CSAP or

STANDARDIZED TESTS

COMMENTS BY CARL PETERSON

I don't like the public threats

of school and teacher termination

being used by NCLB

and boards of education.

They use an atmosphere of fear

which has caused some

teacher discouragement

and backlash.

I don't like the push

for "teaching to the test"

and my schools

have carefully avoided it

since 1964.

Trying to get students

to memorize specific test facts

when they have poor

reading and study skills

is damaging to children

and frustrating to teachers.

Our school has proven

to our satisfaction

there are quick ways

to teach "how to test"

to failing students.

We are willing to share

our success methods and materials

free of charge.

www.test333.com

www.literacyfree.com

-----------------------

CSAP AND

OTHER STANDARDIZED TESTS

ARE ESSENTIAL

FOR ACCOUNTABILITY

IN CHILD DEVELOPMENT.

The scores are needed to send

a terrifying message

to American parents.

The majority of American children

will live unsatisfying lives.

Poor parenting, parents working,

limited child care,  TV,

are frequently blamed.

Schools have been saddled

with many children

that are not prepared to learn,

cannot stay on task,

and disrupt classes to avoid failure.

New teachers are thrown into

classrooms with too little or no

on the job training.

The majority of new teachers

quit teaching

within the first 5 years.

Why?  You can fill in your answers.

----------------------------

Long term solution:

Parents must be taught

to teach their infants and toddlers

in more effective ways before they

are 3 or 4 years of age.

In the meantime we have 2 decades

of unprepared students to deal with.

Now what?

I will share our proven solutions

without charge at

www.test333.com

Short term solution:

Free teacher and parent training

and free materials.

---------------------------

TO PARENTS

A tell it like I see it

commentary by Carl Peterson.

Poorly prepared children

live demeaning

educational experiences

that limit their future possibilities.

The government statistics

show that success is unlikely

for 60 to 70 percent of our children.

Participation in a socially acceptable

future life becomes a distant

and unlikely possibility

for all but the top 30 or 40 percent.

of high school freshmen.

Losing hope for the future or

facing a bleak future,

students are easily diverted

to non-academic efforts.

Partying with drugs and alcohol

is the common alternative route.

Watching TV or listening to music,

fills their vacant,  meaningless, 

stagnant life,

rather than  listening

to books, reading, or lectures.

Their life growth is limited

by their past avoidance

of academic failure

starting in infancy

and toddler years.

--------------------------------

A PERSPECTIVE

The following Denver Post

editorial sounds mostly the same

as critical editorials of 50 years ago.

The years of commentary

by the local newspaper

promising better results

has not improved our schools

Why?

High schools cannot be improved

without leaving out larger

percentages of poor readers.

This trend is increasing

if you read the schools' statistics.

A large number of dropouts

are being hidden in the

transfer statistics.

Blaming these failures

on a lack of student motivation

is just wrong.

The real problem is

low parent motivation,

commitment and participation

to make sure their child

experiences successes in school.

Parent denial of responsibility

is passed from one generation

to the next.

Now what?

Do you want to talk about it?

Wring your hands about it?

Commit to improving the problem?

Parents and grandparents

can take responsibility

to get help or learn to help

the defective children.

Training and materials are free

from www.LiteracyFree.com.

Commit your time

to the undereducated children.

Q. How did these consequences

happen?

Was it intentional?

A. No, but:

A child without good infancy input

experiences parental frustration,

irritation, and constructive criticism.

The attention demanding,

low performing child

becomes an embarrassment to the parents.

Parents withdraw further

in confusion and dismay.

In addition, attention and education

by parents gets diverted

by additional children.

--------------------------------------

LEARNING DISABILITY LABELS

Parents and educators apply

labels to describe

the underachievement problems.

The labels allow

the parent and teachers

to further withdraw

from the child.

A continuing absence of positive rewards

causes more disruptive behavior

or a silent withdrawal in the child.

This cycle of failure can only be stopped

by the parents or grandparents.

------------------------

DON'T BLAME TEACHERS

They first met your child

several years after

the problem was created.

School teachers can seldom

make up the gap

in their large classrooms.

Comment

Almost all of these problems

can be repaired if the child

spends 120 hours per deficit year

with our teachers

or trained family members.

We have a proven solution.

It is not a "magic silver bullet".

There are no short cuts.

It is easy to do.

It just takes your

time and commitment.

A 3 year deficit above 3.5 level

takes 360 hours.

A  3 year deficit below 3.5 level

takes 480 hours.

Will you invest the hours

the child needs?

Your investment of time and effort

is likely to be 99 percent successful.

Read some of the success

stories of committed family members

and volunteers.

www.volunteer555.com

------------------

More comment on how

this happened?

Early on the child learned less

rules or the wrong rules.

They learned

unacceptable rules

They must change

to become acceptable.

------------------

The child's mind is fully capable

of adjusting to success.

The child can learn to be a winner.

The child needs thousands

of success experiences

to feel confident

Children need proven methods

for extended hours of teaching

to change to acceptable rules.

------------------------------

MIND COMMENTARY

The mind is very capable of combining

any new information

to draw new conclusions

and change it's directions.

CLASSIFY AND UTILIZE

This categorizing and action skill

is learned by exposure to

a wide variety of inputs.

The mind is very capable

of sorting and integrating

new information with it's

past input and experience

The mind responds positively

to millions of correct audio models

by quickly sorting and classifying

new information.

The mind responds negatively

to information confused

by mis-pronunciation

and interpretation errors.

COMMIT TO CHILDREN

THANK YOU.

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Links

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