| Information from brain research |
Common elementary academic practices |
| Natural development of future capacity to learn is most crucial during first years of life. |
The first years of life receive no Federal, State or local education support. |
| 80 to 85 percent of a brain’s LF is developed during the ages of 3-9. |
American schools systems provide school on 35 to 40 percent of the days during these years. |
| Each brain is wired differently therefore each child’s each brain learns differently. |
It is very difficult to provide content to each own unique learning style. |
| Each brain’s LF develops at its own rate, depending on content retained by LTM. |
Our education system groups our children by age instead of developmental stage. |
| The greatest amount of development occurs in a one-to-one setting. |
It is very difficult to provide one-to-one classroom support at each child’s own development stage. |
| During child’s LF development the LTM throws out content send less often. |
Today’s children are flooded with much more content through media and computers to compete with retained learning skills. |
| LTM retains content and increases fluency by daily practice and review of the basics. |
Less time is spent in the classroom practicing and reviewing the basics than ever before. |
| Comprehension abilities of higher level thinking skills are determined by math and reading fluency rates. |
TAKS does not even test for math and reading fluency levels. (Do parents understand fluency rates and it’s Importance? Do they know how to monitor their Child’s fluency levels at home? |
| It is estimated that elementary children loose 20 to 40 % of their math and reading fluency over each summer. |
How many parents provide the 15 to 30 minutes a day practicing and reviewing to prevent fluency lose over |
| Due to the new brain research grade level expectations were raised. |
School days or school terms have never been extended. Therefore daily practice and review of math reading basics have been sacrificed, lowing fluency levels of both. |
