Special Education Today

11 March 2010

Sprout Film Festival returns to C’ville

Filed under: Uncategorized — SpedPro @ 12:31 pm
A touring version of the Sprout Film Festival (SFF), which features films by and about individuals with developmental disabilities, stops in Charlottesville (VA) Friday 12 March 2010. There are to be two shows, one from 10:30 AM to 12:00 noon and the second from 7:00 to 9:00 PM; the former is free and a $10 [...]

Comments Sought on National Education Technology Plan Draft

Filed under: U.S. Department of Education, assistive technology — Elisabeth Williams @ 12:11 pm
Department of Education Seal On March 5, the U.S. Department of Education released a draft of the National Education Technology Plan, a document which outlines how technology can be used to transform teaching and learning.  Centered on five themes: Learning, Assessment, Teaching, Infrastructure, and Productivity, the Plan provides key goals and recommendations. CEC submitted extensive comments, many of which were incorporated into the draft plan.  



The draft Plan is now available for public comment.  Please click here to read the plan and submit comments.



Read CEC’s Recommendations titled: Embedding Technology in Education for All Learners.







Seclusion & Restraints Bill Passes House of Representatives

Christopher Dodd, U.S. Senator.Image via Wikipedia



The seclusion and restraints bill, HR 4247, now known as the Keeping All Students Safe Act, passed the U. S. House of representatives by a vote of 262 - 153. Here is an account by the Policy Insider blog of the Council for Exceptional Children.

The bill now moves to the senate where it is sponsored by Senator Dodd and is called S.2860. The bill would make seclusion and restraints a last resort and would require training on the techniques and parental notification. There is also a competitive grant program established to encourage school-wide positive behavior supports. Here is a summary of the bill. Here is Sen. Dodd's description. This site has the full text of the bill.

Call or write your U.S. senators and tell them what you think of this bill. This official contact tool
of the U. S. senate may be useful in that regard.
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Mouse Emulator Joystick for Orthopedically Impaired: Free software and controller Under $8!

Joy Tokey!

I recently had to send in a mouse emulator that worked with a joy stick on a power wheelchair for repairs. The student had been using it to access his laptop. He had Kurzweil 3000 (Flash demo) and Click nType keyboard to write in his scanned worksheets, do reports, etc. and now he was stuck without his gear.
I knew it would probably be a month until this student got his equipment back so I needed to come up with a fast fix to patch together in the meantime. I was online searching for mouse emulator software and I came across Joy Tokey, an open source free application that takes a Playstation game controller that is USB and converts the joystick and a couple of buttons to a mouse controller.
I downloaded the app and unzipped it in a folder on my desktop.
I didn't have a PS2 USB controller, but I did have an older PC game controller with 2 thumb joysticks, side buttons, a plus and 4 top buttons - regular game controller. It was USB. I plugged it in with Joy Tokey open and selected the preference for a mouse. It worked great! I had up, down, left, right, with a joystick and 2 buttons were my left and right-click. I could hold down the left-click button and move the mouse to highlight text. I used Click n Type for my on-screen keyboard to type.

I plan to to take this down to the school and hook it up with the student. If we can mount the controller where the student can access the thumb stick and buttons, he will be able to get back to school work!
I looked online and found a USB game controller for PC for $7.99 at Computer Geeks . They also had a wireless joy stick which would be even better for $24.99. For under $8 you can get a controller, download the free mouse emulator app and be ready to rumble.

Next week I will share on some online art programs that work with this set up to do some great drawing and build mouse skills and control.

All the best,

Lon


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Twitter is used to communicate with parents, teach students

Filed under: Teachers/ Educators, Technology in Education — Maria Angala @ 6:14 am
Teachers in Kentucky's Jefferson County are slowly integrating social-networking Web sites into the classroom, saying the sites help improve student learning and communication with parents. One teacher has established a classroom Twitter page and selects students to post short updates about classroom activities throughout the day for parents. Teachers also are using YouTube in lessons, and officials say they are considering lifting a ban on Facebook in schools. The Courier-Journal (Louisville, Ky.)

10 March 2010

Poll Nearly Deadlocked: What Would You Change About IDEA?

The United States Capitol in Washington, D.C..Image via Wikipedia



Our ongoing poll is turning out to be a tight race. The question is what should be changed about IDEA. Currently there is only a five vote difference between the top five choices. The poll is on the lefthand side of the blog. Be sure to make your voice heard. Vote!

Special education law is a cycle of ever-changing requirements. Reauthorization of IDEA is now overdue. For relative newcomers, the cycle of special ed law is as follows: the law is passed by Congress, OSEP adopts regulations, the states adopt regulations, all of these are interpreted in hearing officer decisions and court opinions. Then just when we are starting to get comfortable (insert comfort joke here), Congress reauthorizes the law with many amendments, OSEP makes new regs ... This cycle is then repeats indefinitely.

I understand that the economy and health care might push reauthorization to the back burner for a while, but now is the time to start thinking about what changes we might welcome in the special education law. The good part of the "ever-changing" character of the law is that we can ask for changes just like the other players.

So I'm asking you - what would you change in IDEA? I know that many of you have strong opinions on transition planning and related issues. What else should be changed? I am considering requesting a change in the adversary nature of due process hearings and will continue a previous series of posts on that issue to try to flesh out the alternatives a bit more. Do you agree these changes should be made?

How about the Rowley standard? Should the meaningful educational benefit = appropriate standard be changed? Would you have the Congress reverse the other recent high court decisions: Weast (burden of proof in a dp hearing); Murphy (expert witness fees awarded to prevailing parents); Winkleman (parents can represent themselves in federal court on dp hearing appeals) Forest Grove (enrollment in public school as prerequisite to reimbursement for a private placement.)

Should attorney's fees be addressed?

How about Response to Intervention - is it working well as a means of identifying specific learning disabilities? Should it be expanded?

How about NCLB as it applies to kids with disabilities: do we like the accountability aspects? how about the high stakes test? What about the school sanctions provisions?

Do you think the role or mission of OSEP should change? What could it do better as the federal agency charged with enforcing the special ed law?

My plan here is to collect some of your responses and present them to Congress. Sure I've got some ideas, but why not flex our muscles. The readership of this blog is growing. I'm quite proud that many different kinds of special ed stakeholders are tuning in. We have won awards and recognition. Heck, we even were granted a lenghty exclusive interview with the new Assistant Secretary of Education.

If there is power in numbers, why not present some of our thoughts as a group? I'll try to be fair in any presentation I make and I'll try to separate out my opinions (and as you know they can be strong) from group opinions or from group lack of consensus. I think that this may be exciting.
Please let me know how you would change the special ed laws.


Mi Stories: Social Story Videos for iTouch and Video iPod


Kencrest's autism support includes a new listing of videos called "Mi Stories". They are under the autism video link and can be downloaded off the site. The set of 8 videos feature topics including:
Getting dressed, Going to the grocery store, Going to the restaurant, Riding in the car, etc.

To my understanding, you cannot download these off iTunes - you must purchase them with Paypal off the Kencrest site. You can see a preview video and read more here.
Here is an excerpt from their press release:
"Plymouth Meeting, PA - Mi-Stories were created by Debbie Lord of Harleysville, Pa, a Speech Language Pathologist who directs Health, Clinical and program supports; and KenCrest Center and are designed as brief social scenarios that focus on everyday activities. The videos, ranging from 2 – 4 minutes in length, will target communication and social behavior in community settings. They can be viewed on an iPod to allow an adolescent or adult with autism spectrum disorder or other developmental disabilities to easily watch them and learn the appropriate social behavior in a variety of different situations. The stories can also show the viewer what to expect in certain situations.

Mi-Stories utilize modeling, social scripting, and visual strategies to help target appropriate communication, behavior and social skills. There are numerous stories available including going to the grocery store, going to a restaurant, calming, getting dresses, crossing the street, riding in the car, as well as a video on how to use the iPod and a parent training protocol. More stories will be available soon.

Mi-Stories came about as Debbie Lord was asked to develop social stories for individuals served by KenCrest’s transition age after-school program, EDUCARE. “We were developing stories to help these kids, many of who are kids with autism, understand the appropriate things to do and how to act in certain situations.” Lord said. KenCrest received several grants to help with this project.

The Mi-Stories work in numerous ways. People with disabilities are able to watch the stories and hear and see appropriate behavior and social interaction. They also hear a scripted social scenario that describes how to act and interact all while watching the story. Also, with the iPod, the story can be utilized right before or during the activity, if necessary.

Debbie Lord has made presentations on Mi-Stories at the American Speech Language and Hearing Association in 2008 and 2009 and the Council for Exceptional Children National and Sate conference in 2009 and will make numerous other presentations over the next year."

All the best,

Lon


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9 March 2010

Save Gifted Education Funding; Call in March 10-11

Filed under: CEC Legislative Action Center, Gifted and Talented, Opportunities for Advocacy — Elisabeth Williams @ 5:19 pm
Capital CEC needs your help to save the Jacob K. Javits Program, the only federal investment in gifted education – and time is running out.



In 2009, less than 2 cents out of every $100 of the federal K-12 education budget was devoted to meeting the needs of the nation’s 3 million students with gifts and talents. As educators, we know that all children deserve an education that addresses their unique learning needs – and these students are no different.



Congress is considering proposals that may eliminate funding for the Javits program. This would result in a loss of research, supports, and services that help schools provide gifted education.



Recognizing that Javits is in jeopardy, Representatives Matheson (D-Utah) and Gallegly (R-Calif.) and Senators Dodd (D-Conn.) and Grassley (R-Iowa) have asked fellow members of Congress to help restore program funding to $11.25 million, the most it has ever received.



With deadlines imminent, it is critical that as many members of Congress as possible sign on to defend the Javits program. Now’s the time to tell them why gifted education is so important.



What You Can Do



CEC has designated Wednesday, March 10 and Thursday, March 11 as national “call-in” days to contact your House and Senate representatives in support of federal gifted education funding.



Visit CEC’s Legislative Action Center, input your zip code, and we’ll provide you with phone numbers, talking points, and a feedback form. It’s that easy!



Thank you in advance for your support. Together, we can make a difference in the lives of all children with exceptionalities.



Birth to 3, Early Intervention and Technology Featured on FCTD


My EI/ECSE work with AT is always a joy as I get to sit and play with these little ones using AAC and switches, etc. I am always looking for more information to make my job more effective as I match AT with small children's needs. This issue of the Family Center on Technology and Disability is featuring resources and interviews around Early Intervention. I would highly recommend checking it out - especially if you work in that arena.

Here is what they share:

"Delivering early intervention services to families in remote rural areas has long been a challenge to service providers. Technology has, for the past twenty years, held the promise of helping to reach those families. Yet limited access to computers and the Internet has hampered efforts to use technology to overcome geographic barriers. Now, however, more than ever before, growing familiarity with, and access to technology has raised the hope that distance technologies will make possible "virtual home visits" and with them, increased service to families of young children.
This month we're pleased to bring you the insights of Sue Thain Olsen and Amy Henningson of the Utah State University's Center for Persons with Disabilities (CPD). Their center received a grant from the U.S. Department of Education's Steppingstones of Technology Innovation for Children with Disabilities program. Under the grant, they and their colleagues have been researching the benefits and challenges of providing virtual home visits as part of the early intervention services for which they are responsible. Their research will help inform the efforts of many others throughout the country."
FCTD Link
Download a printer-friendly pdf of the newsletter.
All the best to you!
Lon

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National Council on Disability Appoints Executive Director

Filed under: Administration, U.S. Congress — Elisabeth Williams @ 3:48 pm

National Council on Disability Seal The National Council on Disability (NCD) today announced the appointment of Joan M. Durocher as Executive Director. Ms. Durocher will serve in this position as an interim placement through September 11, 2010, or until a permanent Executive Director is appointed.

Durocher has served NCD for over eight years, the last several years in the position of Senior Attorney Advisor. Prior to that, she served the American Bar Association (ABA) in several different capacities.



NCD is an independent federal agency making recommendations to the President and Congress to enhance the quality of life for all Americans with disabilities and their families.



Read the entire NCD press release.

God still does miracles

Filed under: Uncategorized — Sarah @ 12:49 pm
YOU GUYS! DO YOU HEAR THOSE SOUNDS?
 
It's the sound of a host of angels singing "Hallelujah". It's the sound of a million people applauding. It's the sound of rainbows in my classroom and unicorns running free through the fields. It's the sound of my feet as I jump up and down with excitement.
 
Because that meeting I was telling you about in my previous post? That meeting went well. So well, in fact, that "Jose" is finally going to get the help he needs by going to a behavior unit on a different campus. He's scheduled to leave the last week in March, right after we get back from Spring Break.
 
We met with the psychologist (who is a different person than the incompetent "behavior specialist" who's been out here a few times already). She took one look at the stack of documentation I'd been keeping since September (all 24 pages!) and her eyes widened. She said most schools barely hand her two pages. She flipped through it. She went through his official file. She listened to our list of failed interventions. She formally recommended him for a behavior unit.
 
And I was so excited, it was all I could do to stop myself from peeing my pants. She even said that we should have called her directly a long time ago (but let's not focus on that: better he gets the help late rather than never). The principal even complimented me on my excellent documentation because we couldn't have made our case without it. And my colleagues asked me when we were going to go out and celebrate!
 
My face hurts from smiling.

D.C. chancellor fires 18 special-education employees

Filed under: DC Public Schools, Special Education — Maria Angala @ 5:50 am
Washington, D.C. schools Chancellor Michelle Rhee fired 18 employees from the school system's special-education department, according to an official statement. A spokeswoman for Rhee said the firings were part of cost-saving measures and attempts to achieve the special-education department's "overarching goals and initiatives," but Rhee's critics questioned whether there were other motives behind the cuts. The Examiner/Washington, D.C.

Whether this is related to the firings or not, DCPS announced last week that in an effort to cut costs and use space more efficiently and effectively, starting March 1, 2010 DCPS Central Office will be located at 1200 First St, NE, Washington, DC 20002, a few blocks north of the former location.

8 March 2010

How Widespread is Discrimination Against Kids on the Basis of Disability?

Bloody Sunday (1965) - Alabama officers await ...Image via Wikipedia



I understand that Arne Duncan, the Secretary of Education is going to announce today that the Office of Civil Rights in his Department is about to step up the heat in diminishing discrimination in the schools. At the foot of the Edmund Pettus Bridge in Selma, Alabama, the scene of one of the bloodiest battled in the Civil Rights Movement, Duncan was set to announce that OCR will intensify its efforts to bring enforcement actions against discrimination in schools based on race, gender and disability. Here is a news account from the New York Times. According to the Washington Post, Duncan has been vocal in criticizing OCR under the previous administration for being lax in such enforcement actions.


In terms of kids with disabilities- what do you think? How widespread is discrimination? Has OCR been somewhat lax in enforcing the law prohibiting discrimination against children with disabilities?

There has been a lot in the news lately concerning the misuse of seclusion and restraints, especially the incidents involving children with disabilities that led to the pending legislation. There has also been a lot of cases in the last few years involving bullying and harassment of school kids, including kids with disabilities. I believe that we are seeing the beginning of a merging of what I had previously felt were two hot button issues.

What are your thoughts?

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Maybe we’ll kick and scream on the floor together

Filed under: Uncategorized — Sarah @ 4:18 pm
Tomorrow I have a big meeting that I'm not feeling very hopeful about. I'm having an "M.D ARD" for a student. It means I'm basically having an IEP to address major behavioral concerns and determine if this is the right placement for "Jose". You may remember previous posts about Jose. I don't have very nice things to say about him which is why he's not often featured on this blog. If you want to know what he's like, imagine the most passively agressive oppositional-defiant ten year old EVER. Who walks out of your classroom if you're making him do something he doesn't like (ex: any kind of work). Who plays staff members against each other. Who bullies other kids (one set of parents is threatening legal action!). Who pushes my every button like some kind of professional button pusher. Every day with him is an exercise in self-restraint: to keep my voice calm, to stay consistent, to give choices, to not let him see how angry he makes me.
 
My colleague suggested yesterday that if you needed to break down prisoners-of-war to make them talk, it would be more effective to have them come deal with Jose than it would be to waterboard them.
 
There have been many times where I've felt like marching into the principal's office declaring: "Someone's gotta go!!! It's either him or me!!!". But I haven't. I've kept careful documentation of every single time he's been defiant and disrespectful. I've overhauled my classroom management system more than once.
 
And despite my best efforts, this is where the system fails: I can't make his two other teachers keep documentation. I've offered two or three ways they could do this (shoot me an email, and I'll document it; talk to me when I'm in your class every day, and I'll document it) but bottom line is they don't do it. And I can't make them adopt the management system I've found works "best" for him either.
 
So tomorrow when one of the district psychologists comes out to run the meeting, I have a feeling I already know what she's going to say: "Your campus hasn't been consistent in your interventions, therefore a decision about placement cannot be made at this time".
 
I sure do hope I'm wrong. But if I'm right about the outcome, I may be the one to have a melt-down instead of him this time.

7 March 2010

I’m Excited!

Filed under: teaching — Leila @ 9:24 pm

I’m excited about this new job that I will soon be interviewing for. It’s a charter school with a great mission statement. They actually believe in heading off the learning curve before it happens. I really want this job. Pray for me that I get this one!

HERE’S TO 2010!


6 March 2010

Connecticut’s Burden of Proof, Redux

Here we go again.

Last Spring, I wrote about how parents of children with special education needs in Connecticut, as well as their advocates and attorneys, organized to successfully oppose efforts by school districts to switch the Burden of Proof in Special Education Due Process Hearings from the school district, who has the burden now, to the party who initiates the hearing…which is, in almost all cases, the Parents.  That post ended with the following comment:

“Luckily, this latest effort by school districts to alter the Burden of Proof was unsuccessful, but those of us who care about the opportunity for parents to access their rights will likely need to remain vigilant on this issue, as I doubt it’s going anywhere for long.”

Well, it didn’t even take a full year.

This Monday, March 8, 2010, many of us will be back in the Legislative Office Building in Hartford, once again, for a Public Hearing on this same issue.  If the school districts are successful in changing the Burden of Proof in this legislation, they will be be making a process that is already so very difficult for parents that much harder, and upending a State practice that has been in effect for over a decade.

istock_000010663577xsmall

Taking on a school district in a special education Due Process Hearing is an incredibly difficult task, even when parents are represented by experienced counsel, and have the means to hire experts to testify on their behalf!  The parents who fall into that category, however, are by far the minority.

Most parents can’t afford lawyers or experts.

Such parents are already facing an uphill battle, as their school district has special education teachers, school psychologists, occupational therapists, speech pathologists, physical therapists, social workers, regular education teachers, and administrators, all on their payroll, all of whom can testify on the school district’s behalf.  And remember, all of the education records and most of the evidence is within the possession and control of the school district.  Doesn’t it make sense that the Burden of Proof would fall properly on the school district, whose obligation it is to offer a Free and Appropriate Public Education?

The information as to how you can voice your opinion on H.B. 5425 follows, including how to write your legislators if you can’t be present.  The portion of the bill which affects the Burden of Proof in Due Process Hearings is found in section 3.  

The Education Committee will hold a public hearing on Monday, March 8, 2010 at 3: 30 P. M. in Room 1E of the LOB. Please email a PDF copy of your written testimony to chris.calabrese@cga.ct.gov by 10: 00 A. M. on the date of the hearing and include the word “TESTIMONY” in the subject line. Written testimony will be accepted in Room 3100 of the LOB until 12: 00 P. M. on the date of the hearing. Please submit 50 copies. Written testimony submitted after 12: 00 P. M. will not be distributed in hard copy form. Sign-up for the hearing will begin at 12: 00 P. M. in the First Floor Atrium of the LOB, will be conducted by lottery, and will conclude at 1: 00 P. M. The first hour of the hearing is reserved for Elected Officials. Speakers will be limited to 3 minutes of testimony. Unofficial sign-up sheets have no standing with the Committee. All testimony will be available at http://www.cga.ct.gov/ed/.

If you care about the rights of children with disabilities, it would be best if you could be there Monday afternoon to express yourself and let your voice be heard, and join me in opposing Section 3 of H.B. 5425!

Fifteen states, D.C. are Race to the Top finalists

Filed under: DC Public Schools, WTU — Maria Angala @ 12:40 pm
It was announced this week that fifteen states and Washington, D.C., have been selected by the Department of Education as finalists from a pool of 41 applicants in the federal Race to the Top grant competition. They are now closer to obtaining a piece of $4.35 billion for education. Other finalists are Colorado, Delaware, Florida, Georgia, Illinois, Kentucky, Louisiana, Massachusetts, New York, North Carolina, Ohio, Pennsylvania, Rhode Island, South Carolina and Tennessee. Officials expect to announce no more than six winners next month. A second round of competition will take place this year. (also check out The Wall Street Journal)

As soon as my RSS feeds received the news, I immediately checked the Race to the Top application of our district. I found that it is "bold and brave" and it states many of the necessary ingredients for 21st century education that if implemented effectively and collaboratively has the potential to transform the school district's culture of teaching and learning. Who wouldn't want quality and job embedded professional development for teachers, innovative classroom resources, and world class instruction taught by effective educators in every school in DC? We all want to see this happen!

But what is wrong in the picture? The application ties up 50% of the student test scores to teacher evaluations.

Part of the application states: "DCPS worked with the Washington Teachers Union (WTU) to obtain its support for the Race to the Top application, but the WTU opted not to sign on. The application - including its initiatives and goals - is bold, aggressive, and uncompromising, and while the union opted not to support the proposal, the Distict strongly believes that a broad base of reform-oriented teachers and leaders support the DC RTTT plan".

I commend our WTU President George Parker for not giving his support to something that is going to hurt our teachers and students in the long run. Our educators do not deserve all the blame for low school performance because there are other factors that contribute to a school's failure that even the highly qualified and the most effective teachers cannot overcome. Teachers should not be held solely accountable for poor student test scores. I wish we have the right evaluations that measure what our diverse learners and exceptional needs students know and are able to do. I feel that we are also setting up our students to fail when we don't have the right evaluations that measure what they are learning while considering their strengths, weaknesses and special needs.

I believe that the goals as stated in the application are great but overall is based on false assumptions, and having them implemented effectively is another story. I wish our policy makers had deeply involved the educators and sincerely listened to us (and to those who represent us) when making decisions on what is best for our students that we, teachers, truly understand.

5 March 2010

About That Post…

Filed under: teaching — Leila @ 1:58 pm

Yeah, about that post a couple days ago. I DO NOT apologize for it. That was how I was feeling. I do, however, apologize for the language. I was so distraught. I can honestly say that it was THE lowest emotional & spiritual point of my life. I have never felt the way I felt that day. I have always believed in God. Although lately it has been in an agnostic kind of way. I still believed in a higher power. That was not the case the other day. The other day I simply refused to believe that there could be a higher power even. I mean seriously, with all the stuff I’ve been going through as well as what I see in the world. I didn’t want to continue.

So, what has changed since then? I don’t know. One thing that I’ve experienced in my lifetime is the belief that God does not put more on you than you can bear. Again, the other day, I did not find that to be the case. I have said that I am at a breaking point before but did not break. I was broken. There is simply no other way to put it. I was spiritually & emotionally broken. It was written all over my face & body. My shoulders were slumped. I had nothing left to give. I couldn’t even smile. I didn’t want to smile.

But, let me get back to what I was saying. What has changed? I gave up & completely & totally broke. Why is that? Is that a requirement of committing to God? Do you have to be broken? I wish I had the answer to myself, dear reader. I’d write a book about it if I did. That’s all I have to say.

HERE’S TO 2010!


Test Distress

Filed under: Uncategorized — Sarah @ 12:26 pm
Standardized state testing is almost upon us.
 
In Michigan, state tests are in October. Students take them: wham bam, thank you m'am. Then no one thinks about them and everyone teaches normally until the end of the year.
 
Not so here in this fine state. Our tests are spread throughout March and April and every staff meeting since August has been about improving test scores. Teachers are forced to tutor for two hours twice a week after school expressly to raise student's test scores (Oh, Teacher's Union, WHERE ART THOU?). We take practice state tests twice a year and students' scores are graphed on bulletin boards. We hold pep rallies to get kids pumped the day before test day. We promise them Happy Meals if they pass. We take them to the movies if they get commended ("commended" means an almost perfect score).
 
In everything we do and say we are communicating to our students that this test is the only important thing in their academic careers. If they fail, then they might as well have stayed home all year instead of coming to school because that state test is the only thing we want to look at for proof of progress. And the adminstration communicates to us teachers that if our students fail the state test, then WE have failed them as teachers.
 
I know the kids are feeling the pressure because my fifth graders have burst into tears when they failed the math practice test. Yesterday we graded the practice state test for reading. Most of my fifth graders did pretty well, but some sat there looking sad. So I closed my classroom door and reminded them that I don't care if they pass or fail the test: what I care about is how hard they tried. "Because 10 years down the road, you are not going to remember if you passed or failed this test. But how hard you try determines how successful you are going to be in life". I mentioned that there are other teachers who are counting down in big fat letters on the board "31 days till the test" and so on, but that I did NOT want them to worry or stress out about it.
 
As soon as I got those words out of my mouth, they all piped up. Apparently, they don't appreciate the countdowns either. One student said: "It makes me feel worried and then it's one more day and I say OH NO". One girl said: "Ms. K does that and it.... and it.... and it makes me so... IRRITATING!!"
 
There you have it. I know that state testing serves as school accountability, but shouldn't we be trying to shield our students from all of this pressure instead of passing it onto their shoulders?
 
 

House Committee Questions Duncan about Lack of Support for IDEA

U.S. Department of Education Secretary Arne Duncan The U.S. Secretary of Education testified about the President’s FY 2011 budget request and ESEA reauthorization to the House Education and Labor Committee. Duncan was grilled by both Republicans and Democrats about the lack of funding increases for IDEA.



Ranking Member John Kline (R-MN) opened with a harsh statement about the lack of proposed funding for IDEA, citing Representative DeLauro’s (D-CN) statement about $250 million being “budget dust.” Kline also pointed out that the President’s proposed level is $26.1 billion less than what is needed to meet full funding of IDEA.



Secretary Duncan responded to questioning about the lack of IDEA funding by stating over $11 billion dollars of economic stimulus monies for both IDEA and Title I had yet to have been distributed. He didn’t identify how much IDEA monies had not yet been distributed.



It is important to point out that stimulus monies must be obligated by September 30, 2011 and end at that point. Yet, any monies in the President’s FY 2011 request, if enacted in a timely fashion – a big if in an election year – wouldn’t get to school districts until June of 2011, well after the stimulus has run out.



CEC has long advocated for Congress to fulfill its original pledge and fully fund IDEA, but we need your help! Congress has tough choices to make about what it should fund, and we want it to choose special and gifted education. CEC has been working with Congress and the U.S. Department of Education to increase funding for gifted and talented programs and to increase funding for IDEA. Education funding is only 2% of the entire federal budget – this is why your voice can add so much.



YOU can help right now! Encourage your senators and representatives to co-sponsor the IDEA full funding legislation (S. 1652 and H.R. 3578) and gifted education.
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