Powell Moves to Protect Special Needs Students

Alanna Autler of WSMV noted yesterday that State Representative Jason Powell of Nashville has drafted legislation to be introduced in 2018 that will ban corporal punishment for students with disabilities. Powell had previously attempted to pass legislation banning the practice for all students, but that legislation never made it out of a subcommittee.

Autler reports:

A state lawmaker has vowed to file legislation that would ban the use of corporal punishment against students with special needs following an investigation by the Channel 4 I-Team.

“This seems like a no-brainer,” said Rep. Jason Powell, D-Nashville.

The I-Team found in a single school year students with disabilities received corporal punishment at a higher rate than their peers without disabilities at 60 Midstate schools.

Disparities could be found at dozens of schools, according to data released by the U.S. Office of Civil Rights. The most recent data available is from the 2013-2014 school year.

At Allons Elementary in Overton County, 62.5 percent of students with disabilities received corporal punishment compared to 7.7 percent of students without disabilities.

“It’s absolutely unfair to have students with disabilities punished at a higher level than students without disabilities,” Powell said. “I would say it’s troubling. To say it’s shocking, it’s not.”

It’s still unclear why Tennessee lawmakers allow the practice of corporal punishment to continue or why more local school boards haven’t banned the practice.

For more on education politics and policy in Tennessee, follow @TNEdReport


 

A Troubling Disparity

WSMV’s Alanna Autler reports that students with disabilities in some middle Tennessee school districts are disciplined with corporal punishment at higher rates than their peers without disabilities.

From the story:

A Channel 4 I-Team investigation has found that at 60 schools in Middle Tennessee, students with disabilities received corporal punishment at a higher rate than their peers without disabilities.

These are students protected under the Individuals with Disabilities Education Act, which ensures services to children with a variety of special needs ranging from autism to intellectual and physical disabilities.

The I-Team analyzed data from the 2013-2014 school year, which is the most recent data published by the U.S. Office of Civil Rights.

Autler’s story also notes that only seven middle Tennessee districts have banned corporal punishment.

Whether and when to use corporal punishment in Tennessee schools is a district-level decision.

Of course, one way to eliminate this disparity would be to ban corporal punishment at all Tennessee schools. That would require legislative action.

For more on education politics and policy in Tennessee, follow @TNEdReport


 

TC Weber has a Poll

It’s Friday, and that means another TC Weber poll.

This week, TC is asking about vouchers, teacher challenges, and how open MNPS is to teacher/parent involvement.

Take a minute and check it out and vote — TC promises to write up something interesting.

For more on education politics and policy in Tennessee, follow @TNEdReport


 

 

Middle TN Group to Push for BRIDGE Act Today

A group known as Equal Chance for Education will hold an event in Lebanon tonight in support of the BRIDGE Act. Here’s more on the event from the group:

A group of more than 40 young people will assemble tonight to celebrate the future — hours after Donald Trump becomes President. Every one one them could already be illegal when their celebration starts. They are beneficiaries of the DACA program for young people who were brought into this country illegally as children. Unless the BRIDGE Act passes, they will have to drop out of college and face the very real possibility of deportation.

Tonight’s event will celebrate a local organization that has assisted them in getting into and succeeding at college. Four of these “Dreamers” will speak, all preparing to graduate this year from Lipscomb, Fisk, and Trevecca. We also will have information available from FWD.US, an organization founded by Facebook’s Mark Zuckerberg, which is advocating for the BRIDGE Act.

The event will be held at 4:40 PM today at Baird Chapel on the campus of Cumberland University in Lebanon.

For more information, contact Terry Quillen at 615.305.5062

For more on education politics and policy in Tennessee, follow @TNEdReport


 

Warning Signs

Following a deadly bus crash in Chattanooga last month, lawmakers and Governor Haslam indicated a desire to seek answers and improve bus safety.

It’s worth noting, though, that in the case of Durham School Services, there’s a track record that raises concerns about privatizing or outsourcing school services such as transportation.

Payday Report notes:

According to federal safety data, Durham School Services has been involved in 346 crashes in the past two years. These accidents have resulted in 142 injuries and 3 fatalities. During that same time period, the company was cited 53 times for “unsafe driving conditions”. According to data compiled by the Federal Motor Carrier Safety Administration, “93% of motor carriers in the same safety event group have better on-road performance” than Durham.

It’s not clear whether the legislature will address the issue of outsourcing as part of a bus safety legislative package.

For more on education politics and policy in Tennessee, follow @TNEdReport


 

 

Elissa Kim Appointed to the State Board of Education

The State Board of Education got a new member today. Elissa Kim, the former Nashville School Board member, has been appointed to the State Board of Education as the 5th congressional district representative. Elissa Kim served one term on the Nashville school board.

Elissa Kim previously worked as the Executive Vice President of Recruitment at Teach for America, and she was a teacher in New Orleans before that. Kim replaces Carolyn Pearre, whose term expired this year after serving on the board since 2002.

Welcome aboard!

For more on education politics and policy in Tennessee, follow @TNEdReport.


 

Learning 1, Imaginary Menace 0

Despite the best efforts of Jay Sekulow and Steve Gill, it seems Tennessee’s 7th grade social studies standards will still include learning about Islam in the world religion portion of the course.

The Tennessean reports:

In total, the department’s social studies review team has cut down the number of 7th grade standards, where Islam is taught, from 75 to 67.
The process has included a name change of standards under the “Islamic World, 400 A.D/C.E.–1500s” to “Southwest Asia and North Africa: 400-1500s C.E.” Some references to the “Islamic World” have been changed to “Africa.”
And under the new draft standards, students are asked to learn the origins, spread and central features of Islam. These include the founder Mohammed, sacred texts The Quran and The Sunnah and basic beliefs like monotheism and The Five Pillars. The diffusion of Islam, its culture and Arabic language are also still included in the standards.

A little over a year ago, I wrote about Sekulow and his fear-mongering for profit around Tennessee’s social studies standards. Citing one of his emails, here’s what I wrote about the alternate reality in which Sekulow apparently lives:

Hundreds of seventh grade students all across Tennessee converting to Islam after their world history class. It’s happening everywhere. In rural and urban communities. It’s happening because Tennessee teachers are not just teaching world religions, they are specifically focusing on Islam and indoctrinating our children. They must be, with so many conversions happening every single week.
Actually, so far, no one has reported a single conversion of any student to Islam after taking a seventh grade history class.

Despite the lack of any actual problem, Commissioner of Education Candice McQueen called for an early review of the state’s social studies standards. And, State Board of Education Chair Fielding Rolston punted on the issue. That’s what prompted the changes noted in the Tennessean story cited above.

The good news is the standards (as proposed) leave the teaching of Islam as part of a broader curriculum on world religions largely intact.

It’s not clear (yet) if Sekulow and Gill will find a new way to gin up fear and pad their wealth as the state enters a comment period for the proposed revisions.

The comment period for the standards has been extended to December 15th. Those wishing to review the standards and offer feedback can do so here.

For more on education politics and policy in Tennessee, follow @TNEdReport


 

 

 

Interview with Dyslexia Expert Dr. Tim Odegard

Odegard, Tim 11-2015We welcome Dr. Tim Odegard to the blog to discuss dyslexia. Dr. Odegard is a dyslexia expert and is currently the Chair of Excellence in Dyslexic Studies and a Professor of Psychology at Middle Tennessee State University.

He is a cognitive psychologist and received his PhD from the University of Arkansas. He speaks locally and nationally on the process of reading and dyslexia.

What are the signs and symptoms of someone with dyslexia?

Students do not have to present with underachievement or difficulties in all of these areas to be said to have characteristics of dyslexia.

  •   Difficulty reading words in isolation
  •   Difficulty accurately decoding unfamiliar words
  •   Difficulty with oral reading (slow, inaccurate, or labored)
  •   Difficulty spelling
  •   Segmenting, blending, and manipulating sounds in words (phonemic awareness)
  •   Learning the names of letters and their associated sounds
  •   Holding information about sounds and words in memory (phonological memory)
  •   Rapidly recalling the names of familiar objects, colors, or letters of the alphabet (rapid naming)

We hear that 1 in 5 students have dyslexia. Is that fact or fiction?

It is a number based on study documenting the prevalence rate of dyslexia. The prevalence rate ranges from 5 – 20 % depending on the nature of the sample included in the study.

The reality is that when schools are required to report the identification rates of dyslexia the identification rate is less that 3%. This reality suggests that we do not have an issue of over identification in our country but one of under identification.

The data on the identification rates of Specific Learning Disability in our public schools also suggests that we have an issue in some states of under identification of specific learning disability. Dyslexia is just one form of specific learning disability.

When identified as having dyslexia, what type of intervention do students need to improve their reading ability?

These students struggle to read words accurately and or quickly. This can limit their ability to comprehend written material and learn new vocabulary from written material. These students need direct instruction that systematically teaches them how to read words.

Advocates say that OG (Orton-Gillingham) intervention is what is needed for all students with dyslexia. Has the OG method been proven to work with students with dyslexia?

Yes, there were several controlled studies conducted to test the impact of various Orton-Gillingham based programs. The results of these studies were summarized in a meta-analysis published in the Annals of Dyslexia. Due to the age of these studies they were not included in the What Works Clearinghouse.

Do all students who struggle with reading have dyslexia?

No, a small number of students with a specific learning disability in reading struggle with comprehension in spite of being able to accurately and efficiently read words and text passages. A specific comprehension problem is not dyslexia.

What are the two biggest misconception when it comes to dyslexia?

Many people still think that dyslexia is a medical diagnosis that must be tested and diagnosed by a health professional. This is not true. The reality is that dyslexia is not a medical condition and does not require a medical diagnosis.

Many people still think that school personnel cannot identify characteristics of dyslexia or dyslexia.

This is not true. The reality is that school psychologists in our public schools are often the best equipped to identify dyslexia. The 2016 Say Dyslexia law helps to clarify this for schools, and the Center for Dyslexia is working to provide educators and parents with valuable resources to aid in the identification of dyslexia.

What does the MTSU Center for Dyslexia offer parents and students?

The Center for Dyslexia has a small staff of experts in dyslexia and literacy dedicated to providing resources to parents, student and educators. We offer assistance to parents in understanding how they can work with their child’s schools in support of school based identification of dyslexia.

We also offer monthly parent workshops of different topics of dyslexia and supporting students with dyslexia. We have a limited capacity to provide testing services to students in the state.

For more on education politics and policy in Tennessee, follow @TNEdReport.


 

Federal Report Shows TFA Teachers As Good As Or Better Than Traditionally Trained Teachers

The Institute of Education Sciences’ What Works Clearinghouse recently released a systematic review of all the research on Teach for America (TFA).

What Works Clearinghouse (WWC) is a place where educators can go to determine if programs are scientifically proven to work. It’s a helpful tool for all those educators who wondered, “Does this actually work?”

From their website:

The What Works Clearinghouse (WWC) reviews the existing research on different programs, products, practices, and policies in education. Our goal is to provide educators with the information they need to make evidence-based decisions. We focus on the results from high-quality research to answer the question “What works in education?”

WWC doesn’t just review any type of research reports that are thrown out there. Studies have meet certain scientific requirements to be added into a systematic review of the subject at hand.

This current review looked at TFA’s effectiveness in math, science, English, and social studies achievement.

Overall Effectiveness 

Let’s start out with an overall look at the effectiveness of TFA teachers. Afterwards, I will break down the individual subjects achievement data. As you can see below, TFA teachers are better than traditionally trained teachers in math achievement, potentially better in science achievement, and are the same in social studies achievement and English achievement. The systematic review did not find a pattern of TFA teachers being worse than traditionally trained teachers in any subject.

screen-shot-2016-09-14-at-10-18-31-amscreen-shot-2016-09-14-at-10-34-28-am

screen-shot-2016-09-14-at-10-54-40-am

Math Achievement 

According to this systematic review, TFA teachers see the great achievement with math. The studies involved look at over 65,000 students and found TFA teachers had a statistically significant positive effect on math achievement. The review found a medium to large amount of evidence for this claim. screen-shot-2016-09-14-at-10-38-48-amScience Achievement 

For science achievement data, the one study included over 36,000 students and found a positive and statistically significant effect of TFA teachers on science achievement.

screen-shot-2016-09-14-at-10-44-41-amSocial Studies Achievement 

The one study included in this section found no statistical significant effect on TFA teachers in regards to social studies achievement. This means that TFA teachers were the same as traditionally trained teachers when it came to their student’s social studies achievement.

screen-shot-2016-09-14-at-10-48-54-amEnglish Achievement

For English achievement, the systematic review looked at 5 studies that included over 53,000 students. They found that there was no statistically significant effect of TFA teachers compared to traditionally trained teachers. TFA teachers and traditionally trained teachers were the same when it came to English achievement.

screen-shot-2016-09-14-at-10-51-54-amWhat are the takeaways? 

TFA teachers do better in math and science achievement, but do no worse in English and social studies achievement compared to traditionally trained teachers. The takeaway is that TFA teachers, with limited amount of training, are doing the same or as better as teachers who spend years in training.

For more on education politics and policy in Tennessee, follow @TNEdReport.