Sorry to be a buzzkill, I see this as a nice, yet overdue, step in the right direction to increase accountability for special education program effectiveness, however, I must note two things that stand out to me.
1. The academic proficiency targets seem astoundingly low. For Reading, the goals for 4th grade, 8th grade, and HS are 8%, 9%, and 7%, respectively, and 10%, 5%, and 1% for math. This can’t be right. 🚩This sounds like extremely low expectations and again sends the message that we are okay with failing students with disabilities. Am I wrong? Someone please correct me here.
2. LEAs can end up in the highest category even if they get 0 points on the academic outcomes targets. Why is this okay? Again, I would love someone to check my math and tell me that I’m wrong here too.
If I am right, this is not going to advance outcomes for students with disabilities.
Lauren Morando Rhim and Lindsay Kubatzky I imagine your research teams are going to dig into this at some point, please share your findings and conclusions if and when you do.
I’m tagging some of my current and former LEA leader and director peers because I would love to hear your thoughts. Myron Long Shawn Hardnett Daniela Anello Rachel Crouch Rachel Tommelleo, Ed.D. Charlene Roach-Glymph, Ed.D. Michelle Gail Shannon T. Hodge Holly McBride
Today, OSSE released the District's first-ever Special Education Performance Report. The new report offers local education agencies and families unprecedented information on special education programs in DC. Learn more ➡️ https://ow.ly/Mget50PRpiT
Program Lead for the Masters in Teaching Programs at Concordia University Chicago
1moCongratulations, Ben! Higher Ed is a great place to share your experiences, talents, but most of all make a difference! Kudos!