Re: NCLB survey
Posted by lynne/ca on 10/04/08
On 10/04/08, Lauren wrote:
> Please assist me with my graduate class work for Issues in
> Special Education by briefly answering the following
> questions. Thank you! Lauren, Intervention Specialist
>
> 1) Generally speaking, do you think NCLB has improved our
> students' education? Have there been some positive changes?
> Negative changes?
Yes, it has had some positive effects. In the past
traditionally low-performing students were sometimes just
given low expectations and left alone. Now we are holding
all students to high expectations and that's a good thing.
NCLB has also put achievement gaps in the spotlight and I
think that's where they need to be.
>
> 2) How has the new HQT requirements affected you or your
> school? Do you think they really make teachers more
> accountable and better prepared?
Yes and no. In the past some of our teachers (particularly
special ed and ELL) did not always have certification or
training in the subjects they taught. HQT requirements have
made us ensure that all classrooms have teachers who have
subject-matter competency. That's good. By itself it's not
enough, but that's okay - it's part of the whole, and it
should be.
>
> 3) What are your thoughts on district and statewide
> assessments? Do they accurately portray where you and your
> students are academically (and if SPED teacher) and/or in
> terms of their IEP goals?
For state content standards, yes, fairly well, but one
measure is simply not enough. You need several different
measures.
For IEP goals, no, not usually. Even when IEP goals are
based on state standards, they are often not the standards
for the grade level in which the student is tested.
>
> 4) How do you feel about scientifically-based and
> evidence-based instruction? Will this help our students?
This is a hard one to answer. The concept is good. I think
it has been defined too narrowly; there are good strategies
and materials out there that don't meet the current
definitions of "research-based".
>
> 5) Is it realistic for all students to be proficient in all
> areas by 2012? Why or why not?
No. There will always be students who aren't able to score
proficient for various reasons... they may have disabilities
which prevent them from reaching proficiency (or from
reaching proficiency by 2012), they might be recent
immigrants with limited English... it can take five to seven
years to reach academic proficiency in English so we are
already at the point where students arriving in the U.S. now
with no English may not reach full proficiency in English
until after 2012. Not to mention students who immigrate
within the next few years. And other issues - students who
are not motivated to do their best on the tests, students
with poor attendance, etc... we need to continue to address
those issues (always) but expecting 100% success is
unrealistic.
It's coming sooner than it might seem. This year's high
school freshmen will graduate in 2012.
>
> 6) Do you think AYP, as a regulation of NCLB, is beneficial
> or detrimental to schools? Is this a good way to hold
> schools accountable for student learning?
Looking at data and seeing how we are doing is beneficial.
But I think it should be a true measure of progress... a
growth model, growth from one year to the next, rather than
a yes/no based on a moving target.
>
> 7) In terms of funding, has your school received the money
> it should have under NCLB? Should funding be tied to
> student performance? Or are there other factors to
> consider?
There is never enough money! LOL.
Yes, there are other factors to consider. Imagine two
schools: one in an affluent area, with few ELL students and
few students with special needs (mythical school, I
know...); the other has a large percentage of students who
receive free lunch, a lot of ELL students who require
supplemental materials and an ELD teacher, and a lot of
students with disabilities who require assistive technology
and one-on-one assistance. Now, in an ideal world those two
schools would be achieving at the same level - and it's
possible. But if they are achieving at the same level,
should they receive the same funding? NO, because their
needs (and the cost of the resources required to maintain
that academic achievement level) are different.
>
> 8) What are your thoughts on school choice? Is it good for
> our students?
I am not going to have time to answer everything right now,
and this one is complicated, so I'll try to come back to it
later.
> 9) If you were president, would you change NCLB? If so,
how?
Growth model and more funding... a different way to measure
progress for students with unique challenges (who may not
reach proficiency but who do need to be making progress)....
BUT I'll be the first to admit that although there are many
problems with NCLB, I'm not sure that there are good
solutions.
>
> 10) How do you feel about inclusion? What has your school
> done to include all students in general education classes?
> Does it work in your school?
Inclusion is very appropriate and beneficial for many
students but it's not right for everyone. My school has
generally done a good job of ensuring that students are
placed in their least restrictive environment and provided
with appropriate support.
Posts on this thread, including this one
- NCLB survey, 10/04/08, by Lauren.
- Re: NCLB survey, 10/04/08, by lynne/ca.
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