Posted by Hannah Cleveland on Mon, Feb 15, 2010
Educational consulting is not a science in the literal sense of the word. There are a myriad of factors to consider when placing a client; therefore the more tools we have, the better equipped we are to ensure that we provide families with the most viable options.
One such tool is the Goldberg Educational Placement Inventory (GEPI)TM. The GEPITM is a proprietary assessment tool developed by Adam Goldberg, M.Ed. in conjunction with Boston-area neuropsychologists and special education administrators for use by professionals consulting on school and special needs program placement.
This particular tool can be useful even before a family has engaged our services. The GEPITM results provide insight into the general types of programs which would benefit the student, for example: Public or Private? Traditional or Non-traditional? Day or Boarding? LD or Therapeutic? This basic information can be extremely useful in laying the groundwork for the direction of the initial conversation between family and consultant. In most cases this would allow them to start off on the same page and at least have a solid basis for discussion.
If you think the GEPITM could be of use to a student you know, click here. If you complete the form and return it to me I would be happy to score it and share the results with you.
Posted by Leslie S. Goldberg, M.Ed., CEP on Sun, Aug 23, 2009
When parents call for help with a child, adolescent, or young adult they are often in crisis and we first and foremost need to determine if we are the right people to assist them. Do they need crisis intervention; do they need a therapeutic wilderness program; do they need a therapeutic boarding school or a residential treatment program; or do they need a young adult program? Do they need a medical facility? Do they need an intervention? Some families may just need to hear some local resources, wherever they are, if they cannot afford to place their child. Do they need some advocacy services to assist them with funding or IEP issues? Once we have tweaked out that kind of information and if they agree to engage our services, we do all of our due diligence and come up with a plan.
Sometimes the plan involves a two-step process with a short term program for a couple of months followed by a longer term school or therapeutic program. Parents are extremely eager and anxious to know all that they can and want to know the long term plan right at the beginning. More often than not, we cannot give them the long term plan until the shorter term program along with clinically sophisticated testing and the 24/7 observation, therapy, and assessment are well underway. Sometimes I really wish I had a crystal ball, but without the weekly calls and reports as well as the careful and thorough test interpretation, the view from that crystal ball may not even be accurate!
We acknowledge that this can be very difficult for parents. Therefore, we do everything we can to help them with this rationale. Although it would certainly be easier for consultants and a heck of a lot less work to come up with the two step process at the beginning, it is not always in the best interest of the child, adolescent, or young adult, and that to us at the Goldberg Center is the most important goal.
Let us know what you think...
Posted by Leslie S. Goldberg, M.Ed., CEP on Wed, Apr 08, 2009
A generation or two ago dads went to work, moms stayed home and kids lived in fear of adult reprimands and punishments. Today, with so many fragmented families, both parents working, and the expectation of immediate gratification, the parents have become more enmeshed with their children's lives. At the same time, we, as specialized educational consultants, see more teenagers acting out as well as in and needing structure rather than "stuff" like electronics, the latest fashions, and attitudes.
Perhaps out of guilt, perhaps due to giving their children what they feel they didn't have, the parents are joining in on their children's games, social life, even drugs. Today's teens are often called "entitled" and feel as if they can have whatever they wish and it is the parents' job to get it for them. As a specialized educational consultant for nearly a quarter century, I have watched parenting trends come and go along with the "diagnosis du jour" whether it is ADHD, Bipolar, borderline, or Aspergers. Parents are looking for answers, diagnoses, medications, quick fixes when very often if they just said no it could work miracles!
Therapeutic boarding schools and residential treatment centers allow minimal amounts of clothing, electronics, and "stuff" and the students' rooms are kept tidy every day. There are clear rules and consequences around academics, residential life, and extracurricular activities. As parents we could learn some lessons from this by setting very clear rules, boundaries, and expectations with clear and consistent consequences when the teens do not step up to the plate. Of course, in a perfect world, all of this should start when the children are toddlers.
As specialized educational consultants, we often have to tell it straight - befriending your kids now can ironically alienate them in the future... and for a considerably longer duration. You need to specialize as a parent, not a friend.
Leave a comment - let us know your thoughts, your observations, your insights.
Posted by Leslie S. Goldberg, M.Ed., CEP on Mon, Mar 09, 2009
Families have been seeking our guidance for their troubled teens over the course of three decades and for those looking into such help there is no better time than the present because of all the options available. In addition, the current economy has caused some of the less viable programs to close and others to open with the exiled seasoned professionals.
Why would we suggest a therapeutic wilderness program for some tweens, teens, and young adults rather than simply advising families to go directly to a longer term therapeutic school?
It is almost miraculous what happens when a struggling teen is taken out of his or her comfort zone, away from all distractions, especially the electronic ones. When we see kids during our frequent visits and revisits to therapeutic wilderness programs, we can actually tell simply by looking at their faces and posture how long they have been in the field. The clear eyes, the rosy cheeks, the confident walk are signs that several weeks have passed.
The benefit of rolling admissions (continuous flow, as it is called in the therapeutic wilderness programs) is that those who have been there longer can actually rise to a leadership position, helping the newer ones adapt and thereby enhancing their own level of confidence. The group wilderness therapy, along with intense individual sessions, enhances the power of the wilderness program. In addition the "hard skills" such as "busting a fire" (rolling a stick between your hands into some brush and a rock until a spark catches the brush) take inordinate amounts of patience, a tool which teens lack today in our world of instant gratification. In full disclosure, I must admit that I have never yet been able to bust a fire...
These are NOT boot camps! The careful training of the field staff, the incredibly gifted credentialed therapists, the joy that emerges from being active, eating healthy (no, there is no food deprivation), and having plenty of fluids (yes, there is careful monitoring to prevent dehydration) is amazing to watch.
Thorough psychoeducational or neuropsychological testing can additionally be arranged, typically after a few weeks to ensure validity, and the testing, the weekly family therapy sessions by phone, the letters flowing back and forth from kids to parents, all lead to a great jump-start to either the next school or program or back home. If the family follows the advice of the professionals, the graduates of therapeutic wilderness programs are much more successful than those who opt out of such an option.
Obviously therapeutic wilderness programs are not for everyone. There may be certain medical issues, psychiatric diagnoses, or aggressive behaviors that rule out such an option but most profiles would fit a certain wilderness program, depending on the match of therapist, composition of group, and programmatic approach. No two wilderness programs are alike.
Afraid you can't afford a therapeutic wilderness program? They are impacted by this economy as well and this, once again, could open up an opportunity that normally might not exist at other times.
Posted by Joshua C. Doyle, M.Ed. on Wed, Feb 18, 2009
In an ever-changing educational environment, students and families are more often than ever considering options for special education schools to help address learning and attention issues. But what do you need to know about specialized day and boarding private schools from an admissions standpoint? As a former admissions director in LD schools and now as an educational consultant, I spend considerable time demystifying the admissions process for parents and professionals making decisions in the face of student struggles.
The following are my top tips for navigating the admissions process for special education schools:
1) Assessment: It is vital that, before embarking on a search, your child has received updated cognitive and achievement testing. Most schools will not consider a student unless the testing has been performed in the past 2-3 years. In more cases than not, a school will require the submission of a full Wechsler Intelligence Scale for Children (WISC- IV).
2) Research: The admissions process for you and your child can prove to be overwhelming and emotionally exhausting. Nevertheless, it is important that you all do a significant amount of research on the schools before applying. All special education schools cater to different students in varying ways and it is up to you to understand the realm of possibilities.
A few key questions for initial admissions inquiries:
-To which other schools are your applicants most likely to apply as well?
-What types of teaching methodologies and technologies does your school use?
-Are organizational and study skills taught as core curricular disciplines or treated as peripheral?
3) Retention of Students: It is important to know how many students decided not to return to their school. If the number is higher than 10%, ask why that percentage of students didn't return.
Examples of questions to ask about retention:
-What has been your retention rate for students over the past 3 years?
-factoring out economic variables, why was the retention rate low relative to other schools?
-How many students have transitioned back into a more traditional school environment?
-How many students have been dismissed in the past 2 years? For what reasons?
4) Outcomes Studies: Ask a school if they have performed outcome studies on their students' progress. Many special education schools have done clinical studies that will give specific data on the reading gains their students have made since they have been attending the school. Note that anecdotal information is not a good substitute for hard data. Also, find out where students go, on a percentage basis, when they graduate from the school. How many move on to a four-year college? A two-year college? Take time off? Jump right into industry?
5) Special Education Schools vs. Traditional Prep Schools / Private Schools: In order to meet enrollment goals, many traditional schools are choosing to admit students with learning differences these days. It is very tempting for families to consider these schools because they have a more traditional private school setting and culture. However, not all of these schools have the expertise and/or proven methodologies "in-house" to academically assist these students. It is important to be cautious and ask detailed questions when considering traditional private schools for your child with specialized needs if the school does not have a proven history of working effectively with this sub-population.
A few questions that can open up a discussion about supports for your child:
-Are the teachers trained in special education and what credentials do they carry?
-Is my child going to be pulled out of class or an after school activity to receive help?
-Will my child have to go to a resource room to get additional support?
6) Always ask the school for at least 3 parent references and, in doing so, make sure each has had their child attend the school for at least one full academic year. It may also be helpful to request parent references that are from the same geographical area in order to be able to control comparisons in relating to local school decisions, requirements, etc.