Entries tagged with “school placement”.
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Mon 31 Aug 2009
Posted by KathrynWhiteley under Twin Tips - school
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What can you do if your school does not consult you in placing your twins, triplets or higher order multiples?
Many schools are now consulting the parents when making decisions about placement of twins, triplets, and higher order multiples. But what should you do if they either do not consult you, or if they make a decision contrary to your request?
School bus brings 'em home
Today, in part 5 of our series, “Twins and Multiples in School – Together or Separate?” We’ll take a look at options for what to do when your children are placed differently than you feel would be best.
- Option 1: Accept the decision. Although the placement might not be what you originally desired, take the time to review all the benefits of the placement and re-evaluate your position. Perhaps you will choose to make the best of the placement. Consider any other circumstances that you might have previously overlooked or which might be newly introduced. For example, maybe you feel that pressing your position might damage your relationship with the school or educators. Some of the previous articles in this series may be helpful in your evaluation.
- Option 2: Submit a formal request. If you did not previously submit a written request for placement together or separately, you might wish to do that now. If you didn’t let them know your preference, it is unfortunate if they did not consult you — but perhaps they would honor your request if they knew of your preference.
- Option 3: Further press your position. If you previously submitted a request, but they chose to place your multiples differently than you requested, you might choose to further press your position, or at least request an explanation.
Steps to consider if you choose to further pursue an alternative placement for your twins or multiples in the classroom.
- Ask to see the written policy. Does an official policy exist? Or is the school more flexible? Many schools have a common, or even a strictly enforced practice — but no official policy one way or the other. Be aware that policy and/or practice can exist at the school district level, or at the individual school level.
- Investigate if any laws have been passed in your area regarding placement of multiples in the classroom. Many states have passed laws or have pending legislation.
- Research your position. If you have not already done so, conduct your own research to support your case. Our series, “Twins and Multiples in School — Same Classroom or Separate?” can help get you started.
- Provide specific feedback about your twins / multiples and what factors lead you to request one way or the other. Write out a formal request.
- Obtain written professional opinions to submit (pediatrician, psychologist, caregivers, etc.) in support of your position.
- Request a meeting to present your position and to understand their perspective.
Regardless of the final outcome, it is important to remember that a good working relationship with your children’s educators is important to their success in school. Next year will bring a new opportunity to achieve the placement you desire. Do keep in mind that you will need to conduct a new assessment each year, as the factors will no doubt have changed as your multiples grow and mature.
Read the full series:
Tue 4 Aug 2009
Posted by KathrynWhiteley under Twin Tips - school
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Every new school year, multiples parents face one of the most important decisions effecting their twins, triplets, or higher order multiples’ education and mental well being. Should they be placed in the same classroom? or be separated?
In this article, Part 4 in our series on “Twins and Multiples in School — Together or Separate”, we’ll talk about helpful steps to ensure you are making an informed decision.
- Begin your annual evaluation in early spring each year. Schools often require parent input forms to be completed in Spring for the following school year.
- Gather information about the reasons to keep twins / multiples together or to separate them in the classroom. Evaluate your multiples for each item on the lists. How do they measure up?
- Seek input from many different sources who have been involved in the care-giving or education of your twins / multiples.
- teachers (current, past, special classes / sunday school, etc.)
- caregivers, babysitters, etc.
- family
- Professionals from whom your multiples have received services (such as psychologists, pediatrician, tutors, and/or school specialists)
- What are their perceptions? Try to ensure you are listening to their input rather than adding your own perspective. Children often behave differently in the various environments in their world. How they behave in class can be significantly different from their behavior in your home.
- are your little ones outgoing, or shy?
- play only with each other? or with other kids?
- is one more dominant than the other(s)?
- Consult your multiples. What do they want? Do they want to be together in class? or to be separated? Often they have insight into their own relationship and need to feel that they had input into the decision (especially true for older children).
- Obtain information from potential educators. What is their policy (or practice) on twins/multiples? Why? It is important to understand the reasons for their position, so that you can respond accordingly.
- school principal
- school administrators
- school counselors
- administrators of the school district
- Document your preference in writing for the school, providing bullet points supporting your request. Also make note of any factors that might indicate the alternative position, along with possible solutions for how those circumstances can be mitigated or minimized. Presenting a well researched and thought out position will increase the chances that the placement of your twins will be carefully considered by school administrators.
Taking the time to make a careful evaluation will pay off in enhanced learning opportunities for your twins / multiples. As the dynamics change, a new evaluation is necessary each and every year. The reasons you based your decision upon last year might no longer apply.
The next article in this series, part 5, will discuss what to do if your twins or multiples’ placement is contrary to your wishes, or you are not consulted in the decision.
Read the full series:
Copyright 2009 Kathryn Whiteley – http://twinParenthood.com
Wed 22 Jul 2009
Posted by KathrynWhiteley under Twin Tips - school
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Should twins, triplets, or higher order multiples be placed in separate classrooms?
Schools, teachers, and administrators have traditionally expressed a preference for, or even have established policies or practices mandating classroom separation of twins. A study in 1966 by Koch seemed to support the idea that separating twins encouraged them to perform better. But since that study, very little was done to challenge that notion. Some surveys were conducted about how teachers and parents felt about classroom separation of twins. But there was a startling lack of scientific study on the issue. How interesting, given that these more recent surveys showed many twin parents are opposed to separation, or at the very least strongly prefer flexibility and input in the decision process.
Recent studies support the notion that twins and multiples should be placed together through the elementary years, unless there is a compelling reason not to do so (please see Part 1: Twins and Multiples in School — Same Classroom or Separate?).
Today, we’ll consider some of these potentially compelling reasons for placement of twins, triplets, or higher order multiples in separate classrooms.
8 Reasons to Place Twins, Triplets, or Higher Order Multiples in Separate Classrooms
- Fostering individuality. The most common reason identified by teachers and school administrators for separating twins / multiples is to foster individuality. However, if the multiples are capable of forming lasting friendships — but simply most often prefer each other’s company, separation is not warranted. If your multiples don’t make friends with anyone else, separation of classroom might not be immediately necessary. First try working with the teacher to determine if there are ways to encourage your twins to branch out and make new friendships. Sometimes classroom seating can be adjusted, for example. If these attempts fail, classroom separation might be necessary.
- Trouble telling them apart.While separating twins might help educators tell them apart, the decision to separate shouldn’t be made based on this factor alone. If this is the only argument for separating, instead, work with the teacher to identify ways to differentiate between the twins. This shouldn’t be based on wearing different clothes, nametags, or different hairstyles — but on permanent characteristics that parents and close friends already key into (shape of the face, mannerisms, height differences, etc.). Work with teachers to help them differentiate performance between them. If these efforts fail, work out more superficial methods to tell them apart, such as clothing color and hairstyle.
- Overly competitive.All multiples and siblings are going to be somewhat competitive. That is just human nature. If however, the competition is extreme, or where classroom dynamics contribute to the issue through other children’s constant comparisons, then separate classrooms might be helpful. Be careful, though. Separate classrooms can lead to comparison between the teaching styles and level of homework. Separation might not be the solution you are looking for.
- Disparity in abilities.As mentioned previously, all twins, multiples, and siblings in general will be somewhat competitive. When there is a large disparity in abilities between the multiples, the competition can become unhealthy for one or more of the children. It can, in fact, lead to shutting down and being learning resistive.
- Disruptive to the class.Some twins have difficulty leaving family issues at home. There is no evidence that twins are more disruptive than other children. But, if the issues become overly distracting to the twins or to the rest of the kids in the class, separation might be indicated if steps to address the problem are unsuccessful.
- One multiple too dominant. In some multiple sets, one sibling becomes highly dominant of the other(s). Having one be a little more dominant than the other is quite natural — but extremes should be addressed. Caution should be taken to ensure that the dominant twin does not lose confidence without her co-twin. Again, classroom seating adjustments are a more gradual first step prior to separation of classrooms.
- They want to be separated. Sometimes twins are quite excited about the opportunity to make their own friendships and perform academically without constant comparison. The multiples should always be consulted as to their preference, but their reasons need to make sense – and the pros / cons carefully weighed. Depending on their age, walk through the list of reasons for staying together or separating and ask their opinions on each.
- Professional recommendation. If your multiples are under some kind of professional care (doctor / psychologist / counselor / learning specialist), they should be consulted in this important matter. Review with the professional the lists of reasons for staying together or separating. Follow their recommendation if it makes sense to you — but don’t be afraid to argue your points if you feel differently.
Each set of multiples, family circumstances, and school situation should be considered as unique. And, the dynamics change over time. As a result, careful consideration should be made to determine the best placement for the multiples each and every year. Schools, teachers, and parents should remain flexible with regard to placement of multiples, and should adopt a collaborative approach to the decision making process.
Part Four of Twins and Multiples in School — Same Classroom or Separate? will discuss approaches to help parents and educators make a decision about classroom placement.
Copyright 2009 Kathryn Whiteley – http://twinParenthood.com
Mon 13 Jul 2009
Posted by KathrynWhiteley under Twin Tips - school
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Copyright 2009 Kathryn Whiteley – http://twinParenthood.com
In part one of this series, I wrote last week about our close call with regard to the placement of our twin girls in school. They are moving to a new school, and the school’s practice is to separate twins into different classrooms. After extensive research, I was able to write a compelling email to the new school’s principal explaining why it is important for our girls to be placed together. Thankfully, he agreed to place my girls in the same classroom next year.
My research indicates that most educators prefer to separate twins and higher multiples as a matter of policy or practice. However, the overwhelming majority of parents and twin experts support a flexible policy that allows a unique decision to be made for each set of twins or multiples. Fortunately, the tide is starting to turn. More and more educators are, in fact, educating themselves — or are finding themselves face to face with parents armed with the latest findings and position statements of the experts. In addition, some states have passed laws mandating parental involvement in the placement decision.
Today, I’d like to focus on reasons to keep twins, triplets or higher multiples together in the classroom. It is important to reiterate that each set of multiples, family circumstances, and school situation should be considered as unique. And, the dynamics change over time. As a result, careful consideration should be made to determine the best placement for the multiples each and every year.
10 Reasons to Keep Twins, Triplets, or Higher Order Multiples Together in the Classroom
- Only one class available. This is a very common reason that twins are kept together — even when the school has a policy to separate twins. There simply are not enough classes available to allow for separation.
- Life circumstances would make separation especially stressful. What is happening in your twins lives outside of school, that would make their being apart especially stressful or worrisome? Some examples of these factors include: divorce, moving, or a death in the family. Having the comfort of their twin nearby can help ease these stresses. Whereas separation can add to the distress experienced during this time.
- Their twin bond gives them comfort and ease to enhance learning. For most twins, they have not ever been separated from each other previously. Having their twin close allows them to focus on being open to learning new things and having new experiences. When separated, their feeling of unease and distress is overwhelming and they cannot focus on learning. Many will argue that “they get used to it”. While it is true that they will get more used to it, for some, the worry and wonder about their twin is always popping into their mind. This distraction is not necessary and can be a hindrance to learning.
- Family Convenience. Having the twins, triplets, or higher order multiples together in one classroom eases parent interaction with the school, the teacher, and for volunteering. Often times, school scheduling for special events is based on grade level. How is the parent to decide which class to attend for the Halloween or valentines’ party? curriculum night? which field trip to chaperone, which class to volunteer in this week? which class to bring cupcakes for their birthday? Also, homework coordination is easier for the parent if the twins are together in class. Providing a little bit of relief in the form of convenience for the parents is a drop in the bucket compared to the difficulties multiples families have faced up to this point. This is not a trivial point and should not be minimized or chalked up to a selfish desire on the part of the parents.
- Learning Style matched to teacher. As students advance from one grade to another, teachers and administrators work hard to ensure that students are placed in classrooms and with teachers that best match the student’s particular learning style. Often times, twins have a similar learning style and both should benefit from being placed with the teacher that can maximize their learning efforts.
- They are supportive of each other, not overly competitive, and do not distract each other. Often times, multiples are separated as a precaution to avoid possible problems that might occur. They are separated just to avoid a possible situation that might never materialize, or which might be a very minor aspect of the classroom environment that can be easily addressed. Although some of these issues might exist at home, it is important to keep in mind that school is not home. A behavior seen at home will not necessarily exist at school. Parents can help reassure educators that they are willing to partner with educators to quickly identify solutions to address any concerns that might arise as a result of the twin relationship.
- Prevents comparison of differing learning experiences. Twins are used to sharing everything in life and experiencing everything together. When separated, it is natural for them to talk about and compare their experiences. In the case of different classrooms and teachers, this can lead to questions about teaching styles, amount of homework, and level of difficulty of curriculum. These comparisons can be counterproductive to an effective learning environment.
- The parents or the multiples themselves want to be together. Schools and parents need to be partners in education. Many studies have shown that parent involvement and cooperation between parents and schools lead to better outcomes. Placing multiples together simply because it is the desire of the family makes for a better relationship with that family.
- The teacher is better equipped to understand each individual child when they are placed together. The twin / multiple relationship is a significant part of their lives and a significant influence on their ability to learn. By having the children together, the teacher can better understand the relationship and its impacts on each child. If one child becomes ill, the teacher can better understand his twin’s behavior and ability to concentrate.
- Separation has an impact on behavior, progress, and reading abilities. A recent study (2003, Tully/Moffitt/Caspi/Taylor/Kiernan/Andreou) shows that separating twins in the early elementary years results in significantly more teacher-rated internalizing problems and lower reading scores. (Read the Study: What Effect Does Classroom Separation Have on Twins’ Behavior, Progress at School, and Reading Abilities? )
Copyright 2009 Kathryn Whiteley – http://twinParenthood.com
Mon 29 Jun 2009
Posted by KathrynWhiteley under Twin Tips - school
[15] Comments
We dodged a bullet this week. Over the years, I’ve read various articles concerning the issue of twins and multiples in school — whether they should be in the same classroom or separate, and issues with schools that have a set policy on the matter. I’ve been aware that some parents have struggled to get their families needs met, but I’ve always watched from a distance. That didn’t concern me. My kids were in a school where the principal believed in honoring the parents’ wishes when possible.
Until now. My boys were recently accepted into ”EAP” (Elementary Advanced Program for gifted and talented kids) in our school district. They would no longer be attending our neighborhood school. My girls have just finished Kindergarten, and we want to move them to the new school, too.
Logistically, it makes sense for all the kids to be at the same school. With kids in two schools, there would be a tight window for getting them all to school on time and for timely pickup after school. Besides, we feel it would be easier to manage one school’s social calendar as well as managing volunteer efforts in the classrooms.
I was about to mail in the waiver forms when it dawned on me that I needed to check if the new school had a policy for placement of twins. It did. Their practice was to separate twins. Sigh. Wait a minute. “Policy” versus “Practice” — that sounds like a distinction worth exploring.
Last night, I spent some time researching the issue and prepared a rather lengthy email to the new school principal (I had attempted to contact him by phone for several days first, with no luck). I’m very happy to report that I already received a reply and the new principal is a gem. He indicated that separating twins was their preference but they were not opposed to having them in the same classroom when it made sense. He agreed to allow the waiver for my girls into the school and that he would place them in a class together. Thank you, Mr. Principal!
We dodged a bullet. But I was amazed at some of the things I learned in researching this issue. I felt it was important to share my findings with you.
Traditionally, schools and teachers have expressed a preference for, or even have established mandatory policies regarding classroom separation of twins. A study in 1966 by Koch seemed to support the idea that separating twins encouraged them to perform better. But since that study, very little was done to challenge that notion. Some surveys were conducted about how teachers and parents felt about classroom separation of twins. But there was a startling lack of scientific study on the issue. How interesting, given that these more recent surveys showed many twin parents are opposed to separation.
Many schools districts or individual schools do not have written policies concerning separation of twins in the classroom, but instead have a commonly accepted “practice” of separating twins. It is unclear why many schools persist in separating twins as a matter of policy or practice. For several years now, psychologists and twin experts such as the National Organization of Mothers of Twins Clubs (NOMOTC) have recommended a flexible approach to placement of multiples in the classroom.
The 2003 study, What Effect Does Classroom Separation Have on Twins’ Behavior, Progress at School, and Reading Abilities? provides some great insights into the effect that separation has on twins. According to this study, “When compared to those not separated, those separated early had significantly more teacher-rated internalizing problems and those separated later showed more internalizing problems and lower reading scores. Monozygotic (MZ) twins showed more problems as a result of separation than dizygotic (DZ) twins. No group differences emerged for externalizing problems, ADHD or prosocial behaviors. ”
Fitting with the study results, my dizygotic (fraternal) twins were separated for one year of school, and we found it to be beneficial for them. However, my monozygotic (identical) twins would most definitely experience problems being separated from each other. Each case will be unique, and the decision to keep multiples together or to separate them should be made on a case by case basis.
The NOMOTC has compiled the following basic principles in their publication, “Placement of Multiple Birth Children in School: A Guide for Educators”:
- Schools should provide an atmosphere that respects the close nature of the multiple bond while at the same time encouraging individual abilities.
- Schools should maintain a flexible placement policy throughout the early elementary school years.
- When multiple birth children are enrolled in different classrooms at the same grade level there is a need for a consistent approach to instruction and classroom management.
- Educators should move with extreme caution when considering retention, acceleration, or designation in any one of the areas of exceptionality of one or more children in a set of multiples.
- Teachers at the primary, middle and high school levels should value parental input regarding the nature of the multiples’ relationship.
- School districts should provide staff at all grade levels with multiples related research and reading materials. Educators should seek out the latest research findings regarding the psychology of multiple birth children and incorporate these findings into their pedagogy.
- At the university level, schools of education should include research findings into the psychology of twins and higher order multiples in their curricula.
It is time that educators (teachers, principals, administrators, school psychologists) bring themselves up to speed on what is best for multiples. They are going to keep seeing more and more of them in their schools as the numbers continue to rise.
Copyright 2009 Kathryn Whiteley – http://twinParenthood.com
