Published January 12th, 2011
This was a very interesting, short article. I like the idea of the parent trigger law in California that allows parents to make a decision about what happens at a school after it fails to meet AYP for three consecutive years. Parents can choose between converting the school to a charter school, replacing the principal and staff, changing the budget, or closing the school entirely. It makes sense to me that if school administrators and staff can't fix a serious problem within three years, then it's time for someone else with a different perspective to step in and make some changes. I also agree that parents should be more involved in the educational process. Not all parents are uneducated and uncaring, as many teachers I know believe.
I attended a Japanese program, when I was in middle and high school, that has recently converted into a charter school. Part of the reason the parents and staff pushed for the transition to the charter school was so that their funding would be more secure and couldn't be re-allocated on the whim of district administration. The transistion to a charter school also required the establishment of a board comprised of parents. The charter school has been highly successful and I believe that is in large part due to high levels of parent involvement.
I read in the article that nine other states are considering similar legislation. I'd love to see Oregon move inthat direction too!
Monday, January 31, 2011
Special Educators Look to Allign IEP's to Common Core Standards
Published January 12th
I think this article examines the next logical step in the current, on going process in many states to create common core standards in each subject at every grade level. Students on IEP's should be striving to reach the core standards and breaking down each standard into small parts that these students can work toward is key. It is true that many SPED students may not be able to meet every standard at every grade level, but it is important to focus on some of the important standards and then allow these students different ways to show their mastery of the skill. The ultimate goal is to prepare SPED students, just like any other student, to be successful in their post -school lives. These students should be challenged and pushed in general curriculum, but provided the assistance and accomodations necessary to meet these goals.
I think this article examines the next logical step in the current, on going process in many states to create common core standards in each subject at every grade level. Students on IEP's should be striving to reach the core standards and breaking down each standard into small parts that these students can work toward is key. It is true that many SPED students may not be able to meet every standard at every grade level, but it is important to focus on some of the important standards and then allow these students different ways to show their mastery of the skill. The ultimate goal is to prepare SPED students, just like any other student, to be successful in their post -school lives. These students should be challenged and pushed in general curriculum, but provided the assistance and accomodations necessary to meet these goals.
Tuesday, January 18, 2011
Educators Regroup in Recession Aftermath
Published January 13th, 2011
This article quickly caught my attention as budget cuts and what they may look like next year are all the hype in Sheridan School District, I currently work. The article made some good, yet fairly obvious points:
1) Budget reductions are causing deep cuts in education programs around the country. In Broward County, Florida they laid off 555 teachers last year. That is hard for me to imagine coming from a district with maybe 40 teachers total, grades K-12. At this level, losing one teacher can sometimes mean cutting a whole program, like music.
2) "Recessions typically have a long tail that effects school budgets well after other sections of the economy have recovered." Just because the economic recession we've been in seems to be on the upswing, doesn't mean school budgets will be improving soon. It will take some time for the money to filter its way down into the schools. Some schools are facing "funding cliffs". Even if some districts have found a way to squeeze some extra money into the budget, that money will eventually run out and the district will then have to make some hard decisions about what to cut. One example is furloughs. They do not do anything for the expenditure gap in the future. A more permanent solution needs to be found.
3) One possible solution to budget issues carries over into policy issues. The controversial topic of teacher pay for performance rises again. The key to making this system effective and add up to a cost savings requires teachers to not only receive extra money for excellent work, but less money for poor performances. Personally, I think this model would be a hard fought battle between school districts and teacher unions. I'm also very skeptical in general of teacher pay for performance. There are too many variables open to personal interpretations and very little safety or recourse for those considered to be low performers.
I wish our society would place a greater value on education and show that support with dollars. It greatly concerns me to imagine my 15 co-workers at Sheridan High School and think that one person may not be here next year. To cut one person from the English department would mean there would be only one English teacher left for 260 students. It's hard to imagine. But yet, that is reality.
This article quickly caught my attention as budget cuts and what they may look like next year are all the hype in Sheridan School District, I currently work. The article made some good, yet fairly obvious points:
1) Budget reductions are causing deep cuts in education programs around the country. In Broward County, Florida they laid off 555 teachers last year. That is hard for me to imagine coming from a district with maybe 40 teachers total, grades K-12. At this level, losing one teacher can sometimes mean cutting a whole program, like music.
2) "Recessions typically have a long tail that effects school budgets well after other sections of the economy have recovered." Just because the economic recession we've been in seems to be on the upswing, doesn't mean school budgets will be improving soon. It will take some time for the money to filter its way down into the schools. Some schools are facing "funding cliffs". Even if some districts have found a way to squeeze some extra money into the budget, that money will eventually run out and the district will then have to make some hard decisions about what to cut. One example is furloughs. They do not do anything for the expenditure gap in the future. A more permanent solution needs to be found.
3) One possible solution to budget issues carries over into policy issues. The controversial topic of teacher pay for performance rises again. The key to making this system effective and add up to a cost savings requires teachers to not only receive extra money for excellent work, but less money for poor performances. Personally, I think this model would be a hard fought battle between school districts and teacher unions. I'm also very skeptical in general of teacher pay for performance. There are too many variables open to personal interpretations and very little safety or recourse for those considered to be low performers.
I wish our society would place a greater value on education and show that support with dollars. It greatly concerns me to imagine my 15 co-workers at Sheridan High School and think that one person may not be here next year. To cut one person from the English department would mean there would be only one English teacher left for 260 students. It's hard to imagine. But yet, that is reality.
Pre-K Advocates Feel Jitters, but Stay Hopeful
Published January 13th, 2011
I am personally a HUGE advocate of pre-K programs including Early Childhood Special Education. I was amazed to read in this article that 40 states have pre-K programs that receive state funding. Oregon has a couple great programs including Head Start, Early Intervention, and Early Childhood Education programs that my own children have attended.
Unfortunately, due to the economy and recent recession, all areas of education are seeing their budgets cut drastically. The article noted 10 states have cut their pre-K programs for the 2011 fiscal year. It was interesting to note that politics plays a role in the way funding is allocated and varies depending upon whether legislators view early childhood education as an investment in the future, which will save money with less students struggling through school and more students becoming high school graduates and ultimately future tax payers. State legislators who view early education in this way tend to set aside and save money for these programs. Other states, such as Arizona, view retention of K-12 teachers as a more important investment. Early childhood programs were completely cut here.
Another factor to consider is the impact on families when pre-K programs are reduced. Child care expenses can have a financial impact on families that can also have a ripple effect on the local economy. It's really a fine line to balance between the impact on students and families verses funding educational programs. I'm very thankful I'm not the person in a position to make these difficult financial decisions.
The directors of the different early childhood programs my children attended always encouraged the parents to contact legislators and to attend special gatherings at the capitol building in Salem. It really does make a difference for the people in charge of making the financial decisions to see the faces and hear the stories of the children whose lives and futures they are making decisions about. It's much harder to cut a program when a cute little 3 year old is standing in front of you and the parents share their story. For me, these programs are the only reason my autistic son is now able to be in a mainstream kindergarten classroom. When he started in the early intervention program his teacher told me she was unsure he would ever be able to participate in a "traditional" classroom. These teachers worked miracles to give my son the opportunities he has now!
I will always advocate for funding of these programs and urge everyone I know to join me in this amazing cause!
I am personally a HUGE advocate of pre-K programs including Early Childhood Special Education. I was amazed to read in this article that 40 states have pre-K programs that receive state funding. Oregon has a couple great programs including Head Start, Early Intervention, and Early Childhood Education programs that my own children have attended.
Unfortunately, due to the economy and recent recession, all areas of education are seeing their budgets cut drastically. The article noted 10 states have cut their pre-K programs for the 2011 fiscal year. It was interesting to note that politics plays a role in the way funding is allocated and varies depending upon whether legislators view early childhood education as an investment in the future, which will save money with less students struggling through school and more students becoming high school graduates and ultimately future tax payers. State legislators who view early education in this way tend to set aside and save money for these programs. Other states, such as Arizona, view retention of K-12 teachers as a more important investment. Early childhood programs were completely cut here.
Another factor to consider is the impact on families when pre-K programs are reduced. Child care expenses can have a financial impact on families that can also have a ripple effect on the local economy. It's really a fine line to balance between the impact on students and families verses funding educational programs. I'm very thankful I'm not the person in a position to make these difficult financial decisions.
The directors of the different early childhood programs my children attended always encouraged the parents to contact legislators and to attend special gatherings at the capitol building in Salem. It really does make a difference for the people in charge of making the financial decisions to see the faces and hear the stories of the children whose lives and futures they are making decisions about. It's much harder to cut a program when a cute little 3 year old is standing in front of you and the parents share their story. For me, these programs are the only reason my autistic son is now able to be in a mainstream kindergarten classroom. When he started in the early intervention program his teacher told me she was unsure he would ever be able to participate in a "traditional" classroom. These teachers worked miracles to give my son the opportunities he has now!
I will always advocate for funding of these programs and urge everyone I know to join me in this amazing cause!
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