scribblechic

My children reside in the academic margins of test scores, their success defined just outside the traditional framework.  Both of my children have been gifted challenges that require a unique approach to traditional classroom expectations.

This year has been a transition year as my son moved from elementary to middle school.  Early on there were signs he was struggling with otherwise simple tasks.  Specifically, note taking and classroom activities.  Up until last year there was an aide in his classrooms available to support my son when his attention wandered.  This year, he is independently accountable for the little things that collectively make a big difference.

In the company of my son’s middle school teachers, a special education coordinator asked: What are your goals for your son?  My husband and I had come to the meeting with a unique goal in mind.  To set aside grades and test scores and chart our son’s ability to self-monitor as he learns to rely on himself for redirection.  It was a goal that may have made other teachers uncomfortable, but his teachers respected this honest request.  In a system where students and teachers are rated by scores, lesson plans structured to prepare students for tests and test scores used to measure success, our son’s teachers set aside those expectations and honored our wish.

Simultaneously, my daughter is struggling in elementary school.  Reading and math skills loom in front of her like giant trees blocking the road to success.  Slowly, we are all pushing against the weight of the block, moving forward together.  Her teacher sees the seeds of greatness hidden behind test scores and nurtures my daughter’s strengths while challenging her to grow.

The unique needs that have created poor test scores have gifted my children space in the margins to blossom.  Rather than focus on what they know, we are guiding them through the experiences of their mistakes.  Perceived failure is often just a lesson in strength; success a personal achievement.