Interesting and sad…. today’s set of blogs about the fact that university professors are finding that their science students do not write well. And their law students!
What we do at the K-12 levels has legs that continue through the education and life systems…
http://science-professor.blogspot.com/2009/10/literally-doomed.html
LRP ran an interesting story on line about these scores and students with disabilities (SWD). Among its findings are that SWD continue to perform poorly and the gaps between student groups are pretty much as they were in 2007.
Another issue was highlighted, however. That is the fact that different states exclude different numbers of students from the NAEP testing–the range is wide. For example, on the 8th grade math tests, the range was reported to be from 9% in Arkansas to 56% in Maryland.
How are we supposed to make any sense of these numbers and how are comparisons to be drawn. The article cited my concerns about this, and I quote a small portion for you.
“This, not the gap in scores, is the real problem, according to Miriam Kurtzig Freedman, a special ed attorney and consultant. After all, she said, many students with disabilities have academic problems, which is why they’re in special ed in the first place. “If we now are supposed to close [achievement] gaps, I don’t think that’s realistic…..” she said. On the other hand, “we want this thermometer [theNAEP] to work. . . . But if we have exclusions all over the place, we have a broken thermometer.”
The July 22 report by the National Assessment Governing Board’s Expert Panel on Testing Students with Disabilities, on which I sat, urged states to have a 95 percent participation in NAEP by students with disabilities. You can find the report at http://nagb.org/newsroom/PressReleasePDFs/SD-Panel-Report.pdf. There is also a PowerPoint presentation at the NAGB website.
Finally, note the upcoming hearings in Los Angeles and Washington DC about the reports by the Expert Panels (for students with disabilities and English language learners). Information is at http://www.nagb.org/newsroom/release/release-100109.htm
Written comments due on November 10.
In the context of our national health care debate, today’s NY Times front-page story is fascinating… about the rise in births of twins–especially through fertility treatments. The price? Into the seven figures per births…..
As I read it, I was struck by the fact that The Times indexed the story in the Health section. Those of us who work in public schools, especially with special education, know that it should also be indexed in the Education section, as, sadly, there is a link between premature births and special education. Will The Times run the education story next?
http://www.nytimes.com/2009/10/11/health/11fertility.html?hp
Dear friends of education reform,
My almost-ready-and-soon-to-be published new little flipbook, FIXING Special Education–12 Steps to TRANSFORM a Broken System is almost here. We expect a late October launch!
The book is mentioned in Joanne Jacob’s terrific blog today,
http://www.joannejacobs.com/tag/miriam-kurtzig-freedman/
This little flipbook will be availabe at Park Place Publications….
http://stores.homestead.com/parkplacepubsstore/-strse-School-Law-Pro-Series/Categories.bok
And, of course, through my website, http://www.schoollawpro.com/
This little flipbook of reforms balances the tale of special education’s success with the need for reform. 12 steps to transform this broken system for the 21st century. The 12 steps provide a framework for discussion and action–with openness, balance, common sense, and without the fear of touching this law.
Stay tuned! Onward and upward for systemic reform!
http://voices.washingtonpost.com/answer-sheet/daniel-willingham/willingham-reading-is-not-a-sk.html
While this debate is going on about the national standards movement for all students, I am reminded of the many IEPs–Individualized Education Programs–for students with disabilities that schools provide across our land. Too many, focus on reading skills: decoding, encoding, reading comprehension, fluency, etc. —without relating reading to the knowledge that students need to learn and know. Reading is not an isolated skill, as this op-ed points out. if students continue with IEPs through elementary school–then middle school and even beyond, when do the knowledge-based reading programs kick in?
Isn’t it obvious that kids need to know stuff? Lots of knowledge and skills. The world is complex. Yes, it is obvious but seems to be seems to be getting lost in the fog of ’21st century skills.’ Without knowledge and basic skills–there can be no bright future for students–no matter the banner or latest fad. Here’s a letter that sets us on the right (and obvious path).
http://www.commoncore.org/p21-challenge.php.
And see Diane Ravitch’ op-ed piece from this past Tuesday. Similar message.
http://www.boston.com/bostonglobe/editorial_opinion/oped/articles/2009/09/15/critical_thinking_you_need_knowledge/
I couldn’t agree more! And you? How can we send students out into the world without the basic tools of learning? We cannot in good conscience.
Worrisome, but not surprising, article in the New York Times. URL is below
http://www.nytimes.com/2009/09/14/education/14scores.html?_r=5&partner=MOREOVERNEWS&ei=5040
If we are going to rely on tests to measure student achievement–as apparently we are (and I agree with doing so), we must be sure:
— that the tests are valid, and
–that they measure what they are intended to measure, and
–that what is intended is important for students to know, and
–that scores are honest, and
–that the public is aware of what is measured, and
–that a passing score actually means that a student has learned the material; and
–that the tests are valid…..
We are back at square one.
This story raises issues all across the spectrum. Sad. We need a fix!
Again, here’s wishing you a happy start of the school year!
After the controversy, hoopla, and headlines, it was, indeed, an excellent speech. The President focused on student responsibility for their own learning. Thank you, Mr. President.
It’s about time. http://www.whitehouse.gov/the_press_office/Remarks-by-the_President_in_a_national_address_to_America’s_Schoolchildren.
And dare I say, his approach relates to the ethical dilemmas we have in special education–we place too much responsibility, blame, and ‘accountability’ on schools and IEP Teams, and not enough on students and parents. Our President is onto something important.
He told students they have to work hard, and try harder; not define themselves by their failures; keep on working at what is hard. “You’ve got to practice.” Decide what you’re good at. America needs you. Etc., etc. etc.
He told several stories of students overcoming great odds. Some of them sounded like students who might have IEPs or Section 504 plans. They persevered and succeeded.
Only with a true partnership among teachers, students, parents can students succeed and help themselves and our nation. An excellent message for the first day of school
Dear friends of education,
Hopefully, this year will bring success to SpedEx–the innovative dispute resolution model that grew out of Special Education Day celebrations. It is now one of the options that Massachusetts offers for parents and schools who are embroiled in a dispute about a child’s placement and right to a FAPE–a free appropriate public education. If you are interested, please visit my prior posts and check SpedEx out at www.doe.mass.edu/BSEA/spedx.htm., or at www.specialeducationday.com.
Why the hope? It’s more than time. We need to work together for children. Recently, I realized just how polarized and litigious special education practice is these days when I called several parent advocates/attorneys and to invite them for coffee–let’s just talk. They seemed happy to make a ‘date’ with me. Yet, each of these folks canceled our ‘date’ –with no attempt to reschedule! I tried several times, but without success. And was astounded, actually.
What take-away message would you draw from this? None? It’s just a coincidence? For me it shows how far we have gone from the cooperative, problem-solving mode that was the law’s intent.
Let us hope the year 2009-2010 brings us back to that approach.
http://www.nytimes.com/2009/08/30/books/30reading.html?emc=eta1
Fascinating article in today’s NY Times… the ‘reading workshop’ approach. Through it, students pick the books to read instead of having them all read the same books for class discussion.
This approach seems symptomatic of the individualization going on our lives–and reminds me again of special education with its IEPs (Indidualized Education Programs), each child taught according to his/her needs.
Young elementary school-aged cousins visited us recently. They wanted to play computer games–each his own… Noone wanted to watch TV (all together) and laugh at the jokes together.
My initial thought about the reading workshop approach is a sadness that our young folks will NOT be raised as a community, each sharing and knowing something about the same. We are becoming little islands–centered around our own interests… I find myself agreeing with some of the critics of this approach, such as the comments by Diane Ravitch.
My response? Have some of each–the reading list AND the personal choice. Keep what’s working about those reading lists; don’t throw the baby out–you know.
Your thoughts?
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