Special Education

Highly Qualified

2006-04-24T13:59:00.000-05:00

Teacher Quality: The proportion of districts that said they are on track (according to NCLB) to have all of their academic teachers highly qualified by the end of this school year was similarly high across urban, suburban, and rural districts. Also, for the first time this year, the report finds no significant difference in the percentage of high-minority enrollment districts and lower-minority enrollment districts reporting that all their teachers are highly qualified. Still, a majority of district officials surveyed expressed skepticism that the NCLB teacher requirements are improving the quality of teaching.

Are your teachers highly qualified?
How are you becoming highly qualified?
In your opinion, what does it mean to be a "highly qualified" teacher?

Academic Yearly Progess

2006-04-24T13:55:00.000-05:00

The report, From the Capital to the Classroom: Year 4 of the No Child Left Behind Act, is the fourth in a series of annual reports to be issued through 2008 by CEP, and offers a long-term look at how the law’s implementation is affecting states and school districts.

Urban districts appear to be experiencing the greatest effects of the law. According to the report, the majority (54 percent) of Title I schools identified for improvement nationwide are in urban districts—a disproportionate share because only 27 percent of Title I schools are located in urban districts. Altogether, 29 percent of urban Title I schools are in improvement, compared with 11 percent of suburban Title I schools and 6 percent of rural Title I schools. And 90 percent of the schools now in restructuring, the last stage of NCLB’s sanctions, are located in urban districts. Moreover, a greater proportion of urban districts than suburban or rural districts have been identified for district improvement.

A combination of factors has led to this pronounced impact in urban districts, including the fact that many urban districts must demonstrate AYP for 6-10 student subgroups while some rural districts must show progress for only two, white and low-income students. In addition, urban districts tend to be larger, so they have many more schools that must make AYP than smaller districts do; they also enroll higher percentages of low-income students.

How do you show academic yearly progress?

NCLB affects achievement

2006-04-24T13:49:00.000-05:00

Majority of School Leaders Report Gains in Achievement,
But a Narrower Curriculum Focus Under No Child Left Behind

NCLB Affecting Everyday Lives of Students & Educators;
Greatest Impact in Urban Districts, According to New Report, Survey

WASHINGTON – March 28, 2006 – The No Child Left Behind Act (NCLB) is having a greater impact on the everyday activities of schools and districts, including prompting districts to better align instruction and state standards and more effectively use test data to adjust teaching, according to a report from the Washington, D.C.-based Center on Education Policy, which is tracking federal, state and local implementation of the law. However, the Center also found that a majority of districts surveyed – 71 percent – reported having reduced instructional time in at least one other subject to make more time for reading and mathematics, the topics tested for NCLB purposes.

The report is based on the most comprehensive national study of the impact of NCLB, and comprises an extensive body of original research and analysis, including a survey of education officials in 50 states, a nationally representative survey of 299 school districts, and in-depth case studies in 38 geographically diverse districts and 42 individual schools.

According to state and local officials surveyed, scores on state tests are rising in a large majority of states and school districts, and many school leaders cited NCLB requirements for adequate yearly progress (AYP) as an important factor in rising achievement, though far more credited school district policies and programs as important contributors to these gains. In addition, the vast majority of state and district officials say that the Act’s focus on the academic performance of student subgroups is having a positive effect.'

How does this play out in your teaching? Do you devote more instructional time to reading and math because they are assessed by NCLB? Are there subject areas that are sacrificied? Do you teach to the test or do you try to create an environment where students are constructing their own meaning from learning?

NCLB lowers teacher morale

2006-04-24T13:36:00.000-05:00

Majority of School Leaders Report Gains in Achievement,
But a Narrower Curriculum Focus Under No Child Left Behind

The report also notes that officials in several case study districts, as well as some district survey respondents, feel the law has escalated pressure on teachers to a stressful level and is negatively affecting staff morale in some schools.

*How does NCLB affect what you do in the classroom? Does it affect your morale?

“The effects of NCLB are complex, and this policy has both strengths and weaknesses,” said Jack Jennings, president and CEO of the independent, nonpartisan CEP. “If anyone is looking for a simple judgment on NCLB, such as ‘good’ or ‘bad,’ they will not find it in this report.”
EMBARGOED: Not For Release Before Tuesday, March 28, 2006, 10:00 a.m. Eastern

George O'Neill Memorial Scholarship

2006-04-24T09:47:00.000-05:00

Now is the time to apply for this year's scholarship. The George O'Neil Memorial Scholarship was established by the Pennsylvania Council for Exceptional Children in September 1981 , following the premature death of one of our most valued members, George O'Neill. The award and a check for $1,000 will be presented by PACEC to the student member (undergraduate or graduate) whose involvement in special education is judged to be most exemplary. The recipient of this most prestigious student award will be honored at the Annual PACEC Awards Ceremony.
Application requirements:
Proof of International CEC and PACEC membership (copy of membership card)
Personal inofrmation, name, phone email, home address so we can contact you
A resume including employment and volunteer experiences
An unofficial transcript
A two-page typed essay (12 font Times New Roman) explaining how student CEC members benefit from active participation in SCEC and other organizations that endeavor to help students with exceptionalities.
Two faculty recommendation, one of which must be from your student CEC advisor.

Forward the above in ONE mailing POSTMARKED BY May 31, 2006 to:
Dr. Constance F. Lyttle, Esq.
Chairperson, PACEC O'Neill Scholarship Committee
45 Keesler Road
Damascus, PA 18415

Should students with exceptional learning needs be exempt from curriculum standards?

2006-04-12T14:15:00.001-05:00

Traditionally, when we speak of the 3 R's, we talk about reading, 'riting, and 'rithmetic. Knowles and Knowles (2005) propose that the 3 L's replace the 3 R's: "living without fear or shame, loving themselves and others, and learning about this wonderful world at their own speed and in their own way." Should school be about both? What about accountability? In today's education, accountability "means that teachers will be held accountable for how well their students read and for what they score on achievement tests. Everyone in the class will be performing above average, or else. Teachers' salaries and promotions will depend on their ability to bring children up to grade level." Do you agree in accountability? To what extent?

Are the least-trained teaching our most needy?

2006-04-12T14:07:00.000-05:00

In your opinion, experience, and knowledge, what are the skills and qualities that are necessary for a good paraeducator? Are challenging students often "passed off" to paraeducators?

A paraeducator writes the following in response:
Being a paraeducator myself, I often feel as though I am given way too much responsibility in taking care of the six students in the class. We have many jobs within our job that we are responsible for such as getting all materials made and ready for each day, running small and large group activities, bathrooming responsibilities and keeping them safe and interacting with the students while at play. There are many more smaller details on our assumed responsibilities within each of these jobs, not listed here. The general attitude towards paraeducators is very poor; we are treated as uneducated less deserving humans who get little respect. This attitude is carried over into our pay, making less than $10/hour with our one year old expired contract with no anticipated date for a new one. I say these things not only because I am slightly bitter, but because I think despite these aforementioned points, I am a devoted paraeducator because I genuinely care about kids, especially my students. Even on the worst days, I look at my students and it becomes clear why I am there day in and day out doing my best to educate and care for my students. To be a good paraeducator, you have to have a strong desire to help students set goals and attain them. You have to possess a special connection with kids and be able to show them that you genuinely care for them and are able to share in their daily joys and sorrows. You have to be a team player, willing to listen to and work with differing ideas from your co-workers, keeping in mind that you all have the same goal which is to provide the best services and care for each individual student. The paraeducators should have at least some background knowledge of what disabilities the students have that they are working with. I think that all paraeducators should be required to attend training to discuss what is expected of them in the classrooms in which they work and educate them on disabilities that they may be working with in the classrooms.
Are the most challenging students passes off to paraeducators?
I wish the answer was no, but the reality is that they are. Teachers are beyond busy managing the rest of the class and paperwork that they do not have the time to deal with one particular student that is giving them a hard time or having difficulty with a concept. There are a few major problems with this passing off procedure. One is that paraeducators are often not trained to deal with the situations they are presented with such as a aggressive student or one who is struggling with multiplying. Paraeducators are typically not trained and therefore not qualified to deal with these types of situations. Another problem, is that expectations and responsibilities are unclear between the teacher and the paraeducator which often causes inconsistent messages to the student and frustrates both professionals. Regular education teachers need more training in special education because with this boom in inclusion, regular education teachers are going to need to know what they will be encountering and how to handle these types of ability levels. They also will need to learn how to work with the paraeducators that will be in their classroom and to work effectively with the other members of the team for each student. When regular education teachers are uneducated, they pass their most seemingly difficult students off to the paraeducators. If the teachers were properly trained, this passing of students would not be as likely.

The 3 R's

2006-03-27T15:52:00.000-05:00

Can the 3 L's replace the 3 R's? The 3 L's according to Knowles and Knowles (2001; Phi Delta Kappan) are living without fear or shame, loving themselves and others, and learning about this wonderful world at their own speed in their own way. This alternative philosophy is a little unconventional. Do we want to replace the 3 R's of reading, riting, and rithmetic? In reality what does the world really need? If you had to list 3 basic elements of a core curriculum-that is, the skills that a graduating student would require to cope in the REAL world, what would they be?

Inclusion

2006-03-27T15:40:00.000-05:00

What factors prohibit successful inclusion? Read this excerpt from a teacher and continuing graduate student on "older teachers". What do you think? Do older teachers negatively affect the inclusion process?
"I often find that the teachers who do not support inclusion are the older teachers that have been teaching for numerous years. They are not familiar with educating students with disabilities in their classrooms and are not open to changing their traditional way of teaching. (Teachers say things like)....What do you mean that I have to make accommodations or adaptations for these students, or allow a special education teacher to team-teach in my classroom?" How can we solve this problem or is it a problem at all?

No Money for Disabled Preschoolers

2006-03-22T14:34:00.000-05:00

From the Philadelphia Inquirer... Thursday, March 9th, 2006.
"A funding flap that threatened to shut down preschool for some disabled children in the Philadelphia suburbs was averted yesterday when the state agreed to fully finance the program. Jerry Shivley, exceutive director of the Montgomery County Intermediate Unit said, "We're committed to helping kids, but I can't continue operating the program if I keep running deficits". Although these programs are mandated by state and federal law, some intermediate units have threatened to shut down if they were not paid by the Education Department. Where are taxes going?

Training and Advocacy

2006-03-22T14:12:00.000-05:00

When it comes to getting the best education for their children many families don't know of all their rights and are not well enough informed how they can stand up for their children and get what they deserve. These families need to be trained on their rights and how they can advocate for the best education for their children. The National Council on Disability makes a couple suggestions/ recommendations when it comes to training and advocacy.
Based on findings by the National Council on Disability (NCD) all 50 states are out of compliance with special education laws and the promises of IDEA, and the educational rights of children with disabilities, remain unmet because of weak oversight procedures, poor follow through, and lack of consequences for repeated failings, the NCD has made a number of recommendations for training and advocacy. Here are a few:
*Funds should be set aside for free, low-cost advocacy training, putting competent legal assistance within the financial reach of all families of children with disabilities.
*Priority support should be given for the formation of a comprehensive and coordinated advocacy and technical assistance system in each state, including but not limited to training in culturally sensitive dispute resolution, self advocacy programs for students with disabilities and their parents, and a lawyer on staff at every protection and advocacy center.
The NCD recommendations are for the most part comprehensive in scope, but do not seem to address the importance of making funds available for more teacher and school district training. Are the NCD recommendations are workable?

Where are our priorities?

2006-03-08T14:38:00.000-05:00

Take a look at this report that I received from a colleague. What implications does this have for education?
Date: February 28, 2006

Children at Risk in USA?
Work & Family Life (February 2006; workfam@aol.com) reported that although "... the United States predictably ranks first in many areas: military technology, Gross Domestic Product, health technology, and number of millionaires and billionaires per capita ...." when it comes to child protection, it is a different story. Compared to other industrialized countries, the United States ranks...
1. 25th in infant mortality
2. 13th in the gap between rich and poor children
3. 22nd in low birth weight rates
4. 18th in the percent of children in poverty
The article concludes with the report by the Centers for Disease Control (http://www.cdc.gov/) that US children under 15 are 12 times as likely to die from gunfire as children in the 25 other industrialized countries combined.
Contributed by Exchange, The Early Childhood Leaders' Magazine Since 1978

Students with behavioral problems

2006-03-08T14:34:00.000-05:00

Do you think that students with disabilities should follow the same behavior standards as the general population? Can you describe a situation where they should follow the same standards and a situation where they shouldn't? Should we separate it out like that? How can we determine if their behavior is a result of their disability? How does this affect general education?

Pennsylvania Teacher of the Year

2006-03-03T11:41:00.000-05:00

As a Board Member of the Pennsylvania Council for Exceptional Children and Co-Chair of the 2006 Conference, I feel it is my duty to share the call for nominations for TEACHER OF THE YEAR AWARD with you. This award recognizes an OUTSTANDING teacher of exceptional children.
Candidate must be involved in the provision of direct services to students with disabilties/ or are gifted and talented.
Should have demonstrated exemplary performacne over a period of time as a teacher: innovation; imagination; creativity and the ability to inspire; recognized by other members of the progession and others knowldegeable of the candidate.
Must be a CEC member in good standing both currently and for at least 5 of the previous years.
Should be a qualified teacher or related services specialist as recognized by the Pennsylvania Department of Education (PDE).
Nominations postmarked by August 31st, 2006.
If you would like to nominate a teacher, please contact cmccarthy@wcupa.edu
What do you think are the qualities that make up an exceptional teacher?

Safe Schools

2006-03-03T11:32:00.000-05:00

The other day I encountered a faculty member who left his leather jacket in the classroom. When he returned to look for the jacket, it was gone. He said there was no hope someone would have taken it to lost and found. Isn't this a shame. Do we live in a society where ethical behavior isn't important? Is the same going on in our public schools? Do you feel like you always have to lock your classroom or office door? Do students need a key to go to the bathroom? Are you afraid to leave valuables in your car at school? Are you working in a safe environment? Do you feel afraid of some students or parents? The Safe Shool Coalition is a public-private partnership of 80+ organizations and 400+ indivicuals working to help schools become safe places. Every child, teacher, and family should feel safe. Go to http://www.safeschoolscoalition.org for more info.

The Powers that Be

2006-02-25T15:41:00.000-05:00

For most of us, the "Powers that be" refer to the Pennsylvania Department of Education (PDE). They are the final stamp on our teacher certification. The fact remains that PDE has retained the right to make certfication changes based on what they think is best for "the stakeholders". (stakholders for the purposes of this blog refer to preservice teachers, teachers, students, faculty in higher education, and parents.) Over the last year, we have talked at length at the University-level and at the PA Council for Exceptional Children about imminent changes in teacher certifcation and how the changes would affect us and our students. We still are waiting for a decision from PDE.... This past year, I have personally met with about 200 student advisees (mostly freshman and sophomores) and I can speak for some of them by saying they are not happy. (Mom and dad aren't happy either). Let's start with the basics.... Certification now looks something like this Special Education is K-21; Early Childhood is Nursery/Pre-K through 3rd grade; Elementary Education is K-6. PDE is now PROPOSING the following change: Everyone has to have dual certifcation with special education which will be: Early Childhood & Special Education Nursery/Pre-K through 4th grade; Elementary 4th through 8th grade; and Secondary 7-12. What are you (future and current teachers) going to do to meet these requirements? How might the PROPOSED changes affect you or your students?

Are parents the tree and children the apples?

2006-02-25T14:59:00.000-05:00

Have you ever heard teachers come out of a conference with parents and say, "He/she is exactly like his/her parent... The apple doesn't fall far from the tree." The fact is, unless you have experienced what it is like to have a child with special needs of your own, you cannot begin to understand the intricate dynamics involved. The complexities involve more than apples (Karten, 2005). I've been trying to prepare a graduate class in Inclusion and Collaboration on how they (as current or future teachers) can effectively work with parents. It's not easy... there are no clear-cut answers. Just like our students, each parent is an individual. What are your experiences in working with parents? What types of communication has been effective? How do you establish a positive and mutually respectful relationship? Do parents of a student with special needs experience behaviors similar to the grieving process: SHOCK, DENIAL, GUILT, SHOPPING BEHAVIOR, DEPRESSION, HOSTILITY, AND ACCEPTANCE? We're listening...

About This Blog

2006-02-22T18:53:00.000-05:00

This Blog was created as part of the Special Education Initiative between WCU's 3e Institute and the Philadelphia School district.