Activity 1.4 Podcast of my Choosing Related to Chp 4

Chapter 4 in Learning Disabilities and Related Mild Disabilities by Lerner and Johns discusses educational settings and the role of the family in special education. The podcast I listened to for this assignment was entitled “A Parent's Perspective — Taking the Private Route for LD Evaluation.” (http://www.ncld.org/publications-a-more/podcasts) It was a nice follow-up to the podcasts I had listened to for the previous assignment. It is also one I can relate to personally.

As we have learned, when determining services for a child an ever-present concept to keep in mind is the least restrictive environment. However, at a Catholic school that is the only option. In terms of “restrictive” environment and a Catholic school district, a school for students with special needs is the most restrictive, followed by a day classroom, resource center and finally the general education classroom, To the best of my knowledge my diocese does not have a school which has a self-contained day classroom. Very few schools even have a resource room. Therefore, the only setting for a student with special needs is the general education classroom.

Unfortunately, that might not be the best setting for a student.

If a student is evaluated by the local public school system, any one of the more restrictive settings is a possibility. However, as I mentioned, most of the different settings are not available within the Catholic school system. That is why I found the podcast very interesting. My husband and I chose the private route when having our son evaluated. The reason was twofold; one reason was because we didn’t want to deal with the public school system. The other reason was because our insurance covered a large portion of the bill. As a matter of fact, the evaluator, a licensed psychologist worked for the public school system. Her comment regarding evaluation was that normally she tested in the public school system but did not counsel while in the private sector she did little testing but counseled a lot.

But when using a private evaluator it would be important to let them know the student attends Catholic school. I would hope the evaluation would pinpoint the difficulty in the student’s learning process. It would be best if techniques could be outlined for the student, rather than broad generalities. Most Catholic schools don’t have a special education resource person and therefore the more specific the evaluation is, the better it will be for the student. A general education teacher would be better prepared to teach the student with specific interventions and techniques identified.

The podcast brought up a couple of important things to consider when using a private evaluator. It is important to evaluate just what is needed. Also, it is important to make sure the evaluator addresses everything a school would need. Talking to the vice-principal of academics at the school where I teach it seems as if we would encourage private evaluation. We provide a list of evaluators. However, as mentioned in another blog, by the time students get to high school most children whose parents would allow evaluation have already done so. If a parent decides to have their student evaluated in high school, certainly one of their goals would be to have specifics, along with the classification going into college.

Activity 1.3 Podcast of my choosing

Loved the two podcasts I listened to.  I followed listening to them by reading the transcripts. [Both podcasts were found at: http://www.ncld.org/publications-a-more/podcasts]

The two podcasts both dealt with high school students from two different states.  Both students had been diagnosed in elementary school with learning disabilities; both students’ disabilities related to language.  Each podcast was from a parent's perspective.  The first podcast, "Tools for the High School Student with Learning Disabilities" discussed a young girl who had Aphasia which affected her abilities in reading, writing, processing information and speaking.  Hard work took this girl through junior high, though it became increasingly more difficult for her.  When she reached high school she participated in a class called LEAD (Learning and Educating About Disabilities.)  This class helped the students understand their cumulative file, their own disability, their rights, their accommodations.  This class allowed the students to develop into their own advocate.  The second podcast, "Setting Goals and Planning for the Transition to College" appealed to me by the title.  Again, the student being discussed learned those same advocacy skills.  The skills were developed by the young man's parent rather than through a program.

Since I am a high school teacher and most of our special needs students arrive already diagnosed, my thoughts go to: what can we SpEd teachers do.  Most likely we won't be referring students for evaluation.  As it is, on the few occasions that a recommendation was made to have a student evaluated the parents chose to not do so.  I believe the "stigma" of their child having special needs and an unfounded fear of that student being asked to leave the school prevents parents from having their child properly identified.  Therefore, as SpEd teachers it will become very important to educate our students to advocate for themselves.

Just Friday, during our Academic Council meeting, I was asked to put together a plan as to what a SpEd teacher or resource specialist would be expected to do at the school.  Many people feel our school needs someone to help our special needs students, those identified and those who are not.  I have so many ideas, but since I believe so STRONGLY that high school students need to become more independent of their parents than I typically see, teaching our special needs students to become their own advocate will be included in my plan.  Additionally, I would want to teach our students how to research approaches/techniques which would help them with their specific need.  The most common thing I see in the few IEP’s I read at school is preferential seating, extended test time, present the lesson and assignment in a variety of ways.  However, I can see that techniques that are specific to learning disability are rarely offered.

I had a very candid conversation with the parent of one of my students.  Her son has an abundance of issues.  After discussing her son’s progress in class, we decided together that taking the class at a different time would be better for her son.  In the discussion the topic of whether or not my school was the right choice for her son.  I candidly told her maybe not, when he entered.  But now that he is a junior, I felt it would be more detrimental to him to place him another school.  I went on to tell her that rather than put money towards private tutors in specific subjects that I would recommend finding a tutor in techniques.  Of course, that caused me to realize I should research that.  As a potential SpEd resource teacher I need to provide that information.  It came back to me that the mother sincerely appreciated my candidness.  [Thank God…I worried later that our conversation would come back to haunt me.  However, I did know that our discussion was honest and with two intentions: first it was to find what would be best for the student and secondly it was to support the parent who was feeling overwhelmed.]

Chapter 3 of Learning Disabilities and Related Mild Disabilities by Lerner and Johns, discussed clinical teaching.  It is certainly how I would like to be as a teacher.  I talk frequently about the “aha” moments of my students.  I would especially like to have an “aha” moment with a student determining what he needs to learn what I am teaching.  It is evident that my special needs students often have self-esteem issues.  Engaging them in determining what works best for them would be phenomenal as a teacher.  It would be beyond phenomenal for the student.  It would open the door…I tell my skeptical friends that special education is needed.  Many people feel it is a scam, but I know it isn’t.  An implied view was that special education students aren’t bright.  I tell my students, and my skeptics, that special needs students just need to learn how to learn. 

Sal the student discussed in  "Setting Goals and Planning for the Transition to College" said it best, “Special education should not be a limitation; it is a jumping point to an endless world of life's lessons. Individuals with special needs are just different; no better, no worse - just different."  (http://www.ncld.org/publications-a-more/podcasts)

Activity 1.2 The stages of the IEP process and Purpose for each stage

What are the six stages of the IEP process and what is the purpose of each stage.

            The IEP process is broken into three segments with each segment consisting of two stages.  The first segment encompasses the referral stages, stage 1, “Prereferral Activities followed by stage 2, “Referral and Initial Planning.”  The second segment consists of assessment stages, stage 3 and stage 4, “Multidisciplinary Evaluation,” and “The IEP Meeting—Writing the IEP,” respectively.  The final segment of the IEP process include the instruction stages, “Implementing the IEP Teaching Plan,” (stage 5) and “Review and Reevaluation of Student’s Progress,” or stage 6. 

            Segment one, the referral stages is just that.  The first stage involves what we call the SIT, strategic intervention team.  It consists of the referring teacher, or the teacher who expresses concern with the student’s progress.  That progress could be based on academics or behavior.  A group of people, colleagues of the referring teacher, develop interventions to be implemented prior to referring a child for evaluation.  If the interventions help with the perceived problem, then this is the only stage to be completed in the IEP process.  If the interventions don’t help the student progress, the second stage is entered.  However, it is important to implement the prereferral interventions properly.  The purpose of this stage is simply to decide if a child should be referred for evaluation for special services.  It is a critical a stage; if a student is taken through the second stage of the IEP process there is a very high probability that the student will be recommended for services.  (Lerner and Johns) 

            The second stage is the referral and initial planning stage.  One of many different people can refer a student for evaluation; a parent, a teacher, another professional familiar with the student or the student him/herself can refer.  This is one stage that has strict calendar guidelines that must be followed.  Once a student is referred, the school must contact parents in a timely manner and schedule the evaluation within a specified timeframe.  It is also during this time that the appropriate evaluations and evaluation team is decided upon.   I would assume that during this pre-evaluation time period that the student’s teacher(s) are still trying different interventions so as to not allow the student to fall behind academically. 

            The third stage is the multidisciplinary evaluation; the purpose is data gathering for evaluation of the student.  A variety of professionals are included along with a specialist in the perceived area of need.  The professionals could include a school nurse, speech pathologist, reading specialist…a variety of individuals who can perform a complete evaluation.  This stage is also regulated in the sense that tests given must be appropriate and validated.  Students must be given evaluations in the student’s native language thereby eliminating a language or cultural bias in the tests.  It is important to insure that the student is evaluated for their special need rather than being misevaluated because of misunderstanding the intent of a test.

            The fourth stage is the IEP meeting and writing the IEP; its purpose is to develop and write the IEP which is a legal document the schools must follow.  There are certain people who are required to participate in the IEP meeting.  The required participants are:
                        the parents
                        at least one regular education teacher of the student

                        at least one special education teacher

                        a representative of the school or district

                        someone who can interpret the instructional implications of the evaluation results

                                    (may be one of the members of the IEP team)

                        other individuals who have special expertise or knowledge regarding the child

                                    (this person is at the parents’ discretion)
                        IF appropriate, the child  (Lerner and Johns, p.52)

There are 8 key elements of the IEP:
                        1. A statement of the child’s present level of academic performance and functional performance.

                        2.  A statement of measurable annual goals, including academic and functional goals.

                        3.  A description of how the child’s progress will be measured and when progress reports will be provided.

                        4.  A statement of the services and supplemental aids required.  Also required is a statement of program modifications or supports for the school personnel.

                        5. A description of the extent to which the student will participate in class activities.

                        6.  A statement of accommodations necessary to measure achievement.

                        7.  A timeline of services, including frequency, location and duration.

                        8.  Appropriate transition assessments and services.  (Linday and Johns, p. 53)

            The final segment incorporates the instruction stages.  Stage 5 is the teaching stage.  The IEP is implemented with the expectation of improving student achievement.  The final stage is the review and reevaluation stage of the process.  The law requires that the parents be notified, which can be accomplished with a progress report in addition to the student’s typical report card.  Since the IEP establishes year-long goals the progress report must include information related to those measurable goals.

                       

            The reason I chose this question is that I find it helps me to review what is considered to be second nature to SpEd teachers, which is what I am becoming.  The process is fairly straightforward when broken into the three segments.  However, I find the referral stage most critical.  The book didn’t quantify the term “high probability” in relation to students being referred for evaluation and then receiving services.  Unfortunately, my browsing skills also prevented me from quantifying that.  But this is critically important since a large portion of California’s education budget goes toward special education.  If the prereferral interventions aren’t chosen properly than the true question of whether or not the student should continue in the process is compromised.  Since it is implied that once a student progresses into stage two of the IEP process then that student will most likely receive services, then referring students inappropriately directly affects the overall education of many students.  With financial resources going toward a student who doesn’t truly need special services many of the mainstream students will be shortchanged appropriate funding.

            I know from my limited time in the public education system that parents can find a sway to get special services for their student.  The resource teacher shared that it was frustrating to see the system abused.  Special education services should be reserved for students who truly need the services. They shouldn’t be used for students whose parents feel something must be wrong since the student doesn’t perform academically to the parents expectations.  My brother is an administrator in a public high school in California and he also mentions the frustration of students receiving services, typically from a resource teacher, who might just need to work harder.  Parents find ways to have their child “classified” presumably to provide one-on-one help.  

            By all means, many students deservedly and properly receive special services.  It is fiscally and morally important that those students receive the services.  It is also fiscally and morally important to the other students in the system that only those students who need services receive them.

Activity 1.1 Thoughts on NCLB

            Probably every educator has a strong opinion related to NCLB.  No Child Left Behind is an interesting theory.  Of course most in society, and I'd venture to say, all in the teaching profession, would agree that no child should be left behind.  Every child needs to be educated appropriately.  We all have God-given gifts and talents to share.  We develop those talents at different rates.  And we develop our skills at different times.  I am quick to share with my parents on Meet the Teacher night that I received a D in high school chemistry.  Clearly, with a similar degree I was able to "learn" chemistry; I just wasn't able to do so in high school.  I wasn't ready with whatever skills, or intellectual maturity, at that point.  If chemistry had been a skill to demonstrate in order to graduate high school I wouldn't be where I am now.  I wasn't ready then, but I was ready later.  So, especially after watching three videos related to NCLB, I still feel strongly that 100% proficiency by every student by the year 2014 is silly.  It's been said in many conversations, the only way to achieve 100% proficiency in anything is to set the standard low enough for everyone to clear it.  The theory of having every child properly educated, to a minimum level, is great; but it might not be practical.
            A second issue that was addressed in the videos was merit pay.  I have always believed in merit pay, but I don’t believe merit should be based on test scores.  An entirely new system of assessment for teachers would need to be instituted.  If administrators were aware of how a teacher modified lessons to accommodate students who were struggling, or how a teacher adjusted the unit plan, or how a teacher interacts with students, or…Basically, evaluate a teacher on how well they actually do their job rather than on how well students do on a standardized test.  Yes, our students need to learn skills, and learn to access accurate information, and learn to read, there are so many things are students need to get from school; however standardized tests can’t measure every thing our students learn in our classes.  Also, as mentioned in the video related to a “failing” school in Ohio, if fourth grade students come in reading at a second-grade level, but after being taught by a certain teacher can now read at grade-level, didn’t that teacher do a much better job than the teacher who brought the class up only one grade-level.  Didn’t the first teacher do better than the teacher who has exceptionally gifted or supported students who score well, but not to their true ability?  Also, each year a teacher would be assessed on a different group of children.  If one teacher moved grade-to-grade with a group of students, then it might be possible to use standardized testing, but it can’t be the only measure of how well a teacher performs the job.
            The last issue that struck me is the way the failing school approached improving the success of the students enrolled there.  Having spent the first two years of my teaching career at an inner-city, failing school my experience was very different.  At the Ohio school, a mentoring program was brought to the school.  That program was an enticement to an experienced teacher because she felt she would become an even better teacher by participating in the program.  Lastly, the teacher worked with a coteacher.  The different, and/or complementary strengths of two teachers brought to a group of students who were academically behind.  What a novel idea!  In one of the videos it was mentioned that failing and academically behind schools had the least experienced teachers.  Having worked at such a school, I would add that many teachers were also disillusioned and apathetic.  During my second year at the school, since we failed the previous year, my school was restructured into three small schools on one campus.  We added administrators but the class sizes increased.  On the first day of school and for several weeks after that I had 64 students in one of my classes.  I was assigned an aide who had no training to assist me.  The class size was eventually reduced to 44 students for the remainder of the year.  After those two years I became adamant that I would hire experienced teachers, giving them a higher salary than if they taught at a better performing school.  The class sizes would be reduced to 15 students maximum per class and each class would include reading skills within the curriculum.  Those might not be the best, most effective changes, but I am certain those changes would have been better than hiring inexperienced teachers and giving them classes with anywhere from 34-44 students.  It was wonderful to see the video of the school in Ohio where they offered support and training for experienced teachers.  It gives me hope that people are willing to take a different approach, putting the needs of the students first.  Of course the experienced teacher wasn’t offered more money, but she was given other support to make her welcome the challenge of teaching at an underperforming school.  
            What a gift to those students…an experienced teacher, with a mentoring program and a coteacher as supports to her, who wanted to be at that school, teaching those students.

Hello....

This platform is a bit befuddling for me.  I haven't been able to look at any classmates blogs yet.  Should I be able to?  I will resort to email, but I thought I invited everyone to see my blog.  But I don't know if anyone has tried.  I don't even know how to find yours.

I am not giving up.  I liked our online postings last semester because "this old dog" easily mastered that system.  More to follow later, oh....like our assignments!

First time here...

At my age, I aim to disprove the old addage, "You can't teach an old dog new tricks."  Of course I would prefer the addage go, "You can't teach a middle-aged woman a new trick," because I am required to learn this one.
I don't read blogs, I've never written a blog, and honestly I've never had any desire to start doing either.  However, I do have a desire to complete my supplemental credential in Inclusionary Practices from Notre Dame so here I am, with a blog.