This blog provides information on public education in children, teaching, home schooling

Showing posts with label Education. Show all posts
Showing posts with label Education. Show all posts
Monday, August 25, 2014

Special Education Schools


By Andrew Stratton


Navigating the world of special education schools can generate feelings of frustration and confusion. Due to the wide spectrum of learning disabilities and the infinite number or specialized needs, each institution can be extremely different from the next. Some may focus on a single type of learning difficulty such as Attention Deficit Hyperactivity Disorder (ADHD) or dyslexia, others might focus on students with physical disabilities, and some might be all-inclusive. Despite the differences in scope, each facility has a very common goal: to educated children. For each of these special education schools, the teachers and staff aim to promote student success, whether through adaptive teaching methods, intensive, one-on-one mentoring, or specialized assessments.

In the public education system, the main directive for special education programs is integration. Ideally, this means that children with learning disabilities will spend as much time as possible in general education classrooms with the rest of their peers. This means that students are often pushed to their limits and, consequentially, left behind academically. Rather than tailoring the system to meet the needs of the student, they push the student to barely meet standards and conform to the system. In defense of the public education system, their focus is on the population as a whole, which makes it difficult to satisfy the needs of individual students.

In special education schools however, the educators take the opposite approach. Instead, lesson plans are targeted on the needs of students, acknowledging and addressing their weaknesses. The same can be said for their strengths. Because a specialized facility is more in tune with the needs of your child, they are also more able to recognize their successes. In public facilities, students who do not integrate well are often mislabeled as unruly.

The classrooms and instructors found in special education schools are better able to satisfy the needs of special needs students. Colorful posters, calendars, decorations and other stimuli found in a public education environment can prove too much for those with sensory processing disorders. For these children, the rooms should be Spartan, limiting the level of distraction. Personalized environments like this can be found at many special education schools. In addition to the customized environment, the teachers are given more room to alter the curriculum and teaching methods.

In short, the classrooms, the resources, and the instructors are better qualified to meet the needs of your child. Keep this in mind when deciding where to send your child. Ask yourself these questions: will they be able to personalize the lessons to account for problem areas? Will they be equipped to distinguish and promote my child's strengths?

When analyzing special education schools, Princeton, NJ parents prefer The Cambridge School. Learn more about our methods and resources here: http://www.thecambridgeschool.org

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Wednesday, September 5, 2012

Back to College

UW-Madison students are happy students, as we recently learned from the Huffington Post. This high ranking of our institution is a coup when it comes to attracting more applications, and since we rise in rankings by rejecting more applicants (and rightly care about happiness), this will likely be seen as a good thing.

Of course I'm delighted that our students are happy. Pleased as punch that they rate our sports culture and political activity highly (a 9 and an 8 out of 10 respectively), and the opportunities for things to do "endless."  It's wonderful-- they are spirited, free-thinking, and enthusiastic, and as all of my students well know, I love to teach them.

But with love (yes, really) I need to offer a little constructive critique. We have some things to work on and they directly pertain to the educational mission (and indirectly the affordability mission) of our school.   In that same set of rankings we scored just a 6 on "professors accessible" and a 7 on "intellectual life."  Maybe I'm hopelessly old-fashioned, but those are the things that students and families are purportedly paying tuition for-- courses and learning.

Or not.  I suppose, really not.  If you take a look at the latest video produced by the UW-Madison Administration, apparently my framing is not theirs, and a high-quality education offered by professors is not the message Madison seeks to attract and retain students with.

Here is WELCOME BACK to UW-MADISON.  It's definitely maximizing the sports culture rating. But I'll buy you a scoop of Babcock ice cream if you can glean any sense of an academic message about school from it.

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Thursday, February 9, 2012

Focus On Developing Teachers, Not Simply Measuring Them

This cross-posted item is from a piece I wrote for the Silicon Valley Education Foundation's TOP-Ed blog.

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Amid the current flurry of state policy reform activity around teaching, I've been thinking about what's missing. My conclusion: A focus on teachers as learners....

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To read more, visit the TOP-Ed blog post.
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Thursday, January 19, 2012

Baking Bread Without The Yeast

Among my son's favorite books are the ones in Richard Scarry's Busytown series. In What Do People Do All Day?, Able Baker Charlie puts too much yeast in the dough, resulting in a gigantic, explosive loaf of bread that the bakers (and Lowly Worm) need to eat their way out of.

The opposite problem -- a lack of yeast -- is present in Michelle Rhee's recent op-ed in Education Week. In it, she limits her call to "rethink" teaching policy to "how we assign, retain, evaluate, and pay educators" and to "teacher-layoff and teacher-tenure policies." (And she casts the issue of retention purely as one about so-called "last-in, first-out" employment policies rather than about school leadership, collaboration or working conditions.)

The utter absence of any focus or mention of teacher development either in this op-ed or in her organization's (StudentsFirst) expansive policy agenda leaves me wondering if Rhee believes that teachers are capable of learning and improving. If Rhee indeed does believe that new teacher induction and career-long professional development have value, then why does she consistently ignore it in her public statements and in her organization's strategic priorities? The alternative, of course, is a view that teachers are static beings, incapable of improvement. They are either born effective or ineffective. "Mr. Anderson's value-added score is an 18, thus he is an ineffective teacher and should be fired because his inability to teach cannot be ameliorated." We, of course, know this not to be the case. This alternative view also involves a strategy of simply trying to hire and fire our way to success. From research and international exemplars, I think most of us understand such a narrow approach to be ineffectual, albeit politically attractive in some quarters, especially among the Republican governors that Rhee is assisting exclusively.

High-quality development opportunities for teachers are like the yeast that helps the bread to rise. Comprehensive teacher induction has been shown to accelerate new teacher effectiveness and increase their students' learning. Likewise, personalized and purposeful professional development also can strengthen teaching skills and classroom impact.

It seems to me that a stated policy goal should be to ensure that as many as teachers as possible successfully pass educator evaluations being developed across the nation. Too many advocates such as Rhee appear to be eager to fire more teachers rather than make investments and restructure schools to maximize their effectiveness. A critical role for policy then would be to re-define teacher development in a way that raises the quality bar and invests public dollars in programs and approaches shown to have the desired impact on teaching and learning. Isn't that something we all can agree with?

Teachers are tremendously influential -- and we should do everything we can to unleash their full power. On teacher effectiveness, I'm unwilling to settle for half a loaf.
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Thursday, October 13, 2011

ESEA Come, ESEA Go

The chatter among the education cognescenti this week is about what is and what isn't in the bipartisan ESEA draft released by Senate education chair Tom Harkin (D-IA) and ranking member Mike Enzi (R-WY).

Let me repeat my prior contention that, politically, ESEA reauthorization is an issue for 2013 -- not 2011 or 2012. The Republican-led U.S. House is not going to give President Obama any kind of a political victory, despite the solid compromise put forth by the Senate HELP Committee. For that reason, the work currently underway is in part about laying the groundwork for a future compromise, in part a genuine attempt to get something done (despite the House), and in part political cover.

The bill itself represents a sensible step back from a pie-in-the-sky accountability goal of 100% proficiency in favor of annual state data transparency, continued data disaggregation among subgroups, and greater state flexibility over educational accountability. Personally, I am not an accountability hawk and am unswayed by spotty evidence and advocates such as former Florida Governor Jeb Bush who contends that it was Florida's accountability system (rather than its major investment in literacy and other interventions) that fueled student test-score gains. Chairman Harkin nails it by saying that the bill "focuses on teaching and learning, not testing and sanctioning." Amen to that.

Seeing as I have a day job that doesn't allow me to analyze the entirety of 800-page bills, here is my quick take on a few elements in the draft bill:

Positives
  • Accountability: Eliminates AYP. Requires states to identify 5% lowest-performing schools and 5% of schools with the largest achievement gaps.
  • CSR: Tightens up the use of Title II, Part A for class-size reduction to ensure that those dollars are directed at research-based implementation of smaller class sizes. [UPDATE: This could potentially free up some Title II, Part A dollars for teacher professional development and new teacher support.]
  • Teacher & Principal Training & Recruiting Fund: This Fund would support state & local activities that further high-quality PD, rigorous evaluation and support systems, and improve the equitable distribution of teachers. The bill's language significantly strengthens existing federal policy language regarding the elements of comprehensive, high-quality educator induction and mentoring.
Concerns
  • Equitable teacher distribution: The bill would require states to ensure that high-poverty and high-minority schools receive an equitable distribution of the most effective educators as measured by new teacher evaluation systems that must include four performance tiers. Sounds good and fair. But given that teacher working conditions significantly impact an individual educator's ability to be effective in the classroom (and garner a "highly effective" rating [see DC]), wouldn't this just create a massive game of musical chairs and major disruptions in the teaching pool unless a determined effort were mounted to improve the often poor teaching and learning conditions present in high-poverty schools?
Good Coverage & Analysis

Alyson Klein - Politics K-12 - Education Week
Joy Resmovits - Huffington Post
Stephen Sawchuk - Teacher Beat - Education Week
The Quick and the Ed (Education Sector)
You have read this article accountability / Education / ESEA / Florida / Mike Enzi / NCLB / teacher distribution / teacher quality / teaching / Tom Harkin / U.S. Senate / Washington DC with the title Education. You can bookmark this page URL https://apt3e.blogspot.com/2011/10/esea-come-esea-go.html. Thanks!
Tuesday, August 9, 2011

It Rhymes With 'Tool'

UPDATED, 8/11/2011, 1:10 pm



Thursday morning in Washington DC -- the only city that could host such a vacuous, inane event -- the Thomas B. Fordham Institute is hosting (the hopefully one-off) "Education Reform Idol." The event has nothing to do with recognizing states that get the best results for children or those that have achieved demonstrated results from education policies over time -- but simply those that have passed pet reforms over the past year.



It purports to determine which state is the "reformiest" (I kid you not) with the only contenders being Florida, Illinois, Indiana, Ohio and Wisconsin and the only judges being: (1) a representative of the pro-privatization Walton (WalMart) Family Foundation; (2) the Walton-funded, public education hater Jeanne Allen; and (3) the "Fox News honorary Juan Williams chair" provided to the out-voted Richard Lee Colvin from Education Sector.



With the deck stacked like that, Illinois is out of the running immediately because its reforms were passed in partnership with teachers' unions. Plus it has a Democratic governor. Tssk, tssk. That's too bad, because Illinois represents the most balanced approach to education and teaching policy of the five states over the past year. And the absence of a state like Massachusetts from the running is insane. It has the best NAEP scores of any state and has a long track record of education results from raising standards and expectations, not by attacking teachers or privatizing our schools. But that's not the point here, of course. This is ALL politics. [UPDATE 8/11/2011: Yes, all politics. Mike Petrilli of Fordham says that "the lesson of Education Reform Idol" is --- ba-ba-ba-baaah ... ELECT REPUBLICANS. "When Republicans take power, reforms take flight."]



So I digress.... The coup de grace of ridiculousness for me is the inclusion of Wisconsin among the list of "contenders." What exactly has Scott Walker and his league of zombies actually accomplished for education over the last seven-and-a-half months OTHER THAN eliminating collective bargaining rights, a historic slashing of state school aids, and a purely political expansion of the inefficacious school voucher program?



What's even worse than the inclusion of Wisconsin among the nominees is the case made by Scott Walker's office for the 'reformiest' award. As a policy advisor to the former Wisconsin governor, I am amazed by the brazenness and spin from Walker's office. I would expect nothing less from a political campaign. But someone's gotta tell these folks that while they theoretically represent the public trust, the content of their arguments suggests we can't trust them as far as we can throw them. And here in cheese curd land, that ain't very far.



A quick look at Walker's argument reveals an upfront invocation of Tommy Thompson (Wisconsin's version of Ronald Reagan) to pluck at Badgers' heart strings and make them long for the good old days of the 1990s (when the rich paid their fair share in taxes). It is soon followed by the refuted and refuted claims that Walker's deep education cuts "protect students in the short term" and give districts "tools" to manage the fiscal slaughter. Just read the well-respected Milwaukee school superintendent's opinion of such "tools." Then there's this gem: "Districts immediately began to set aside more time for teacher collaboration as well as money for merit pay." I'd LOVE to see the data behind this claim because as I am aware there is no state survey that measures collaborative time for teachers for starters. Walker's staff probably lifted it from a single school district's claims detailed in this Milwaukee Journal-Sentinel story -- claims trumpeted by dozens upon dozens of right-wing bloggers such as Wisconsin's own Ann Althouse -- claims which since have been exposed as "literally unbelievable".



The irony is that this event is taking place in DC just two days after the recall elections of six seemingly vulnerable, incumbent Republican state senators. The repudiation of Walker's slash-and-burn policies will be testament enough to the destructiveness of his leadership both for public education and for the Badger State as a whole. In Wisconsin, recall would appear to be a far more effective 'tool' than the tools tentatively running the show under the Golden Dome in Madison.



[UPDATE 8/11/2011: For anyone who cares ... Indiana apparently is the "reformiest" state. By reformers' preferred metrics, I believe this means that Indiana will have the top NAEP scores in the nation next time 'round. Right?]





Image courtesy of Democurmudgeon





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Tuesday, July 19, 2011

The New Normal

Too many Americans appear willing to accept the hand they're dealt. Most shockingly, many of our political, educational and civic leaders seem to have fallen into the same trap. "The New Normal," they call it. Like Death and Taxes. Etched in stone. Undefined, yet not re-definable. Inevitable.

Fortunately, there are those among us willing to demand a new deck of cards -- and a new dealer!

We've seen the rise of the Forces For Fairness in states like Wisconsin where there is no disguising the unsubtle, in-your-face, anti-democratic, vitriolic, bought-and-paid-for policies of Governor Scott Walker, the Brothers Fitzgerald, ALEC, the Koch Brothers and their yes men and women (even the few remaining Republican moderates - if they still can be called such - who should know better). In the Badger State, tens of thousands took to the streets of Madison and are now actively participating in recall efforts to change the equation and prevent Wisconsin from being turned into a place totally unrecognizable.

Nationally, I see a rising consciousness and an emerging consensus that congressional Republicans have one-upped their Gingrichian colleagues from the 1990s in overreaching on fiscal matters. Voters do not like the draconian cuts being pushed through by House Republicans, the intransigence and obstructionism practiced as a religion by Senate Republicans, the GOP's willingness to hold America's bond rating and our economic recovery hostage by refusing to raise the debt ceiling, and an adherence to a baseless and extremist anti-tax philosophy. In a recent CBS News poll, 71 percent of Americans are opposed to the way the Republicans are approaching the debt limit debate. As well they should be.

Americans are NOT opposed to raising taxes on the wealthy to address our national debt. A recent Reuters poll found that 52 percent of Americans believed that "a combination of spending cuts and tax increases was the best strategy to reduce deficits." Republicans are so constrained by anti-tax pledges that they even believe a repeal of ANY tax cut or the closing of ANY tax loophole (even those for corporate jet owners!) would result in Grover Norquist gagging them with a mouthful of tea bags and ordering them to a permanent political purgatory.

If more Democrats had shown the courage to stand up sooner and establish the terms of the debate, this emerging consensus could have been precipitated. The likes of Vermont's Bernie Sanders have had it right for some time in the call for "shared sacrifice." Others, including President Obama, appear to be catching up to the reality that was evident to Sanders and other Progressives: Congressional Republicans are economic extremists willing to drive the American economy into the ground in order to assuage the Anti-Tax God (don't let it go to your head, Mr. Norquist).

"The Rock and the Hard Place on the Deficit", an op-ed in last Sunday's New York Times, written by Christina Romer, is one of the best articles I've read that puts the substance of this issue into context. For the benefit of you non-Times subscribers, here are some key highlights:
The economic evidence doesn’t support the anti-tax view. Both tax increases and spending cuts will tend to slow the recovery in the near term, but spending cuts will likely slow it more. Over the longer term, sensible tax increases will probably do less damage to economic growth and productivity than cuts in government investment.
...

There is a basic reason why government spending changes probably have a larger short-term impact than tax changes. When a household’s tax bill rises by, say, $100, that household typically pays for part of that increase by reducing its savings. Its spending tends to fall by less than $100. But when the government cuts spending by $100, overall demand goes down by that full amount.

Wealthier households typically pay for more of a tax increase out of savings, and so they reduce their spending less than ordinary households. This implies that tax increases on wealthy households probably have less effect on the economy than those on the poor or the middle class.

All of this argues against any form of fiscal austerity just now. Even some deficit hawks warn that immediate tax increases or spending cuts could push the economy back into recession. Far better to pass a plan that phases in spending cuts or tax increases over time.

But if federal policy makers do decide to reduce the deficit immediately, reducing spending alone would probably be the most damaging to the recovery. Raising taxes for the wealthy would be least likely to reduce overall demand and raise unemployment.

The politics behind this issue is another matter. But it has huge implications for issues like education. Too many educational advocates, policy types, and yes, even elected leaders seem all too willing to accept "The New Normal" -- and even pontificate about it -- as opposed to fight for a new deal and attempt to redefine the debate. President Obama too often appears to allow congressional Republicans to define the terms of the conversation, such as tying long-term deficit reduction to the debt ceiling, as Robert Reich noted over Twitter yesterday.

There's a time and a place for acknowledging political realities and accepting half a loaf. The problem is we've entered the second coming of the Robber Barons where the rich are hoarding their loaves of bread and too many Americans aren't getting a chance to get their hands in the dough at all. Until we address the historic economic inequality in this country and put spending power back in the pockets of working families, there is a tremendous likelihood that the economy will never fully recover. Never. That requires us -- and our elected leaders -- to speak out and act.

The time is now. Reality is what we make it. More of us have got to be willing to step up and say, "Enough!" I've witnessed Democrats and independents get energized in Wisconsin. We need a similar dynamic to take hold nationally. My guess is that it will build in time. But will it be enough to change the equation?

The forces of fiscal lunacy had better listen to the American people now or my guess is that they'll be hearing from the silent majority of sensible Americans at the ballot boxes in 2012 -- and even sooner in states like Wisconsin. If the "Republican Revolution" in the 1990s is any signal, past is prologue.
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Monday, March 7, 2011

Happening This Week


Dear readers,

I want to personally invite you all to attend two terrific events happening on the UW-Madison campus this week. I will be speaking at both and hope to see many of you there.

On Tuesday and Wednesday, the Department of Educational Policy Studies will be holding its annual conference. The topic is The Obama Education Agenda: Principles, Policies, and Prospects.

The speaker for the opening session, Tuesday night at 7 pm at the Union Theater, is none other than Diane Ravitch. (You can bet Liam is excited!) She will be talking about "The Future of Public Education."

On Wednesday there will be several panels and a lunchtime session featuring former Wisconsin congressman David Obey. You might've seen the video of Dave attempting to get into the Wisconsin State Capitol building recently -- I sure hope he talks about that. Take a look at the full agenda, and note that the title for my talk has been revised -- I will now be speaking on Saving Public Higher Education for the Twenty-First Century: The Case for Pragmatic Idealism.

In addition, Wednesday night there will be a teach-in about the New Badger Partnership-- Chancellor Biddy Martin's vision for our public flagship. It will take place from 7-9 pm in Humanities room 2650. Panelists include: Steve Stern: Associate Vice Provost for Faculty and Staff Programs, Chad Goldberg: Associate Professor in the Sociology Dept. and Vice President, United Faculty & Academic Staff (UFAS), AFT 223, and Ben Manski: Executive Director of the Liberty Tree Foundation for the Democratic Revolution.

There's plenty to do around here and a great need to get involved. Come join us!
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