At last! Here is is. NAEP’s new policy.
Let’s hope it is implemented consistently and leads to valid results on the National Assessment of Educational Progress, the ‘nation’s report card.’
As a member of the expert panel for students with disabilities, I am gratified that the work is nearing completion. This new policy will lead to consistent results and is consistent with students’ Individualized Education Programs.
(Too many students labeled). This article summarizes a recent analysis of the Pittsburgh Public Schools special education programs.
Even as progress and promise in its special education programming are highlighted and acknowledged, the report leaves us with troubling questions about labeling students. The Council of the Great City Schools report can be found at (Great City Schools report on Pittsburgh special education)
The numbers are troubling…
18.2% of all students are labeled for special education.
16.9% of special ed students are labeled as ’emotionally disturbed.’
Of these,black students are three times as likely to be labeled than white students. Recall that old story (2005) in the New York Times, “Special Education Seen as a Trap for Many Minority Students.”
According to the report, too many teachers and staff members are still using special education as an escape hatch when students have learning or behavior issues.
Whither true reform and transformation in our special education system?
(Joanne Jacobs summarizes reviews of Diane Ravitch’s new book).
I just got the book! It’s turning out to be a must-read for those of us interested in improving public education for all students.
As a history major and former ‘social studies’ teacher, I do look forward to reading the historical perspective–and to understanding how one education leader came to change her views on education reform.
As you may remember, I was interviewed by EducationNews.org before New Year about my new book, Fixing Special Education–12 Steps to Transform a Broken System.
It’s time to celebrate what’s right and fix what’s wrong.
Well, that interview/commentary became the ‘most commented’ and ‘most popular’ for several months! That positive response was awesome! I do believe this discussion gives voice to many folks who have been silent, even as they know the system is broken.
So, today the follow-up interview was published! I hope that in shedding light on our broken system, we will be moved to work together to fix it. Let’s celebrate what’s right and fix what’s wrong! (Second interview)
I’d love to get your comments!
Miriam
Fixing Special Education— check it out in today’s Educationnews.org “Commentary.” This is the follow-up interview. It focuses on how the book is doing and how it’s being used in upcoming programs around the country. As well, some clarifications and next steps. Fun! (Miriam’s 2nd interview about Fixing Special Education)
Your thoughts?
…stop making promises.”
Common sense has always known that promises made far into the future will be painful in the future. So, here is the Boston Globe‘s report of runaway health care costs in Massachusetts. And we all know it’s not just Massachusetts. And in education, we now have stories that once the stimulus funds leave special ed and other programs, many schools will be stuck with promises they made based on those funds which may not be there next year, etc. etc. etc.
Where are ocmmonsense answers to stuff we all know?
Have you seen it yet? Have you read it yet? The Death and Life of the Great American School System– How Testing and Choice are Undermining Education. That subtitle really got me. Here’s the link to the Washington Post piece about it. And, the Amazon link to the book. It’s on my to-do list for today!
(Amazon link for Death and Life of the Great American School System)
SpedEx— Massachusetts’ new and innovative dispute resolution model is up and running! Congratulations to all who worked tirelessly to reach this day.
SpedEx is designed to resolve disputes between schools and parents after an IEP (Individualized Education Program) has been rejected or a hearing has been requested. It is a voluntary program, whereby the child will be assured a free appropriate public education (FAPE) in the Least restrictive environment (LRE) in an expeditious and trust building way. The parents and school district jointly select a consultant from the Department of Elementary and Secondary Education list to help them determine an appropriate program for the child.
SpedEx is here! How great is that! Let’s hope that parents take advantage of this pilot program and that they rebuild trust and work together for the child’s education.
For more information, please visit:
The move is on–as teachers are laid off, it’s last hired, first fired. There is movement to change that. The other side? Seniority rules and teachers unions, claiming it’s the only objective standard. I’m amazed that this story has gotten so far–in the Wall Street Journal. I was struck by the last line, stating that when it comes to key union contract provisions, like seniority, “the interests of teachers and children are not the same.” How sad is that. That says it all, really. Check out this story. It’ll be interesting to see if it has legs.
(Seniority rules under pressure)
My interview with Education News at (Fixing Special Education) is still the “Most Commented!” Check it out in case you missed it. It’s in two parts…. Let me know what you think. I look forward to hearing from you.
Onward and upward to FIX our broken special education system.
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