Display Article
Back to Resources
Paving the Way for Achievement: How one family met their student's unique educational needs. (2003)
Questions/comments
Back to Resources
Paving the Way for Achievement: How one family met their student's unique educational needs. (2003)
| Realizing early on that their middle school had no courses for above-average students and that their high school didn’t offer advanced placement courses, the Chappell family from Michigan used creativity, persistence and problem-solving skills to meet their son John’s academic needs in a small school district. Detailed below is a brief history of how mother Karin explains the family set a rigorous academic course for John: Paving the Way for Achievement 7th grade: John mastered math concepts easily, and it was clear he needed more of a challenge. We asked if he could take high school algebra with the 8th grade class and were met with a set of obstacles as to why this would not work. We combined our wits and energy with another classmate’s family and met with the principal, counselor, curriculum director and teachers, and finally the school relented and allowed them in algebra. Both students performed above average in the class – in fact, they had the highest scores. This “experiment” (as it was dubbed) was a success, and we can happily report other 7th grade students have since been allowed to take algebra. We were “breaking the mold” since up to this time only 8th graders could take algebra. It was a heart-warming experience to combine efforts and share our thoughts and concerns about what John needed with another family who completely understood what we were talking about. Through this family we learned about many opportunities, including ATYP1 , for which John needed to take the SAT test to qualify. John took the SAT the following year through Midwest Talent Search. 8th grade: Because John had already completed algebra, the district didn’t know what math to offer him. We suggested geometry at the high school, which led to another meeting with the administrators, counselor, and teachers to convince them that this would work and that we would provide transportation. The district wanted to keep John in the algebra class another year and give him supplemental material. Finally we received permission for John to go to the high school. The high school math teacher, while supportive, was initially apprehensive about this recommendation, but by conference time his reservations disappeared. John scored the highest in the class. In addition to geometry, John took an ATYP English writing class held on the campus of Kalamazoo College. The district paid the course fees, and we carpooled with two other families to get him there. John considers the ATYP program the most rewarding experience of his education. For the first time he felt ‘at home’ in a classroom setting. He was in class with 15 very bright students and they were taught how to write by an exceptional instructor. It was difficult to convince the district to grant credit for geometry on John’s high school transcript. There was an unstated anxiety that John might graduate early. Eventually we got the geometry credit, but we had to meet with the head of the English department and the 9th grade English teacher to get credit for the ATYP course. They finally agreed to give him an elective credit but ruled that John must take freshman English. 9th Grade: John took classes at the high school and decided not to enroll in an ATYP class. He tested out of the business service technology course to free up a class period to take a more challenging class. 10th Grade: John took the MEAPS test (Michigan X) test a year ahead in order to take dual enrollment classes as a senior and possibly as a junior. He also took the ACT. In February, he enrolled in an Honors Logic and Critical Thinking online course through the Gifted LearningLinks program at CTD. The nine-month class ended in October. He took this class in addition to a full class load because it was done independently and partially over the course of the summer. John felt confident about the workload and comfortable doing the work in the summer. When he completed class, he enrolled in LearningLink’s Honors Introduction to Philosophy online. This, too, was in addition to his required course load. We paid the course fees up front and were reimbursed when John’s grades were sent to the district. John studied at a table in the media center while taking the distance learning courses. John took the PSAT with the juniors. 11th Grade: John took two online courses through Gifted LearningLinks, AP Calculus AB and AP Physics B, with knowledgeable professors who were accessible via the Internet or telephone. Between junior and senior year, John studied at Cambridge College, England, where he studied History of Political Philosophy, British History, and Micro/Macro Economics. We covered the cost of these courses since we felt they would strengthen his college applications. We were able to have these courses placed on his transcript because he did not need them to graduate. 12th Grade: As a senior, John used Gifted LearningLinks to take AP European History, AP Physics C (Mechanics and Electricity and Electricity and Magnetism) and AP Biology. He retook the SAT tests in both the 11th and early in 12th grades to improve his score. We continued to pay for courses because we were most concerned about John getting the courses he needed. Eventually we learned that the district was responsible for the costs of the courses, and they began to reimburse us. (According to Michigan’s Postsecondary Enrollment Options Act 160 of 1996 in Michigan, the school district was required to pay for John’s classes.) It was not easy to get everyone to accept that our son needed more than what the curriculum offered, but we persisted and insisted —and he was able to get the classes that best fit his individual needs. I encourage parents to do their homework, become knowledgeable of the policies and laws regarding their children’s education, outline a plan, and meet with the teachers involved. If possible, parents should aim to become a parent advocate and meet with the appropriate teachers/administrators in their districts. Lessons learned along the way:
by Karin Chappell  E-mail this story
|
Questions/comments
