tag:blogger.com,1999:blog-28765366.post6247148793935790127..comments2024-03-18T16:51:10.406-07:00Comments on Seattle Schools Community Forum: So long WASL, hello WCAPMelissa Westbrookhttp://www.blogger.com/profile/17179994245880629080noreply@blogger.comBlogger44125tag:blogger.com,1999:blog-28765366.post-90393623408964248192009-01-24T09:31:00.000-08:002009-01-24T09:31:00.000-08:00Autismmon why do self contained classrooms work fo...Autismmon why do self contained classrooms work for Spectrum and APP, but not for special ed? I know that you voice over and over again that you don't LIKE self contained Spectrum/APP, but despite your dislike of the configuration you must acknolwedge that not only does it WORK, it is highly desirable to families. We see evidence of it working in that children are successful academically, the program is full, there is a very low attrition rate, and parents are currently fighting to retain the self contained classrooms. <BR/><BR/>So why do self contained special ed or remedial classrooms not work? If you are going to make these types of sweeping absolute statements then you should support them with factual information? Not saying your wrong, just saying if you want people to hear what your saying then instead of just saying "it doesn't work" you'll need to say why and back it. Otherwise it's just an opinion.<BR/><BR/>And how about other self contained programs like Montessori? SBOC? Why do they work?<BR/><BR/>My youngest son gets pulled out of his 5th grade math class once a week to work with a group of students who need extra assistance. It works great for him. His math skills are steadily improving, and the teacher has made it a poitive experience...she brings popcorn, plays soft music, etc.<BR/><BR/>Same thing happened to him in 1st grade. He was pulled out to work in a small group with a reading specialist. Same positive results.<BR/><BR/>This is not full time self containment, but it is definately separating kids by skill level, and I can say first hand that it worked very succesfully for our son. <BR/><BR/>Why does self containment work for some programs and groups but not others, and why does it not work for special ed specifically Autism mom?anonymoushttps://www.blogger.com/profile/03716725891562757052noreply@blogger.comtag:blogger.com,1999:blog-28765366.post-29218025836347031952009-01-23T20:28:00.000-08:002009-01-23T20:28:00.000-08:00It is not true that advanced learning and special ...It is not true that advanced learning and special education never cross paths. I am a special education teacher and have and do work with kids in advanced learning.<BR/><BR/>It can be tricky, maybe rare, but it does happen.<BR/><BR/>In some schools, there is "walk to read" and maybe "walk to math" (?) where kids travel to different classrooms to receive instruction at their level in specific areas. It can be very difficult logistically, but some see good results with this type of program. But it doesn't fit with the "everyone in __________ grade will be doing this" philosophy.Teachermomhttps://www.blogger.com/profile/04595356843606376723noreply@blogger.comtag:blogger.com,1999:blog-28765366.post-12678618743056398482009-01-23T16:34:00.000-08:002009-01-23T16:34:00.000-08:00http://www.seattleschools.org/area/advlearning/doc...http://www.seattleschools.org/area/advlearning/documents/StudentsWithDisabilities.pdf<BR/><BR/>The district *does* at least pay lip service to the idea that students with disabilities may require advanced learning programs. I have heard various anecdotes about whether it works out well in practice, but it's misleading to suggest there's no policy at all in place. <BR/><BR/>Helen Schinskehschinskehttps://www.blogger.com/profile/10316478950862562594noreply@blogger.comtag:blogger.com,1999:blog-28765366.post-3771016417404609292009-01-23T14:19:00.000-08:002009-01-23T14:19:00.000-08:00BTW. There isn't really ANY symmetry between spec...BTW. There isn't really ANY symmetry between special education and advanced learning. Many, many, students with disabilities have advanced learning "needs". These are never met, and advanced learning is never offered... because many people have this symmetrical notion.... you're either behind... or ahead. There's nothing else. When in actuality, you're just simply different and are very, very often... very far ahead AND very far behind.AutismMomhttps://www.blogger.com/profile/11733034472823241389noreply@blogger.comtag:blogger.com,1999:blog-28765366.post-57728290572047775322009-01-23T14:11:00.000-08:002009-01-23T14:11:00.000-08:00Why are self contained classrooms (or one on one s...<I>Why are self contained classrooms (or one on one support) considered a disservice to kids that are behind, when it is norm for advanced kids?.</I><BR/><BR/>Because self-contained special education classes have been a disaster. One on one, most people like, but is rarely paid for, and is sometimes not so great. They almost never work or appreciably develop any skills. Because nobody gives a crap about them, in any way. Most remedial classes have also been shown to be ineffective. <BR/><BR/>We may wonder if "differentiating" works... but we absolutely know that self-contained special education programs do NOT work, or does NOT work well. I'm not a big fan of the advanced learning self-containment either... at least, as it stands, with the ever growing list of kids who claim they can not be served in "regular ed" determined at the ripe old age of 5 and want special privileges. If we have a small group of kids, whose needs absolutely can not be met in a regular classroom, then fine I get it and support it. But what we have now is a large group of the most privileged families claiming to have "special needs"... when really, that advanced material should be available to everyone. Because advanced material isn't available to everyone, I would claim that the sort of segregation hasn't been really successful and has only served the interests of a few. Furthermore, you test in K and never again have to prove anything. In that case, the exclusivity is actually what the families enjoy.<BR/><BR/>PS. The kid who is many years behind... is always being threatened with self-containment. And they definitely don't want it, and nor do they view it as beneficial. So, there you are... the kid will be in your class, and the kid DOES get something out of it. That too is a big myth. If you don't understand everything, you almost always understand something and learn something.AutismMomhttps://www.blogger.com/profile/11733034472823241389noreply@blogger.comtag:blogger.com,1999:blog-28765366.post-22241344183456029532009-01-23T13:12:00.000-08:002009-01-23T13:12:00.000-08:00adhoc, you know that Lowell is an elementary schoo...adhoc, you know that Lowell is an elementary school, right? Going from there to RBHS would be quite a leap, even for those bright youngsters.anonymoushttps://www.blogger.com/profile/03496713954150248365noreply@blogger.comtag:blogger.com,1999:blog-28765366.post-69808983521137637202009-01-23T11:23:00.000-08:002009-01-23T11:23:00.000-08:00In a future, better model I WOULD tell a parent at...In a future, better model I WOULD tell a parent at Lowell that their child can go to RBHS and get what they need, whether its advanced or remedial. Not all APP students excel in all areas. EVERY student can stand to learn more in SOMETHING. Why are we "checking them off" in only certain subjects, and at certain levels, at certain ages, when a child's mind can always be filled with more knowledge?seattle citizenhttps://www.blogger.com/profile/16724175257161649500noreply@blogger.comtag:blogger.com,1999:blog-28765366.post-20653234475529419262009-01-23T11:20:00.000-08:002009-01-23T11:20:00.000-08:00You're right, adhoc, AS THINGS NOW STAND it is dif...You're right, adhoc, AS THINGS NOW STAND it is difficult to picture how all students get their needs met. So let's dream:<BR/>No grade levels, only graduation requirements (EALRs and GLEs).<BR/>Student is given regular common assessments (by, say, a school assessment coordinator) to determine need, and then is assigned to one of, say, three levels in any given subject: below, at, above level. Each of those levels has some range of ability represented in students, but not the hugely disparate range often found in today's gen ed classes.<BR/>Teachers are teamed, and have sufficient parapro resources.<BR/>Lessons allow for multiple access points: Skills are taught before concepts, tasks can be accompished in multiple ways.<BR/><BR/>It involves a paradigm shift in the way we think of classrooms. This is most apparent in the elementary level, where students are moved up, en masse, whether they have ALL the "required" knowledge at the given level or not. In MS and HS, there is more flexibility in assigning a student who excells in reading but lags in math to an advanced reading course and a developmental math course.seattle citizenhttps://www.blogger.com/profile/16724175257161649500noreply@blogger.comtag:blogger.com,1999:blog-28765366.post-34172469549043128602009-01-23T10:28:00.000-08:002009-01-23T10:28:00.000-08:00I guess I should also add that when I think of dif...I guess I should also add that when I think of differentiation I think of a teacher who can work with kids that are a little behind, or a little ahead of the rest of the class. We have Spectrum for kids working one whole year ahead of their peers, and APP for kids working two years ahead. In HS advanced kids can choose honors or AP classes. There are many options for them. <BR/><BR/>Now lets think about what is available to kids working below grade level. Kids that are 1, 2, 3 years behind their classmates, or 7 years behind them like Autismom's scenario. What are they offered? Why isn't there a remedial class for them? Why not place kids that are one year behind in a remedial class for kids that are one year behind? Why is this type of service hailed for kids needing advanced services while parents shoot spit balls at the thought of the same service being offered for kids that are behind? Why are self contained classrooms (or one on one support) considered a disservice to kids that are behind, when it is norm for advanced kids?.<BR/><BR/>Try telling the parent of a child a Lowell that their student should go to RBHS and the classroom teacher will differentiate the instruction for their student. It wouldn't go over very well would it?anonymoushttps://www.blogger.com/profile/03716725891562757052noreply@blogger.comtag:blogger.com,1999:blog-28765366.post-14748418287968570062009-01-23T10:01:00.000-08:002009-01-23T10:01:00.000-08:00So how exactly does a teacher differentiate in the...So how exactly does a teacher differentiate in the classroom without the child missing out on what is being taught to the other students in the classroom? If you have an 9th grade student in algebra I (basic math class for all 9th graders), but the students is performing at a 4th grade math level, how does the teacher differentiates for this child, catching him up on 4th grade work, while the rest of the class does is learning 9th grade algebra and geometry? Doesn't the student miss out on the "algebra" lesson anyway? Wouldn't it be better for that 9th grader to go to a support specialist who can work one on one with him until he can work at the 9th grade level and then mainstream back into the class where they are? <BR/><BR/>Not a teacher, so I'm just wondering how this 5, 6, 7 year grade span of differentiation actually works in a classroom, and if gen ed classroom teachers can or should be expected to do it?anonymoushttps://www.blogger.com/profile/03716725891562757052noreply@blogger.comtag:blogger.com,1999:blog-28765366.post-22871734885468936812009-01-23T09:32:00.000-08:002009-01-23T09:32:00.000-08:00Yes and no, adhoc...win/win, except the student wh...Yes and no, adhoc...win/win, except the student who needs some interventional resources will be missing something else that is going on the general classroom (or, if in MS or HS, will miss an entire period). Unless the system is improved to differentiate IN the classroom, so a variety of needs are being addressed at once, then students will miss other lessons or opportunities. So we need to change the system to one where students are all getting lessons at their level while not missing something else. This would also serve to take some of the stigma off those who are "behind"; we're ALL behind in something. Ask me about trigonometry...seattle citizenhttps://www.blogger.com/profile/16724175257161649500noreply@blogger.comtag:blogger.com,1999:blog-28765366.post-32958842162963045122009-01-23T09:17:00.000-08:002009-01-23T09:17:00.000-08:00Wow, I hadn't heard about the three step level of ...Wow, I hadn't heard about the three step level of intervention, thanks for sharing Seattle Citizen. That sounds like a solid plan, and I hope that we do fund this program adequately so it can be implemented successfully. If a 3rd grade Waldorf transfer student can't read, there would be resources to catch her up to speed without detracting from the classroom teachers limited time and resources or from the other kids instruction time. In my opinion social promotion, that is the passing of a kid on to the next grade who is not prepared for or does not have the ability to handle the classwork is just as big a tragedy as "failing" a kid and having him repeat a grade. This 3 level intervention seems like a good middle ground. The student isn't just "passed" along, nor is the student left behind. Seems like a win win all around.anonymoushttps://www.blogger.com/profile/03716725891562757052noreply@blogger.comtag:blogger.com,1999:blog-28765366.post-3011310964858790992009-01-23T08:50:00.000-08:002009-01-23T08:50:00.000-08:00Not incidentally, the district is, as we speak, de...Not incidentally, the district is, as we speak, developing a three-level system of intervention (I forget what it's called): One level is none; a student is at level. The second is developmental resources at slightly lower levels, for instance the Read 180 program, which focuse on students between the 300 and 800 lexiles. The third would be developmental resources for those FAR below level (in reading, below the 300 lexile)<BR/><BR/>Good stuff, if we can afford it, and if parents, students and staff can wrap their minds around the idea that it's okay for a student to be getting "remedial" developmental work, that it's not a stigma. Many believe it is: "Johnny is brilliant! Why is he getting BASIC skill instruction?!"<BR/>So let's at least give a hand to the district for addressing developmental needs (and the aforementioned safety net needs) All these new initiatives require time, money, and buy-in tho': Some other things might have to give. Are people willing to give up some things to get others?seattle citizenhttps://www.blogger.com/profile/16724175257161649500noreply@blogger.comtag:blogger.com,1999:blog-28765366.post-82179430453545596562009-01-23T08:43:00.000-08:002009-01-23T08:43:00.000-08:00It's a sticky wicket: Let's say a 4th "grade" stud...It's a sticky wicket: Let's say a 4th "grade" student is "at level" in reading and writing, but not in math. Should the student be retained in 4th "grade" until she/he gets the math? Of course not. But that means the student goes on to the 5th "grade" without that level's math skills.<BR/>I agree with AutismMom on this one:<BR/>"lots of stuff is retaught many times in different grades. So what? It's called review, spiralling curriculum, and lots of other things. If you don't get it in third grade, you'll get it in forth"<BR/>The trick, and the stickly part, is to have the resources in place to help the students get what they're missing.<BR/>Frankly, the whole "grade" thing is somewhat mystifying, and a legacy of the golden olden days when students were widgets. We've since learned that, as AM says, students develop at different rates in different skills; they have different backgrounds and environments; they each have unique challenges and aptitudes.<BR/>Me, I'd be in favor of some system that had no "grades" at all: Students master subjects or not, and if not, then developmental resources are applied to give the extra push.<BR/>In this view, ALL students are "special ed": Each has unique needs, each would have an IEP and an SLP, and resources would increase or decrease according to student needs (which would include external resources dedicated to addressing outside factors, factors of environment and parent/guardian ability, or lack thereof).<BR/>But this would, if not properly designed, be a logistical nightmare, and would also require a paradigm shift in the way we look at, assess, and reward education: Is its purpose to educate the child, or pass the child through a series of hoops so the child can enter society on society's terms (or not: capitalism requires various levels of expertise, and even a pool of unemployed - having some students "fail" at getting through the hoops fills the low-pay, low-skill slots and allows for a mobile and available workforce for those jobs that those who jump through the hoops successfully can choose not to take.seattle citizenhttps://www.blogger.com/profile/16724175257161649500noreply@blogger.comtag:blogger.com,1999:blog-28765366.post-3735968434424698552009-01-23T07:11:00.000-08:002009-01-23T07:11:00.000-08:00A Free Panel Discussion with the Community featuri...A Free Panel Discussion with the Community featuring newly-elected State Superintendent of Public Instruction Randy Dorn will be held on Thursday, January 29, 2009 beginning at 7:00 p.m. in the Shoreline Room of the Shoreline Conference Center . Randy will lead a panel discussion with the community about educational enhancement during a time of economic distress. Others on the panel will be Tom Mesaros, President/CEO of The Alford Group, one of the five largest fundraising consulting firms in the U.S. , and Frank Minton, nationally prominent executive in planned giving and endowment programs. The event is free and open to the publicanonymoushttps://www.blogger.com/profile/03716725891562757052noreply@blogger.comtag:blogger.com,1999:blog-28765366.post-12906195153363982272009-01-23T06:52:00.000-08:002009-01-23T06:52:00.000-08:00"The fact is, we do not have enforcible performanc..."The fact is, we do not have enforcible performance criteria. It's really that simple"<BR/><BR/>Oh yes we do. It's called a diploma. If you fail enough classes in HS then you don't earn enough credit to graduate. If you don't earn enough credit, you either drop out or return for another year or more until you earn enough credit and get your diploma. <BR/><BR/>What do you think happens to all those kids who got passed along and socially promoted for all those years? They are the kids who do not have the skills to pass their HS classes? All those years of getting "passed" finally catches up with them. They become the 50% of SPS kids who drop out.anonymoushttps://www.blogger.com/profile/03716725891562757052noreply@blogger.comtag:blogger.com,1999:blog-28765366.post-84991826912201299642009-01-22T21:57:00.000-08:002009-01-22T21:57:00.000-08:00Oh and by the way, why do you think that kids onl...Oh and by the way, why do you think that kids only got "left behind" for 1 year back in the good ol' days? Because after that, they went back to "social promotion".... not because anybody actually met any standard. They didn't really have them like they do now. I know what you're talking about... I was there too.AutismMomhttps://www.blogger.com/profile/11733034472823241389noreply@blogger.comtag:blogger.com,1999:blog-28765366.post-14596727276655197612009-01-22T21:49:00.000-08:002009-01-22T21:49:00.000-08:00The fact is, we do not have enforcible performanc...The fact is, we do not have enforcible performance criteria. It's really that simple.<BR/><BR/><I>That Waldorf child that was never taught to read would be ostracized in a 3rd grade class. </I><BR/><BR/>Not really. They got a little special ed pullout, and it was no big deal. And really, there are bullying standards and classes these day too. BUT, yes the teacher of the 3rd grade absolutely, and unequivocally had to teach the child... and in the third grade for 90% of the day. Sorry, public school, you don't get to choose.. and you don't get to "fail"... even if that's what they did when you were a kid. Report cards report where somebody is... I guess I don't see that as related. No, if you get all 1's.. you still don't fail, (have you ever heard of it in SPS? I haven't.) but your parents do have an idea of the progress you are making and you can take action based on that.AutismMomhttps://www.blogger.com/profile/11733034472823241389noreply@blogger.comtag:blogger.com,1999:blog-28765366.post-86642857325332503532009-01-22T21:13:00.000-08:002009-01-22T21:13:00.000-08:00When we were kids there were remedial classes for ...When we were kids there were remedial classes for kids who did not have the skills to be in regular classes. They were grouped with the same age kids - there were no 12 year olds put in a kindergarten class. The remedial classes were for the kids that were so far behind that they couldn't keep up in a regular class. And yes, some kids did get left back if they couldn't make it in the remedial classes. Most of those kids had attitude problems not aptitude problems. I never ever saw a child left back more than one year. That and/or a summer spent in summer school and the repercussions from their parents was usually enough to motivate them to do better.<BR/><BR/>That Waldorf child that was never taught to read would be ostracized in a 3rd grade class. Perhaps that child could be in a 3rd grade class with a tutor or pull out for reading, but to expect the teacher to accomodate this child is unreasonable. It is unreasonable to expect a teacher to provide "instruction that people participate in at their level", when "the level" is 4 grades below the class she is teaching. Kids "participating at their own level" would be expected when the level is within an acceptable range for the age/grade. <BR/><BR/>If we are to have no enforcible performance expectations or "passing and failing" why give kids grades? Why issue report cards? Why have prerequisites for certain classes? Why have a test to get AP credit? Why have a test to get into Lowell? After all shouldn't all teachers just be able to differentiate? Why have graduation requirements? Heck, why issue a diploma? Isn't issuing a diploma or not issuing a diploma passing or failing a kid?<BR/><BR/>Again, I am not talking about mainstreamed special ed students. I understand that they have special needs, IEP's and aides that assist them when their needs are more than the classroom teacher can accomodate. I am talking about regular ed students.anonymoushttps://www.blogger.com/profile/03716725891562757052noreply@blogger.comtag:blogger.com,1999:blog-28765366.post-87948564849359833552009-01-22T20:07:00.000-08:002009-01-22T20:07:00.000-08:00If a 12 year old student has a 5 year olds academi...<I>If a 12 year old student has a 5 year olds academic ability isn't that built into his IEP? </I><BR/><BR/>Passing isn't really a concept in SPS. And I've never seen anything like it in an IEP. Everybody moves to the next grade. General ed and special ed. In fact, if you want to retain your child in the same grade for an extra year... it's almost impossible and you must fight hard for it. My child repeated K... as did a few others. It wasn't a big deal then, as the district had too many first graders and actually requested this of us due to their capacity issues. But I know of many others who have had really, really big battles trying to get their kids to repeat. (In both special and general ed).AutismMomhttps://www.blogger.com/profile/11733034472823241389noreply@blogger.comtag:blogger.com,1999:blog-28765366.post-16773202025066626302009-01-22T20:00:00.000-08:002009-01-22T20:00:00.000-08:00All I'm saying is that if you institute a policy o...All I'm saying is that if you institute a policy of "failing" everybody that doesn't meet some bar, then you will end up classifying a bunch of kids as "disabled". Because these "failing students" will simply be placed in special education (in the SLD category) rather than failed. This already does happen. Kids transferring in from private "Waldorf" schools (where reading is frowned upon and actively discouraged until 3rd grade or so) get placed in special education because they can't read or write. Are they disabled? No. They simply weren't taught the skill. I'm saying you have instruction that people participate in at their level. It isn't really that radical. Of course you also need support for people that are far behind or ahead... special education really isn't so special, and lots of people could be in it... or not. And, there are many multiage classes as you mention. I guarantee you, if students are many years behind (as you indicated was possible), you will not want them in classrooms with very much younger students. That is also unfair. And that too is unrealistic. We often hear about students many, many years behind in math when they get to high school. The answer will not be to keep them in 3rd grade until they "get it". Maybe they're good at something else. Skills don't always come evenly distributed in a person.<BR/><BR/>The name "social promotion" has very negative cannotations, but the fact is, learning social skills (and learning attitude) is a big part of what happens in schools. And you must have age appropriate (or close) classroom peers for that skill.AutismMomhttps://www.blogger.com/profile/11733034472823241389noreply@blogger.comtag:blogger.com,1999:blog-28765366.post-69300326096647955032009-01-22T18:55:00.000-08:002009-01-22T18:55:00.000-08:00Autism mom are you suggesting that a teacher shoul...Autism mom are you suggesting that a teacher should be able to differentiate instruction in a 7th grade classroom to accomodate a student with kindergarten skills,1st grade skills, 2nd, 3rd, 4th, 5th, 6th and 7th, and the kids with advanced kids too? Doesn't that sound a bit unrealistic to you? That's just not going to happen, and even if it did it could not possibly be effective. My son went to a school with mixed level classes. That is two grades mixed together like 3rd and 4th. The teachers constantly spoke of how difficult it was to differentiate instruction for the kids at the lower end of the 3rd grade spectrum through the very advanced kids in 4th grade. They did it, and did it fairly well but it took tremendous effort. Now you suggest differentiating 7 or 8 grade levels?<BR/><BR/>I had a feeling you were only speaking about special ed students, I however, was not. Obviously disabled children need tailored accomodation, or, IEP's which I think they get. If a 12 year old student has a 5 year olds academic ability isn't that built into his IEP? Isn't his expectation or "pass" based on his level of ability?<BR/><BR/>But lets remember that special ed students only make up a small percentage of kids that are not "passing". What do you propose to do with the rest? What about the ones who skip school, don't do homework or classwork, goog off in class and dont give a darn about school? What about them? should they get passed too?anonymoushttps://www.blogger.com/profile/03716725891562757052noreply@blogger.comtag:blogger.com,1999:blog-28765366.post-52708153510930078532009-01-22T17:55:00.000-08:002009-01-22T17:55:00.000-08:00It is only exaggerating a little. There are defin...It is only exaggerating a little. There are definitely kids with kindergarten skills in 5th grade at some schools, at mine in particular. Would you suggest that such a student actually be in kindergarten? That is, a 12 yo actually sitting in a kindergarten? In fact, they've tried that too. They put a 12 yo back into a K for big chunks of the day. Would you like that in your K? I believe it was highly inappropriate. They made up some song and dance about the reason... so the kid didn't feel bad. <BR/><BR/>Now, these are students with disabilities, but schools WILL be serving these disabled students in age appropriate classrooms. And no, it doesn't have to be a big doomsday for the student, or a diservice to anyone. In short, if they are going to be doing this for disabled students (and they absolutely are) then they might as well figure out how to differentiate appropriately for everyone. Otherwise, instead of "social promotion" we'll simply have "special ed promotion"... and the same students who you now think aren't ready.. will still be moving on. And we already find huge amounts of inappropriate "special ed promotion". That is, students placed in special education because of teaching deficits, early birthdays, and lots of reasons... other than actual disability.<BR/><BR/>It isn't bitterness to point out some obvious facts, and problems with simple-minded solutions. It is a complex problem you know. These sorts of things need to be determined on a case by case basis. Will it be better for this particular student to go on... or will <I>the student</I> benefit from repeating a grade?AutismMomhttps://www.blogger.com/profile/11733034472823241389noreply@blogger.comtag:blogger.com,1999:blog-28765366.post-87229849549883257762009-01-22T17:15:00.000-08:002009-01-22T17:15:00.000-08:00And Autism mom your use of words like "whining", "...And Autism mom your use of words like "whining", "simple minded", "harping on" is very irritating and condescending. It makes you sound bitter and angry.anonymoushttps://www.blogger.com/profile/03716725891562757052noreply@blogger.comtag:blogger.com,1999:blog-28765366.post-7979594500577401442009-01-22T17:09:00.000-08:002009-01-22T17:09:00.000-08:00There are differing opinions on social promotion a...There are differing opinions on social promotion autism mom. I disagree with social promotion. I do not think that a child who has not mastered the material at his grade level should move on to the next grade, unless there are special circumstances. It does the child a disservice to keep promoting them. They fall further and further behind. It is difficult for teachers, and unfair to the other students in the class who have mastered the material and are ready to move forward. <BR/><BR/>Many states and districts do not follow the social promotion style that Seattle does, and your exageration of teenagers in kindergarten is non existent. Our neighbor district in Shoreline won't promote a child who hasn't passed his classes. They do lots of intervention for kids at risk of not passing....they offer tutoring, remedial classes, summer school, etc. But after the intervention if a student hasn't mastered the material they do not move on.<BR/><BR/>Personally, I agree with this method. I like the intervention strategy, and I like that they hold kids accountable.<BR/><BR/>Do you perhaps look at the social promotion issue from only a special ed or disability stand point? Have you thought about the kids who goof off, show up without their books or supplies, skip school, refuse to do homework, and generally don't care about school? Should they be promoted too? Is there any point you would agree with not promote a kid?t would you not promoting a kid? Should we have a 10th grader who can't read or add 10+10?<BR/><BR/>Where is the line?anonymoushttps://www.blogger.com/profile/03716725891562757052noreply@blogger.com