CHANGES IN TESTING

Here are a list of simple explanations for some questions/comments you might get from parents regarding TCAP standards, new testing, higher cut scores, and lower student results.  I hope these will be helpful for those of you who are currently teachers and may need a tool for helping parents or students understand what is taking place in Tennessee. Hope this is helpful!

What has changed in TN?

Tennessee’s education system has been ranked among the lowest performing states in the nation for several years.  To put it bluntly, what we have been teaching our students (all across Tennessee) has been too easy and our high school graduates have been struggling in college.  Our ACT scores have also been much lower than other states.  Last year the state of Tennessee gave all of our teachers a new set of standards for our children to learn.

How does this affect our children?

The standards our children must learn are much more difficult and the TCAP test given last year was the second toughest achievement test in the United States. 

                                                                                  

Which subject was affected the most?

Math in all grade levels was drastically changed and it showed up on the TCAP scores that will be released to the public within the next few weeks.  For example, in Tennessee last year 75% of the 8^th graders scored “Below Proficient” in math.  Does this mean our teachers and students didn’t “work hard” last year?  Absolutely not, everyone probably worked harder than ever.

Is this a good change?

Yes, within the next few years the state of Tennessee should have one of the best educational systems in the country.  The only problem is change is hard and we all feel it right now.

How will this impact report cards?

Because the curriculum is so much more difficult, making an A will be more difficult.  On the other hand, if they make an A it will really mean something because we have put our children on the same playing field as the rest of the country.  Do not get mad at your child or the teacher if the grades are a little lower than normal.  Grades are simply a reflection of learning and learning is a process.

What can parents do to help?

With all of our students, please use the proper language in discussing school with them.  “What did you learn today?” is healthy.  “Which standard in math are you struggling with?” is an excellent question.  Teachers and students have improved their language at school with total emphasis on learning the standards.

INCLUSION

Inclusion improves learning and academic performance for all students.  Children also have an opportunity to learn to accept individual differences and overcome misconceptions about disabilities.

  There should be appropriate supports and services available in general education classes for students with special needs so they can be educated in classrooms alongside students without disabilities.  Inclusion provides opportunities for socialization and friendships to develop.  It provides a sense of belonging and appropriate modeling of social, behavioral, and academic skills.  Students without disabilities can also learn from students with special needs.  Together, students will learn that everyone has difficulty in certain areas and it is important to be understanding and accepting to these differences.  IDEA mandates that not only should individuals with disabilities be provided a public education, they also should have the right to learn in the least restrictive environment.  Some practices that promote inclusion are well-designed individualized education programs, teacher preparation, and consideration of students with disabilities in decisions that affect all students.

There have also been some common barriers to effective inclusion practices.  Funding is used as a reason for not identifying and appropriately supporting a student’s needs.  There is often a separation between general and special education systems.  When students with special needs unite in a general education class, there is a fear that general education classrooms will be disrupted if students with disabilities are included.  There is often low or no exceptions for students with disabilities.  Research indicates there are negative effects on achievement results for students who are “expected” to fail or not do well.  All children deserve to be held to a high standard.  Educators should celebrate what students can do and be encouraging to tasks that are more difficult. 

If something is offered to all children, it must be accessible to all children.  I do not personally feel like full inclusion is beneficial on a large scale, but I do favor the least restrictive environment, which is often accomplished through inclusion efforts.  

ACCEPTANCE

We really do forget how cruel school can be.  I have noticed that for the most part students are really good about helping and supporting those with severe cognitive disabilities.  Though there are some who are shockingly cruel to those who are clearly cognitively challenged, I have actually seen many who are willing to help and express understanding with those who have cognitive disabilities.  On the other side of the spectrum, there seems to be less compassion and acceptance for those who have mild disabilities.  It seems as though students within the general education realm often perceive these students as “weird” or “nerdy,” thus feel more justified to laugh or make fun of them. 

 I have a student within the alternative behavior program that I work in.  He is socially awkward because he has a mild diagnosis of Aspergers; however, academically, he is relatively advanced.  He is just beginning to mainstream into regular education classes; today was our second day in P.E.  There is also another student, with severe cognitive disabilities, who regularly mainstreams into this same P.E. class.  I observe most of the kids patting this student on the back or shouting out encouraging messages.  Though I find this very admirable, the student in my alternative behavior class has not exactly received this same treatment.  While playing basketball, ‘my student’ had a difficult time dribbling and making a goal.  I immediately noticed many of the “cool” kids laughing and mocking him behind his back.  In addition, when he is trying to be friendly and make a joke, it usually results in an awkward manner.  Students recognize this and instantly laugh at his randomness.  It saddens me because I have seen this child accomplish so much and come such a long way with not only his behavior episodes, but also his social skills. Will he ever be accepted as just “one of the guys?”  or will he constantly be teased for being different?   

TEN CRITICAL CLASSROOM MANAGEMENT STRATEGIES

1. DO- Get and maintain eye contact for oral instructions- and instructional messages (or be very tolerant).

2. DON’T-Use your eyes to discipline, especially in working with behaviorally difficult or angry students.  

3. DO-Go out of your way to have positive interactions with the most difficult student (Eye following as a specific example of the strategy).

4. DON’T-Force or demand eye contact, especially when correcting.

5. DO-Use proximity as your primary behavioral control strategy.

6. DON’T- Use verbal correction as your primary behavioral control strategy.

7. DO-Touch student in appropriate ways.

8. DON’T-puncture the zone.

9. DO-Use voice volume properly to manage the classroom.

10. DON’T-Pitch fits, except to the whole class, deliberately, rarely, and for effect..

Ronwalkereducational.com

CHILD LEFT BEHIND

I am currently working as a paraprofessional within an alternative behavioral class.  We have a student who is diagnosed with ADHD (and not currently taking his medications).  The following effects have resulted in his placement within this classroom setting: does not remain on task, does not listen to or follow verbal directions, does not follow school rules, moves about while seated, fidgets, squirms, etc.; he is easily angered, annoyed, or upset, and fails to comply with teachers or other school personnel.  This student has displayed these behaviors for so long that it has greatly interfered with his learning development. This student is in the 7^th grade and has great difficulty understanding simple concepts; in addition, his base knowledge is below proficient in almost all content areas.  Sadly, this student has been in all general education classes his entire educational experience.  How has this child passed, grade after grade?  It makes you wonder how many students are placed in general education classes, and pass, even though they clearly do not comprehend or complete assignments given.  It is especially frustrating to see a child in your class struggle so much, knowing it is not all his fault.            

ADD

I am amazed with how extensive and specific an ADD diagnosis actually is.  While reading, “The Attention Deficit Disorders Intervention Manual” I discovered the seemingly endless number of symptoms that are included within this diagnosis.  Originally I associated ADD primarily with poor concentration and listening skills, a short attention span, and a generally frenzied state.  Under these categories I always assumed that behaviors such as: rushing through assignments with little or no regard to accuracy or quality of work, easily distracted by other activities or other students, does not hear all of what is said, needs oral questions and directions frequently repeated, or does not remain on-task would be feasible signs that a child is experiencing ADD-like behaviors.  All of these symptoms are absolutely included, but the list goes on!  I was surprised to learn that a child who fails to demonstrate short-term memory skills, fails to remember sequences, omits/adds/substitutes/reverses letters or words when reading, or fails to copy letters, words, sequences, and numbers from a textbook, chalkboard, etc were all included within an ADD diagnosis.  In addition, I can also understand why ADD/ADHD is commonly present when a child also exhibits BD (or other diagnosis relating to behavior disorder).  ADD also included behaviors such as: does not adjust behavior to expectations or different situations, demonstrates inappropriate behavior when moving with a group, does not follow directives from teachers or other school personnel, does not follow multi-step verbal directions.  I did not realize how closely linked a behavior disorder was with an Attention Deficit Disorder.  I can certainly see why so many people are diagnosed with a disorder that covers such lengthy classifications!

NCLB Expands Parental Options

The implementation of NCLB provides more information for parents about their child’s progress.  Schools will provide parents with objective data about their child’s academic strengths and weaknesses; they will also provide the public with information about the progress of their area schools.  NCLB alerts parents to important information on the performance of their child’s school.  NCLB requires states and school districts to give parents easy-to-read, detailed report cards on schools and districts, telling them which ones are succeeding and why.  NCLB ensures that parents have important, timely information about their schools their children attend-whether they are performing well or not for all children, regardless of their background.  NCLB gives parents whose children attend schools in need of improvement new options.  In the first year that a school is considered to be in need of improvement, parents receive the option to transfer their child to a higher-performing public school, including a charter school, in the district.  Transportation must also be provided to the new school, subject to certain cost limitations.  Additionally, the school must also offer as option supplemental services such as free tutoring to low-income students.  NCLB also encourages teacher development.  States and districts are provided the flexibility to find innovative ways to improve teacher quality, including alternative certification, merit pay for masters teachers and bonuses for people who teach in high-need schools and subject areas like math and science. 

Parents will have more information about their children’s academic strengths and weaknesses and how well schools are performing.  They will have other options and resources for helping their children if their schools are chronically in need of improvement.

REQUIREMENTS FOR THE HIGHLY QUALIFIED TEACHER

A highly qualified teacher must have:

A bachelor’s degree, full state certification and licensure as defined by the state, demonstrated competency, as defined by the state, in each core academic subject he or she teaches.

NEW ELEMENTARY SCHOOL TEACHERS-Elementary school teachers who are new to the profession must demonstrate competency by passing a rigorous state test on subject knowledge and teaching skills in reading or language arts, writing, mathematics and other areas of the basic elementary school curriculum.

NEW MIDDLE AND HIGH SCHOOL TEACHERS-At the middle and high school levels, new teachers must demonstrate competency either by passing a rigorous state test in each subject they teach, or by holding an academic major or course work equivalent to an academic major, an advanced degree or advanced certification or credentials.

ELEMENTARY, MIDDLE, AND HIGH SCHOOL TEACHERS W/EXPERIENCE- Teachers with experience must either met the requirements for new teachers, or they may demonstrate competency based on a system designed by each state.  NCLB recognizes that many teachers who have experience may already have the qualifications necessary to be deemed highly qualified.  Therefore the law allows states to create a high, objective, uniform state standard of evaluation (HOUSSE) based on the following criteria:

1. Are set by the state for grade-appropriate academic subject matter knowledge and teaching skills, 2. Are aligned with challenging state academic content and student achievement standards and developed in consultation with core content specialists, teachers, principals and school administrators. 3. Provide objective, coherent information about the teacher’s attainment of core content knowledge in the academic subjects in which a teacher teaches. 4. Are applied uniformly to all teachers in the same academic subject and the same grade level throughout the state. 5. Take into consideration, but are not based primarily on, the time a teacher has been teaching the academic subject. 6. Are made available to the public upon request. 

RESOURCES FOR PARENTS OF STUDENTS WITH LEARNING DISABILITIES

The New York Times published an article earlier this year encouraging parents to learn about IDEA.  Each state’s parent information center can help explain IDEA and how it applies to your family.  A directory for the centers is on the Technical Assistance Alliance for Parent Centers’ Web site. The staff at these federally financed programs can help parents navigate the entire special education process. More specifics of the law are at wrightslaw.com. 

This post has some good information and tips for parents who have children with learning disabilities. I was very interested to see that there was also mention of RTI.  This author explains his concern with RTI for those students with disabilities.  Interesting article! 

Refer to:

http://www.nytimes.com/2010/02/27/health/27patientside.html?ref=special_education_handicapped for more information.

DISABLED CHILDREN ARE SPANKED MORE

http://www.nytimes.com/2009/08/11/education/11punish.html?ref=special_education_handicapped

This article points out that more than 200.000 schoolchildren are paddled, spanked or subjected to other physical punishment each year, and children with disabilities get a disproportionate share of the treatment, according to a new study found here: http://www.hrw.org/node/84950

Tennessee is one state among 20 that still permit corporal punishment in schools.  I personally do not think corporal punishment should be allowed in school.  This study is disturbing to me!