I had a great idea today, it works like this..

1. create a database with fields representing major data regarding student performance in school: discipline points, referrals to guidance, absenteeism, state test performance, end-of-year grades by subject (That represents 12 fields or 12 factors in my situation, it may vary for yours)
2. The hard part – fill the database with the data.. in my school of 1000 students, that represents 12000 unique pieces of data in lots of different places.
3. Do a factor analysis on the 12 factors to determine the weight of each.
4. Calculate a Z-score for each of the factors and multiply it by the weight of that factor.
5. Sum the weighted z-scores for that student’s scheduling rank #.
6. Place the students in order of rank, and do a “number off” to place them in a class or team.

Thanks to Barrie Woods for suggesting the z-score sum idea!

I wish I had some way to demonstrate that on the blog – i may create a sample table to show it … the idea is awesome in my head!

Incoming search terms:

• becoming a scheduler
• scheduling z score

I have heard [as of yet un-cited] quotes that a person’s expected attention span is some multiple of 2-5 times their age [wikipedia]. So, as a 29 y/o, my attention span should range between 58 to 145 minutes. I can attest through my training as a school psychologist that some young students can attend in excess of sixty minutes, and adults are generally able to attend in the range of 90 to 120 minutes before requiring a break.

All of this brings me to my irritation with the way ADD/ADHD is identified in children. The following are the criteria from the CDC as quoted in the DSM-IV:

 Inattention

1. Often does not give close attention to details or makes careless mistakes in schoolwork, work, or other activities.

2. Often has trouble keeping attention on tasks or play activities.

3. Often does not seem to listen when spoken to directly.

4. Often does not follow instructions and fails to finish schoolwork, chores, or duties in the workplace (not due to oppositional behavior or failure to understand instructions).

5. Often has trouble organizing activities.

6. Often avoids, dislikes, or doesn’t want to do things that take a lot of mental effort for a long period of time (such as schoolwork or homework).

7. Often loses things needed for tasks and activities (e.g. toys, school assignments, pencils, books, or tools).

8. Is often easily distracted.

9. Is often forgetful in daily activities.

So, the reason I write, is to point out that these aren’t the criteria of a child or student with a disorder, they’re the characteristics of a person who has been placed in a situation where they’re not interested in the goals placed in front of them by those who “know best”.  I personally LOVE #6 .. ~”avoids activities that take a lot of mental effort” — if you provided these children with the correct video game, or whatever flavor their interest is, you’re likely to see an incredible attention span.I’m sorry to anyone that disagrees; I do know that roughly 2-3% of children do experience an inability to concentrate that may be associated with ADHD, but I am SO frustrated to see 18-20% of students medicated for having different attentional goals than the adults around them.

I sent this email two days ago to the representative of the Education Administration program at Tennessee State University. I am anxiously waiting a response, so I figured I would post my queries for the world to see — maybe it will help someone else! ::>

I am interested in the Education and Administration Ed.D. offered by TSU, but I have a few questions about logistics before I begin the process. My current intent is to apply in February 2008 and enroll in the summer of 2008 if I am accepted. I’m writing to find out if I should ask to be assigned to an advisor now, or if I should ask my questions to an admissions officer/other.

Here’s a brief introduction to my situation;

* I am currently working as a school counselor in a middle school, I took ~24 graduate hours to meet licensure requirements, but I have not applied those hours toward a second masters degree. I don’t know if it would be in my best interest to look at using some of those hours as transfer hours toward an Ed.D.; or if it would be just as well to complete the masters degree in school counseling.

* I have worked as a School Psychologist (with an Ed.S. in School Psychology from Austin Peay) and as a School Counselor, but I have not worked as a classroom teacher. The Tennessee Licensure Standards: Guidelines: 5 says “an individual must have eight months of experience as a teacher in order to receive payment as a principal.” It refers to TCA 49-5-101(c) which states something very similar. I am willing to work as a classroom teacher if the need arises, but I wanted to be absolutely sure I am interpreting this properly before I make drastic changes to my career. I am curious about the guideline’s intent because my license refers to itself as a “teaching credential” and the Licensure Standards: Guidelines: 5 says, “an institution will determine whether a candidate has met the requirement for teaching experience …”

* Are there graduate hours that I can take now at Austin Peay and transfer to TSU to be applied to the Ed.D. if/after I am accepted?

IF you can address any of these questions I would sure appreciate your feedback!

Incoming search terms:

• tsu edd program