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Post by SharonF on Jun 25, 2014 10:11:07 GMT -5
(The federal government has announced a) new framework for measuring states' compliance with the Individuals With Disabilities Education Act.... For the first time, the government will define compliance with the law not just in terms of what states do for students with disabilities, but with how those students perform..... Last year, 41 states and territories were deemed compliant. But under the standards announced Tuesday that consider results, only 18 states will be in compliance. www.huffingtonpost.com/2014/06/24/idea-compliance-2014_n_5524196.html
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Post by healthy11 on Jun 25, 2014 16:57:02 GMT -5
I'm not surprised that my state isn't compliant.
For the benefit of people who don't want to read the full article, it says, "Texas; Delaware; Washington, D.C.,; California; the Virgin Islands; and the Bureau of Indian Education are ranked "needs intervention," the lowest category this year. States and territories in the "needs assistance" category include Alabama, Alaska, Arizona, Arkansas, Colorado, Connecticut, Hawaii, Idaho, Illinois, Iowa, Kentucky, Louisiana, Maine, Maryland, Michigan, Mississippi, Montana, Nevada, New Mexico, New York, North Carolina, North Dakota, Ohio, Oklahoma, Oregon, Rhode Island, South Carolina, South Dakota, Tennessee, Utah, Washington, West Virginia, American Samoa, Commonwealth of Northern Marianas, Guam and Puerto Rico.
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Post by dhfl143 on Jun 25, 2014 21:35:25 GMT -5
Here's the rub. I live in a state that is supposed to meet standards, but here is my estimation of what happens in some cases. Students don't qualify for services, even though they should. Parents remediate through tutors, because the cost to a child's self esteem is to much to bear. Students improve on testing based upon parent's remediation. School and State take credit.
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Post by SharonF on Jun 26, 2014 10:52:16 GMT -5
dhfl--
Your'e right. It sets up a catch-22. Or exacerbates one that already exists.
Some states and local school districts may conclude they have no way of improving the performance of their special needs/special ed/exceptional children's populations to reach the new standard of "compliance."
So rather than try, they will simply deny eligibility to larger numbers of kids who really need an IEP. They will become even more restrictive on who qualifies--hoping to increase their chances of being labeled "compliant."
I wonder if anything is being written into the new framework that looks at whether SEAs or LEAs have a sudden, large decrease in their special needs/special ed populations. If there is a sudden drop in the percentage of kids who qualify, I hope that would raise immediate red flags.
You're also right that parents who have the money, energy and knowledge to help their own kids privately often will do so. Kids whose parents simply don't have the time, money or knowledge often will not.
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Post by kewpie on Jun 26, 2014 12:29:42 GMT -5
>Students improve on testing based upon parent's remediation. School and State take credit.<
So true!!! This is especially true in schools with a well to do or well educated population. People generally assume that the overall scores are better due to the school, teacher and/or funding. It really about the PARENTS money paying for private tutoring both in the general ed AND special ed population. My children's state scores only improved when I paid for tutoring and I never let the school forget that. When the tutoring went away, the scores dropped. The elementary school my children attended was a highly sought after school with great scores overall (except sped) BUT so many parents both gen ed and sp ed paid for outside tutoring for many years to make sure their kids would not fail.
Of course everyone thinks the school was responsible. Ha!!
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