Goals and Assessments

It seems almost inevitable that at the end of each year I get a bee in my bonnet about “doing” homeschool “better” next year. I’m not sure exactly what that means, but I’m sure this urge is related to the Seasonal Resolution Virus that just about everyone gets infected with right around now. So, I’ve decided that I’m going to get back to setting quarterly goals (or objectives?) and writing up quarterly assessments, at least for the older two Cubs. Although I've written assessments in the past, I’ve never really done formal educational goals with/for the kids, but I think the time is ripe for Brother Bear to begin participating in that process.

So, I pulled out my tried-and-true assessment form, which I originally took from Lynn Stoddard’s book Educating for Human Greatness. I feel it supports the TJEd approach, with its focus on developing the individual rather than pressing conformity to a system. Assessments have never been my strong suit, mostly because I have very little idea what to write, especially about my own children. But, this format gives me some basic areas to focus on, and something to think about. It still may take me a month to finish the assessments, but at least I’ve got some place to start.

If you happen to be looking for an assessment format, here’s the basic outline.

For the older students:

Directions: Please indicate how much you feel this child is growing in each of the categories listed below:

Identity:
1. Self-esteem, self-respect, and self-confidence.
2. Sense of responsibility for his/her own learning and behavior.
3. Awareness and development of his/her unique strength, talents, gifts, interests, and abilities.

Interaction:
1. Kindness, trust, thoughtfulness, tolerance, and respect for others.
2. Social attitudes and skills; the ability to listen with understanding, express ideas, and get along with others.
3. Enjoyment and ability to express him/herself in writing.
4. Responsible citizenship, understanding of the workings of the democratic process, respect for environment and laws.

Inquiry:
1. Enjoyment of learning.
2. Enjoyment of school.
3. Curiosity, initiative, self-direction, and independence in trying to learn.
4. Studying and seeking information from a variety of sources.
5. Ability and desire to read for recreation and personal growth.
6. Ability and desire to use knowledge to create, invent, think, and solve problems.

To this form, I’ve added the following:

Academic Goals/Progress: Last Quarter’s Goals, Progress, Next Quarter’s Goals
1. Language/Communication:
2. Literature:
3. Reading:
4. Writing/Grammar/Composition:
5. Penmanship/Keyboarding:
6. Math/Economy/Finance:
7. Music/Art:
8. Physical Fitness/Health:
9. Domestic Arts:

For the younger children:

Directions: The parent or teacher is to read each question orally to the student, who then draws a smiling face, a frowning face, or an “in-between face” to represent his/her feelings about the question:

Identity:
1. Do you do a good job of learning?
2. Are you good at some things?
3. Does your teacher like you?
4. Do your classmates like you?

Inquiry:
1. Do you learn about the things you want to learn about?
2. Do you ask a lot of questions in your class?
3. Do you read outside of school?
4. Do you like to figure things out by yourself?

Interaction:
1. Do you get along with other students?
2. How do you behave in school?
3. Do other people listen to your ideas?
4. Do you get along with your family?
5. Do you like to write?


That’s about it. I feel like I need to add a "spiritual" category to the form, but not sure what I'd say about it. Regardless, hopefully I’ve started the process early enough I can get the assessments done, and some goals sketched out before we get “back to homeschool” next year. While I'm at it, maybe I need to set some goals for myself, too….

Living Math

Among “relaxed”, “eclectic”, “unschooling”, and other non-traditional homeschoolers (ain't that a fringe-of-the-fringe group), there seems to be a general predilection for “living math”. That is, allowing kids to learn basic mathematical concepts within the context of everyday life, rather than trying to drill formulas and procedures into their little heads and hope they stick (the formulas and procedures, not the kids). This is pretty much the approach we’ve taken toward math, mostly incorporating a lot of kitchen math and “let’s figure it out” responses to questions. But this year, the term “living math” took on a whole new meaning for me, as T-Bear’s T1 care requires a fair amount of mathematics to be effective.

I happen to be pretty comfortable with numbers. I took four years of “advanced” mathematics in high school and did well with it, and I was a bookkeeper in my former life BC (before children). It took me a couple of months PDx (post diagnosis), but it finally occurred to me that when T-Bear’s diagnosing endocrinologist asked about my education, one of the things he was probably probing about was the level of my mathematics skills. Since it came easily for me, I guess I didn’t really stop to think about that too much. After all, I had a few other things to think about at that time, and for several months thereafter.

But, when I picked up an algebra workbook for myself at the beginning of our homeschool year and worked on a couple of pages (that’d be “Inspire, Not Require”), it dawned on me that I had been using and applying basic algebraic rules to calculate T-Bear’s insulin injections. Correctly, which is kind of important. Then I began to think about other parents with T1 kids, and how well they were coping with the mathematics involved.

I happen to know a few adults who suffer from “math block”, who never really recovered from that one horrible math class in which they became convinced they would never be able to do anything remotely mathematical, and that conviction has stuck with them their entire adult lives. And, what a completely horrific nightmare it would be for one of those adults if their child had T1. If their child’s health, and possibly very life, depended on math skills that they, the parent, just did not have, and were convinced they would never have. “Sink or swim” does not even begin to approach the trial-by-fire that these parents must endure. It made me deeply grateful, once again, for the brain that I have. This little mass of cells that easily grasps and manipulates numbers on an intuitive level. It makes me weep just thinking of it.

Now, Brother Bear, because his heart is so golden, makes efforts to learn how to care for his brother. He goes through spurts where he insists on drawing doses for T-Bear (under my supervision), and insists that I help him learn how to do the calculations. Honestly, the math is still a little complex for him at this point, but whenever he shows up for another round, we go through the numbers together. Because someday, I know, it’s going to click for him. And, when it does click, it’s going to be with him for the rest of his life. Because his brothers life and well-being depend on it, and he knows that. THAT is “living math”. Literally.

So, for those who have never calculated an insulin dose (lucky souls), here is a typical day in the life of our T-Bear, by the numbers. Keep in mind, this is the “easy and flexible” insulin program, and there are many other programs out there. And, we're still on MDI (multiple daily injections), not a pump. This program requires more math, but allows for tighter control of BS, particularly for kids whose eating habits tend to be somewhat irratic. And, tight BS control is a good thing. A very good thing. Really, an essential thing. And, BTW, I don't guarantee all of my math is correct...just "close enough".


BREAKFAST:

Home-made pancakes:
2 c whole wheat flour = 46 g carbs
3 tsp baking powder = free
½ tsp salt = free
¼ c sugar = 12 g carbs
2 eggs = free
2 tsb oil = free
1 ¾ c milk = 21 g carbs
Total carbs per batch = 79 g carbs, yielding 4 cups of batter
¼ cup batter for one small pancake (4 c / 16) = 4.9 g carbs
2 pancakes = 9.8 g carbs

¼ cup syrup = 53 g carbs (really….wow…look at THAT compared to the pancakes it goes on)

1 egg, scrambled = free

1 c milk (to drink) = 12 g carbs

Total breakfast carbs = 74.8

Breakfast dose:
Pre-breakfast BS = 101 = no correction needed
Meal = 74.8 g carbs / 15 (carb/insulin ratio) = 5 units
Total breakfast dose: 5 units fast-acting insulin


LUNCH:

Sub sandwich from Jen's NY Deli (park day):
6” sub bread = 48 g carbs (thanks, Jen, for looking that up for me)
Turkey, ham and cheese = free
Mayo = free
Lettuce & tomato (which he picks off) = free

Pkg potato chips = 23 g carbs

Bottle of Crystal Light drink = 0 carbs

Lunch dose:
Pre-lunch BS = 163 = (163-100)/50 = 1.25 correction
Meal = 71 g carbs / 12 (carb/insulin ratio) = 5.9 units
Total lunch dose: 7 units fast-acting insulin


AFTERNOON SNACK:

Apple (small, but have to guess exact carbs) = 15 g carbs
Peanut butter = free

Snack dose:
Pre-snack BS = 85 = no correction needed
Meal = 15 g carbs / 12 (carb/insulin ratio) = 1.25
Total snack dose: 1 unit fast-acting insulin


SUPPER:

Italian Soup:
1 box organic tomato soup = 4 servings x 16 g/serving = 64 g carbs
1 jar organic marinara sauce = 4 servings x 42 g/serving = 168 g carbs
6 oz elbow macaroni @ 2 oz/serving = 3 servings x 42 g/serving = 126 g carbs
1 c frozen vegetables (don’t count, ‘cause he’ll pick ‘em all out)
Total pot = 358 g
Portion size (approx 1/5 of pot) = 71.6 g carbs

Fresh French bread (guestimating ‘cause there’s no nutrition label) 2 slices @ 15 g per slice = 30 g carbs

Supper dose:
Pre-supper BS = 75; anything under 80 requires correction, so approx 10 g carbs free
Meal = 101.6 g carbs – 10 carbs free for correction = 91.6 g carbs / 12 (carb/insulin ratio) = 7.5 units fast-acting insulin


7:00 pm = 10 units Lantus (slow-acting, 24-hour basal insulin)


BEDTIME SNACK:

Not hungry, so doesn’t have a snack (thank goodness)

Bedtime dose:
Pre-bedtime BS = 80; needs to be over 100 before sleeping to avoid overnight lows (we really do NOT want to go there, 'cause it can involve seisures, stabbing with glucagon, and calls to 9-1-1), so force down one cup of milk; no fast-acting insulin needed.


So, that’s kind of it. A day in the life of T-Bear, by the numbers. Thank goodness for math, and for a brain that can do it fairly accurately.

PS: BTW, since I drafted this article, T-Bear's insulin/carb ratios have been tweeked. Just when I get all the numbers memorized (which is NOT my strong suit), they get changed. One more opportunity for growth, I guess.

PPS: One of the things I am deeply and daily grateful for is NO overnight lows. At least I can sleep at night knowing T-Bear is okay. Most nights. I weep for the parents who have to test their kids' BS at 2:00 am every night and correct, just to keep them okay. Juvenile Diabetes is a living nightmare for too many families. We need a cure NOW. PLEASE help if you can. JDRF.

Educated (5/29/09)

Without coming right out and asking, the doctor asked me if I was educated. I think I said something about “not formally, but I consider myself educated.” I suppose I could just have said “yes” and left it at that. Or, I could have said “self educated”, which is pretty much what I am. But regardless of my answer, I wasn’t put off by the inquiry because I understand that kids with chronic conditions that require on-going care have a better chance of making out well if their parents are college educated. Right or wrong, it’s just one of those indicators that seem to consistently spell “a better chance” for some kids. Out of concern for his young patient who would be dependent on mom and dad for care, the doctor was feeling out what kind of chance T-Bear had of remaining healthy in spite of his diabetes.

In his book In Defense of Food, Michael Pollan winds things up with a list of things to do if you want to eat better, and thus live better. One of those items is to “be like people who take vitamins”. Pollan cites a study which indicates that taking vitamins does not provide any demonstrable nutritional or health benefit, but demographically people who take vitamins are healthier than those who don’t, probably because they live a healthier lifestyle overall. That’s me with education. I think I live and behave “like people who are educated.” I hang out with college-educated homeschooling moms, I keep piles of books around, read voraciously, read aloud to my kids daily, and when any subject of interest or need arises I dive in and do the research. Just as a healthy lifestyle is an attitude and set of habits that may or may not include taking vitamins, being educated is an attitude and set of habits which may or may not include graduating from college or university. It is a pursuit of knowledge that does not end after you stop attending classes or get a diploma.

When our lovely neighbor, M, came over to check on us the day after we arrived home from Orlando, I told her I was dealing with T-Bear’s diagnosis by diving into learning everything I can about type 1 diabetes and effective management and care. There’s a lot to learn in a pretty short period of time, and some of the detail and subtlety may be out of many people’s mental reach, and definitely out of many people’s comfort zone, but I’m pretty good at stretching myself. I told M I’ve got the type of mind that gets off on gobbling up new data and information. Even when the subject is heartbreaking and living in our home, my mind is happy to be doing its thing. And, it helps soothe my heart by making me feel I have some control over the outcome. If I didn’t feel like I could understand this and make good decisions, I think I would rapidly sink into helplessness and hopelessness. That, for me, is the value of an “educated” mind.

If TJEd has taught me anything, it’s taught me that education is not about sitting in classes and writing papers and making grades and getting a diploma. It’s about feeding your mind, challenging your assumptions, being curious, and beefing up your intelligence. It’s about having a mind that contributes toward making the rest of your life work, and about helping to make the world work. It’s about learning every day of your life, and loving it. It’s about living a rich, deep, full, liberating life, inside and out. And, everyone can have it. It just takes some effort and commitment, and cultivating a joy of learning. And, the best part is, once you have it, you can pass it on to your kids.

Back to School

Yesterday was our first day “back to school” after a break of about a month and a half, and I’ve changed things a bit. Again. I’ve backed off being a TJEd purist, and have begun scheduling content, and requiring. Heh. We’re even using workbooks and flashcards. Scandelous, I know. But, we’re also back to reading our classics. Brother Bear and I are reading The Lion, The Witch and The Wardrobe again. T-Bear is back to listening to audiobooks on his headphones to help his CAPD. And, we’re back to working on our penmanship. So far, so good. No mass rebellion yet. Haven’t gotten through today, though. The day is still young.

Eight Keys of Great Teaching (TJEd Principles)

YOU, not Them
Inspire, not Require
Structure Time, not Content
Simplicity, not Complexity
Quality, not Conformity
Mentors, not Professors
Classics, not Textbooks
Secure, not Stressed