Update: I originally thought this was from a teacher but it is from a parent. My apologies
Below is a post from a parent, "No Confidence," from another thread but I read it and said bingo! (Emphasis mine.)
I think that the first change that could make some difference would be for teacher & administrators to understand the limits of their abilities to assess. At least the teacher could say, Sally is learning differently than many other kids I see and we don't know why. Johnny is refusing to do writing assignments and we don't know why.
Next I think that PD should include training about learning & developmental differences, with case studies, to the extent that at least teacher are familiar with the possibilities. (I have spoken with so many SPS teachers & administrators who believe that twice exceptional kids don't exist.) There are signs to look for.
I also think that there should be some staff members who develop expertise and can act as advisers in their buildings as teachers discuss the different kinds of minds they teach every day.
SIT teams should have staff that is well trained & up to date. (I have been through many meetings where SIT teams fill the time citing out of date research and misinformed legal opinions.) They should recommend assessment more often.
Finally I think that teachers need to have the freedom to offer different materials and approaches to kids. One day I saw a teacher in tears because she had a student with processing difficulties and she had materials that would work for that child in that math lesson. But she was told by the principal that she had to use EDM exactly the same way for every child who did not have an IEP saying differently.
Simply put, we have stopped putting faith in what our teachers see on the ground and given our principals so many "duties," there is little time to guide teachers and build collaborative work among teachers.
I'm sending this to the Board, Dr. Thompson, Marni Campbell, Bob Vaughn and Dr. Enfield.