How to Prepare our Children and Stay Involved in Their Education during Deployment

Posted by Beth DuBose on Apr 25, 2008

By Earle Dean Christian, who has devoted 21 years of her life to furthering education

This article was published by the Military Child Education Coalition (MCEC). The article identifies three phases in the deployment cycle: 1) pre-deployment, 2) deployment, and 3) reunion. Suggestions are provided for the caregiver and the educator on how to work with the children in each of these phases. The article includes artwork and poetry by military children.

The article can be read in its entity at http://www.militarychild.org/pdfs/DeploymentBooklet.pdf . 
The Military Child Education Coalition (MCEC) website has other great tips regarding the various aspects of the military child’s life. The website has a Moving link, which provides important information such as a Checklist for Transferring Students, K and Grade 1 Requirements, Graduation Exit Matrix (for each state requiring and exit exam) etc. 
There is also information about the Special Education Leaders Institute (SELI), which is sponsored by the MECE. The purpose of the SELI is “to promote awareness and increase the availability of professional educators who understand the challenges associated with transitioning mobile military-connected students with special needs.” Approximately 13% of military students are special needs students. 
More details on these topics can be viewed at: http://www.militarychild.org/
About the Author
Earle Dean Christian has devoted 21 years of her life to furthering education. She spent nine years as a middle school classroom teacher, six years as an Elementary School Media Specialist and three years as Lead Teacher/ Grant Writer in high school.

Disproportionality in Special Education

Posted by Beth DuBose on Apr 21, 2008

by Wanda Duff, former Special Education teacher of 25 years

A recent publication by the National Education Association in collaboration with the National Association of School Psychologists entitled “Truth in Labeling: Disproportionality in Special Education” provides an enlightening overview of issues related to “over- and under-representation” by specific populations in special education and gifted and talented programs.

Across the nation, increasing numbers of culturally and linguistically diverse (CLD) students are populating America’s public schools making this issue more relevant than ever before.

Substantiated by numerous statistical references the subject of disproportionality has been thoroughly investigated by the authors, and they present a wealth of valuable information for school districts as well as individual practitioners.

Focusing on factors that have historically contributed to the problem of disproportionality, the authors cite local policies that may contribute to the problem. Budgetary and resource constraints are usually at the root of these limitations that include 

 
• Class sizes too large for teachers to provide attention to individual student needs 
 
• A dearth of early childhood programs for low-income families 
 
• Limited implementation of early intervention programs 
 
• Zero tolerance discipline policies that move students out of the educational environment 
 
• The expansion of a rigorous academic curriculum in order to increase performance on district and state-wide testing to the detriment of slower learners

Spotlighting case studies from around the country, a number of proposals for positive change are presented including those with emphasis on

 
• English language proficiency for content comprehension in a rigorous academic environment 
 
• Increased emphasis on early childhood programs 
 
• Early intervention services, tracking, and documentation through the implementation of a formalized Response to Intervention (RtI) program 
 
• Positive behavioral supports as the norm rather than zero tolerance policies which often result in escalating negative behaviors 
 
• Professional development in the areas of classroom management and culturally responsible teaching 
 
• Development and use of culturally responsible assessment practices and tools 
 
• Family and community partnerships related to education and academic growth 
 
• Gathering and reporting accurate and relevant statistical data related to diverse populations

The article concludes with a wealth of valuable print and online resources that will be of special interest to those involved in positive change and educational reform. Read more at the NEA website where you can download a copy of the 57-page document for free.

http://www.nea.org/specialed/disproportionality.html

About the author

Wanda Duff retired from Omaha Public Schools after 25 years of teaching Special Ed students. She has a B.S. in Education from the University of Nebraska, Omaha and a MLS from Emporia State University.

IEP Software Implementation Checklist

Posted by Beth DuBose on Apr 15, 2008

By Beth DuBose, former Special Education teacher

SIIA Software Implementation Guideline for Educators

SIIA has released a checklist for schools and districts to help in the implementation of both instructional and administrative software. I thought this would be important for anyone researching and implementing IEP software systems. Most school districts have not carried out large-scale IEP software implementations before, and the document that SIIA created is a guideline for educational institutions to be successful in enterprise-level software implementations. The document provides “The Ten Essentials” to having an effective software implementation, and can be used for an IEP software implementation as well. These factors are crucial to both the IEP software vendor and the school district as they work together to provide an effective implementation. SIIA also provide a table indicating a software implementation cycle for both instructional and administrative software, so schools and districts can have a realistic view of the timeline in implementing such a system. Hopefully this will provide districts with an effective tool as they venture into their IEP software implementation. The SIIA Software Implementation for Educators can be downloaded at http://www.siia.net/education/pubs/pp_Checklist.pdf

About the author
Beth DuBose has a B.A. in Early Childhood Education and was a K-5 Reading Intervention Specialist for three years. Upon completing her Masters in Special Education, she taught 1st though 5th grade Self-Contained Emotional Behavioral Disorders for a year, where her classroom became the model classroom for integrating America’s Choice Curriculum and Special Education.

Effective Teams in Education

Posted by Beth DuBose on Apr 15, 2008

By Maggie Massimore, retired Director of Special Education, Metro Nashville Public Schools
As NCLB and IDEA evolve and bring general education and special education closer to a unified educational system for all, educators and administrators across the nation are struggling to help all students achieve at higher and higher levels.

As NCLB and IDEA evolve and bring general education and special education closer to a unified educational system for all, educators and administrators across the nation are struggling to help all students achieve at higher and higher levels. As I read the literature, note the news articles, and spend time in different states and districts, I see several common themes evident in schools where all students are progressing.

In these, schools, there is strong administrative support and an environment of collaboration and cooperation, of community and of ownership and responsibility for all students. There is no atmosphere “your students” or “my students,” but a theme of “our students.”

Co- teaching and team teaching is practiced, with special and general educators working together in a variety of ways to support the students assigned to them. The benefits for all parties are great. General education teachers gain in their understanding of disabilities and the impact on the students’ instructional and behavioral needs. They become more comfortable with their own skills working with students with disabilities. Special Education teachers gain a deeper understanding of general education curriculum, state standards and the requirements at each grade level. Each member of the team begins to understand more deeply his or her role on the IEP team, and participation on the team becomes more meaningful. The IEP process becomes more collaborative, with each contributing from his or her area of strength and skill. General Education teachers bring to the table their knowledge of the curriculum and the state standards, and Special Education teachers contribute through their understanding and knowledge of disabilities and specialized instruction. Both develop a stronger understanding of how general education students are performing, and how the individual child with disabilities is doing within that picture.

A better IEP is developed with more individualized goals and objectives that are aligned with the state and district standards. The student with disabilities becomes more involved in the general curriculum and in school life in general. Students who are not in Special Education are able to receive more focused, intensive instruction from a teacher who is able to utilize a variety of instructional strategies, and these students often make progress far beyond what they would have with a single teacher working alone. All students benefit from the additional support, and are able to learn from the positive models provided by teachers and a school community that work collaboratively.

Learn more about Facilitated IEP training and Standards Based Goals and Objectives training

About the author
Mrs. Masimore has over 30 years’ experience in the field of Special Education, including serving as Director of Special Education for Metro Nashville Public Schools from 1992 – 2002. Since her retirement she has worked as an Education Consultant and trainer with Spectrum K12 School Solutions.