In a word.... Funding and excessive referrals to special ed. Lori
On 8/11/07 3:06 PM, "Joy" <[EMAIL PROTECTED]> wrote: > Red tape is the biggest stumbling block to getting children extra help. The > exceptional children teachers can't work with a student unless they are > identified, because of the way the funding works. We lose precious time while > we do paperwork. Does anyone know why we are chasing paper instead of teaching > children? Seems like the intent of the law and the implementation of the law > have taken opposite paths. > > > Carrie Cahill <[EMAIL PROTECTED]> wrote: > Sandi (and others)... > > What I remember about the research on this is mostly from Linda > Darling-Hammond and it's about the training behind the teacher - once > again. Her research looks at low-income schools and the dire need for > highly qualified (not in the Feds terms, but in professional terms) > teachers in those environments. Nobody disputes the need for > interventions with struggling students or the fact that it should be > done right away. So, the primary aged student had a better shot at > success if their needs were addressed asap (I like the idea of "needs > being addressed" better than "intervening"....intervening sounds too > much like a medical model of diagnose and treat - and I don't believe > that model should be used in the education field. Intervention also > makes me think of RtI - Response to Intervention - which is probably > going to be the downfall of public education in the end.) Sorry, I > digress. Anyway, I don't recall specific studies following young > struggling students who were NOT retained, but the point they made was > that we need to focus on the skills of the teacher and the decisions > they make when teaching their students. > > > > > > > > "Carrie...I have a question, since you did your dissertation on > retention, are there any studies of a child in K or 1st who was a > candidate for retention, but was not retained, how that child did as > they went through the grades? And this in comparison to a K or 1st who > was retained and in comparison to other "low" students who weren't > candidates for retention." > > > > > > Carrie > > K-8, Illinois > > > > _______________________________________________ > Mosaic mailing list > Mosaic@literacyworkshop.org > To unsubscribe or modify your membership please go to > http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. > > Search the MOSAIC archives at http://snipurl.com/MosaicArchive. > > > > > Joy/NC/4 > [EMAIL PROTECTED] > How children learn is as important as what they learn: process and content > go hand in hand. http://www.responsiveclassroom.org > > > > > > > > > > > > --------------------------------- > Yahoo! oneSearch: Finally, mobile search that gives answers, not web links. > _______________________________________________ > Mosaic mailing list > Mosaic@literacyworkshop.org > To unsubscribe or modify your membership please go to > http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. > > Search the MOSAIC archives at http://snipurl.com/MosaicArchive. > -- Lori Jackson District Literacy Coach & Mentor Todd County School District Box 87 Mission SD 57555 http:www.tcsdk12.org ph. 605.856.2211 Literacies for All Summer Institute July 17-20. 2008 Tucson, Arizona _______________________________________________ Mosaic mailing list Mosaic@literacyworkshop.org To unsubscribe or modify your membership please go to http://literacyworkshop.org/mailman/options/mosaic_literacyworkshop.org. Search the MOSAIC archives at http://snipurl.com/MosaicArchive.
