Looks like Arne phasing out local control in modifying test-taking for Special Education.

[madfloridian]

This means that a decision could be made at a federal level to force all students, including those with special needs, to pass the same test....no matter what.

From Curmudgucation:

The philosophy is one we have discussed before. Arne Duncan is pretty sure that special ed programs are used to drag children down, and that with proper expectations, testing, grit socked in rigor, and teachers who don't suck, disabilities will simply have no effect on anybody. DC has been pushing it, and most recently Washington state has done the same. Florida was a pioneer, insisting that even students with little brain function and busy dying from disease should take the FCATs just like everyone else.

That's ridiculous view to take, but looks like it is happening.

Is US ED Tightening Noose on Sp Ed ?

It's a proposed rule change for Title I, and I can copy the entirety of it for you right here

The Secretary will amend the regulations governing title I, part A of the Elementary and Secondary Education Act of 1965, as amended (ESEA), to phase out the authority of States to define modified academic achievement standards and develop alternate assessments based on those modified academic achievement standards in order to satisfy ESEA accountability requirements. These amendments will permit, as a transitional measure, States that meet certain criteria to continue to administer alternate assessments based on modified academic achievement standards and include the results in accountability determinations, subject to limitations on the number of proficient scores that may be counted, for a limited period of time.

The idea has been around since last year.

Why do this? Why continue to make the insane assertion that students experience with no problems with disabilities except for the problems created by their teachers? Why take us down a road that can only end with cutting any kind of special education programs?

It can't be something as simple as a bizarrely over-inflated belief in the Power of Expectations. I believe in the Power of Expectations-- I have used it in my classroom for thirty-some years. There is no question that students do their best work when you expect they will because you believe they can. But these policy changes approach the level of cruelty involved in dumping a child out of a wheelchair and demanding that they run laps just like everyone else.

I'm afraid the explanation is more pedestrian. The reformster movement is all about standardization, about one size fits all, about stripping autonomy and maximizing cost control.

It's like living in a dream world where everyone is capable and able to meet the increasingly higher standards each year.

It's a set-up for failure and frustration.

[raging moderate]

1. You are exactly correct, Madfloridian.

We seem to be living in Bizarro World.

[wcast]

2. The power of expectations is a great phrase!

This is exactly the kind of thinking I see in my school district. 12 years ago I moved positions, from an emotional support teacher to an elementary learning support/emotional support teacher. The students at the 2-4 grade levels did horribly on spelling standardized tests. They could pass weekly spelling tests but couldn't remeber them long term. I chose to work with my students on their developmental level and saw reading and spelling ability jump 2 grade levels. Come to find out that the regular students weren't learning their grade level spelling words, which were deemed too easy, but the next grade's spelling words. These words were above what most students could read and write and, as such, students had difficulty using them long term.

Fast forward a few years and our math program changes to emphasize geometry and algebra starting in 3rd grade instead of basic math facts, and are given calculators as they can be used on standardized tests. I left for the high school. At this level almost all of my special education students don't know their multiplication tables or basic math facts, which seriously impacts their learning and passing Algebra, along with at least a third of the regular students. My district is now considering taking algebra, as a district, at the 7th grade level and moving all high school science programs a grade level earlier, mainly based on the state exit exams for the courses, whether students are ready for them or not. Over-inflated belief in the power of expectations indeed!

[Smarmie Doofus]

3. The only *possible* silver lining here would be the jettisoning of state "Alternate Assessments".

>>>to phase out the authority of States to define modified academic achievement standards and develop alternate assessments based on those modified academic achievement standards in order to satisfy ESEA accountability requirements. >>>>

These were/are a convoluted, pointless, bureaucratic nightmare for teacher AND student in New York and I understand in other states as well.

Alas ... with know-nothing politicians like Duncan, et al. determined to get even MORE involved than they already are, things are destined to get worse.

[madfloridian]

4. Sounds like it might be doing away with all modified assessment for special ed students.

Now in my mind that would be unconscionable. Everyone is not the same, individuality must not be denied. Maybe we are basically saying the same thing though

[Smarmie Doofus]

5. It's like teaching... or PRETENDING to teach... quadratic equations to 17 yo kids...

with Down Syndrome.

"All kids can learn" and the CCSS requires it .... yada yada yada....so schools are going to require SP ED teachers to do this no matter how LUNATIC the idea.

There's all sorts of craziness, ignorance and dysfunction running loose here but the bottom line is a political class that has no need for... and will never USE... the service ( i.e. public education). It is simply a "problem" that needs to be addressed ( in THEIR minds) politically. In other words... they think they need to be SEEN as doing something to "solve the problem".

The dilemma is they can't isolate or identify the problem. For instance: what is the problem with teaching a 17 year old kid with Down Syndrome what he needs to learn to live independently? ( Which is NOT quadratic equations)

The "problem" here is not the problem.

The problem is the politically engineered "solution".