Back to School Readiness—For Kindergarteners (and Educators!)

I recently posted on the NFtSP Facey Face page that I thought it was bit premature to see Back to School advertisements in July. To my horror, many people responded that their report back to work days were in early August. Yikes!



Perhaps because our district tortured the children into Bikram-hot learning through late June, we don’t report back for another few weeks. Mind you, August is often spent having my own internal "I’m-ready-I’m-so-not-ready-to-go-back" ping-pong battle in my mind. August is typically educator purgatory in that you are finally relaxed but there’s this nagging feeling it’s all coming to an end soon (insert collective tiny violin playing from people with jobs that only allow two weeks a year of vacay). I don’t need to tell educators that when you are instrumental in shaping the young minds of the future, you need the summer to recharge for that kind of societal pressure. I see your tiny violin, traditional workers, and I raise you a symphony of miniature violins that you aren't responsible for whether or not future generations can get along with each other and be educated, well-rounded lifetime learners.



Anyhoo…I digress. The real point of today's post is back-to-school readiness. Today, I was taking one of my daily walks with my lazy dogs and I ran into a neighbor who is sending her little one to Kindergarten this year. She was asking for advice about the transition, wondering if he was “ready.” So, I thought I’d whip up a little list for parents of activities and routines they can build into their schedules in August to prepare. If anyone else has suggestions for Kindergarten parents sending their little ones for the first time, feel free to add them in the comments section.



Tips for Transition to Kindergarten



1) Get into a “Kindergarten Routine” in the month leading up to Kindergarten entry. This means establishing a morning routine, an evening routine, and a bedtime routine.



2) Assess your morning routine: How similar is your current routine from the Kindergarten program your child will be entering? Are you already in a Pre-K program that is 5 days a week, from 8:00-2:30? Is your child entering a morning Kindergarten program and you have been going to afternoon Preschool? The more similar your routine is now, the easier the transition. If your child is unaccustomed to getting up and being ready by 8am, and their new Kindergarten starts at 8, start practicing being ready by that time now.



3) Evening routine: Even in Kindergarten, your child will begin to have homework if they are in a traditional program.* It is important to begin establishing a “Homework Time” in your evening routine, separate from the “bath-book-bed” routine. Since they will have homework the rest of their school careers, explore when works for your family (e.g. After dinner, before bath? After school before dinner?). During that time, you can play a game that involves sharing or turn-taking, or if you really want to, buy a Preschool workbook and do one page together. The game may be better than the worksheets though, because it reinforces social skills of losing gracefully, not cheating, taking turns, etc. They will get plenty of worksheets in their school careers.



4) Bedtime routine: Have a consistent bedtime, and think about how your child will probably not be having naps in a traditional Kindergarten. If you haven’t already, wean them off naps in the summer time (I know, it’s not fun, but it will help in the long run).



5) Self-Help Skills: There is no potty training in Kindergarten. Wiping is important. No one will wipe your child’s tush in Kindergarten. Also, teach your child how to zip, button, and tie/Velcro (added bonus, improving fine motor skills). Teach “practical life skills” like pouring, opening food containers and drink boxes, etc.



6) Anticipatory Guidance for you and your child: About a month before entry, read getting ready for Kindergarten books (e.g. Mrs. Bindergarten Gets Ready for Kindergarten, Kindergarten Rocks!, The Night before Kindergarten). Also, know that your child may “fall apart” at home for the first 2-3 months of Kindergarten, and this is typical, especially for kids unaccustomed to long days of instruction. They hold it together all day and then when they come home, they lose it. Acknowledge that you see how hard they are working to be a student all day.



7) Reinforce Reading Readiness: If your child went to a play-based preschool and didn’t get much exposure to pre-reading skills, don’t worry. Reading is supposed to be taught in early elementary. It’s harder to teach social skills and behavioral control skills to a kid who is reading than it is to teach reading to a kid with lagging social skills and behavioral control. Remember, kids have to be able to listen to the teacher and control impulses in order to profit from instruction!



You can reinforce reading skills at home by developing print awareness, playing simple phonetic awareness games, and practicing reading comprehension skills during story time:



• Point out environmental print (e.g. stop signs, names of businesses, menus)

• Point out that print occurs on different surfaces (paper, computer screens, billboards, books, iPads) and make a distinction between pictures and print.

• When you read, put your finger on each word you are reading, so they can make a connection that print corresponds to speech.

• Read nursery rhymes, sing songs, and clap along with the rhythm.

• Play games with words that sound alike as you experience them in everyday life (e.g. We’re passing Mike’s Bikes, that’s a funny name because they sound alike!)

• Demonstrate how sounds blend together in familiar words (e.g. Let’s sign your name on Grandma’s card, T-o-m --- Tom)

• Play a game where the goal is to find objects with names that begin with a certain initial sound. This is a great game for walks or car rides.

• Play clapping games and clap with each distinct sounds (e.g. “C-a-t is a three clap word; so is fam-i-ly”)

• Practice attention to stories by reading short stories, high interest books, and reading the same favorites over and over

• Connect stories and titles by predicting the story from the title. Ask your child to make predictions about stories and follow simple plots by asking questions while reading (“What’s going to happen now?”)

• Allow children to retell stories



One final note about readiness: As a school psychologist, I often console “criers” on the first day of Kindergarten. It’s about equal whether I am consoling a parent or a Kindergartner! Your child will take your cues too. If you are emotional and crying as they enter the class, they will tend to be emotional and turn into little barnacles you have to pry off your leg. Model calmness and a positive attitude! Also, don’t be surprised if they are fine the first day and then after a few days or weeks, they start to have difficulties. If I could interpret their tears on days 3 or 4, they would probably be, “OMG, I have to keep coming back every day???” They will get used to it. If the transition difficulties are ongoing, consult with your child’s teacher or the school psychologist.



Oh, and its worth noting for all you educators and school psychologists going back to work this month (or very soon!) that you may want to start weaning yourself off of naps and getting back in a regular schedule too! Here are some tips for educators making that transition back to work from the archives. Of these tips, I find B2S shopping to be the most therapeutic. ;)



*Kindergarten seems to be the new 1st grade, so it may be more academics than you anticipate. I think this is why there are kids rolling around on the rug during whole group lessons and kids start resisting pencil-paper work—they’re not always developmentally ready for it. The main skills I would hope they learn in Kinder are all social-emotional (e.g. following rules, playing well with others, working independently with supervision). But that’s a soap box speech for another time.

Lazy Dogs…and Children?

I don’t know why I continually find myself writing about my dogs over summer break. But it has been a while since I had to use my “children aren’t dogs” disclaimer, so I thought I’d dust it off for olde timey’s sake.*

Since I’m home now, being a lady of leisure, I have had the chance to observe my dogs closely. I used to feel badly about leaving them all day for work, but it turns out they actually just sleep all day. This morning, I thought I’d be a good puppy mama and take them on a walk, and I got out the leash for my greyhound, and he didn’t even get up off the couch. I called to him, and he closed his eyes, as if to say, “Please. I’m sleeping in.” This dog is LAZY. In fact, greyhounds are nicknamed “the 45 mile an hour couch potato” because they are really lazy animals. I guess they are storing up for the big sprint, but still, what dog doesn’t want to go on a walk? I used to be alarmed by his lethargy. I even took him to the vet once because I thought something was wrong with him (clinical depression? Thyroid problem?) , and after $300 of lab tests, the diagnosis? Greyhound. Awesome.

I only bring this up my lazy dog because a) he’s right next to me, being lazy, and I’m out of school so what else can I write about? And b) because it burns my soul when kids, parents, or teachers use the word “lazy” to describe a student. To me, the word lazy is used not as a transient state of being (see Bruno Mars’ “Lazy Song” for detail--Today I don't feel like doing anything), but it is often used as a personality or character trait in a student. It kills me when kids describe themselves as lazy in school, as it suggests the whole problem is a motivation or personality issue.

I was working with this teenager a while back who ended up having a pretty severe language-based learning disability that had gone undiagnosed until high school. During the social-emotional section of the testing, I asked him if he had one wish, what would it be. He said, “To not be lazy. I’m super lazy.” *soul burns* I ended up asking him, “Were you born lazy?”** and he laughed and said, “No.” I took it a step further. “When you were a toddler, did you sit around on the couch and not do anything?” He laughed again and said, “I don’t think so!” So I asked, “When did being lazy start for you?” He then really opened up and said that it started in 5th grade when school work got “really hard and they moved too fast.” He went on to explain he ended up not studying because he felt he couldn’t learn anyway.

I had my “aha moment” and so did he—it wasn’t that he was personally a lazy person, it was that he was struggling with his learning disability and didn’t have the tools or support to push through it, so he avoided studying. I sealed the deal: “So if you were a lazy person, would you have just spent the past 3 hours doing really hard tests with me and not giving up, so we can figure out how you learn best?” He said, “I guess not. Can I go now?” I will take that as a teenager version of a resounding, “you are right.”


*Dogs are not children, and children are not dogs. See Psychologist vs. Puppy for more information.

**I love this question. It can be adapted for all things. Were you born hating school? Were you born hating math? Were you born being angry at your parents? You can really start to pinpoint when attitudes and feelings about things started for students. I tip my hat to Ross Greene, of the Collaborative Problem Solving model for this one. It’s a gem.

Yes, I Still Have a Blog.

Friends,

I have been going down a shame-spiral for not posting lately! The weather is hotter, the kids are crazier, and yes, I am STILL working in the school district even though the official first day of summer was yesterday. I spent yesterday in a room that had a temperature roughly the same as the surface of the sun doing professional development.

The previous weeks were full of trying to tie therapy bows on all my counseling kiddos (FAIL) and finishing up assessments with kids who wanted to be there as much as I did. I also got a few crises thrown in the mix, because we just can't hold it together in June, can we? Sigh.

Soon, friends. Soon I will be able to start the summer recharging process...will this be the summer I actually meet my goal of learning how to reupholster vintage furniture? Will I write meaningful blog posts again? Will I finally learn how to post resources on my blog for people to download, like I've been wanting to for 4 years? Stay tuned...

One thing I can say I have been doing regularly (not posting, clearly) is keeping up with the Notes From the School Psychologist Faceyface Page. I am loving the dialogue and tips from people across the country. Also, loving the commiseration of folks who are making up snow days right now and feel my pain. Come join the awesomeness.

I should also note that I am on twitter too, and if you follow me, I promise you I don't tweet what I had for breakfast and stuff. Mostly I re-tweet interesting articles every week or so. And yes, articles on the Onion count as articles.

Pay Attention.

Lately, I find myself giving the same speech. It takes me a while to get the language right in explaining difficult concepts about child development, so when I do, I like to make it count and use my new speech whenever possible (apologies to people who attend meetings with me on a regular basis and get to hear me say the same thing). Anyhoo, I think my latest speech/analogy is a fairly decent one, so I will share it with you.

At my school sites, I have been getting a lot of requests for assessment for Attention Deficit Hyperactivity Disorder (ADHD) that sound a little like this: “So and so is inattentive and hyper. Does she have ADHD?” It’s a legitimate question, but it is not an easy answer. As in previous posts, like the one where I went to a Circus School to assess a student for ADHD (true story), ADHD is a complex assessment. Especially if you yourself are distracted by trapeze artists during your “school observation.” But I digress.

My new speech/analogy is:

“Attention is the ‘fatigue’ of the psychology field.”

Here is what I mean by that. I want you to imagine you have fatigue and you go to your doctor and say, “Doc, I have fatigue. Do I have Chronic Fatigue Syndrome?” The doctor (if they are any good, of course) would have to investigate all the potential causes for fatigue before concluding anything. Offhand, (and I’m not that kind of doctor), I can think of about a hojillion reasons for fatigue besides Chronic Fatigue Syndrome: the flu, cancer, pregnancy, working in a school district, depression, hyperthyroidism, hypothyroidism, anemia, seizure disorders, poor sleep…..and it goes on and on. “Fatigue” is a non-specific symptom.

The same is true for attention. Offhand, the “causes” of inattention can be: (um, all medical conditions above), ADHD, difficulties focusing because of a learning disability, anxiety, depression, low IQ, high IQ, autism, social-emotional distraction, situational factors, psychosis…..and it goes on and on. So, when people ask me if I will “test for ADHD”, they are really asking me to test for everything else as well. I enjoy ADHD evaluations. I feel like a detective looking for clues and hitting a bunch of dead ends until I get to the bottom of the inattention symptoms.

That is why it burns my soul just a little bit when I get reports from outside professionals who give one rating scale to the parent, and if it is elevated in attention problems, they get the diagnosis. They don’t interview the teachers, they don’t observe the kid at school, and they don’t rule out the other causes of ADHD-like symptoms. Really, it gives “my people” a bad name to do an incomplete evaluation like that.

Second pet peeve about ADHD evaluations is when a doctor then “prescribes” an IEP or Section 504 plan based on their results, without seeing if the inattention is really having an educational impact that requires special education or accommodations. I have had students with ADHD on the honor roll, earning all As and Bs, and the outside professional recommends an IEP. I always wonder what service they think the kid needs. Then I have a fantasy of calling them up and telling them what psychopharmacological medications to prescribe. Because you know, if they’re going to tell me what to do in my school without knowing what their talking about, surely I can pretend I’m a medical professional and tell them what to do. It’s only fair.

I realize that doctors and outside professionals are only trying to help. But I think that school psychologists are the ones best equipped to assess for ADHD (given they have had training and aren’t super old school psychs who should have retired during the Clinton administration or sooner). In some districts, school psychs are not allowed to assess for ADHD, and in some they are. In some, they do screenings and send the information to a doctor. In my private practice as a clinical psychologist, I do ADHD evaluations all the time. In my role as a school psychologist, it has gone back and forth about whether or not I am allowed to do them, even though I have the training. I feel bad for parents, whose doctor says to go to the school for an evaluation and the school says to go to the doctor. It’s confusing, and then the kids with legitimate issues get bounced between professionals.

I am curious how other school psychologists and districts handle referrals for ADHD. I find that it varies from district to district, school to school, and even by school psychologist comfort level in assessing for ADHD. I would be curious from other school psychologists what your district policy is on how ADHD evaluations are handled in your district. Discuss amongst yourselves...and feel free to try on the fatigue analogy at your next meeting!

Emotes.

Anyone who has been a therapist or counseling with kiddos for a while will appreciate this post. I don't know about y'all, but there are some things in my play therapy kit that I kind of want to throw away because every kid seems to want to play it and I'm so over it (Uno and Connect Four, I'm looking at YOU guys!). I often need play therapy toy "crop rotations" to mix it up. Of course, sand tray is always a classic that never leaves, but sometimes I throw a new dinosaur in there to see if it morphs into the principal or a bully at school. It's a good time.

There are some kids though who don't play with anything in the room or get bored easily with the materials you have. I had such a kiddo a while back. He was a kindergarten kiddo who was referred because of impulsivity and aggression in the classroom. He spent most sessions complaining about my toys and asking why he had to be there. At the same time, I had his middle school equivalent in my office a few hours later. Only instead of aggression in the classroom, he also showed aggression in the community. And would you believe I found a series of toys and activities they BOTH liked???

I think sometimes that boys present an extra challenge when it comes to helping them express the range of feelings they have. They tend to endorse "anger" pretty easily and the other stuff takes a long time to get to. That is, unless you have this fabulous tool called "Emotes".*



I was at a convention and was drawn to these little guys who each represented a different feeling, positive, negative and nuanced. For example, "Boom" is the angry one, "Joi" is the happy one, and "Can't" is the frustrated one. I bought the starter kit and the introduction book to try them out. My boys LOVED them. My kinder poppet wanted to read the story every time, and he loved finding the ones that matched his feelings (he gravitated toward Imp-the mischievous, Boom-the Angry, and Super-the confident). He started drawing them in class spontaneously and would do almost anything for a sticker of one of his guys. He even referenced them in reflecting on his own behavior (e.g. Dr. B, I was like "Hype" today in class and got in trouble) Como se dice AWESOME?

My middle schooler, who was notoriously "too cool for school" ignored their pointy little faces for about 2 weeks, and then finally gave in. He started playing with them and wanted to draw them and go on the website and find coloring pages or more stories about them. I did not see that coming! It gave us a way to talk about the feelings that underlie anger without him feeling like I'm a cliche "How does that make you feeeeeeeel?" counselor. Genius.

So after testing them out on my two toughest customers, I contacted the Emotes peeps and asked for them to send me more goodies so I could start integrating these little guys into the Kinder and 1st grade classes as class-wide feeling vocabulary lessons. Okay fine, I guess I am a "How does that make you feeeeeeeel?" kind of gal after all. I just think this is a more fun way to go about it. Plus, they have the books in Spanish. Holla.

Check out their stuff when you get a chance at www.emotes.com. Oh, and if you're looking at it at work, turn the sound down because it starts off with a jaunty little song and a loud exclamation, "How are you feeling today!" It made me feel like "Jumpi" the first time. But the kids love the website because they have comics and whatnot. Enjoy!


*Note: Not related to the term "Emo". When the term "Emo" first started percolating a few years back in the lexicon of my yoots, it took me a while to figure out what they were referring to. At first, I thought a group of students was calling a girl "Elmo" from Sesame Street, and I couldn't work out what it was about, until I asked. It's very different than Elmo, trust me. When I say Emotes, I also over-enunciate the "-tes" part of the word EmoTES to make sure I am clear. Emo has a bad connotation for kids.

Ain’t Nuthin’ But an Educator Paaaaarty

This week was my spring break (yes, this late). It was so late this year, I almost tricked myself into thinking it was summer break. The good news is, when I go back to work tomorrow, it is practically May, so it won’t be long. You think kids are the only ones who get Spring Fever? Ha!

Anyhoo, I spent my spring break in NYC. I had only been one time before, in February, and I wrote off the entire city at that point for being a miserable place. Turns out, in the spring, it’s lovely! Who knew? Everyone but me, probably. I had a great time touring the city with my husband when the weather was nice enough to enjoy it. But by far the best part was meeting up with my Internet BFF, "Mrs. Mimi" for the first time.


People, if you don’t know “Mrs. Mimi” of Its Not All Flowers and Sausages blog, you simply must. She is a teacher who GETS IT. We became Internet besties a few years ago and we are just one broken heart necklace away from being Best Friends in real life too. We met on the Upper West Side (West Siiiiiiide!)* for brunch. It was totally an East Coast meets West Coast Educator Party. It was kind of like when 2Pac and Snoop Dogg got together to make Gangsta Party and they done just put two of Amerikaz most wanted in the same *bleep* place at the same *bleep* time. Wait, they were both west coast rappers. Nevermind. But kind of like that, but not. I digress. ANYHOO, it was a bi-coastal urban-education-love-fest. My husband couldn’t believe we had never met before, the way we were talking nonstop for two hours.**

And I won’t steal her thunder, but DO check her blog in the next few weeks, she has some fabulous things going on right now. Even though she is no longer in the classroom, she is doing some great things in the world of education. Sure, we miss the stories of her getting a g-string for Christmas from one of her students, stories of administrative dysfunction junction, and bodily fluid stories***, but she has some fabulous new projects in the works we will all be excited about. Plus, she has such fancy news from just this past week, I’m dying to congratulate her publicly! But you know how BFFs are, we keep these types of pinkie swear secrets quiet, and we don’t gossip into the blog-o-sphere. We just allude to them so you’ll check out her blog.

After we talked shop over brunch for over an hour, she suggested we go eat the world’s best chocolate chip cookies together (seriously, she’s a gal after my own heart). Could she be more fabulous? The cookies were a.ma.zing. And so was meeting the infamous Mrs. Mimi.

*Sorry, I have 2Pac Tourettes from time to time. RIP, 2Pac *tips 40 to his mem’ry*
**Hubby is such a trooper. His eyes only glazed over a few times as we talked about the state of public education today.
***For more stories, get her fab book by the same name—just clicky click here or on the right side of my blog under “Buy Yourself Something Pretty.”

The Reveal.

During March Madness, my sports aficionado husband was all over watching the college basketball games. I lost interest after my itty bitty alma matter from undergrad, University of Northern Colorado got knocked out in the first round and my grad school alma matter, UC Berkeley was nowhere to be seen. I did have a little interest in picking the final four based upon my favorite mascots. I have a husky mix dog, so I did quite well in my predictions.

During this time period, husband and I had a nice agreement that we would have a balanced evening television routine, and we got to also watch the Do-it-Yourself Channel’s “Mulch Madness” series as well. I became slightly obsessed with Yard Crashers, in which a lovely man comes up to people in home stores and offers to redo their whole yard in a weekend. Husband I and look for this guy every time we are at OSH or the Home Depot. Where is he? I have some major yard needs and no time. Unfortunately, the guy is nowhere in sight, so we are on our own.

Last weekend, I started my weeding and planter box project I meant to start in 2010 and it was so therapeutic. In the DIY shows, they are big on “The Reveal”—when they show the homeowners the final product. In truth, I’m not sure how this falls under “doing it yourself,” as I always see a team of a dozen or so professionals doing all the work and then voila! Here’s your perfect yard in a half an hour! My planter box project, however, was truly DIY, and I got to do “The Reveal” with my husband, and it looks great. I was so friggin’ pleased with myself, you would have thought I won the final four of gardening.

Later, I thought about why it was so satisfying to me, and I realized that it is because my work as a school psychologist is the opposite of that. I spend my days digging out weeds of negative influence on kids, teaching gardeners how to take care of my students, planting seeds of ideas, and waiting. Then waiting. Then more planting, more teaching, and more weeding. And waiting. I don’t get to see The Reveal that often. I wish I could fix up a kiddo in my office, then present him or her back into the classroom, all prettied up and blooming, academically, behaviorally, and emotionally. Voila! All better!*

In reality, I just have to trust that all the ugly demolition of old ideas phase, and the replanting phase will eventually come to fruition and that no one will stomp on my student’s new seeds of ideas about how to change for the better. Sometimes, I just wish it was easier, and I could storm into a classroom, ala Yard Crashers, with my tv crew and team of professionals, pluck a kid out to fix in a weekend, and everyone would be happy with the final product. Until then, I will just have to keep planting, waiting, nurturing, and having faith in the process.




*I had an intern once who wanted to go into school psychology because as she said, she had a "fix it personality." I tried not to squash her dreams, not at least until second semester. At her final evaluation, I told her that a "fix it personality" may be a double edged sword, because we don't really have the power to "fix" all kids. She said, "Okay! I'll fix that about my personality!" I loved the enthusiasm. I hope she is doing well in our field...