http://www.huffingtonpost.com/carleton-kendrick/a-harvard-interviewers-ha_b_829111.html?ir=College

I enjoyed reading this piece, though it saddened me to see young people packaged and devoid of the love of learning and pursuit of their own passion.  We all seem to get swept up in this madness–the consumer and herd mentality.

I recall l that when we moved to Massachusetts, my daughter’s 4th grade teacher told the class that they had to write neater FOR COLLEGE? What?!  My daughter came home and asked, “What is college?” 

Fourth grade is a long way from 12th. Whither childhood. Thanks for this piece!

Fixing Special Education–ONE MONTH AT A TIME

It’s time for STEP Three!  As you know, every month in 2011, we’ll post a STEP  to FIX special education.  There are 12 steps. By December, our systemic transformation should be well underway! Please share your comments and let us know the steps you are taking to fix special education. 

 March 2011—Step Three to bring about climate change in our schools

 Reduce the bureaucratic morass. Paperwork is NOT education. Documents DON”T teach.  

 Most folks agree that bureaucracy gets in the way of education. We have NO evidence that more paperwork advances student outcomes.   The challenge is real:  back in 2002, this law fostered 814 provisions for compliance by public agencies (school districts, charter schools, and states).

 The truth, of course, is that no school or state can comply with all the requirements. It’s a minefield. So, in a futile attempt to do so, they focus attention on regulations and bureaucracy—not teaching and learning.  One state director testified before Congress, “The paperwork burden is fundamentally detracting from the education of students with disabilities.”

Need we say more?  But how to fix it?

 For starters, let us analyze every piece of paper (including those over-the-top 30-page IEPs), every meeting, and every process: Does it advance student learning? If it does, keep it. If it doesn’t end it.  With such a review, I expect many procedures to end.

 Recall President Barack Obama’s inaugural speech:   “The question we ask is not whether our government is too big or too small, but whether it works…. Where the answer is yes, we intend to move forward. Where the answer is no, programs will end.”

 One successful approach is Procedures Lite. This is the innovation sparked at Special Education Day. www.specialeducationday.com. Through it, parents and schools who are working well together can voluntarily agree in writing to bypass regulations and meetings and, instead, jointly work for the benefit of the child. At all times, the parties know that they can stop the Procedures Lite approach and revert to following the procedural requirements.

 The feedback from schools and parents who are using Procedures Lite is extremely positive. For more information, please email me at Miriam@specialeducationday.com.

 Creative open-minded problem solvers—we need you now!

____________________________________

These steps are taken from Fixing Special Education—12 Steps to Transform a Broken System.  The book is available at School Law Pro: http://schoollawpro.com/fixing-order.doc and at 

Park Place Publications at http://www.parkplacepubs.com/online-store/view/fixing-special-education-12-steps-to-transform-a-broken-system

 Stay tuned for April’s STEP!

http://blogs.edweek.org/teachers/coach_gs_teaching_tips/

Thank you, Coach G for this great post.   This blog adds an important word–enabling children to not learn. By lowering expectations, giving them extra time to turn work in, etc. etc. etc. Instead of enabling self-defeating behaviors, the Coach tells teachers (and parents?)  to help students be organized, dependable, persistent, and punctual!  A great read, indeed!

It actually goes along with my book–Step 8.The chapter is in Fixing Special Education–12 Steps to Transform a Broken System. I love the use of the word, enabling.

Here’s an excellent op-ed by David Brooks.  http://www.nytimes.com/2011/02/11/opinion/11brooks.html?emc=eta1

So long as our huge entitlement programs are untouchable, we cannot fix the budget and we will lose our freedoms. That’s just the way it is.

As I read it, I realize again that the ONLYentitlement program in our schools is special education. In developing budgets and planning education programs for all students, schools lose freedom and have to work around this entitlement. It takes up some 20-40% of school budgets, is unpredictable from year to year, etc., etc. etc.  If we want to reform public education, we must tackle and reform this entitlement program. Without such reform,  no true reform of public education is possible. That’s just the way it is.

http://www.gse.harvard.edu/blog/news_features_releases/2011/02/report-calls-for-national-effort-to-get-millions-of-young-americans-onto-a-realistic-path-to-employa.html

Thank you, Harvard Graduate School of Education, for finally bringing this discussion forward. It’s long overdue. Our national policy of promoting college for everyone is NOT appropriate and NOT working. 

Ironically, as we try to get all students ‘ready for college,’ many are not. Thus, colleges are looking more and more like college-prep schools, with the plethora of  remediation offers.  How very sad that is. And, all the while, this focus on remediation of academics pushes students in what they CANNOT do and ignores that they CAN and LIKE to do. We focus on student weaknesses, not strengths and interest.  Very sad.

As an antidote, check out Massachusetts’ own lawn care guy turned reformer, Joe Lamacchia. Visit his website, www.bluecollarandproudofit.com

Blue Collar and Proud of it!  It focuses on student strengths and interests. Check it out!   I’d love to hear your thoughts… and will respond.

An excellent post. Check out my comments in it, especially as the issue relates to students with disabilities. Your thoughts? I’d love to hear..

http://hechingered.org/content/rote-memorization-overrated-or-underrated_3351/

Fixing Special Education–ONE MONTH AT A TIME

 It’s time for STEP Two!  As you know, every month in 2011, we’ll post a STEP  to FIX special education.  There are 12 steps. By December, our systemic transformation should be well underway! Please share your comments and let us know the steps you are taking to fix special education. 

 February 2011—Step Two to bring about climate change in our schools

 Eliminate the fear of litigation that grips our schools.  

Philip K. Howard’s book, Life without Lawyers, opens with these haunting words:

 Sometimes I wonder  how it came to this, a teacher in Wyoming told me, “where teachers no longer have authority to run the classroom and parents are afraid to go on field trips for fear of being sued.” Thomas Jefferson  might have the same question.  How did the land of freedom become a legal  minefield?  Americans tiptoe through law all day long, avoiding any acts that might offend  someone or erupt into a legal claim.  Legal fears constantly divert us from doing what we think is right.”

 Special education heightens this fear of litigation through its adversarial system. According to Thomas Hehir and Sue Gamm,  fear of litigation and the resulting settlement agreements define the relationship between schools and parents. “The threat of a hearing is an essential element in the relationship between districts and parents because it raises the stakes in disputes over placement.”

 This fear has many real-world negative consequences, including these. Schools and parents work from the premise of lack of trust—that they are NOT on the same page to educate students. Teachers leave the profession and often cite these reasons:  burdensome paperwork and the negative, adversarial climate in our schools. 

 How to fix it?  As I see it, people of good will created this system in an era when litigation may have been a necessary change agent. Now, people of good will can change the system. In this era, we need to focus on student achievement and learning, teaching methods, appropriate responses in classrooms, etc.—all issues that educators, not lawyers and judges should create, manage and control.

 But how?  It may be a long learning curve. It took us 35 years to get to this dysfunction. I hope we can crawl out of it faster, as our country cannot afford another 35 years of adversary and litigation in our classrooms. Let us

• Help parents be parents, not law enforcers (More on this in Step Five).
• Free teachers to teach—not collect data and fear disputes endlessly–in the six-hour day they have.
• Encourage teachers to advocate FOR students.
• Focus on student achievement for all.
• Create trust-based education, based on the premise that parents and schools ARE on the same page, working together in good faith to promote better education for all students.  For an example of a trust-based approach, please visit Special Education Day’s website to request information about Procedures Lite. This voluntary approach allows parents and schools to work together for the child, waiving procedural requirements. www.specialeducationday.com.

 Creative open-minded problem solvers—we need you now!

_________________________________

These steps are taken from Fixing Special Education—12 Steps to Transform a Broken System.  The book is available at School Law Pro: http://schoollawpro.com/fixing-order.doc and at 

Park Place Publications at http://www.parkplacepubs.com/online-store/view/fixing-special-education-12-steps-to-transform-a-broken-system

 Stay tuned for March’s STEP!

http://educationnext.org/challenging-the-gifted/

Thanks for focusing on gifted kids.  Long overdue!  It’s too bad, however, that this is the label we use–as the retort is that everyone is gifted in something, that it is elitist, and that the so-called ‘gifted’ will take care of themselves. Clearly, this article tells us, that they need our focus for their sake and, I would add, for our country’s.

I have always believed that we can get more traction to focus on these students if we use a more attractive ‘label’ for them. Words have meaning and convey message.  How about ‘future leaders?’ or ‘America’s promise kids?’ or ‘potential reachers?’ or  ‘A-Z students?’  or  ‘Achievers’? or ??????  None of these suggestions is the final good choice, but we do need a new label that focuses on the outcomes we wish for these students, rather than the potential they bring to education and our future.

http://www.denverpost.com/nationworld/ci_17132312#ixzz1BTr2tyHx. Another wow today. How troubling this study is–we have placed the goal for all kids to go to college (a mistake, in my view) only to find out that they don’t really learn much there. Now what?

http://www.orlandosentinel.com/news/education/os-teachers-grade-parents-20110118,0,2203062.story. Wow. An interesting approach that needs to be followed. I have always believed that education is a three way endeavor:  student, teacher, parent. Let’s see where this goes!