SUMMARY: This presentation reviews the role of special education as a catalyst in education reform and discusses the unintended consequences of even well designed reform. For example, the campaign to correct over enrollment of children with reading problems in special education—a top-down campaign emphasizing evidence-based reading in general education and a cornerstone of NCLB—has contributed to a grassroots backlash against testing and “narrowing of the curriculum.” A difficulty appreciating education’s dynamic complexities helps explain a history of swinging between extremes and why even great solutions often create new problems. Appreciating these dynamic complexities and working from both the bottom up and from the top down are essential to making and sustaining improvements in education. Each year, three million youngsters enter the U.S. education system with high hopes. It is our job to ensure those hopes are fulfilled.
PAYING IT FORWARD: CARROLL’S LEGACY. A short slide presentation about Carroll’s legacy and leadership in paying it forward via ongoing research-to-practice initiatives on behalf of future generations of children with dyslexia.
Hot Topics in Dyslexia & Literacy From Editor's Desk (CDL Conf. 2015)Carolyn D. Cowen
As an editor for two dyslexia/literacy publications, the topics that come across my desk offer an intriguing window into current trends and future directions in the field. Recent topics have included: DSM-5 Revision, dyslexia/literacy legislation, The Dyslexia Debate, upside of dyslexia, reform efforts to advance knowledge/practices among reading educators, and new media trends. In this session, I weave various seemingly disconnected issues into a coherent picture to inform and sharpen efforts among various stakeholders concerned about dyslexia and literacy.
A powerpoint presentation for the 2013 International Dyslexia Association Conference in NOLA—"Twitter Power: Discover & Leverage Twitter to Achieve Your Goals." Social Media can be powerful in the hands of those doing vital work to improve the teaching-learning landscape for those with dyslexia or those who struggle to learn to read. This introductory session focuses on the WHY of Twitter and its power for creating change.
Why Tweet? Discover & Leverage Social Media. Cowen (IDA Conference 2014 T11) Carolyn D. Cowen
Grassroots/parent groups are harnessing the power of social media to create change. But academics, researchers, educators, and nonprofits have been slower to leverage social media in their work. Curious to learn why and how to use social media (particularly Twitter) on behalf of those with dyslexia and others? Time precludes nuts-and-bolts detail, but I drop a few bread crumbs—including stories and practical applications from colleagues—hoping to entice you down the path to learn more. HOMEWORK: Read/view material on this page (www.scoop.it/t/ida-conference-social-media-resources-readings). BTW: IDA's Conference hashtag is #DyslexiaCon.
Dyslexia Leadership Summit 2012 Overview:
Convened by Carroll School & prepared by Carolyn D. Cowen, Executive Director, Carroll Center for Innovative Education
Draft3 Twitter Power 4 Literacy Educators & ActivistsCarolyn D. Cowen
Twitter Power For Literacy Educators & Activists: This online-small-screen presentation supplemented “Legislative Call to Action: Access to Literacy for All,” a panel presentation at the 2011 International Dyslexia Association. Target Audience: Educators/IDA members working to change the teaching-learning landscape for children at-risk for reading failure—struggling readers, English language learners, economically disadvantaged youth, students with dyslexia and specific learning difficulties. For those who want to understand Twitter’s power, this small-screen/online covers the basics. A companion document provides how-to information – see slides for info.
PAYING IT FORWARD: CARROLL’S LEGACY. A short slide presentation about Carroll’s legacy and leadership in paying it forward via ongoing research-to-practice initiatives on behalf of future generations of children with dyslexia.
Hot Topics in Dyslexia & Literacy From Editor's Desk (CDL Conf. 2015)Carolyn D. Cowen
As an editor for two dyslexia/literacy publications, the topics that come across my desk offer an intriguing window into current trends and future directions in the field. Recent topics have included: DSM-5 Revision, dyslexia/literacy legislation, The Dyslexia Debate, upside of dyslexia, reform efforts to advance knowledge/practices among reading educators, and new media trends. In this session, I weave various seemingly disconnected issues into a coherent picture to inform and sharpen efforts among various stakeholders concerned about dyslexia and literacy.
A powerpoint presentation for the 2013 International Dyslexia Association Conference in NOLA—"Twitter Power: Discover & Leverage Twitter to Achieve Your Goals." Social Media can be powerful in the hands of those doing vital work to improve the teaching-learning landscape for those with dyslexia or those who struggle to learn to read. This introductory session focuses on the WHY of Twitter and its power for creating change.
Why Tweet? Discover & Leverage Social Media. Cowen (IDA Conference 2014 T11) Carolyn D. Cowen
Grassroots/parent groups are harnessing the power of social media to create change. But academics, researchers, educators, and nonprofits have been slower to leverage social media in their work. Curious to learn why and how to use social media (particularly Twitter) on behalf of those with dyslexia and others? Time precludes nuts-and-bolts detail, but I drop a few bread crumbs—including stories and practical applications from colleagues—hoping to entice you down the path to learn more. HOMEWORK: Read/view material on this page (www.scoop.it/t/ida-conference-social-media-resources-readings). BTW: IDA's Conference hashtag is #DyslexiaCon.
Dyslexia Leadership Summit 2012 Overview:
Convened by Carroll School & prepared by Carolyn D. Cowen, Executive Director, Carroll Center for Innovative Education
Draft3 Twitter Power 4 Literacy Educators & ActivistsCarolyn D. Cowen
Twitter Power For Literacy Educators & Activists: This online-small-screen presentation supplemented “Legislative Call to Action: Access to Literacy for All,” a panel presentation at the 2011 International Dyslexia Association. Target Audience: Educators/IDA members working to change the teaching-learning landscape for children at-risk for reading failure—struggling readers, English language learners, economically disadvantaged youth, students with dyslexia and specific learning difficulties. For those who want to understand Twitter’s power, this small-screen/online covers the basics. A companion document provides how-to information – see slides for info.
Dyslexia Leadership Summit 2010 OVERVIEW: Convened by The Carroll School (Harvard Inn). Prepared by Carolyn D. Cowen, Executive Director, Carroll Center for Innovative Education.
Take a Whirlwind Tour of Hot Topics in Dyslexia & Literacy PART 2 (IDA Confer...Carolyn D. Cowen
These slides are for “Take a Whirlwind Tour of HOT TOPICS in Dyslexia & Literacy”—a presentation at the 2015 conference of the International Dyslexia Association. This presentation addresses these five hot topics: Dyslexia’s Upside, DSM 5 & Dyslexia, The Dyslexia Debate, Teacher Preparation, and Dyslexia & Literacy Legislation.
Take a Whirlwind Tour of Hot Topics in Dyslexia & Literacy PART 1 (IDA Conf 2...Carolyn D. Cowen
These slides are for “Take a Whirlwind Tour of HOT TOPICS in Dyslexia & Literacy”—a presentation at the 2015 conference of the International Dyslexia Association. This presentation addresses these five hot topics: Dyslexia’s Upside, DSM 5 & Dyslexia, The Dyslexia Debate, Teacher Preparation, and Dyslexia & Literacy Legislation.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Dyslexia Leadership Summit 2010 OVERVIEW: Convened by The Carroll School (Harvard Inn). Prepared by Carolyn D. Cowen, Executive Director, Carroll Center for Innovative Education.
Take a Whirlwind Tour of Hot Topics in Dyslexia & Literacy PART 2 (IDA Confer...Carolyn D. Cowen
These slides are for “Take a Whirlwind Tour of HOT TOPICS in Dyslexia & Literacy”—a presentation at the 2015 conference of the International Dyslexia Association. This presentation addresses these five hot topics: Dyslexia’s Upside, DSM 5 & Dyslexia, The Dyslexia Debate, Teacher Preparation, and Dyslexia & Literacy Legislation.
Take a Whirlwind Tour of Hot Topics in Dyslexia & Literacy PART 1 (IDA Conf 2...Carolyn D. Cowen
These slides are for “Take a Whirlwind Tour of HOT TOPICS in Dyslexia & Literacy”—a presentation at the 2015 conference of the International Dyslexia Association. This presentation addresses these five hot topics: Dyslexia’s Upside, DSM 5 & Dyslexia, The Dyslexia Debate, Teacher Preparation, and Dyslexia & Literacy Legislation.
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Safalta Digital marketing institute in Noida, provide complete applications that encompass a huge range of virtual advertising and marketing additives, which includes search engine optimization, virtual communication advertising, pay-per-click on marketing, content material advertising, internet analytics, and greater. These university courses are designed for students who possess a comprehensive understanding of virtual marketing strategies and attributes.Safalta Digital Marketing Institute in Noida is a first choice for young individuals or students who are looking to start their careers in the field of digital advertising. The institute gives specialized courses designed and certification.
for beginners, providing thorough training in areas such as SEO, digital communication marketing, and PPC training in Noida. After finishing the program, students receive the certifications recognised by top different universitie, setting a strong foundation for a successful career in digital marketing.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Ed Reform Through Lens of SPED: Friends of Boca Ed Panel
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
26.
27.
28.
29.
30.
31.
32.
33.
34.
35.
36.
37.
38.
39.
40.
41.
42.
Editor's Notes
SUMMARY : This presentation reviews the role of special education as a catalyst in education reform and discusses the unintended consequences of even well designed reform. For example, the campaign to correct over enrollment of children with reading problems in special education—a top-down campaign emphasizing evidence-based reading in general education and a cornerstone of NCLB—has contributed to a grassroots backlash against testing and “narrowing of the curriculum.” A difficulty appreciating education’s dynamic complexities helps explain a history of swinging between extremes and why even great solutions often create new problems. Appreciating these dynamic complexities and working from both the bottom up and from the top down are essential to making and sustaining improvements in education. Each year, three million youngsters enter the U.S. education system with high hopes. It is our job to ensure those hopes are fulfilled.
This presentation sharpens the focus to look at one corner of the education reform landscape. To see the big patterns we fly at 60,000 feet and to compress 50-odd years into a 12-minute presentation, we move pretty quickly. So, we only can view the most prominent features.
Central Premise : Special education has been a powerful driving force in education reform – directly and indirectly.
Prior to special education laws enacted in 1970s, things could be pretty grim for those who had any kind of disability or learning difference—they often were relegated to the back of the class, sent away from home to state-run facilities, or bounced out of the system altogether. In other words, their rights to a free and appropriate education were denied. “ The right to free and appropriate education (FAPE) has roots dating back to the1840s and Horace Mann and Henry Barnard’s crusade to develop statewide common school systems to provide opportunities for ALL children and to create common bonds among diverse populations. But for the most part, children with disabilities were not included. Many believed these children could not be educated. When the effort was made, children often were sent away from home to state-run facilities.” REFERENCES NCLD: HISTORY OF FAPE http://www.ncld.org/at-school/your-childs-rights/laws-protecting-students/what-is-fape-and-what-can-it-mean-to-my-child
That began to change with a series of key legislative actions, which provided access to general and specialized education services and improved the lives of untold thousands. Mom power (“ m others o n a m ission) was a major force behind this legislation. ESEA 1965: a national movement to correct educational inequalities for economically disadvantaged and/or disabled children led to passage of—the Elementary and Secondary Education Act (ESEA). In the 1970s, reauthorization of ESEA Title VI was added as the Education of the Handicapped Act. Often referred to as Part B, it established grant programs for local districts to expand the development of programs and services to children with disabilities. Reauthorized as NCLB in 2002. SPECIAL EDUCATION LAWS: 1972, Mass enacted Chapter 766 , which— led to the federal Education for All Handicapped Children Act in 1975—which subsequently led to a series of reauthorizations and, in 1990, a name change to The Individuals with Disabilities in Education Act (or IDEA). A component of today’s IDEA, FAPE mandates that school districts provide access to general education and free-of-charge specialized educational services. It provides access to general education services for children with disabilities—support and related services are provided in general education settings as much as possible. SECTION 504/ADA: Wide-ranging civil rights laws, prohibit discrimination based on disability – a physical or mental impairment that substantially limits a major life activity. In 2008, President George W. Bush signed ADA Amendments Act (ADAAA), which broadened interpretations and added examples of "major life activities" including, learning, reading, concentrating, thinking, communicating . Section 504 of the Rehabilitation Act paved the way for ADA. As applied to K-12 schools, Section 504 “broadly prohibits the denial of public education participation, or enjoyment of the benefits offered by public school programs because of a child’s disability. REFERENCES http://en.wikipedia.org/wiki/Section_504 http://en.wikipedia.org/wiki/Americans_with_Disabilities_Act
But don’t celebrate yet.
By the 1990s, 52% of children receiving SPED services are identified as having LD and 80% of those with LD have a reading disability. NCLD : Learning disabilities (LD) are a group of varying disorders that have a negative impact on learning. They may affect one’s ability to speak, listen, think, read, write, spell or compute. The most prevalent LD is in the area of reading, known as dyslexia. IDA: Dyslexia refers to a cluster of symptoms, which result in people having difficulties with specific language skills, particularly reading. REFERENCES: NCLD FAST FACTS: http://www.ncld.org/ld-basics/ld-explained/basic-facts/ld-fast-facts IDA WHAT IS DYSLEXIA: http://www.interdys.org/DyslexiaDefinition.htm FORDHAM FOUNDATION: 52% 80%: http://www.edexcellencemedia.net/publications/2001/200105_rethinkingspecialed/special_ed_final.pdf
Exploding SPED populations—especially those diagnosed with LD, mostly with reading problems—siphoning off 20-40% of district budgets REFERENCES: FORDHAM FOUNDATION/RETHINKING SPED : http://www.edexcellencemedia.net/publications/2001/200105_rethinkingspecialed/special_ed_final.pdf BACKLASH AGAINST SPED: http://www.massnews.com/past_issues/other/12_Dec/sped.htm
Gets your attention, doesn’t it. And it did in the late 80s and early 90s. It sparked a backlash against SPED and ignited SPED reform, which coalesced into the inclusion movement – which basically seeks to serve more SPED kids in regular education contexts. Two pretty influential reports came out during this era: 1986 -- REGULAR EDUCATION INITIATIVE by then Secretary of Special Education and Rehabilitative Services, in which she cited concerns about some unintended consequences of pull-out programs. 1994 -- PIONEER REPORT—SPECIAL EDUCATION: GOOD INTENTIONS GONE AWRY – which looked at the financial impact of SPED on regular education in Mass. This also sparked concerns about the efficacy of current reading instruction in both SPED and general education. How many children really have reading disabilities? How many actually are teaching disabled? Good Intentions Gone Awry: A thorough examination of special education legislation, enrollment trends, costs, and financial impact on regular education in Massachusetts. REFERENCES: FORDHAM FOUNDATION/RETHINKING SPED: http://www.edexcellencemedia.net/publications/2001/200105_rethinkingspecialed/special_ed_final.pdf NRP REPORT: http://www.amazon.com/Report-National-Reading-Panel-Implications/dp/B000J0MXME PIONEER REPORT: http://www.pioneerinstitute.org/pubs_books.php BACKLASH AGAINST SPED: http://www.massnews.com/past_issues/other/12_Dec/sped.htm
SPED ANGST In 2000 this all converged and culminated in the seminal Report of the NATIONAL READING PANEL: AN EVIDENCED BASED ASSESSMENT OF THE SCIENTIFIC RESEARCH LITERATURE ON READING AND ITS IMPLICATIONS FOR READING INSTRUCTION REFERENCES : FORDHAM FOUNDATION/RETHINKING SPED: http://www.edexcellencemedia.net/publications/2001/200105_rethinkingspecialed/special_ed_final.pdf NRP REPORT: http://www.amazon.com/Report-National-Reading-Panel-Implications/dp/B000J0MXME
This report had a catalytic impact on the decades long reading wars—at least at policy levels—pushing the pendulum toward structured –language approaches and away from whole-language approaches and ushering a period of deep and far-reaching evidenced-based reading reform.
Much of this reform was spearheaded by NICHD, which funded years of cognitive neuroscience research, which taught us much about the reading brain and the science of teaching and learning. ( NICHD also convened the NRP.) They pushed a research to policy to practice agenda – winning major policy battles in the reading wars and focusing general education practices on prevention of reading disabilities. NRP : 5 Pillars of reading instruction— Phonemic Awareness, Phonics Instruction, Fluency Instruction, Vocabulary Instruction, Comprehension Instruction . The NRP reviewed research-based knowledge on reading instruction. In 2000, the NRP concluded its work and submitted "The Report of the National Reading Panel: Teaching Children to Read," at a hearing before the U.S. Senate Appropriations Committee's Subcommittee on Labor, Health and Human Services, and Education. REFERENCES NRP: http://www.nationalreadingpanel.org/NRPAbout/about_nrp.htm http://www.nichd.nih.gov/publications/nrp/upload/smallbook_pdf.pdf
Now 3 powerful strands of reform begin to converge to eventually culminate in NCLB. Much of the convergence and rationale can be seen in reports such as the Fordham Foundation’s 2001 report, RETHINKING SPED FOR A NEW CENTURY. There the groundwork is laid for RTI, evidence-based practices, standards, and accountability. REFERENCES : FORDHAM FOUNDATION/RETHINKING SPED: http://www.edexcellencemedia.net/publications/2001/200105_rethinkingspecialed/special_ed_final.pdf
And so 10 years ago, Bush signed NCLB into law. Evidenced-based reading instruction was a cornerstone in this law.
All these amazing things got done!
Also, we reduced children in SPED with LD from 52% to 41%. And, we have much more transparency of school performance and spending Currently 2.4 million students are diagnosed with LD and receive special education services in our schools—representing 41% of all students receiving special education. While they represent the largest group served by IDEA, the number of school-age children identified with LD has seen a steady decline in the past 10 years. (IDEA Part B Child Counts, 2001-2010, Students ages 6-21. Available at www.IDEAdata.org ) MASS NAEP: http://nces.ed.gov/nationsreportcard/pdf/stt2011/2012454MA4.pdf
But don’t celebrate yet.
Soon cracks in support for NCLB began appearing – e.g., 100% proficiency is seen as a worthy target, but an unrealistic and problematic expectation.
Soon other NCLB concerns began popping up.
Today there are deep divisions about NCLB, how it should be reformed, and the directions we should pursue in education. NCLD OCCUPY ARTICLE: “On October 20, 2011, the U.S. Senate Health, Education, Labor and Pensions Committee passed legislation that would reauthorize the Elementary and Secondary Education Act (more commonly known as No Child Left Behind), addressing its shortcomings since the law's passage in 2001. The revised version seriously jeopardizes the law's focus on achievement of students with disabilities and other disadvantaged students. The current version of the law, without question, would turn back the clock to a time when achievement outcomes for students with LD were allowed to remain under the accountability radar... let's not go back there!” http://www.ncld.org/at-school/your-childs-rights/advocacy-self-advocacy/qoccupyq-ld
Loud, strident voices are clashing across traditional and new-media landscapes. Education is on everyone’s radar! REFERENCES Waiting for Superman: http://www.youtube.com/watch?feature=endscreen&v=ZKTfaro96dg&NR=1 The Inconvenient Truth Behind Waiting For Superman : http://www.youtube.com/watch?v=tjR3DWYxgJc&feature=related American Teacher: http://www.youtube.com/watch?v=dzvD9v7CbEE The Death and Life of the Great American School System: How Testing & Choice are Undermining Education, by Diane Ravitch Class Warfare: Inside the Fight to Fix America’s Schools, by Steven Brill The Same Thing Over and Over: How School Reformers Get Stuck in Yesterday’s Ideas, by Frederick Hess
This is a bit of a sidebar in my presentation – but I believe it will be the central issue during the next decade. How well can industrial-era schools prepare 21 st century citizens?
We have a history of swinging between extremes.
Our solutions often create new problems.
“ Well-intentioned demands for “bold” federal action on school improvement have a history of misfiring. They stifle problem-solving, encourage bureaucratic blame avoidance and often do more harm than good.” -- Frederick Hess and Linda Darling-Hammond http://www.nytimes.com/2011/12/06/opinion/how-to-rescue-education-reform.html?_r=2
Every year, 3 million youngsters start school. They have all kinds of different backgrounds, but they share the same sense of excitement when they get on that bus for the first time and they ALL have high hopes and expectations.
Our job, short and sweet, is to live up to those hopes and expectations!
Two examples of people with very different viewpoints finding common ground: How to Rescue Education Reform , by Frederick Hess and Linda Darling-Hammond http://www.nytimes.com/2011/12/06/opinion/how-to-rescue-education-reform.html?_r=2 Frederick M. Hess is director of education policy studies at the American Enterprise Institute. Linda Darling-Hammond is a professor of education at Stanford. Three Ways to Improve USA’s Teachers, by Wendy Kopp and Dennis Van Roekel http://www.usatoday.com/news/opinion/forum/story/2011-12-20/teachers-education-public-schools/52121868/1 Wendy Kopp is the founder and CEO of Teach For America and the co-founder and CEO of Teach For All. Dennis Van Roekel is president of the National Education Association.