The KOG returns.  You know how it works.  If you don't know how it works, here's how it works:  in the KOG we* write about important matters related to the education, psychology, and mental health of students -- in other words, anything related to our profession.  Please send your contributions for inclusion to the KOG Editor.  The KOG is published monthly unless the KOG editor becomes too depressed due to lack of interest or if his hard drive blows up like it did last year!

   *by "we," I mean "me" and anyone else who chooses to contribute!

KASP news...
Don Asbridge, KOG Editor

When the 2006-07 KASP Board meets and plans yearly professional activities and events, the information will be forwarded in the KOG and/or on the KASP website.  As always, keep your eyes on www.kernschoolpsych.org

Are you a teacher? Donald J. Asbridge, Ed.S., School Psychologist

Disclaimer:  The following is entirely fictional.  Any similarities between persons, places, or events, past or present, living or dead, are entirely coincidental.  Quite obviously all of this is way too whacky to ever occur in real life.  Right?

The headline in the Bakersfield Californian a few weeks back stated, “All educators get lotto money.”  Approximately $500 for each would be made available through the California Lottery.  I, as an educator, scampered on in to my administrator to ask if I would need to fill out a form or something to receive the $500.  He said, “Don, that money is for classroom teachers only."  I guess the money wasn't for all educators after all.

The week prior to the students' first day, I attended three teacher's meetings.  Even though approximately 98% of the topics covered did not directly - or even indirectly - relate to what I do in my professional role as a school psychologist, I'm expected to attend these teacher meetings.  A teacher asked, “Don, why do they make you attend these meetings?  None of this stuff applies to you.”  My response, “they want me here, I guess.  I guess I am a teacher.”  I double-checked with my boss just to make sure.  She replied, "Yes Don, these meetings are for all teachers."

The directive was, "All teachers need to turn in their year-end-reports."  Just to make sure (always error on the cautious side), I asked if that applied to me.  “Yes, of course Don - all teachers need to turn in their year-end reports.”  Okay then, happy to do so.  Then the announcement, “All teachers need to turn in their grades.”  Hmmm.  Am I a teacher or not?  I'd better ask, just to make sure.  I asked.  “Don, don't be ridiculous - you don't give grades and you're not a teacher!  And I'm concerned about you asking such questions.”

Several years back when Governor Gray Davis and CSDE (i.e., the taxpayers) were financially rewarding teachers for, um, improving their test scores (remember the $500 to $1000 reward checks handed out to "good" teachers?), I was consulting with a principal.  I made a simple statement/recommendation to the principal.  It was [something like], “I don't get it - students score low on these tests so all these districts leap into the remediation process, thus lowering student learning and performance (just like in special education)… what if we instead made strides toward enrichment?”  Well, my recommendation seemed to make a lot of sense to her -- that principal embarked on a six month campaign of enrichment and guess what (this ain't rocket science), teachers in that district were rewarded with one of the highest payouts from the state the next year.  I, of course, didn't get a cent because, I am not a teacher.  I don't count.

With only two days notice, the board proudly proclaimed, “all teachers have to attend graduation (this is what the voters get in board elections).”  Well, I'm not a teacher.  Now if the board proclaimed all professional educators had to attend - I'd be there.  Or had they said all certificated staff had to attend - well, I'm a certificated staff member - I'd be there.  But no - they said, all teachers had to attend.  When confronted and punished for my choice not to attend graduation, I explained, “I am not a teacher.”  The site administrator's response, “Well, Don, next time you're confused, you come talk to me.”  "I would have, but you're the one who yesterday told me I'm not a teacher!"  She confidently wiped some mold from her moustache.

So then I asked another boss (everyone seems to think they're my boss), “Well, what about the school nurse and speech therapist?  Did they attend graduation?  Obviously, by your definition, they're teachers too.”  The answer, “they are only part-time -- all full-time teachers had to attend.”  So full-time teachers are to attend graduation.  Hmmmm.  I'm just not a full-time teacher and I'm not a part-time teacher - I'm a lifelong professional educator who has dedicated and sacrificed his life to serve students.  I do spend a great deal of every day teaching and engaged in educational practices, but sorry - I AM NOT A TEACHER!

In a departmental meeting a couple years ago, I was offering a positive, scientifically-based, legal recommendation for the department to consider.  A teacher disagreed with my recommendation (which is fine, that's why we discuss important matters as a team).  But his angry response to my recommendation was, “Don, you just don't understand - you're not a teacher!”

In a conversation with a principal a few years back, I said, “I'm not a teacher, but if I was…”  That's all I got out, before the principal screamed, “You're not a teacher!!!  Don't tell teachers how to teach!”  I was lucky he didn't hit me… I know he wanted to.

I'm told I sound a bit crazy when I express concerns about this topic.  I admit I am extremely confused.  I know a few years back CASP either accomplished or attempted to obtain legislation calling school psychologists “teachers.”  I sure wish they had advocated for the term, “professional educator,” because I'm not a teacher… or maybe I am a teacher… or maybe I'm not a teacher.  I think it all ultimately depends on if the district wants to have it's cake and eat it too.  Two things are for sure:  1) we'll never know because districts never put anything in writing; and 2) either way we'll still be considered nonessential personnel.

Much (everything) seems to depend on your principal's definition, I guess.  Some principals are going to think of you as a teacher and others are going to think of you as [something else] a school psychologist… whatever best suits their needs at the moment.  You're a teacher if they want to discipline you -- you're not a teacher if money is being doled out to teachers.  One thing's for certain - principals certainly have obtained way too much power.  Many have attained their role as principal merely because they couldn't teach... for others, the Peter Principle will explain much.  Some site principals seem not to even flinch when they're trying to forward directives [and punishment] at the district level psychologist.  What are they teaching in principal's school these days (whoops, sorry, I forgot most or many get their principal's certificate through a one-year online course)?  They (I'm only talking about a few -- well, quite a few, here) should start thinking about what they're doing and try to remember they're not God and there does exist a legal chain of command that must always be followed.

A teacher told me last year, “Don, we all know what's really important in education - it's the teacher in the classroom working directly with students.  We all know that!”  I asked, “so what about a psychologist diligently working directly with students?”  You already know his answer... I just don't believe he had the audacity to actually say it.

I have great respect for teachers by the way.  I'm just not one of them.  Or maybe I am.  I don't know.  I do know I'm not a certificated teacher.

I'm wondering if I'm the only one who has this issue.  I admit I'm pretty darned confused (although again, all of this is just a bad dream and could never actually happen in a place like Kern County).

I could go on and on with a million more day-to-day examples such as these, but maybe you get the point?  So I have to ask, are you teacher or a school psychologist?  I'm a human, a husband, a father, a son, an American citizen, a taxpayer, a school psychologist, a professional educator, a certificated staff member, a 1.0 FTE, and one of the many things I do on a daily basis is provide quality educational services for students, and more -- but I'M NOT A TEACHER!

The next time I'm talking with a board member, I'm going to call him or her a teacher.  It'll probably go something like this... "Hi, my name is Don.  I see you work in the schools.  Are you a teacher?"  "No, I'm a board member."  "No -- you're a teacher!"

Is your evaluator qualified to evaluate you?
Donald J. Asbridge, Ed.S., School Psychologist

As the quality of public education in California continues to dissolve before our very eyes, it is essential that the highest standards and ethics of professional services be provided -- now more than ever.  One way the quality of services is [theoretically] ensured is through the regular evaluation of performance.  Some have argued for performance-based pay... I actually like performance-based pay in theory, but I don't believe it would ever work in reality.  The reason being that someone in public education would have to evaluate the employee's performance.  The "two years and now you're permanent [tenure-tracked]" really doesn't work either for the same reason -- ultimately, some public school employee is evaluating you.

The last time I was evaluated a few years back, it was by a a non-school psychologist and person new to her position, yet one with direct supervision over me.  My evaluator and I sat down and she said, “Okay, let's start with number one… the social, emotional, and behavioral functioning of students - that doesn't apply to you - let's go on to number two!”  Hmmmm.  I'll spare you all details from the entire evaluation, but I'll get straight to the point -- my evaluator had no clue what I do (or for that matter, what she does).  The whole evaluation process is [sometimes] a joke.  And it was a year late.  And then the evaluation ended with, "I'll be praying for you!"  And maybe counseling will help... I know it did for me!

Again, all of this is made up.  None of this could ever really happen, even in small, rural districts.  And no one could ever have a supervisor like that!  Yes, this is all made up.  No relation to anyone living or dead.  Pure fiction.  Art for the sake of art.

Update:  RtI vs. traditional model...
Donald J. Asbridge, Ed.S., School Psychologist

Many still cling to the old traditional information processing-deficit discrepancy model (or whatever they're calling it these days).  Even though it's not valid, it's the way it's always been done -- and it's still approved by CSDE.  Some think it's better to have a smoothly-flowing service delivery model, documented by 47 (whoops, did I say 47?  I meant 97) nifty forms, whether it's valid and effective for students or not.  Well, okay then.

Many others are moving to an RtI model.  Who could argue with the provision of quality, research-backed, interventions for children?  The RtI model is also approved by CSDE and also has 47, I mean 97, nifty forms.  The only problem is that this model is still in it's infancy, and just like all the other paradigm shifts through the years, will take ten to twenty years to implement.  And just like IDEA itself, twenty years from now, will it evolve the way it was intended in theory, or will it to be bogged down in politics, hidden agendas, power plays, paperwork, etc.?  It is an interesting paradox put forth by RtI proponents:  those who insist on nothing but science, data, and research are somehow now willing to merely "infer" a learning disability based on, um, nothing at all?  Whoa!  Think about that for a minute.

Bottom line:  whatever model you're using to determine learning disabilities isn't working.  As I've written for years, it's time to quit calling students "learning disabled."  JUST STOP IT NOW!  If they need help with reading, just, um, give them help in reading.  Okay?

I'm told I'm years ahead of my time -- that schools won't stop disabling children through the use of labels for many more years.  Fine then, just keep disabling students through the use of labels for another twenty years.  It obviously won't help the students that I'm twenty years ahead of my time... the political process obviously has to occur first in the educational process.

The wars between the various schools of thought are hurting children here and now.

"As long as we keep asking, 'what's the right way to test,' we'll never have to ask if we should even be testing at all."  Eh?

The writing is on the wall!
Donald J. Asbridge, Ed.S., School Psychologist

I've written a lot over the past several years and I've asked a lot of questions.  There's really only one more article to write... one more question to ask...it's the obvious one... the most important one... the inevitable.  It would be just as easy for me to write it in the next couple of evenings, as I've spent most of the past ten years thinking about it.  It's all right here in my mind, at the tip of my tongue, and in my fingers ready to type.  But I'm not going to write this one... you get to write this one.

You might remember a few questions/articles from the KOG's glory years:  Time to drop mandatory attendance?  Time to drop school sports?  Time to drop psychological diagnosis in the schools?  Time to drop special education?

Just in case you need to put yourself in the proper, revolutionary spirit before you sit down to write, review "What if?"

Now it's your turn: Is it time to drop school psychology?  Well is it?  If not now, when?

What do you do that no one else on your campus does or is able to do?  What is it that only a school psychologist can do to help students?  I hope to hear from a lot of you because I can only think of three things that I do that no one else does -- and I'm not sure they actually help students.

All contributions will be printed without rebuttal in the October KOG (deadline is September 26th, 2006).  Click here to submit.

You have a tough task ahead of you.  Good luck.

Letters to the KOG Editor    If you want to give the KOG Editor a heart attack, send a real question to shrink@igalaxy.net   Dear KOG Editor,    Will you please listen to yourself talk?  Just stop for a minute and listen to yourself!  You sound pretty crazy to me.  I think you need counseling.                Signed, "Principal" Dear Principal,    Okay.  I'm listening to myself.  I think I'm making pretty good sense.  And when did you get certified as a psychologist?                Signed, KOG Editor Dear KOG Editor,    Are things really as bad as you say they are in California?  I was hoping to find employment in sunny, southern California -- you know, Hollywood, movie stars?  Swimming pools!  It never rains there, right?  I've always considered California to be utopia and have dreamt of moving there my whole life.  I presently live in the mountains of Colorado in an A-frame cabin, but the deer at my back door can get pretty annoying.  And I can't eat all of the Rainbow and Brook Trout and German Browns from the stream in my backyard.  And it snows here!  I want to double my salary and move to somewhere progressive, like southern California, where the action is!  I love the Beach Boys.  Why do they pay so much there?                Signed, "Tired of the Deer & Trout" Dear Tired of the Deer & Trout,    First, I never said things were bad here... I just report reality as I see it.  In fact, It's great here.  We are at the forefront of education.  You belong here.  Here's what I propose:  I'll trade you right now sight unseen -- I'll do my best to find a way to cope with the mountains and deer and trout and snow and your A-frame... you can have my place here in sunny utopian California.  It's a sacrifice I would make only for you.  P.S. -- they have to pay a lot in order to find anyone willing to work here.                Signed, KOG Editor Dear KOG Editor,    How can you slam RtI?  Aren't you one who was critical of the old model?  Don't you realize we can still disable kids with RtI, we just don't have to base our diagnosis on any real data -- we get to infer a learning disability!  We don't even have to test any more!  In fact, we don't have to do anything any more!  And RtI puts us in a position where we can go around and tell general education what to do like we were experts or something -- you know, job security?  I'm just asking you to eat your words -- you complained so we, the movers and the shakers, got together and brainstormed new ideas until we reached a consensus -- and now you're still complaining?  When will you ever be happy?                Signed, "RtI Believer" Dear RtI Believer,    I just want something that works for students, that's all.  I'll be happy when we quit disabling students through whatever method has been reached via the most recent "consensus."                Signed, KOG Editor Dear KOG Editor,    Do you think about what you do?                Signed, "Curious" Dear Curious,    No.  I'm just trying to meet the deadline, like the other journalists.                Signed, KOG Editor

Dear KOG Editor,    Have you ever noticed that working with the kids is the easy part?  It's working with all the adults that's the hard part?  I think the adults are the ones that should go into special ed!                Signed, "I Wish I Had Known" Dear IWIHK,    You said it -- I didn't!                Signed, KOG Editor Dear KOG Editor,    How dare you challenge a board member.  I am a God and you are merely a, a, a, shrink.                Signed, "Board Member" Dear Board Member,    Oh, you're a teacher!  Alright!                Signed, KOG Editor Dear KOG Editor,    How dare you talk about a superintendent that way.  I am a God and you are merely a, a, a, shrink.  I have the power to fire you today and hire my best friend to replace you.  Bow to me.                Signed, "Superintendent" Dear Superintendent,    Oh, you're a teacher!  Alright!                Signed, KOG Editor Dear KOG Editor,    Okay, I admit it.  I went online for six months and bought an easy administrative credential so I could be principal.  You shouldn't criticize me -- it's the American way!                Signed, "Principal" Dear Principal,    Me criticize you?  Never!  I wouldn't ever criticize a teacher!                Signed, KOG Editor Dear KOG Editor,    I'm hoping you can help me.  I've tried for five years to get help for my son.  He struggles with math.  All I want for him is some help with math.  That's all!  That's a reasonable request, right?  I don't know if it's a learning disability or something else -- that's your area of expertise, not mine.  All I know is that he's received four straight years of F's in math and all I hear is that it's my fault, it's low motivation, he's lazy, and more educationaleze.  Yet, I see him cry himself to sleep every night.  Why can't the schools help him?                 Signed, "Concerned Mom" Dear Concerned Mom,    That's the best -- and most pertinent -- question I've heard in years.  Unfortunately, I'm not allowed to answer it.  But I do have some free advice:  call the Office of Civil Rights in San Francisco and for good measure, call the the California State Department of Education in Sacramento.  Unfortunately, those are seemingly the only two agencies that will get schools to, um, listen, and um, well, educate students.                Signed, KOG Editor Dear KOG Editor,    Could you recommend the best school district in Kern County?  I'm planning on moving my children there in the near future and can use some good advice.  I've heard you can live on one side of the street and be part of a "have" district, but if you live across the street, you might end up in a "have not" district.                Signed, "Got Custody" Dear Got Custody,    I can't recommend any one district over another... every school district in Kern County is just as exceptional as it can be!  None are, uh, any better than any of the others!                Signed, KOG Editor    See you next month!  KOG Editor!

Solution to KOG's RtI Crossword Puzzle Hope this wasn't too tricky!  Next month's crossword will be on the IEP, so study up.