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Petition Against Reauthorization of NCLB Act

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Marmelade
Joined Mar 16, 2007
Posts: 2

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Posted:Apr 07, 2007 8:55:19 PM

Lakeshore, may I suggest that you ask the school in writing, with follow up at an IEP meeting, exactly what specialized instruction they are providing to address the verbal v. performance discrepancy and allow him to access the general ed curriculum, progress from year to year, and attain proficient scores in the state tests mandated by NCLB. Make sure the reading goal(s) in his IEP are measurable and align to grade-level curriculum and state tests, then ask them to report in writing on his progress. Since he's not progressing adequately, ask them to specify in writing how they're going to change their programming to obtain appropriate progress, using research-based methods. Rather than asking for a specific solution, keep holding them accountable for the problem--the failure to progress by reading at grade level. Your son is obviously a very intelligent person and CAN learn. In fact, the FSIQ is not an accurate measure of his ability because of the wide scatter between performance and verbal.

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anla
Joined Oct 01, 2003
Posts: 74

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Posted:Apr 10, 2007 1:44:42 PM

Lakeshore, I hope you are able to make the school personnel teach your child to read at age level. I fear that instead of doing that, they will get permission to test for comprehension at grade level. Student is read aloud either a grade-level, criterion-reference test, or an alternative assessment at grade-level. Then student answers comprehension questions, which are also read aloud.
It would be better if parents would insist that each sped student be tested to assess age level using a nationally-normed, statistically-sound, standardized individual achievement test. (Which is how it used to be done). But NCLB does not require this. NCLB requires that every student in grades K-8 will pass grade-level criterion-reference tests.
So I'm teaching hs students to read, spell, and write.

Anita learntoreadnow www.learntoreadnow.blogspot.com

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anla
Joined Oct 01, 2003
Posts: 74

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Posted:Apr 17, 2007 3:48:39 PM

29,000 signatures and some really thoughtful comments.
www.petitiononline.com/1teacher/petition.html

Anita learntoreadnow

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anla
Joined Oct 01, 2003
Posts: 74

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Posted:Jun 08, 2007 1:25:50 PM

Currently about 30.000 signatures and some really thoughtful comments.

http://www.petitiononline.com/1teacher/petition.html

educatorroundtable.org

Anita learntoreadnow

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Kathryn
Joined Oct 02, 2006
Posts: 172

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Posted:Jun 22, 2007 8:34:50 PM

First of all, I just want to note that this was a "bi partisan" bill. It's not "the current administration" like someone else mentioned. This was Ted Kennedy's bill if you recall.

Also, having spent the last 2 years on the School Site Council, listening to what all these testing #s mean and also talking with teachers, all of our teaching is standards based and they do not do any prep work for the CA State testing. It's all like the other parent said "Make sure your kids get a good nights sleep and eat breakfast". Also I have heard our principal say over the loud speaker for everyone to do their best and not to worry about the test. My daughter is about one grade level behind in reading and did not meet every standard in math this year, so I'm sure she did not score well on the test, but no one at school seems to care about that too much. They just feel that it is another hoop to jump through and would rather spend their time teaching rather than test taking, but they do teach the standards and say that as long as they teach what kids are supposed to learn at each grade level they will do fine on the test. And we are a school that has generally not done super well on their test results, because we have a lot of English Learners, and a lot of parents who don't do much of anything to support their kids with homework, but we also have a lot of intervention programs going on so that the kids can learn.

One thing I questioned with my daughter in special ed is that her IEP goals were so low and they could have been higher. I don't expect her to be at grade level in every subject, but it seems as if they set some of her goals as if she can only learn about a half year's worth of material in a year. Like her addition and subtraction goal. Her baseline was that she could add single digit numbers, so her goal was to add double digit without regrouping. Why wouldn't they have said that the next step is to learn regrouping! Everyone else in her class was learning that, so she should have been learning that as well. I ended up teaching her that at home and on her report card the teacher commented "WOW, 3 digit addition with regrouping!!!" Why was this so amazing? I told them at the IEP meeting that she could learn that too and they didn't want to push her I guess. Yet, they hold her to the same standards as everyone else, but they don't even bother to teach it to her.

Anyway, as to the bill, I don't know all that much about it and how it relates to special ed students, but I'm with whoever said that they should be learning as close to grade level as possible. I do know that we had the option to not do the state testing, but I figured what the heck. I would rather her have spent the time with an SLP instead, but oh well.

One thing I noticed when it came to accomodations of the test is that every accomodation catered to kids with reading problems, like having things read to them. But when everyone was being read to, there was no accomodation for kids who have auditory processing problems, like allowing a child to have a copy of the directions to read to themselves if auditory processing was an issue. On the other hand, I don't think our state (CA) even aknowledges auditory processing disorders at all, so it's not surprising.

Kathryn

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