http://www.nytimes.com/2011/03/15/opinion/15engel.html?src=me&ref=homepage

HMM. Teach students independence?

I remember when we lived in Paris and my daughter went to part of 8th grade at a local Parisian high school. Students were able to leave the school, wander all over the city during free periods, lunch hour, etc.  They learned independence.

Then we came back to the US  to the shock of an essentially ‘lock-down’ situation at the local junior high school. No leaving that junior high school. Ever!  Ever! Ever!

Indeed, there’s lots to say for teaching independence  earlier than later.

http://voices.washingtonpost.com/answer-sheet/school-turnaroundsreform/fact-challenged-education-poli.html

I’ve said it so often. The Massachusetts superintendents’ study around 10 years ago already said it.  And now finally, it’s in the Washington Post— the mainstream press! 

Costs for special education continue to rise while costs for regular education continue to fall. This is NOT the way to improve schools. We must transform special education, the only entitlement program in our schools. If we do not, costs will continue to be out of balance for all students.  These escalating costs for education’s only entitlement program are of great concern to me.   We should have more writing and discussion about them.

http://online.wsj.com/article/SB10001424052748704758904576188453057819300.html?mod=ITP_personaljournal_0

This is a great article.  Children are taught to set goals; in one program, these are SMART  goals–“Specific, Measurable, Attainable goals with clear Results in a set Time frame.”  A good read for all teachers and parents.

And, surely, this is what the Individualized Education Program (IEP) in special education was supposed to be for many students. A way to promote goals and achievement. Unfortunately, along the way, these goals were targeted at teachers and schools–not students.  The article shows the obvious–it is vital that students absorb these goals and that students are motivated to achieve them.   Hopefully we can work this approach back to the IEP!

Last week’s report of the GAO’s (Government Accountability Office) report showing tremendous duplication of programs and services did create  waves.  Both parties apparently found lots to like in the report.   Yet, as I read reactions around the country, I could not help but wonder why there was no mention of this:  Do we really need three federal laws and 50 state laws to educate children with disabilities?  Today, we have the federal special education law (IDEA), Section 504, and the ADAAA (Americans with Disabilities Act Amendments Act), as well as laws in the 50 states, etc.  As an attorney who represents public schools, I can tell you that these laws create much overlap and  confusion, making it harder for school personnel to focus attention on student needs– and not compliance with contradictory and overlapping regulatory requirements.

Has anyone actually looked at the reality that schools and parents face?   Can we do better with fewer laws and programs?  Can simplifying redundancy help us serve all students more effectively?  Can we target services without diffusing efforts?   Perhaps this GAO report will help us to apropriately winnow our current duplicative efforts.  Let us hope.

http://online.wsj.com/article/SB10001424052748703749504576172942399165436.html?mod=rss_Politics_And_Policy

It’s time for STEP Three!  As you know, every month, we’ll post a STEP  to FIX special education.  There are 12 steps. By December 2011, the makings for 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 toward 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.

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://www.joannejacobs.com/2011/03/breakfast-with-arne

Interesting.   I also read Dana Goldstein’s summary of Arne Duncan’s breakfast with bloggers. Wish I’d been there!

If I were, I’d cite the need to reform special education–and the fact that this issue is usually ignored in discussion about education reform. We mention class size, unions, collaboration, etc., etc., etc.,  but ignore a huge chunk of what goes on schools. Special education is the ONLY entitlement program there. It takes up huge amounts of filing cabinets (too much paperwork!) and huge amounts of effort, moneys (about 25% of school budgets)–all in an effort to carry out an adversarial system set up in another era more than 35 years ago. It’s time to get special education to the education reform table.

I’m delighted to report that I will be speaking about this issue here in California for the League of Women Voters. Join the discussion!

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.