Department of Education
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Anonymous
How should raging kids be appropriately funded? |
Anonymous
FAPE and IEP/Eligibility meetings with attorneys can be intimidating to teachers who are afraid or hesitant to say what they really think about a student's behavior. |
Anonymous
True. It was never meant to expect schools to be mental institutions for violent kids. |
Anonymous
It was intended to bring accountability. That was a good intention. Problem is that teachers started teaching to the test and forgot that there is a lot more to education than practicing for tests. And, the IEP/FAPE poster is also right. |
Anonymous
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The problem is that violent kids need professional medical attention in a medical facility.
Schools are for learning, not for violent behaviors terrorizing everyone else. The parent of violent kids must take their child out to keep everyone else safe. That’s how it used to be before the Dept of Education popped up. |
Anonymous
Which medical facilities are those? Who funds them? Who staffs them? |
Anonymous
Don’t blame that on teachers, blame it on the system. The admins shove the test scores and data down teachers throats. |
Anonymous
Don’t you typically address your child’s medical problems with a pediatrician? For mental health issues you can ask them for a referral, if necessary. |
Anonymous
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“ Problem is that teachers started teaching to the test and forgot that there is a lot more to education than practicing for tests.”
Teachers deserve very little of the blame. And Principals don’t deserve much more. They’re bossed around by people who are rarely, if ever, in schools. |
Anonymous
That would be the Dept of Education. Take it down. |
Anonymous
The mandate on “Significant disproportionality” which refers to three separate issues (1) identification for special education (also called eligibility); (2) educational placement (once identified as eligible for special education); and (3) discipline. The federal government started tracking what percentage of each race/ethnicity was identified in each category and how many students are in special ed for more than 40% of the day along with the race /ethnicity of each gender and if more students of one race/ethnicit were being suspended more than other students. They have mandated that every state department of education set up disproportionality departments. Millions and millions of dollars are being spent not on direct education but on paperwork and training. There are 98 ways you can be disproportional - that is not a typo it actually is ninety eight. 7 races/ethnicities in 14 categories. They track ASIAN BLACK AFRICAN AMERICAN NATIVE HAWAIIAN or OTHER PACIFIC ISLANDER HISPANIC/ LATINO TWO OR MORE RACES AMERICAN INDIAN OR ALASKA NATIVE WHITE in any of the following 14 categories: • Identification o As a student with a disability o With a particular disability o Intellectual Disability o Specific Learning Disability o Emotional Disability o Speech and Language Disability o Other Health Impaired o Autism • Placement o Inside Regular Education < 40% o Inside separate schools/residential facilities Disciplinary Removals o Out-of-school suspensions/expulsions 10 days or fewer o Out-of-school suspensions/expulsions > 10 days o In-school suspensions 10 days or fewer o In-school suspensions 10 days or fewer > 10 days o Total disciplinary removals, including removals by school personnel to and interim alternative education setting (IAES) and removals by hearing officer For example, in Maryland, a local education agency (LEA) is identified if it has one or more subgroups of students evidencing a risk ratio of greater than 2.0 for two or more consecutive years. For example, a million dollar grant was given to Montgomery County Public Schools. The district’s goal for its $1 million award is to significantly reduce the disproportionate identification of emergent multilingual Hispanic/Latino students with intellectual disabilities. There are a multitude of districts and the state as a whole that have been disproportionate such as Maryland has been significantly disproportionate in the out of school suspension (greater than 10 days) of Black/African American students for two of the past four years; One LEA has been significantly disproportionate in this area for three years. This has led to students not being assessed. For example, let's say a Latino boy is doing great in math but having difficulty learning to read and has trouble with phonological awareness (ex. blending words together) despite receiving intervention. Well if he is in a district that has been dinged for over identifying Latino students there is pressure for him not to be referred for an evaluation for special education under Specific Learning Disability even though these are red flags for dyslexia. This has also led to students not being disciplined because schools have to discipline /suspend students in each racial/ ethnic category in equal numbers to their proportions. So the easiest thing to do is no longer suspend any student or impose discipline such as in school suspensions. Why do districts care? It is because Under the Individuals with Disabilities Education Act (IDEA), states and local education agencies (LEAs) are required to address significant disproportionality in the identification, placement, and discipline of students with disabilities based on race or ethnicity. While the IDEA doesn't explicitly impose monetary penalties, it outlines several required actions for LEAs identified with disproportionality, including reviewing and revising policies and practices, publicly reporting on revisions, and allocating 15% of Part B funds for early intervening services. Now add to that laws that changed such as of July 1, 2022 Maryland state law has changed. ● Seclusion is strictly prohibited in all Maryland public school settings ● Physical restraint is still permitted as a last resort for a student who may pose a danger to themselves or others So districts have implemented programs such as: Ukeru is a trauma informed hands-off, alternative approach to restraint and seclusion used for behavior management and de-escalation ● The program uses various safety techniques and blocking pads |
Anonymous
| So it’s all about racism? Disgusting. |
Anonymous
The problem is anyone going thru school before 2000 could run rings around what they're turning out today. They had one teacher per classroom. No "assistants". They didn't have multiple principals per school. The administrative staff has grown and the results are getting worse. Violent behaviors aren't new. Something is wrong and it's widespread. Colleges are having to do remedial classes for incoming students. One phrase from the Naval Academy: "No excuses." I don't know how we turn it around, but open book tests, grading on an ever declining curve, pass/fail or no grade at all, and constant nuturing ain't doing it. Asia is running rings around us. It's embarrassing and like I said, it's widespread. Our K-12 education system is a race to the bottom. |
Anonymous
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FACT:
Schools are NOT medical facilities. Schools can NOT medically respond to children who require medical attention. The Department of Education is forcing the failure of our public schools by allowing endless violence in the schools. |
Anonymous
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“ Violent behaviors aren't new.”
But repeated violence that doesn’t get a child removed from mainstream environment is pretty new. |