Archives for category: Special Education

This teacher, now retired, reflects on the madness of giving standardized tests to students in special education. She sees hope in the determination and unity of the teachers of Chicago. She also reminds us why retired teachers must stay involved and speak up for their colleagues in the classroom, especially those whose lives are being heedlessly destroyed by pointless reforms:

I was a special ed. teacher who was there before–and when– this craziness started. (Although there were always problems {& NOTHING even compares to the present-day intimidation, harassment}, I was lucky enough to be teaching when one could really teach. To get to the point–as a special ed. teacher, I had a front row seat to the suffering caused by the high-stakes tests. We had no business whatever making some of these students–who were often as many as three years behind (in reading &/or math)–take grade-level tests. We had students hide under their desks, cry, tell us they were stupid, throw pencils into the ceiling, have tantrums (In middle school!), scribble on the Scantron forms, connect all the bubbles, after filling in anything, etc. When I went to a state conference of LDA (Learning Disabilities Assn), I entered into a discussion about organizing a walk
out–that is, EVERY special ed. teacher in the STATE would walk out,
refusing to give the tests. Unfortunately, we couldn’t get a buy-in from others.
I took a class in Special Ed. Law after my first year of teaching, as I
worked in a school district where parents either: 1. wanted to do right by their children, but didn’t know how to get services or help;
2. were not readily available or were not involved in their children’s
education. So, when administrators tried to tell me, “Oh, Mrs. X, you’re just a new teacher. Johnny doesn’t really need all that help.
His parents aren’t here asking for anything, are they?” I’d whip out the rules and regs.and say,”Oh, well, we really can’t do that, according to Section 5, Part A…” I guess I could have gotten fired but, as aforementioned, it was a different world (although the superintendent–who was a real jerk–called me at home and badgered me!), and with knowledge, there was some power.However, there IS hope. Look at Chicago–FIVE THOUSAND red-shirted teachers turned the tide and brought about (and, hopefully, will continue to bring) a good first result. And they continue to show up. And parents/community organizers show up–there is going to be a rally RE: an ELECTED school board this week (City Council almost kaboshed the request for a referendum on this issue, but the people prevailed!). I can assure you that the attendance will be great.There is strength in numbers; attention will be paid.

This teacher is sick of the people who bully and harass him; sick of those who interfere in his work but could never do it themselves; sick of the know-it-alls who are ruining his profession:

I am in my 44th year as a teacher. I have taught from Prep to Grade 12, but mostly in Primary school and Special Education. I can fully sympathise with the teacher who retired early after 20 years and I have been doing what Vance is doing, for most of my 44 years.Teaching is about children. Each child is unique and each standardised test is an attack upon that uniqueness. There is no such thing as a “normal ” child. The children I taught in the class for those with “intellectual disability” were certainly not “normal children”. Each child had his/her own unique set of abilities and interests. Each had a unique set of educational needs and a unique set of pre school life and experience making him/her the person that he/she was.I am sick of education in general and teachers in particular being deprofessionalised, bullied and harassed by people who have no idea what they would do if they were put before a class; people who have no idea how to teach a child to read from scratch and no idea how to assess a child’s wealth of knowledge, skills and attitudes, and cognitive readiness to move on to the next level.It wasn’t always like this. This is not to say that at some time in the past we experienced a golden age of education. It is just to say that in the hands of bean counters and politicians, education has descended to the sorry state it is in today. And the perpetrators have the unmitigated gall to blame it on the teachers.

I bet you think that the largest chain in the U.S. is KIPP. If you did, you are wrong.

KIPP gets the most publicity, but it does not have the largest number of charter schools.

The largest charter chain in the nation is the Gulen network of charters.

You probably never heard of them.

All were established by Turkish nationals associated with a reclusive cleric named Fethullah Gulen.

This cleric and his movement, as the New York Times reported, are controversial in Turkey. He lives somewhere in Pennsylvania, but he has a thriving movement in Turkey.

The Gulen schools specialize in teaching math and science, and some of their schools get outstanding test scores.

60 Minutes did a special about the Gulen schools and was very impressed.

Others find it odd that a Turkish cleric would create a chain of charter schools in the U.S.

Some of the schools have gotten into trouble with state auditors. 

Many screen out or exclude students with disabilities. This of course raises the test scores of the schools.

Two days ago, I wrote a post about a Gulen charter school in Minneapolis that pushed out 40 children with special needs.

Sharon R. Higgins runs a website called Charter School Scandals, where she keeps track of the financial and educational misdeeds of charter schools. She has a special section dedicated to following the Gulen network. She summarized her findings here.

It is all rather puzzling.

The Minneapolis School Board closed down Cityview, one of its public schools whose test scores were too low, it replaced Cityview with a charter school, Minneapolis School of Science. The charter school has told the families of 40 children with special needs–children with Down Syndrome and autism–that they are not wanted at the school. Clearly the schools is bouncing these children to improve their test scores.

Is this what “no child left behind” means? Does it mean pushing out the most vulnerable children to inflate the school’s scores?

In a half-minute of Googling, I discovered that the Minneapolis School of Science is part of the chain called Concept Schools, which is affiliated with the Gulen charter chain. The Gulen schools are part of the nation’s largest charter chain. Most get high test scores. Most focus on math and science. They have some sort of association with a Turkish imam named Fethullah Gulen. The New York Times wrote a front-page story about the cleric a few months ago. The Gulen schools have occasionally become involved in controversy having to do with audits and ties to Turkey.

Oh, well, as long as they get high scores, who cares about all these other issues?

I periodically get letters on this blog from readers who say, “I work in a charter school and we never ask any child to leave, not ever.” I hope that some of them will respond to this story.

K12 has found a new market. I wonder if the state reimbursement is higher to deliver online instruction to homebound children with special needs:

 

Ads by Google what’s this?
Special Needs: K12
K12 Provides The Support Children Deserve, w/ Free Books & Materials!
www.K12.com/Florida

I just discovered that I forgot to post the link to the story about the McKay Scholarship Program published by the Miami New Times, so I am reposting this entry. Gus Garcia-Roberts, the reporter who conducted this investigation of fraud in the voucher program for students with disabilities, was honored by the Society for Professional Journalists for this story.

Marcus Winters is one of those researchers who always advocates for vouchers. He often writes opinion pieces in places like the New York Post and the Wall Street Journal, extolling the virtues of vouchers and private management.

In this article in Rupert Murdoch’s New York Post, Winters explains why New York should follow the example of Florida and give vouchers to special education students.

Winters extols Florida’s McKay Scholarship program but fails to mention that it became immersed in scandal after a Miami newspaper wrote an expose.

The schools receiving vouchers are unregulated; the state never inquires about their curriculum or their facilities.

A brief excerpt from the story in the Miami New Times:

While the state played the role of the blind sugar daddy, here is what went on at South Florida Prep, according to parents, students, teachers, and public records: Two hundred students were crammed into ever-changing school locations, including a dingy strip-mall space above a liquor store and down the hall from an Asian massage parlor. Eventually, fire marshals and sheriffs condemned the “campus” as unfit for habitation, pushing the student body into transience in church foyers and public parks.

The teachers were mostly in their early 20s. An afternoon for the high school students might consist of watching a VHS tape of a 1976Laurence Fishburne blaxploitation flick —Cornbread, Earl and Me — and then summarizing the plot. In one class session, a middle school teacher recommended putting “mother nature” — a woman’s period — into spaghetti sauce to keep a husband under thumb. “We had no materials,” says Nicolas Norris, who taught music despite the lack of a single instrument. “There were no teacher edition books. There was no curriculum.”

In May 2009, two vanloads of South Florida Prep kids were on the way back from a field trip to Orlando when one of the vehicles flipped along Florida’s Turnpike. A teacher and an 18-year-old senior were killed. Turns out another student, age 17 and possessing only a learner’s permit, was behind the wheel and had fallen asleep. The families of the deceased and an insurance company are suing Brown for negligence.

Meanwhile, Brown openly used a form of corporal punishment that has been banned in Miami-Dade and Broward schools for three decades. Four former students and the music teacher Norris recall that the principal frequently paddled students for misbehaving. In a complaint filed with the DOE in April 2009, one parent rushed to the school to stop Brown from taking a paddle to her son’s behind.

The reporter described the McKay Scholarship program as: “a perverse science experiment, using disabled school kids as lab rats and funded by nine figures in taxpayer cash: Dole out millions to anybody calling himself an educator. Don’t regulate curriculum or even visit campuses to see where the money is going. For optimal results, do this in Florida, America’s fraud capital.”

The program has doled out over $1 billion in public funds to more than 1,000 schools. What does deregulation mean? “There is no accreditation requirement for McKay schools. And without curriculum regulations, the DOE can’t yank back its money if students are discovered to be spending their days filling out workbooks, watching B-movies, or frolicking in the park. In one “business management” class, students shook cans for coins on street corners.”

Because the schools are private — although accepting publicly funded vouchers — the DOE is not allowed to monitor curriculum. For the same reason, the department claims it can’t bar corporal punishment, despite parents’ complaints that children are being paddled.

Marcus Winters’ colleague Jay Greene at the University of Arkansas defended the McKay Scholarship program by pointing to an anecdote about a child in a public school special-education program in Alabama who was maltreated. Greene disparaged the publication, implying that it is an untrustworthy source, not to be taken seriously. But the writer of the story, Gus Garcia-Roberts was honored by the Society of Professional Journalists, which named him as first-place winner of its Sigma Delta Chi award for public service journalism for a reporter at a non-daily publication.

Unlike Greene’s defense of the McKay Scholarships, the story in the Miami New Times was not an anecdote about the mistreatment of one child. It was a story about a system in which many children are mistreated, the result of a two-month investigation into a state-funded program that has no standards for the schools that receive the state’s most vulnerable children.

Six months after the original story, the newspaper wrote a follow-up. Florida legislators, including sponsors of the vouchers for special education, have vowed to reform the program. Sen. Stephen Wise, a Jacksonville Republican who originally co-sponsored the program, declared our findings “appalling… I’m amazed that there’s not more scrutiny about where the money is going.” The program’s progenitor, former Florida Senate President McKay, a Republican from Bradenton, concluded: “Somebody better get off their ass and fix those problems.

Meanwhile, New York legislators need to do something to reform the state’s privatized program of special education for preschoolers. Just weeks ago, the New York Times published an expose about the fraud and corruption in that expensive, scandal-ridden boondoggle.

A smart comment by Dave Reid, a math teacher in California, about meeting the diverse needs of students in an overcrowded, under-resourced classroom:

Hi JJ. This is a reply to your July 20, 2012 at 12:41 am comment where you stated: “…any good teacher or administrator knows that placing these [sped] kids in inclusion or mainstream setting is meaningless unless you do provide them meaningful instruction. Accommodate. Differentiate, engage them. It’s not as easy as just placing them into the class, but many still don’t realize that.”

I believe we are fooling ourselves to think that most / many teachers can effectively differentiate for the diversity of needs in secondary classrooms today. “Meaningful instruction” is nigh impossible unless a student is ready and willing to engage at some level, taking into account any limitations of his/her disability. If an aide, or two, is available to assist and support the teacher, and adequate space and resources are available, the likelihood for meaningful instruction increases considerably.

Realistically, teachers with 150 students a day are faced with a near impossible mission to intuit changing student-specific interests that map appropriately to the myriad of standards per subject. I get the intent. It is honorable and a laudable goal. I wish it happened daily in classrooms throughout America. But it does not since it is a “bridge too far” expectation.

In my opinion, the education field causes more harm than good when it gives the impression that student-specific differentiation is achievable by any except the most talented of experienced teachers, and even in those cases I believe they need to be in a school culture that nurtures students and supports teachers in manners that enable their mutual success. In other words, it is in rare instances that the many factors that impact student learning align sufficiently for an individual teacher with 30-40 students per period, with five different periods per day, to accommodate ELD, RSP, GATE, or other special needs such as 504 plans.

Unless, and until, a realistic deployment of resources commensurate with the task besetting a teacher are readily available, we are fooling ourselves that meaningful instruction is possible, much less within reach. I wish it were otherwise. Regardless, I will continue to do everything in my power to make it so. Its just that with a quarter of a century experience facing difficult challenges with resources, I have a pretty good sense for what is realistic, and what is wishful thinking.

The New York Times reveals today some of the findings of an ongoing audit of New York State’s privatized program to provide special education services for prekindergarten children Thomas P, DiNapoli, the Comptroller of the state of New York, has found evidence of massive fraud. New York’s preschool special education program is a $2 billion system that relies mostly on private contractors, many of them for-profit operators. New York spends more to provide these services than any other state in the nation.

Here are key excerpts:

The owners of a Bronx company that employs teachers for disabled toddlers used thousands of dollars in government funds to fix up a weekend getaway in the Poconos, state auditors found. A Brooklyn company in the same program, which provides treatment for prekindergarten special education students, billed taxpayers for his wife’s $150,000 salary as his assistant director when she was a full-time professor at the City University of New York, the auditors said.”

“And the owners of an upstate company improperly diverted more than $800,000 to pay, among other things, rent and interest to themselves and the full-time salary of an executive who lived in South Carolina and seldom worked.”

A valuable story to read and ponder as our nation’s policymakers are pushing more and more districts and states to privatize the management and control of their public schools.

Diane

The General Accounting Office, which is the federal government’s watchdog agency, just issued a report concluding that charter schools are failing to enroll a fair share of students with disabilities. Advocates of students with special needs have complained about this for the past few years, and it is now confirmed.

The report showed that special-education students—those with diagnosed disabilities from Down Syndrome to attention-deficit disorder—made up 8.2% of charter school students during the 2009-2010 school year. While that was up from 7.7% the year before, it was below the average at traditional public schools of 11.2% in 2009-2010, and 11.3% the previous year.
“These are differences that cannot remain. They are not acceptable,” said Rep. George Miller (D., Calif), a charter-school proponent who asked the GAO to look into the issue. The House passed a bill last year that would make it easier for charter schools to expand, and “we want to make sure that all children—including those who are special ed—have a chance to participate in this revolutionary education reform,” he said. The Senate hasn’t yet voted on the bill.

Congressman George Miller of California, who requested the study, is the leading Democrat on education in the House of Representatives. Miller is a big proponent of testing (he was one of the prime sponsors of NCLB) and now of charters. He is also a favorite of Democrats for Education Reform, the organization of Wall Street hedge fund managers that promotes charters everywhere. DFER has raised large sums of money for Miller.

Eva Moskowitz, a charter founder in New York City, says in the article that the reason the numbers of special education students are low is because her schools are able to move students out of special education because of her schools’  superior methods. But this claim demonstrates that her schools take students with the mildest disabilities, and leaves those with high needs to the public schools, a complaint often lodged against charters.

The most disturbing comment in the article about the study comes at the very end.

Jim Shelton, who oversees charter school initiatives for the Department of Education, said the enrollment gaps between charters and traditional schools are a “relatively small difference,” and that it was difficult to draw conclusions based on the information provided. But he said his office would takes steps to address the issue.

Shelton, formerly of McKinsey, formerly of the Gates Foundation, formerly part of Race to the Top, formerly in charge of innovation grants, now runs the U.S. Department of Education’s charter school initiatives. He sees only a “relatively small difference” in the data presented by GAO. In other words, no problem here. Move on, look the other way. He finds it difficult to draw conclusions. He sees nothing of importance. But his office will “take steps” to address this unimportant issue.
In a story about this report in Huffington Post, Shelton says, “The report puts a fine point on issues we were concerned about,” demonstrating his lack of interest in the issue. Expecting Shelton to monitor charter school violations of the rights of students with special needs or of any other wrong committed by these private sector schools is putting the fox in charge of the henhouse.
Diane

I received a comment from a teacher of children with high needs. The teacher writes about the challenges she or he faces every single day and the small victories achieved when a child is able to understand expectations or accomplish a limited task. Yet no matter how demanding the job, the teacher will be judged by the students’  test scores. The teacher will be held accountable to meet goals set by politicians who have no concept of the situation and who would not survive a day in this teacher’s classroom.

The teacher wonders: How do we get these politicians to stop acting as our superiors? This question suggests other questions: How dare the politicians pretend that they know more than teachers who do the work? How do teachers regain their professional autonomy? Who will want to teach in the future under these conditions? Will we ever be free of their harmful intrusions? What makes them think they are improving education when they impose so many harmful policies?

I love how you think! I just started reading your blogs and have learned a lot from them. I teach the severely handicapped and our day’s progress (miracles) might be getting a kid to look at me, to get to the potty before an accident occurs, or having a student respond appropriately to greetings. Now I’m told that their test scores will be used to grade me! Nothing on the Florida Alternative Assessment tests these skills. These wacko politicians have no clue what is involved in teaching at these center schools. It cannot be tested on the FAA. Further, i-observations that are being required by many districts in Fl have many good teachers becoming “needs improving” teachers. I fear our future. How can teachers control their own profession like doctors and lawyers and get these politicians out of the schools? Just wondering!

For this teacher, every piece of evidence that a child makes a connection is a miracle. Progress is slow, sometimes glacial. What standardized test will reflect these miracles? What measure will validate the teacher’s daily work? Which of the politicians who now determine the teacher’s value could do what he or she does every day?

Diane