A topic came to mind today... What does it take in order for a child to receive specialized services in order to stay ahead of, or right with, the game. I began researching information on children who fall through the cracks and came across a book, How Children Fail. One reason, according to the book, children fail is because "they are afraid, bored, and confused. This, combined with misguided teaching strategies...". The phrase "misguided teaching strategies" kept me thinking, What strategies? Am I using those strategies? And if so, what needs to change?
I then began thinking, if a child is failing, why does it take SO much to find them support to help them acquire the skills they are missing. If I, as a teacher, can show the student is not making growth in the classroom and is missing so many important skills, why is that not enough for support? I am told the child cannot receive support due to certain standardized tests scores and the amount of other students who receive support. But why does it need to be a factor? Why doesn't gut instinct play a part in teaching?
In order to even begin support, it starts with 4 weeks of interventions. At the end of 4 weeks, the interventions are evaluated and if progress has not occurred, another intervention and 4 more weeks. During this time outside support does occur briefly. Once again, the end of now 8 weeks, evaluations occur and another set of interventions are set in place. This usually leads to paperwork, assessments, and more often than not, the end of the school year. Why does it have to be so time consuming and difficult?
What is going to happen to my student? Is she one who will fall through the cracks? How much time and effort, as her teacher, do I take away from my other students to ensure she makes it? Will it all be worth it when she moves to third or fourth grade and the teacher does not spend as much time with her? Will she still fall through the cracks because she is not "low" enough? Or will she blossom with age and become an average student? Or better yet, an above average student. Will she look back and remember the teacher who spent so much time working with her in order for her to succeed in life? Or will it all fade as life becomes more of a reality?
Is retention an idea that should be brought to the table? Is it too soon to tell? Would it help down the road?
Another blog, another day...
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First let me say I appreciate your frustration with the time it takes to get a child special services. My favorite loophole is the student with a below average IQ score who is "working up to their potential." This is not to be mistaken for working at grade level. We teachers put in the extra effort as much as time allows but it seems as though these kids are destined to fail.
ReplyDeleteMy thoughts always return to time. Many students who fall through the cracks are able to learn the material just not at the pace we normally present it. Retention helps, and is not an uncommon occurrence in the district I work at, but at the district my children attend retention is akin to marking the student with a scarlet "F." Retention can only be used on a limited basis, I can't see having 16 year old 8th graders.
Reality is specialized services are expensive and schools just don't have the money to spend.
I understand the frustration. I am the site coordinator for an after school program. The program is run by grants received from the state. To have students enrolled in the program, students need to qualify by having low standardized test scores, low MAP test scores, below grade level in reading, or partially proficient or novice on the students’ progress reports. The problem I come in contact with is that teachers refer students to the program but the students do not qualify. The reason I am not allowed to take teacher referrals is because my superiors believe teachers will say anything to get students extra help. If a parent is pressuring the teacher, the teacher will cave. So basically, a few teachers have ruined it for the majority. ALSO, when grants are involved, they generally have to have some type of documentation for the students who are going to be targeted. So if the grant does not say teacher referral, then too bad.
ReplyDeleteThis is a very interesting topic. One that I not familiar with and it seems to be very frustrating. It seems like they should take into consideration the teachers recommendations. Maybe this is a call out to the parents to intervene. The system needs to be set up in order to get as many children through regular ed as possible. This may not be ideal but feasible. Maybe this is a built in system for the parents to intervene and help their children get up to speed.
ReplyDeleteThe summary of the book seems very interesting. I especially thought it was interesting that school tends to take the fun and learning from students. I think the cookie cutter approach does need to be changed. I think that students would excel more with a tech school approach where students can pick their topic.
Jenna,
ReplyDeleteI completely understand your frustration. I have several students who are not considered special needs, but who desperately need the extra help. I cannot take time away from other students to help one student all the time, but I try and give other opportunities for help. I get to school at 7:15 and stay as late as 5:00 some days to help my students catch up. Many of my students take advantage of this tutoring and I have seen many improve from it. I also do lunch dates on Wednesday, Thursday and Friday. One day for each grade level to come in during their lunch period and work while they each lunch. I try and give my students as many opportunities to succeed as possible, but your right in thinking the next teacher may not do so. I have many teachers at my school who think I am insane for doing this, but there are some skills students need to be successful. I feel better knowing I did everything I could to help them.
Blaire
Our way of analyzing students is extremely time consuming and somewhat wasteful. I appreciate the care and concern that the specialists take in trying to distinguish students who need extra help but it takes so much paperwork and intensive support the child is left behind in the process. I have a student who has severely impaired vision. This is not his first year, however, they are just now doing some evaluations to see if he needs assistance. I think we have wasted his time by not getting to the problem because I see him falling behind without help and making huge mistakes because he is not prepared for the work in his grade level. These things will ultimately hurt the students in the most need and we must begin to look at the painstaking process to see what is essential in determining if a student needs help.
ReplyDeleteI am a special ed. teacher and I completely understand your frustration. When our district when the RTI process of intervention, I was extremely frustrated. At first it seemed that they (the administration) was trying ween the special ed. teachers out. I was and still am frustrated that I can not help with the interventions until level C. Depending on when the RTI process started, I may not be involved with the teacher until Feb. or March. With our district, the reg. ed. teachers are not suppose to come to us until we are involved for help. When I am finally involved, it often takes another 30 or more days to complete our assessments. By than it is the end of the year and that poor student has been struggling.
ReplyDeleteI am also frustrated with the federal standards for special education. When assessing a student to see if they have a learning disability, their scores must fall within a certain range with their cognitive scores. If their scores are between 70-75, they do not qualify for LD and are to high for MH (mentally handicapped). How do they get help and they do not get any services. These students fall through the crack.
Like all teachers, special ed. teachers hands are tied to the state and federal standards when it comes to helping students find the right education for them.