Interesting article in the Boston Globe–connecting General McChrystal and the French soccer mutiny. In both cases, the players stepped outside their proper role–questioning authority in a way that society rejects.

Well, of course this story brings me back right to our schools. Ask: how can teachers teach when students question their authority to do so(with the threat of a lawsuit; you can’t touch me. I’ll call my lawyer, etc. etc.) when they try to bring order into the classroom, provide needed discipline, and actually get down to the teaching and learning for the day, etc. etc. etc. Quick answer: they can’t.

Let’s hope this article has legs into our nation’s classrooms. Hierarchy matters. There’s a right and a wrong way for students to behave in our nation’s classroom so they can learn and let others around them learn, also. So long as we have no clarity (and an ever-present fear of litigation) about the role of the teacher, the student, and the parent, our education will continue to suffer.

( Out of order–hierarchy matters).

(Educating severely disabled students)

I found this story interesting on many levels. How do we best educate these students? What programs and approaches work? No research was cited for the various approaches used at the one New York City school. It’s certainly challenging.

But I also found the numbers revealing….
The numbers of students with severe disabilities is, nationwide, estimated at
123,000. The numbers of students with disabilities is estimated at 6.5 million. Fewer than 2% are severely multihandicapped.

The costs are interesting also–an estimated $74 billion is spent nationally for special education (does that include the regular ed services that these students receive? It is NOT clear).

And,if I did the numbers right, at an estimated $60,000 per severely disabled student, the costs for this group of students are close to $8 billion–around 10% of the total.

So, in reforming special ed, I believe that we are back on focusing on the vast numbers of students who do NOT have severe disabilities. That is where both the numbers of students and dollars and programs are.

We knew this was coming… It’s been a sad tale for years. I believe there are reason for timing tests and that test makers need to articulate them. Yet, the College Board and the ACT refused to do so back in 2002 when threatened with a lawsuit. The mere threat led them to create the accommodations policy of no longer flagging tests that are taken with extended time–that is, tests that are not normed. And, thereby, they threw away the reasons for timing.

Hey, if there’s no reason to time tests–then stop scaring and stressing students. If there are reasons, then stand up for them–articulate and implement them. We ask no less of our teachers who do so every day.

This story has been a sad slow slog. Who will stand up for standards? norms? tests that actually mean what they say they mean? Not the SAT or the College Board, apparently–for the last almost 10 years.

(Call to stop timing the SAT and ACT from Fair Test).

Why public speaking helps convey the message and empower teachers!
(Miriam on public speaking)

(dumbing down tests)

Say it ain’t so.

(David Brooks on Race to the Top).
Here’s a straight up, not cynical view of RTTT. Let’s hope David Brooks has it right. Does he?

Now the gurus tell is that, alas after all, one size does fit all. How many of these folks are real teachers in real schools with real students?

Wishful mandating and voila, all students will, can, and want to meet the same standards–including students with “even the most severe cognitive disabilities.”=–according the the Common Core State Standards issued by CCSSO and NGA.

Really? How can this be? And how can standards possibly remain high enough to be meaningful to all students.

Am I missing something? It looks like common sense is replaced by ???? And who is manning the store for all students?

What’s special about one size fits all. I’m scratching my head. And you?

(common core standards for all students proposed)

Gateway Arts in Brookline, MA–a center for arts for people with mental challenges–where they feel useful, creative, and important. It focuses on what people can do–not their weaknesses. Just what we need also in special ed. Enjoy!!

(Focusing on people’s strengths, not weaknesses)

Interesting feedback…I am heartened that the conversation is happening. Several thoughtful comments so far. It would be interesting to hear from educators, as well as parents. Maybe they have time during this Memorial Day weekend…

My goal in writing Fixing Special Education–12 Steps to Transform a Broken System is to encourage that national conversation. Let’s talk! Let’s act. Let’s dare to create trust-based special education and education for all children.

Check the blog at:
(reaction to Tab story about my book).

And, it turns out, the book is available at AMAZON.com!

No more federal funds for the top half of the class! What type of public policy is that. One of the persons quoted in the article talks about the Race to the Top being the Race to the Bottom. Kinda sounds like that. SAD! BAD! EGADS!

(End of federal funding for top students)

( AP and G&T stripped of federal dollars?!?!)

Say it ain’t so!