Hello! Welcome to your first week of Exceptional Child for Teachers.
I relate to you a story of my brother, Gary Joe and how he was eventually excluded from the general education classroom because of his learning disability. This was possible because his time was before laws were enacted that now have evolved to be known as the IDEA or Individuals with Disability Education Act (2004) that states 'all children with disabilities receive an appropriate education through special services. No child with disabilities can be excluded from education but are allowed by law to receive a 'free and appropriate public education.' (Vaughn, et. al, 2011). Public schools now are legally bound to pay attention to this provision whereas before if they decided with no consultation that a student was not fit for a particular public school setting, the schools could reject that student.
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While this course is not a special education course, it does provide familiarization with the laws that govern the education of students who receive services from special education. As the number of students placed in general education increases, collaboration between general education teachers and special education teachers is essential, in spite of the ongoing debate at opposite ends of the spectrum between those who believe all students should be taught in a regular education classroom versus those who believe exceptional students should be contained or taught separately.
Begin this lesson by reading one of my favorite online biographies of Chris Burke Also, read the interview with Elizabeth Diller on page three in the textbook.. Personally reflect for several minutes on what are some of your feelings and attitudes about the possibility of having students with disabilities in your classroom when you are teaching?
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Become very familiar with the history of the federal laws for the education of exceptional learners as shared below:
IDEA and the Vocational Rehabilitation Act The expansion of these laws now referred to as IDEA has provided for the assurance that all children with disabilities receive an appropriate education through special services. No child with disabilities can be excluded from education but are allowed by law to receive a 'free and appropriate public education.' (Vaughn, et. al, 2011).
Free and appropriate public education -Of course, the interpretation of a 'free and appropriate public education' has been and continues to be an issue in education. How does the school (district) decide what is free and appropriate for such students? If the school decides in err of the student, in some cases, the school (district) is sued. For example, several students and families sued the Eastern District of Pennsylvania in a case that a proposed settlement was offered due to the district not offering a free and appropriate public education to such students according to the plaintiffs ( Lydia Gaskins, et al. vs. the Commonwealth of Pennsylvania ).
Least Restrictive Environment (LRE) - One of the main components of the IDEA law is the concept of Least Restrict Environment(LRE) along with a Continuum of Services. LRE "is the setting most like that of nondisabled students that also meets each child's educational needs. Inherent within the LRE is the notion of continuum of services. Continuum of Services means that a full range of service options for students with disabilities will be provided by the school system." (Vaughn, et. al, 2011).
Individualized Education Plan (IEP) (see a sample IEP on pages 13-16). Another main component of the IDEA law is the Individualized Education Plan (IEP). An IEP must be developed for each student identified as a special needs students or student with a disability, according to IDEA (Vaughn, et. al, 2004). The purpose of the IEP is to provide an outline of specific educational services needed by the student as agreed upon by a Multidisciplinary Team (MDT) of educators, parents and specialists. This outline provides documentation of the student's abilities, disabilities, when the special services will begin/end, how the student will be measured in terms of progress, what services will be provided, measurable annual goals that will be set for the student to accomplish and how parents will be informed of this progress. If you have not experienced the mountain of paperwork that seems to follow the exceptional student, the IEP is at the top of that heap. While the IEP is not a legal contract, it is a plan that has been thoughtfully put together by all involved in the education of the exceptional child and should be used as such in the classroom. Actually, it wouldn't be a bad idea to have an IEP for every student in your classroom as the IEP provides individualized personal data that is specific to that particular student's educational needs. Once a plan is in place for each student, it could be used as documentation for what each student is expected to do and for the teacher to provide adapted, differentiated instruction to fit each student's true educational needs in that classroom.
Just what are the responsibilities of classroom teachers to the education of exceptional students?
Responsibilities of Classroom Teachers (as adapted from Vaughn et al) Who is responsible for the IEP? The special services or special education teacher and the Multidisciplinary Team are responsible for the IEP. The classroom teacher is responsible for insuring that objectives on the IEP pertaining to his or her classroom are carried out as feasibly as possible. Can I be held responsible if a student in my class does not accomplish all of the objectives in the IEP? Teachers can not be held responsible for lack of accomplish of all of the objectives on the IEP unless "it can be proven that teachers have not made efforts to fulfill their responsibilities." What if I was unable to attend the meeting at which the child's IEP was developed? Then you should get a copy of the IEP from the special services teacher and find out what objectives on the IEP are expected to be accomplished in your classroom. What should I do if I feel a student is not making adequate progress on his or her IEP? You should maintain communication with the special services teacher or MDT concerning the progress of the student in your classroom. Make use of any available resources to you in the building, especially the special services or special education teacher. Keep documentation of the student's progress (ex. emails to/from key people concerning the student; student work). What does it mean to adapt instruction for students with disabilities? Adaptations can be beneficial for all students regardless of whether they have a disability or not.
So, pragmatically speaking, how does this information in chapter one of the text pan out into the classroom?
Pragmatically Speaking - Here's How to use this information in the classroom:
1. Become very familiar with the basic terminology of special education and services provided to exceptional children. This will be the language of exchange between you, the classroom teacher, other teachers, special education specialists, counselors, psychologists, parents, and others involved in the education of exceptional children.
2. Become very familiar with the process of special education in your school building, district. There is still great latitude between how special education and related services for exceptional children are executed from one school building to the next. Some schools may provide full inclusion for exceptional students with related services interventions in the regular education classroom, whereas others may lean more towards providing partial inclusion with exceptional students spending time in physical education, music and electives type courses with regular education students while attending separate special education or resource rooms for the rest of the school day. Examples: ISBE Special Education guidelines (for Special Education services).
3. Learn more about other schooling configurations for exceptional students in your area such as The Hope School (Springfield, Illinois); The UIS Office of Disability Services (they have a lab as well) ; The Illinois School for the Deaf (more info at this website as well).
4. Ongoing documentation of behaviors, needs, academic progress is of utmost to the success of exceptional students in the general education classroom. Set up a folder on your computer for each student and store/save all electronic information pertaining to the student in it; and/or start a paper folder for each student. This type of teacher-observation documentation is very crucial to the IEP process and consultative special education meetings about the exceptional student.
5. For more information: click on each of the following websites: Education Integration and Including Students with Disabilities in the Regular Education Classroom.
FOR THIS WEEK'S POSTINGS
For this week’s posting comments, read the link files in the paragraphs below and choose a set of questions to respond to in your comment. According to this report, one common complaint of schools not making the AYP (annual yearly progress -- visit http://www.isbe.net/ayp/default.htm for background information on NCLB) is that it is due to the low scores reported on students with disabilities, LEP (limited English Proficiency), various ethnic groups, and low income students. What is the measurement for the students with disabilities subgroup in Illinois? How are they evaluated for progress under NCLB? Should this subgroup not be included in reporting of NCLB scores? Why or why not?
Edward Rust, Jr, chairman and CEO of State Farm has been named as the new chair of a commission organized to make recommendations to NCLB, which is up for reauthorization ...he was chosen by people such as Bill and Melinda Gates. Will these new faces with new money be instrumental in finally getting some money shifted to those schools that are suffering from inadequacies (sorry, this really is a lead-in question, but I don't know how else to word it...feel free to challenge, however...your grade will not suffer for doing so...)
http://wm.nmmstream.net/aspencnclb/webcast040806/archive.asx - This link points to the one of the latest commission hearing on NCLB. Much of the hearing points to NCLB and its poor implementation of achieving successful graduation rates for students. What are we doing? If NCLB is reauthorized, how can high school and graduation rates be raised? Is NCLB useful to improving marginal students' success in schools? Why or why not?
Note: Read all of the articles, links and form your responses from any of the preceding leading questions.
27 comments:
Hi y’all. My name is Jennifer Medford and I am seeking a K-9 cert. I have taught in rural Arkansas for 3 years before moving to Rochester (a bedroom community of Springfield). I obtained a degree a few years ago in Music/Theater/Speech Communications from Southwest Baptist University in Bolivar, MO. I have also begun a Master’s in Reading at Harding University in Searcy, AR. Prior to seeking a teaching degree, I worked in several different areas of management. My husband, Grant and I have worked with teenagers for many years. We have two daughters named Megan-12 and Meredith-8. I was called into teaching about five years ago. I would like to teach Middle School or Junior High English/Language Arts. I taught 7th and 8th grade regular and Pre-Advanced Placement English/Reading block classes in Arkansas and I loved it. One reason I want to teach again is that I have a love for learning that I believe is infectious. My desire is to teach students to be productive, compassionate citizens who have the tools they need to utilize the technological age we live in to solve real-world problems.
I wasn't sure if we were to respond to one article or all of them, so I did all of them.
Question 1 response:
After muddling through this article I noticed that students with disabilities are measured in the same way as other subgroups. However, each subgroup is measured based on its subgroup category. So, students with disabilities are compared to other groups of students with disabilities. This all sounds well and good, but all disabilities are not equal.
My wife is a high school special education teacher and she teaches students that perform quite low. Many of her students will simply not go to college. According to her, as well as many others in her department, it is not a matter of
“giving up on them”. It is simply a reality. Spending the time to teach these students how to do better on an exam so the school can get funding, instead of teaching them valuable life skills that will actually benefit them as individuals is not wise.
I do not think that this subgroup should be a determining factor in the results of the NCLB scores. Perhaps it can still exist as a guide. I do not have a problem with evaluating where students stand with regards to their scholastic abilities. But I do not think much time should be spent preparing these particular students for a test that will actually have no bearing on their individual futures.
Question 2 response:
It is my opinion that NCLB was thrown together as a means to setup some sort of standard by which all schools can be measured. Like most legislation, it is not perfect. It seems that politicians like to feel that doing something is a good thing, even if that something was not fully thought through (or even read). So now that NCLB has been implemented, problems have been identified.
Fresh faces can often bring new ideas. I do think these individuals will help. They have proven to be quite successful in their lives and will at the very least offer a new look at the issue.
Question 3 response:
From my time spent talking to teachers, I have heard one common complaint about the NCLB system. That complaint is that too much time is spent teaching to the standardized tests than on the actual subject matter. They say that everyday is like a review-day-cram-session to get the students ready for the next ISAT, PSAE, or some other test. Not only that, but these exams offer no consequence or reward for the individual students, and they know this. So, if you spent several days, weeks, and/or months preparing students for this one big exam, and the students know that it does not affect their grade or GPA, how can you be sure they did or are doing their best and that some or all of the class time spent in preparation is not wasted? I think standards are useful in guiding instruction and curriculum, but they can easily become a crutch that will make us lose sight of the goals and purpose of education.
After watching the video of the commission hearing, I began to reflect on one particular assignment that was given during Adolescent Psycology. We were asked to research the laws of various states and compare them to those of other countries regarding the ages during which children should attend school. I thought that it was very interesting that every state has different requirements and that not all of the states require students to complete the 12th grade. My question is this: How can NCLB expect to improve graduation rates of America's high schools to 100% if current laws in some of the states do not yet require or set such an expectation?
I also think that NCLB has helped to improve the success of marginal students in schools as these students are getting more of the one on one attention that they need in order to be brought up to speed with the rest of the students and to help them better comprehend the material. Many of these children more than likely do not get the help and the one on one at home that helps to reinforce and practice the skills that they have learned at school, especially reading. I have been able to substitute teach for the special education teacher at our local grade school and it has really opened my eyes to the time and energy that is needed to help these marginal students. In the video, there were a lot of comments about the funding that is still needed for NCLB in order to make sure that the program works. I feel that we must also acknowledge the amount of time that must go into this program as well. We cannot simply throw money at it and expect it to work in the desired fashion.
Chapter one in the text gave great information on the history of the IDEA. What I found interesting was, the tips the text gave: having an open relationship with the special education teacher, creating a close relationship with each student to gauge his or her academic levels, and provide all students with positive feedback frequently to encourage motivation in the class room, all were simple suggestions. They were tips that seem the easiest to do, but the ones that could be the toughest to remember because of the stress of the job. I believe chapter one would be a great reference for any teacher to just look back at when they are in need of inspiration for the classroom and students. I will say the acronyms will be the hardest to remember because there are so many, but they really do help when attempting to merge someone with special needs in a general classroom.
The question concerning Edward Rust Jr. becoming the new chairman for recommendations for the NCLB was one that I was skeptical over. At first when you read it, you think "an insurance CEO is now a chairman for a program concerning kids and school?" After some research, I found out that Rust Jr. used to be a math and science teacher, and has his doctorate and masters in business. He also has a family so is familiar with children going through the school system. If Bill Gates and Rust Jr. who both have significant amounts of money do follow through with all the recommendations for the NCLB act, they could definitely make a difference. The only question is how long does it take that amount of money to trickle down to the individual schools that need it the most? Individual management of the money is vital to ensure every school that is lacking in materials and training receive what they need.
The students that fall into the mentioned subgroups are measured the same way as the students who do not. There is not a special measurement for those students who have physical disabilities, learning disabilities, or other disabilities. I think any test for many of the students with learning disabilities is a challenge, let alone a long standardized test. Even though many of these standardized tests allow adaptations for these students, such as students having the test read to them or students getting more time to complete them, I do not necessarily think that it is fair to these students to have to take these tests. I also do not think that it is right or beneficial to measure these students’ scores against the other students. As a teacher’s aide last year I was in many Special Education classrooms. One of the ideas that the school was stressing was to improve the entire student body’s testing scores, so for 11 weeks, once a week, each teacher would practice giving the students ACT or SAT test questions. As a teacher’s aide there were several students who I had to read the practice tests aloud to. I noticed that these students would become frustrated and they would just give up and try to get it done as fast as they could. I felt like these practice tests were doing more bad than good for these students. The students were becoming stressed out and dreaded the days we would do the practice tests.
In regards to Edward Rust as the new chairman, I believe it could be both a positive and negative. On the positive side I think anytime someone new comes into a position it is good because change happens, and hopefully in this case it is a good a change. Also, I believe with the idea that he has already gotten the Gates involved that he could gather very wealthy people that could provide money for the program, along with raising even more money by encouraging people that this is a good program and will benefit the students in the long run. Hopefully, the money would be distributed to the right schools, and the students who needed the help will be able to benefit from it. However, with this how are these people going to know what schools need it the most. Also, I think they need input from all different levels of people from the education fields. The do not need just the education part of the government involved, but I also think they need to hear from principals, teachers, and other such people.
After reading about Chris Burke, I realized that he did better than what was ever expected of him because he was treated just like everybody else. His parents didn’t baby him or keep him from doing things. When he started getting serious about acting, they seemed a little hesitant, but it is because of THEIR perseverance in making sure he didn’t feel out of place that gave him the push he needed. He knew he could follow his dream and he could accomplish it. Just like his parents, teachers have the opportunity to make an exceptional child feel the way Chris Burke felt. We just need to believe in our kids and always push them their hardest. It’s not enough just to say you care about them, you have to actually take those steps. In the classroom, it looks different for special students compared to at home because in school, they actually have to learn things and be able to apply them to the class discussion. If we as teachers only spent the normal amount of time with kids like Chris as we do on all the other students, he will more than likely fall behind. His brain just won’t quite work in the same way that his classmates’ will. There’s also a fine line between babying them and making sure they understand the material. I suppose that brings me to my next question to answer. How do I feel about having exceptional students in my class in the future? Terrified. I want them to feel love and support from me, but I don’t want them to think it’s because there’s something “wrong with them”. Elizabeth Diller calmed my fears in a way, though, because she plainly says “don’t worry if you don’t know everything about students with disabilities”. Also, it doesn’t have to be an immense amount of time with the kids, it can be just a few extra minutes. That also makes me feel better because the less extra time you spend with a kid, especially if they don’t want that attention from you, the more it seems like you’re helping them the same as you’d help any other student.
I chose to comment on the lead in question about the new chair for a commission about making recommendations to NCLB. First off, how did he ever get picked? Last time I checked car insurance didn’t have much to do with a child’s education, but I could be entirely wrong here. It also says that he was chosen by people such as Bill and Melinda Gates (you know, like the richest people in the world!). I do think it’s pretty great that people with such financial influence can be apart of this commission, however, do they really know what NCLB truly is in need of? Sure, they might be able to take care of financial issues and what not, but how much knowledge of what these students need are they aware of? I hope that because of such big names and faces, they can start making a difference for the schools that really need more funding so that they can reach the goals NCLB has set forth. I would think that these rich people would be seen sort of how celebrities are seen, like endorsements. If these people with influence have a heart for schools that need more assistance for their school to well assist their students, hopefully the people who can afford to help would want to. Also, I am sure there is money being spent within the NCLB funding that could be spent better. For all children to have a fair shot, they have to have a school system that is able to give that to them!
After watching the video on the commission hearing on NCLB... the phrase comes to mind "can't see the trees for the forest". Nobody seemed to be on the same page and unfortunately, that is a problem in our education system. I am no expert on the NCLB system as I am new to the "teacher" side of things. I do know that my sons high school has, within the past five years, implemented small student groups (academies that are set up according to career choice)which the students stay in throughout high school. This enables a closer relationship between student and teachers and also student to student interaction. Things of this nature are working and enable our students to be successful in their careers. I also know that I am no fan of standardized testing. I agree with Jeremy, in that, these tests can be used as a guide but should not be the last word on who did or did not provide an education to students. Just this morning I received more mail telling me how my sons test scores can be improved. Test scores, as mentioned in the leading questions, can be misleading just by the way we pool them together. I guess what I am saying is this, there are good and bad elements within the NCLB act. I think less is more in this situation.
Regarding the second paragraph, I think any time you add new money into something the possibility of waste or overspending increases. With that said, Bill Gates has shown himself to be quite the philanthropist. I trust that he would be wise and frugal, and I am sure that he and his peers would not appoint someone who did not have the same sense of prudence with respect to donations, grants and other money.
Will suffering schools see an increase in pecuniary resources? I think this is a likely scenario if, of course, Edward Rust, Jr. is effective in his recommendations. The problem with being a consultant is that the ones that are given advice need to listen to it. How many times have we found ourselves wishing we would have followed someone's advice before? Hindsight may be 20/20, but hopefully Mr. Rust's vision of the future is just as clear.
Blog assignement 1 : Link 1
1. What is the measurement for the students with disabilities subgroup in Illinois?
Students are measured within their own subgroups and then compared to all other students. I think this is a problem because students with disabilities can be so complex and so different. I remember when I observed a class that had integrated a couple of those students, when texts or anything else was given they seemed to squirm and already assume they would fail. One thing I thought was great was that everyday half way through the class period the special education teacher would come in during homework time or group time and talk with the teacher and make sure the student did not need any extra help that day. This is a good example of teachers working together for the betterment of the student. The regular students knew who the teacher was but it was just a common practice and no one seemed to hardly acknowledge it which surprised me.
2. How are they evaluated for progress under NCLB?
Students are tested yearly and evaluated to make sure they are meeting expectations. Timelines are in place for each school to achieve goals on testing. Over the next 5 years the NCLB will also give 1 billion dollars to help with after and before school activities, charter schools and other technologies to assist school in making and exceeding goals.
3. Should this subgroup not be included in reporting of NCLB scores? Why or why not?
I am mixed on this last question. I think it is always important to track the students and see how they have improved or not improved but it should be done in a different way that accurately shows that there is difference among students with disabilities and how they learn. When you bulk together disabilities you are not getting a true evaluation of the student. It would take more time to make a more proficient scale, but it would benefit the educational field greatly in years to come.
Edward Rust Jr.
I am in support of change that has money to back up its ideas any day, unless the change ends up being negative like the Obama Administration. (Sorry to any Obama supporters.) I feel that when you get people together that have money and power, more things can be done. These people have to follow through with plans though, our country and educational system does not need any more empty promises. It is just important to set up a system that makes sure the money and technology gets to all the schools that are in desperate need of it. I also think when people of power and money get involved in something like education; it has the potential to get others with money and influence involved in a great cause.
I watched the video on NCLB. My first question is why has been so long since these issues have been addressed? This video is from 2006, and yet it was the most recent commission? NCLB needs to not only constantly evaluate our children, but also itself. I admit i only had enough time to watch about the first 1/2 hour of this, but those first 3 speakers alone gave me alot to think about, especially the last one.
It actually really bugged me that the second speaker, the ex-Governor, spent so much time talking about Graduation rates. It seems as if he was advocating using NCLB the way Stephanie was talking about in her post - Teaching to the tests. He didn't seem to care about what the students learned, but about stats and percentages.
I much more agree with the third speaker, who talked about the difference between what students needed to know for college and what they needed to know for graduation. I still remember what it was like in High school- especially the classes I didn't like. You took only what you needed to graduate, no more. And even though I took 3 years of Math, including Algebra 2, I still had to take a remedial math course at LLCC.
I think if schools take his suggestions and teach the students what they need to know to succeed instead of just teaching to the test, then both graduation rates and student's success rates can be improved. It's well documented that if you expect more out of students, and teach them to expect more from themselves, they will do better.
Based on the testimony of the panelists during this hearing I find that NCLB can be useful in improving the performance of marginal students (in certain subject areas that NCLB deems imperative). All of the panelists stated that we have seen a marked improvement in the performance levels of elementary and pre-k students due to efforts to conform to NCLB requirements and they believe that if we extend requirements to the high schools NCLB will also be useful to those students as well, by raising expectations which all agreed was one of the major contributions to students performance and graduation rates. The question I ponder is why everyone is discussing only performance rates? Performance rates on exams do not truly measure a students' education and if this is what we are going to base everything on and are going to be satisfied with then all is well if everyone simply passes the exam, but then we will have serious problems with the quality of students we produce.Sorry this is two posts, but apparently I had too many words for one post.
I agree with you Amanda the ex-governor really didn't empress me. Neither did the current governor either though. I actually enjoyed the last two speakers the most, which it sounds like you didn't get to watch. The last one was a 30 yr veteran school teacher. The only thing she said, which I do agree with but don't like the way she addressed it, was the accountability being solely dependent on tests. The tone she used in making the comment basically was as if you were hearing someone who didn't agree with accountability for teachers at all. I'm sure that's probably not her position, but the tone she used made it sound like a whiney teacher complaining about being held accountable rather than someone stating a fact.
In reading everyone's comments on NCLB I have to admit that although it may be the unpopular opinion in the country I believe education in this country should be federalized with some decisions dictated to the local communities to make. As far as standards, basic subject cirriculum, funding and personnel goes it should be under federal jurisdiction.
According to our textbook, NCLB requires that at least 95% of students with disabilities participate in the assessments that are used to determine if a school has made AYP (p.27). Accommodations can be used to help these students complete the tests. While they must take those assessments now, by the 2012-2013 school year those students must meet or exceed state standards. It would be easy to not include these students’ scores in the school’s overall average. However, our text states a great point: that by including these students, teachers will raise expectations and the quality of instruction for those low achievers (p. 27). If that actually happens though is not clear.
I agree with Jeremy’s post about Edward Rust Jr.’s appointment as the chair of a commission to help reorganize NCLB. He’s a man who led a top American company and advised at several top universities. He certainly has proven he has a place in this reorganization. Does money solve all problems? No, but it’s certainly a start. A cash infusion can be used to buy books, update equipment, and hire and retain teachers.
The hearing on NCLB was interesting in that many of these speakers have plenty of facts to share but I’m not sure if they truly understand the information. According to the former Governor of West Virginia, simply hiring good teachers will lead to higher graduation rates. Is that to say only good teachers are at schools that make AYP? Or only bad teachers are at failing schools? Another speaker mentioned that for some students attending a high school that did not meet AYP, they don’t have another high school in the district to attend – there is no choice as required by NCLB. I think these two incidents demonstrate that if NCLB is reorganized, it needs to be tailored to each district and perhaps each school in order to improve graduation rates.
Students with disabilities within Illinois are measured based within their subgroup and also compared with their peers. Also all students, including special needs students, are subject to yearly testing that evaluates progress. 95% of special needs students are required to participate in this testing.
No Child Left Behind is a system that is based in a fantasy land. It does not account for students of varying degrees of disabilities. Our book states that high-stakes testing in "statewide assessments can yield positive results when students are given (a) appropriate and individualized accommodations and (b) improved instruction in the content that will be covered on the test." Essentially what the book is saying is that kids will score better when teachers teach toward the test. No kidding. I then have to ask if those same kids are actually receiving the most practical and applicable education possible? I think not. This becomes especially true in low income schools. Within low income schools teachers must neglect writing practices in order to teach towards the test. It is for these reasons that I believe special needs students should not be included in the NCLB scores.
No person seemed to agree in the video on the NCLB comission. I do agree that poor NCLB implementation has effected graduation rates. When students do poorly, then are not given the fair chance to do well, it creates an endless spiral for an individual school or school district, where the students keep suffering. The students fall further behind, and eventually it is easier to give up than to graduate. High school graduation rates can be raised by implementing more staff into the schools that are suffering. instead of pulling away resources, give the school, and the students a chance with more staff and smaller group learning. I also do not claim to be a NCLB ecpert, but the NCLB act seems to punish those in need more then help them.
Our book says that at least 95 percent of students with disabilities need to take part in assessments that AYP measures. They are measured the same way other students are measured in that the testing is supposed to show if yearly progress is being made by students who are having difficulty. I personally think that such groups should be included in the overall NCLB scoring for the school but instead they should be tracked separately. The school would then also be helped accountable separately. I also believe that it’s unfair for students with one LD to be compared to others as not all LD’s are alike. As the book said EEL learners often do better in computation work more so than reading work. One thing I would like to emphasis is that looking at NCLB scores for LB students separately isn’t discriminating against them in anyway but instead it making sure that schools are living up to their obligation to these students.
Ever since I learned about NCLB I have been going back and forth about if I’m in favor of it or if I’m against it. Looking through the prism of NCLB with regards to exceptional children changes the picture even more. If we discount the LD aspect of NCLB, it seems to me it’s a good idea that can’t fully be implemented. The government has to have some way to make sure that schools are held accountable to the students that attend. School’s that have repeatedly failed AYP even after injections of money need to be allowed to die, not every school has the resources or teachers in order to best serve students. That said I don’t believe 100 percent AYP will ever be achieved even if it takes longer than 2014. If students don’t take their learning seriously no amount of effect by the school will make someone succeed when they are more comfortable with failure. The other obvious and much spoken negative of NCLB is teaching to the test. If a school right on the edge of meeting AYP only teaches to the test the students suffer. I guess my position would be only the schools that aren’t doing well should be accountable to AYP. In this way schools that aren’t fit to successfully teach students soon become extinct.
Switching back to students with learning disabilities learning experiences and positive role models are often as important as or more important to their life and development than a math test. It’s more important that they learn to trust themselves and have confidence than they can do math than pass a standardized test. While I believe it helps students with LD’s to be in a general education class I can’t discount how beneficial it can be to have specialized attention that a general education teacher just can’t give having 25 other students in a classroom.
I do believe a new face could mean more money infused in areas of need. That being said I hope money and performance is tracked. In my opinion some schools no matter how much money simply shouldn’t exist and students would benefit from given the opportunity or being mandated to go elsewhere. There is a point where those doling out money need to realize that money going to school A that has failed for 10 years even with increased funds is detrimental to school B that has shown an marked increased in performance as funding has increased.
After hearing a comment in Dr. Herring's 305A Tech for Teachers class, I am more skeptical of Rust and the Gates' contributions to NCLB. Dr. Herring stated that while she was in Texas, she did a study of two academies-- a well funded private academy, and small, low-income school near the projects-- to examine their use of technology in the classroom. Bill Gates' wife, Melinda, had gone to the private academy, and so the the couple had donated millions to the academy, but here in the same city was a school very much in need of funding, and nothing came their way. Here is a school full of children whose basic needs are not being met, but whose students are just as bright and just as deserving, but automatically have a disadvantage by being low-income. I would be concerned that this "restructuring" wouldn't really be as expansive as it should. I mean, if the Gates were as committed to education as they want to seem they are, couldn't they have afforded to donate money to every school in her home town, and not just the one she went too-- the one that was already a well funded, private school and doesn't have to adhere to the standards NCLB? By doing this they are inadvertently punishing the schools that need the most help -- be that ore funding, more teachers with specialized training for students who are exceptional, or just creating opportunities for underprivileged students-- and, they are widening that gap between rich and poor schools.
After I read the article, I thought to myself that students with disabilities are measured just like other subgroups. Each different subgroup is measured in its own way depending on the type of subgroup. The same subgroup can be compared the same type of subgroup.
A problem with NCLB is that it really stresses on standardized testing. And some kids have a tough time taking standardized test and teach might have to give them another type of assessment to see what the student has learned.
I don't think that in NCLB should include the subgroup test scores. The students who belong to these subgroups need to be learning life lessons for them to get by and not information that wont help them. Also if the test scores of the subgroups in the hurt the schools overall test results you might find teachers just giving them the answers instead of letting the student try to figure it out.
Edward Rust is committed to excellence in education, and his philanthropic efforts toward this proves his sincerity. He has said that we must make changes in education that help our students compete in our global economy. Rust hails from Illinois and has given money to support the Beyond the Books Educational Foundation. He is weighing in on the NCLB reauthorization revisions. His aim is to raise the bar in Math and Science and to enable our students to think critically and solve real-world problems. Like Bill Gates, he provides a great model that other companies should follow. However, money alone doesn’t solve educational problems. When teachers don’t know how to utilize equipment or software the district should be willing to provide knowledgeable IT teachers to educate them, and time to explore the new material.
Now, NCLB basically ends assessment of students at the 8th grade. Only one test is typically given during high school. This test does not determine whether or not a student will be allowed to graduate. Graduation rates are not reported accurately by many states. When they are reported, they don’t present a clear picture because sub-groups of students are not taken into account. In the lower grades, these can make or break a school’s AYP. If NCLB is reauthorized, high school and graduation rates could be raised by more frequent assessments. The government has put forth billions of dollars for the lower grades to be able to offer assistance to students in need. They should not cut off this funding, but should match the efforts that have been put forth in programs like “Reading First” with programs designed for intervention on the high school leve. At this time, I do not think NCLB useful for improving marginal students' success in schools because while the elementary and middle school teachers work very hard with students to provide necessary interventions, there is no follow through in the high schools. The strides made in lower grades can be negated by this lack of appropriate interventions in the upper grades. We must think about our end goal. We want all students to be proficient. Then, we need to consider what we need to do at every level to ensure that our country’s students are ready to attend college or post-secondary schools and perform as a member of a globally competitive nation. I also think that tracking students’ scores from 3rd to 12th would be beneficial. Right now, we take snapshots, when in reality, we need to use a video camera.
As it stands, students with disabilities are grouped just like regular students. I think this is unfair to them. Some students will never be able to pass with grade-level proficiency. These scores should not be included in the assessment of whether a school is meeting their AYP. That does not mean that schools should not be held accountable, it means we need to use alternative assessments that would be better suited to what they can do. I am dismayed at the dismantling of some life-skills classes that have gone by the wayside with these students. They need to learn how to perform skills that will result in meaningful work for them. Let’s think about their life that lies before them. What is reasonable and still measurable is more important than numbers on a pie chart.
What is the measurement for the students with disabilities subgroup in Illinois?
Students with disabilities are measured the same as students without disabilities – through standardized tests that measure their performance and the performance of their schools. Accommodations during tests are available to students with disabilities, such as extended testing time, writer/recorder of answer, large print test & answer sheet, etc. 95% of students overall - and 95% of students in each subgroup - must participate in the statewide assessments.
How are they evaluated for progress under NCLB?
Student & school progress is evaluated through the Annual Yearly Progress calculation, which is based on the goal of 100% proficiency in reading and math by 2013-2014. All students, including those with disabilities, are a part of the AYP measure.
Should this subgroup not be included in reporting of NCLB scores? Why or why not?
I didn’t know too much about the No Child Left Behind Act before this assignment. When I read about the Act in our text book (pg 27) I thought, this sounds like an excellent program as it provided many hopeful & positives outcomes. As I did a little more research and started to digest what the inclusion of this subgroup meant to not only the school but to the students with disabilities themselves, I began to rethink my stance.
I don’t think students with disabilities should be disregarded when measuring the performance and quality of a school but I do think they should be measured and reported for separately. I don’t think it matters if they are provided with accommodations, it’s the content that is the issue. There has to be a better way to make sure each subgroup is being represented & reported for fairly. It seems the well-being of many people (schools, teachers & most importantly students) is being affected by one equation.
Sources:
http://en.wikipedia.org/wiki/No_Child_Left_Behind_Act
http://www.isbe.net/assessment/default.htm
http://www2.ed.gov/policy/elsec/leg/esea02/index.html
What does the law say about special education and inclusion in the classroom?
The “Individuals with Disabilities Education Improvement Act” as it is called today is a series of laws designed to protect the rights of individuals with special needs to receive a fair and appropriate education. Since its inception, the IDEA laws have been challenged and modified. These modifications lay out in more specific terms what the roles and responsibilities of teachers. Our text provides details of the courtroom cases that led to the revisions and modifications as well as the more specific roles and responsibilities. I could make a list from the text, but, the general overview is that it is the district, school and teacher’s responsibility to ensure that a student requiring special education services in order to have a fair and appropriate education be provided and receive those services. In order to ensure that the student is receiving the appropriate services the schools are required to have a team of qualified personnel to design an Individual Education Plan (IEP) for each student that outlines each person’s responsibilities.
How are classroom teachers responsible for what the law says about special education and inclusion in the classroom?
It is the classroom teacher’s responsibility to follow the guidelines outlined in the student’s Individual Education Plan (IEP). The teacher must have a copy of the student’s IEP and be familiar with the responsibilities that are laid out for them. The teacher must make an effort to adhere to the IEP guidelines. The teacher should document any significant progress or lack of progress and report it to the student’s IEP team. The teacher should maintain contact with the parents as frequently as requested. The classroom teacher should meet regularly with the special education teacher to discuss the student’s progress.
What are the issues and challenges of an inclusive classroom?
The obvious challenge in an inclusive classroom is developing and teaching a differentiated lesson plan. I would imagine that it would be challenging to adapt each lesson to accommodate the student with special education needs. The assignments and tests would have to be modified, but still fairly assessing the student’s learning. Could you modify every lesson to not leave the student with special education needs in the dust? How do you teach to the entire class without losing these students? I’ve read the chapter and understand both sides of the argument for and against full inclusion. I tend to agree more with the pull-out option. It seems to be as if it is a better fit all around. The student with special education needs has an opportunity to be taught the material in a classroom of their peers in a manner and be taught in a way that best fits their needs.
What is the measurement for the students with disabilities subgroup in Illinois?
In the textbook, NCLB “requires that at least 95% of students with disabilities participate in the statewide assessment.”
How are they evaluated for progress under NCLB?
They are evaluated yearly in statewide assessments to determine whether the students and schools are meeting Adequate Yearly Progress (AYP) and that all students should meet or exceed standards in reading and math by 2014.
Should this subgroup not be included in reporting of NCLB scores? Why or why not?
Yes. I believe that every student, no matter whether they have a disability or not should be included in how schools are doing. This might help schools improve and see where there are problems.
However, I still believe that NCLB is extremely flawed. It is true that there are people out there trying to fix the problems within NCLB, but the people of America is a very diverse and large group and a standardized test, which is made for everyone, might not effectively show how each group is doing.
Also, like how each speaker mentioned in one way or another, NCLB does almost nothing for high school students. NCLB is good for elementary students but once students go to high school, they start to fall behind again and all the gain that was made in elementary schools is lost.
One thing that I have noticed with schools trying to follow NCLB with reading and math is that schools are cutting classes such as music and foreign languages just like how the last speaker stated. That is a horrible thing in my mind and I am even trying to become a math teacher. While I was at school music was a love for me and without those classes in music, I do not think I would have the great friends I have, the higher standards that I set for myself, and even my girlfriend that I met through one of our music classes if there had been no music classes in school.
What are the measurements for student with disabilities subgroup in the state of Illinois? I hate to folow a blog with almost the same information, but this is a subject vey familiar to me.
The NCLB requires 95% of learning disabled students to take yearly progress tests. In Illinois we have the infamous ISAT test. The test basically evaluates whether the schools are meeting the yearly progress defined by the NCLB. I believe that learning disabled students should be involved in the teasting progress. Many people dont understand that many learning disabilities are not catastrophic to testing. IEP's or Individualized Education Plans have many different disabilities involved. A child may have a a small disability that does not hinder the learning process, but is a disability by law. Taylorville Jr. High special education students met AYP in 2009-10, and that is quite an honor for those involved. I like the thought of testing the learning disabled, because they are students also. The great thing about America, we teach everyone, not just the elite.
There is a downfall in the system. I feel like there is too much focus on the test as a whole. I have witnessed many teachers change their approach, and teach information only pertaining to the test. I feel like so many other subjects have been overlooked. There has been an increase focus on the core subjects, and many of these subjects do not stimulate students minds. I personally know if I only taught math and reading in my self contained classroom (behavior disorder), the students would be very upset. There is no perfect system testing children, and the standards continue to increase yearly. I believe by year 2014 the bar will be set so high, that added pressure on teachers and students, will effect the way we teach.
In response to the first set of questions:
What is the measurement for the students with disabilities subgroup in Illinois?
First, I must say that NCLB information was not written in such a way that is easily understood. The frequent use of foreign terminology, cumbersome charts that don’t describe what the data reflects, and a lack of clear organization to information make understanding NCLB very difficult. I can understand some of the frustration and incohesiveness that I’ve heard people refer now that I’ve tried to analyze the data myself.
That said, how are students with disabilities considered in terms of NCLB in Illinois?
As I understand it, they are defined in terms of a sub-group, and these sub-groups are required to take the same tests with the same percentage of participants (95%), but that they may be entitled to “safe harbor provisions” These provisions are available if the subgroup consists of 45 students for at least two years, it does not meet the performance target in either subject (math/reading), “AND the same subgroup decreased by 10% the percentage of scores that did not meet state standards from the previous year” (I don’t know what this means), “AND the subgroup meet the other indicators (see below) for the subgroup.” (no indicators were listed below on the website).
Source: http://www.isbe.net/ayp/htmls/ayp_calc.htm
In looking at the AYP state report card, then, LEP, Students with disabilities, and economically disadvantaged students are in a different subset, and these groups along with black and Hispanic minorities have a safe harbor target aim instead of the all-encompassing AYP. As I understand it, however, the total of all students taking the test, subgroups included, is considered in calculating the all-encompassing AYP.
These safe harbor provisions are supposedly designed to allow schools other methods to meet minimum targets.
How are they evaluated for progress under NCLB?
As I mentioned earlier, the students with disabilities have separate safe harbor provision progress aims. Students in this sub-group are evaluated based on meeting this target instead of the state AYP minimum target. I tried to find information on how this safe harbor percentage goal was calculated, but I could not. So then, I can only infer that the yearly progress growth are the same for AYP as they are in the individual sub-groups.
Should this subgroup not be included in reporting of NCLB scores? Why or why not?
I think that in theory, it is useful to try to have a program that increases accountability and improvement for all educators, schools, students, etc. But it is only useful insofar as in theory. It is not practical. Measuring students according to blanketed criteria—whether for all students included in NCLB as a whole or just in terms of the sub-group— does not and cannot take into consideration individual needs and differing abilities. A blanket measurement for students disabilities is as impractical and harmful as having a single, blanket IEP for all students with disabilities. There is no standardized test that can effectively measure these exceptional students. It is unfair to students who are subjected to the tests, educators who have to give up valuable time to try to teach students how to test, and schools and districts who are penalized for skewed results that may unfairly show poor performance. I understand and truly appreciate the theory behind NCLB, but the criteria, implementation, and failure to admit its horrendous shortcomings are hurting our schools.
In short, then, students with disabilities should be included in reporting of NCLB scores if and only if individual students are deemed able to complete the test by a one-on-one assessment of qualified professionals. If NCLB is here to stay, an ability to test and have scores reported, as well as accommodations required for such testing should be an added part of creating IEPs.
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