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Avoid 3rd Grade Retention – Focus on Success by 3rd Grade

September 13, 2014 by Mira and Mark Halpert

3rd Grade Retention is a controversial tool supported by Conservatives, led by former Florida Governor Jeb Bush.

Research has found that of 22 stressful situations, students found grade retention the 3rd most stressful life event after Loss of a Parent and going Blind. At 3D Learner, we shift the focus from 3rd Grade Retention to Success by 3rd Grade.

We know who is at risk, often by 1st grade, almost always by 2nd grade and always by the summer before 3rd grade.

This impacts students in public, private and charter schools with the new Florida State Standards — Florida’s new name for the Common Core Standards.

3rd Grade Retention is a real risk for students in Public and Charter Schools, where the replacement for the 3rd Grade Reading FCAT, also known as the 3rd Grade FCAT, will be much harder. We project that 25 to 30% of the 3rd graders will fail the 3rd Grade FCAT Replacement test with a score that will bring 3rd Grade Retention into play.

We have written a short, informative and empowering book “Success by 3rd Grade“. We focus on what parents and grandparents can do to make the difference.

Rather than focus on School Choice (i.e.Public, Charter, Private or Homeschooling), we focus on how your child learns best and what issues might be holding your child back. With the likely challenges being attention, visual tracking, working memory and processing speed challenges.

We would like to offer you a no cost copy of “Success by 3rd Grade“, an online assessment and a debrief, that are designed to provide you with the information, mindset and resources you need to help your child to success and to shift your focus from 3rd Grade Retention to focusing on Success by 3rd Grade.

Just go to Success by 3rd Grade and then call 3D Learner at 561-361-7495

A Visual-spatial Learner or Dyslexia

September 12, 2014 by Mira and Mark Halpert

This article, by Dr. Debbie Walhof an innovative pediatrician, takes a very different view on whether we should look at a student as a visual-spatial learner, or focus on their dyslexia.

As a mother, Dr. Walhof had to deal with years where schools focused on her son’s dyslexia. This leads to both a focus on a dyslexia and their weaknesses and it tends to diminish a student’s self-esteem.

What was missing was a focus on her son’s strengths – his visual-spatial strengths. Dr. Walhof knew her son had these strengths, but did not realize that there was a way to capitalize on his strengths.

When our child first experienced problems with reading our first reaction was to have her tested for dyslexia. We thought a dyslexia test would lead to a dyslexia program that would lead to success.

We were wrong. Our child continued to struggle with reading comprehension problems, even after multiple dyslexia programs.

My wife discovered two things:
1- Our daughter could do far better with a program that taught to her strengths. When we capitalized on her ability to learn best when she saw and experienced information, she could both dramatically improve her reading comprehension and she could love reading
2- When we looked back at lists of dyslexia symptoms, we saw a sharp focus on weaknesses – phonics, phonemic awareness and difficulty reading out loud

When we started to help other dyslexic students, we also noticed two things:
1- Students with dyslexia often have attention and/or visual tracking issues. When the attention and visual tracking issues were identified and addressed, their program was far better
2- When we looked at the Symptoms of Dyslexia, we noticed a distancing of dyslexia from attention and visual processing challenges

Since our focus is on helping student succeed, we shifted to a focus on these students visual-spatial strengths, we identified and addressed the relevant issues and we worked hard to boost their self-esteem and their love for reading.

We want to thank Dr. Walhof for being a leader as both a pediatrician and a mother to shift the focus to the visual spatial learner and their strengths.

7 big benefits from Focusing on the Visual-Spatial Learner and Their Strengths and Interests While Addressing Their Challenges
1- Reading comprehension and learning gains come quicker
2- Self-esteem and self-advocacy skills can be improved
3- Great connection with other visual-spatial super stars – Einstein, Edison, Disney, Schwab and Branson
4- The student sees real benefits in many aspects of their lives

5-We could help the over 60 percent of the student’s who learn this way
6- We could reduce special education costs, drop out rates and long term social costs

7- This opens the door to helping students to be incredibly successful in careers that play to their strengths

We are at the beginning of what we hope will be a Parent and Professional Revolution to focus on the Visual-Spatial Learner and their strengths

Schools May Be Saying Your Child Does Not Have a Learning Disabililty or Dyslexia but …

September 11, 2014 by Mira and Mark Halpert

A mom thought her child might have dyslexia, a learning disability, or a reading disability.

Her child was struggling to understand what she read. The psycho-educational testing revealed above average reading score. Mom called us and asked for help.

We asked, “Did they do a DAR and a short reading comprehension assessment?”

Mom had to go back to the school and ask. The answer was yes.

Every week, and it seems like every day, we hear parents who suspect a reading disability, dyslexia, or a learning disability are being told their child does not have a a reading disability, dyslexia, or a learning disability, because the test shows near or at grade level reading.

Especially with the Common Core Standards or new Florida State Standards, the key reading skill is the ability to comprehend what a student reads. The passages on many assessments are short, but the passages on the new Common Core Assessments or Florida Standards Assessments are long. The other challenge is that the DAR, a Diagnostic Assessment of Reading, focuses on reading fluency and decoding, and not on reading comprehension.

While the DAR showed the student’s reading fluency to be above grade level, a reading comprehension assessment on longer passages showed the student’s reading comprehension was 4 years below grade level.

Both results may have been correct, but the three key points are that:
– Both the Common Core Assessments and the new Florida Standards Assessments will measure a student’s results on longer and more complex passages
– Too often a student is tested for either reading fluency and/or reading comprehension on short passages
– As a parent, you want to insist on a reading comprehension assessment based on the new Common Core Standards with passages similar in length and complexity to these tests.

What really helps is to have a reading comprehension assessment based on the Common Core Standards, even before going into a meeting or submitting a request for special education services.

To get one, go to 3D Learner, complete the assessment at the bottom on the page and give us a call at 561-361-7495.

First Day of School is Like a Dance

September 10, 2014 by Mira Halpert

So today was the first day of pre-school for my grandson. A milestone in so many ways – and a reawakening of sorts, for me as his Bubbie.

You see, my early training and work experience BEFORE I had children was teaching and nurturing pre-schoolers. As the Director of a University pre-school, I got to not only welcome children into their first structured learning environment, but also train young teachers at the University level to be that nurturing teacher! I had students at the opposite end of the school spectrum.

Both groups of students had similar excitements and fears! Excitement for learning new things and meeting new friends, even if they didn’t know what that meant. Tears – yes for both the soon-to-be teachers and students, because their heads were simultaneously spinning with excitement and fear, and the physical response was their way of communicating that. It didn’t take long for EITHER group to acclimate as they helped each other navigate this new environment.

Years later as a mom, I realized that I too had conflicting emotions about sending my child off to school. It was a new beginning for all of us. What I learned, however, was the importance of the tone I had to set for my child. It wasn’t always the words I used when I was around him. It was the feeling I had about this when I WASN’T around him that set up the environment about how this change was going to come about in a positive way. Yes, there were days when I felt it would be so nice to just stay home and do some activity together and not be rushed out of the house. But the days I picked him up and he was so excited about the new friend he made or project he completed independently is what made the effort worthwhile.

So some 35 years later, now reliving this experience, observing my young grandson go to school with heightened emotions, even though for months he has been talking about going to school, just proves that the human response is still the same. Together, he, his teachers and parents will navigate the system and get excited about activities. Again it is the environment around him that will make the difference. It is very much like a dance– a few steps forward and a few steps back, but in the end everyone learns to dance– and wants to dance every day!! It certainly reminded me that we all need to create the environment where kids WANT to dance!

http://www.examiner.com/article/september-transitions-two-steps-forward-one-step-back-cha-cha-cha

For Students with Dyslexia or a Learning Disability 3rd Grade FCAT Replacement Test Will Be Very Difficult

September 8, 2014 by Mira and Mark Halpert

Only 14% of students with dyslexia or a specific learning disability were at grade level on the 2014 3rd Grade Reading FCAT. The new 3rd Grade Reading Florida Standards Assessment will be much harder. We expect only 5 to 7% of the students with a specific learning disability or dyslexia to be on grade level.

What is even worse is that 75 to 80% of the students with a specific learning disability or dyslexia will probably score a Level 1 on the 3rd Grade Reading Florida Standards Assessment. These students may face 3rd Grade Retention.

As the Co-President of the Learning Disabilities Association, I saw this risk 2 and a half years ago when the State of Florida set goals for Students with Disabilities. That goal was to go from 29% passing in 2011 to 71% passing in 2018.

Some people thought the goal was too low. I knew it would be tough and it would require a concerted effort to get there.

Note, the percentages for students with disabilities are higher than students with a specific learning disability or dyslexia, but the trend has been the same for both groups — as flat as a pancake. Not up, not down, but flat.

The Department of Education has taken no specific actions to help students with a specific learning disability or dyslexia.

Rather than accept this, we have done two things:

1- I formed the Florida Advocacy Coalition on Learning Difference to get the attention of the Florida Department of Education, the US Department of Education and groups like the Learning Disabilities Association and NCLD – the National Center for Learning Disabilities. We have gotten every ones attention except the Florida Department of Education

2- 3D Learner has initiated a Success by 3rd Grade Campaign. We have written a book you can have at no cost — the name says it all, “Success by 3rd Grade”

Our goals are clear cut:

1- To make sure parents are aware that you must work with your child’s school and outside professionals to make it happen

2- There are five critical items to consider:

– Does your child learn differently? That is, does your child learn best when he or she sees and experience information

– Does your child skip words and lines when reading?

– Does your child lose focus when taking a hard test?

– Does your child have difficulty remembering what they read on a long passage? This would be a working memory issue

– Does your child get anxious when taking a high stakes test?

Visit our Success by 3rd Grade webpage, download our Success by 3rd Grade book and take our Success Assessment.

New FCAT Reading Replacement Test Will Be Much Harder

September 8, 2014 by Mira and Mark Halpert

Many parents were delighted to hear that the FCAT Reading Test was no longer going to be given. A group of 3^rd Grade moms were discussing that 3^rd Grade Retention would not be such an issue now that the 3^rd Grade Reading FCAT was not going to be given anymore.

A 7^th grade mom, whose son was getting As and Bs, commented that he may no longer have to take Remedial Reading now that the FCAT Reading Test would no longer be given.

The truth is that the 3^rd grade Reading FCAT Replacement Test, known as the 3^rd Grade Reading Florida Assessment will be much harder than the old 3^rd Grade FCAT Reading Test.

We are estimating that the percent of students falling below grade level will increase from 42% to 65 to 70%. The percent of 3^rd Graders who may face 3^rd Grade Retention will increase from 19% to 25 to 30%.

We expected parents to start hitting the panic button in October when the new Benchmark Test Results are given out, but many savvy parents are already hitting the panic button. Math assignments are much harder and the reading passages their child must read are a grade or two above what students were reading last year.

This is not a conspiracy, but it is the truth.

In 2011, 72% percent of Florida students were at or above grade level on the FCAT, even though their comprehension was not on grade level. Then, Florida introduced tougher scoring, and in 2014, the passing rate had declined to 58%.

Let’s look at the New York experience. NY introduced their Common Core Assessments in 2013, and their passing rate dropped from 55 to 31%. In 2014, the passing rate stayed constant. Note, these standards are much harder than either New York’s or Florida’s older standards.

Now with the new Florida Standards and the associated Florida Standards Assessments, we project the percent of students at grade level will decline to 30 to 35%. That means that 65 to 70% of students will be below grade level, and will be required to take remedial reading.

We have listened to officials tell parents not to worry, but we believe this is a time to be concerned and get a clear picture of what present reality looks like. Here is what we recommend …

A concerned parent could and should:

Have your child’s reading comprehension assessed to see that it is based on the new standards
If reading comprehension is an issue, consider

Having the school evaluate your child for a reading disability
Getting school based services
Consider outside services
Assess your child for whether your child learns differently, and whether there are associated visual tracking, attention, working memory or related issues

If Your Child Learns Differently, Definition of Dyslexia May Lead one Astray

September 7, 2014 by Mira and Mark Halpert

Too often the focus is on a term like dyslexia. That often misses how a child learns best, and that there are often attention and visual processing issues that are just as critical in helping a child to understand what he or she reads.

Consider what happened to Matthew. His mom had read a similar definition to the one adopted by the International Dyslexia Association — you can read it below:

The International Dyslexia Association has a very different definition of dyslexia than we might have. Their definition of dyslexia is:

Q: What Is Dyslexia?
A: Dyslexia is a specific learning disability that is neurological in origin.

It is characterized by difficulties with accurate and / or fluent word recognition and by poor spelling and decoding abilities. These difficulties typically result from a deficit in the phonological component of language that is often unexpected in relation to other cognitive abilities and the provision of effective classroom instruction. Secondary consequences may include problems in reading comprehension and reduced reading experience that can impede growth of vocabulary and background knowledge.

The challenge was that Matthew did not do well with any of the typical dyslexia programs. He learned differently and had visual processing and attention challenges, factors which were missed with the Dyslexia Test that Matthew had been through. Note: dyslexia symptoms tend to focus on the definition of dyslexia, and not what your child may need to succeed.

At 3D Learner, we avoid labels, unless it helps students to get services or accommodations. We look at the following questions:

Does your child learn best when your child sees and experiences information?

Does your child skip words and lines when reading?

Does your child have difficulty paying attention to that which is boring or frustrating?

and related questions about other challenges.

We focus on identifying gifts and challenges

We also assess for your child’s present level of reading comprehension,which we think is the key issue for most smart kids who struggle in school.

Matthew was a 5th grader whose reading was close to grade level, but his comprehension was 3 years below grade level.

Matthew was considered a success by the people who provided the dyslexia program he had recently taken, but to us, the key issue persisted — Matthew did not understand what he was reading.

What makes 3D Learner so different for other dyslexia programs is that we focus on improving reading comprehension and the love of reading, versus a focus on decoding and phonemic awareness, both of which are important but not the first foundational skills your child may need to succeed.

Rather than focus on the symptoms of dyslexia, we think you should consider whether your child learns differently, what would engage your child, and what issues are holding your child back. Attention, visual processing and working memory may all be critical to address before phonics will work.

New Florida Standards Make Reading Comprehension the Issue

September 5, 2014 by Mira and Mark Halpert

Math has always been math, and the same for history and science.With both the new Florida Standards and the associated Florida Standards Assessment (i.e. Florida basically rebranded the Common Core Standards and the Common Core Assessments with their own name), reading comprehension becomes far more challenging and important for the following reasons:

1- The passages by grade level are about a grade to a grade and a half harder than previous standards.

2- The decision was made to imbed harder passages into math, science and social studies. If you are doing your child’s math homework and are not sure what the problem is asking for, join the crowd.

3- For the child who learns differently, we call them right-brain learners, and who often has visual tracking and attention issues, these new standards and the new assessments will be a nightmare.

4- If your child was below grade level in his or her reading comprehension, your child may now be a year or more further behind.

5- Schools are very concerned with how students will do on the new Florida Standards Assessments, but they may not surface the reading comprehension issue soon enough.

If you want to determine if your child is a right-brain learner, or whether your child has an attention and/or visual tracking challenge, visit www.3dlearner.com . We also assess for your child’s present level of reading comprehesion.

Shift From Dyslexia to Going From Stress to Success

September 3, 2014 by Mira and Mark Halpert

Miranda’s mom read a list of dyslexia symptoms and a battle followed.

This test for dyslexia is interesting, but it rarely gets to the root causes of the problem

Dad thought dyslexia meant his daughter was dumb.

Not realizing that geniuses like Einstein, Edison, Disney, Schwab and Branson had or have this “problem”.

Miranda’s school was even stranger. Like most schools, they do not test for dyslexia — they test for a learning disability — and dyslexia is a learning disability, but until recently, dyslexia has been a dirty word for too many parents and professionals.

. Rather than focusing on the Symptoms of Dyslexia or Dyslexia programs, we took a far different path. First, we realized our daughter learned differently. She learned best when she saw and experienced information. We helped our daughter to improve her reading comprehension 4.2 grade levels in 7 months. Not with a dyslexia program, but with a program that taught the way she learns best. Then we discovered three things:

– 62% of the students today learn best when the student sees and experiences information

– Most of these smart kids who learn differently have an attention, visual tracking and/or related issues

– Parents make the difference for these students who learns differently

The good news is that with a program that taught to her strengths and identified her attention and visual tracking issues, Miranda was able to improve her reading comprehension by 4 grade levels in 6 months, double her reading speed and be on grade level.

Sure beats worrying about the word dyslexia.

We operate in a no label zone and focus on helping our students to go from Stress to Success

3D Learner, The Boca Raton Learning Center for Gifted Students who Learn Differently

September 1, 2014 by Mira and Mark Halpert

What makes 3D Learner , a Boca Raton Learning Center, different from a Sylvan Learning Center (R), a Huntington Learning Center (R), Kumon (R), Learning RX (R) or other programs?

The simple answer is we often see the same students, but our approach is fundamentally different.

Mira Halpert, the 3D Learner Program (R) Developer, has her Masters in Education with a major in teaching the gifted and talented.

We have had a significant number of Boca Raton gifted students, and these students have often done quite well. In our Boca Raton Learning Center, we help students from Boca Raton, the local area, and from all over the country.

The 3D Learner Difference

First, we focus on the gifted students who learn differently — we call them GOLD Students (TM) — gifted operating with a learning difference.

These GOLD Students may have either an attention and/or a visual tracking challenge. They are often frustrated and anxious.

What differentiates our efforts:

– Our students often make dramatic gains including:

– 2nd graders where the parents were told to exit the students from the gifted program and the students did very well

– 3rd and 4th graders who were really struggling with standardized tests and proceeded to do very well

– Students who were told they would not succeed at one of the best private schools in the Boca Raton area, who are now in the top 1 and 2% of their high school class

– Even a senior in high school who had given up on himself — left our training with his dream to be an architect revived — and today he is one

What differentiates our learning center for gifted student:

– We help change their perception of him or herself — as one mom said, “You changed my sons’ attitude and that was 90% of the battle”, Kim Fields. Parkland

– Our assessment often shows the student he or she is much smarter than he or she initially thought

– Our training allows the student to learn the way they learn best and it engages the student

– We identify and address the attention and visual tracking issues — with tools like the Interactive Metronome (R) and Brain Gym (R)

– We collaborate with parents, teachers and other students

For more information, visit our GOLD Students page

Phone: (561) 361-7495