might be questionable. While teachers should be selective as to whom they choose to supervise the children, they, in reality, might not really know these volunteer parents very well. Just as you would want to know the parents well before you dropped your kids off at a birthday party (which is risky), you might also what to know who will be your child’s chaperone for the day.

Thought: To be proactive regarding your child’s safety, perhaps plan on chaperoning during field trips, and request that your own child is in your group. Get to know the parents that are regular volunteers. Another idea is to request that your child be supervised at all times by his/her teacher. Also, inquire about what the policies are in your child’s school district regarding mandatory fingerprinting and TB tests for employees and/or volunteers.

What else can we as parents do? Parents who are involved in the school and their children’s classroom are ideally community members to be spokespeople at PTA, school site council, and school board meetings and can be powerful agents to change. The best way to voice concern or suggestions is to become an advocate for the programs that your child qualifies for or is involved in. Also, find out which coordinator or committee chairperson is in charge of a specific school program that you would like to learn more about, and check to insure that the services that are typically rendered to children in that program are the ones indeed being implemented and funded properly. Ask how the monies, services, or instructors specifically allocated for certain programs are directly going to benefit your child’s growth.

For example, if you know of a student who is as English Language Learner (ELL) consider being his/her advocate by inquiring about what exact program and schedule will be implemented to meet his/her needs. What are the specific goals for that child’s English fluency, and how is the school as a whole going to help meet that need (instructionally)? What specific learning materials can you expect to find on campus and/or take home and what measuring tools (tests) are the schools utilizing to help track that child’s progress?

If your child is academically behind or advanced, specifically ask what the teacher’s quarterly goals are for that individual child and ask how specifically your child’s curriculum will be ”differentiated“. If your child needs a more accelerated curriculum, you might consider asking for challenging projects and more advanced work for your child. Likewise, request material from a lower level to help catch your child up at home. If the resources are not plentiful, check at your local teacher’s supply store.

Be Proactive! A very powerful thing parents can do is ask detailed questions to your kid’s teacher, and even go to the extent of putting them in writing when personally inquiring (at conference time or an arranged meeting) about your concerns involving your child. Even go to the lengths of documenting and dating the teacher’s or school representative’s responses. It shows that you hold that person accountable for meeting his/her end of the deal, and that you will be diligent in following through at home, yourself, as well. If that person doesn’t follow through, you will have better recourse when speaking to a higher authority.

The educational process involving parent and teacher is ideally a partnership. I urge you to scrutinize the school system and become involved. Ask teachers what the best way to communicate with them is (email, phone, etc.). Parental complacency can sometimes translate to your child’s needs not being top priority. Don’t underestimate your power and influence, and especially the significant impact your involvement in the school and classroom will make in your child’s life and school career. The more involvement and understanding you have about your kids’ ”second home“, the better!