Education Week - May 6, 2015 - 24

Advocates for Special Ed., Gifted
Weigh Details in ESEA Rewrite Bill
Elements of Senate measure cheered; some concerns cited
By Christina A. Samuels
The proposal to reauthorize the
Elementary and Secondary Education
Act that unanimously cleared
the U.S. Senate education committee
includes elements that please
both advocates for students with
disabilities and advocates for gifted
students-including a cap on the
number of students who can take
lower-level state assessments and
be counted as proficient, and an explicit
focus on using federal funds
to train teachers in best practices
in gifted education.
But as the bill approved April
16 heads to the Senate floor, advocates
say some issues continue
to be a concern, such as a lack of
subgroup accountability in the proposal.
Reporting on the test scores
of students with disabilities has
allowed schools and districts to
focus more closely on lagging performance,
many special education
groups believe.
The esea exists to level the playing
field and to close gaps between
student groups, said Denise Marshall,
the executive director of the
Council of Parent Attorneys and
Advocates, based in Baltimore. "We
can't imagine moving forward on a
bill that moves back on that promise,"
she said.
Those concerns suggest that
when the bill comes up for a full
Senate vote, there may be more
fireworks than were seen in the
largely drama-free markup session
in mid-April, where many amendments
were offered but withdrawn
to allow the bill to move forward
without getting held up by partisan
debate.
A Focus on the Gifted
Jane Clarenbach, the director
of public policy for the National
Association for Gifted Children,
in Washington, said the organization
was particularly gratified
to see the needs of gifted and talented
youths addressed in the
proposed bill. The Senate proposal
includes these elements for gifted
education:
* States would have to break
out student performance by subgroup
at each proficiency level.
By doing so, advocates hope to use
that information to draw attention
to what is being called an "excellence
gap": certain racial groups,
students with disabilities, and students
eligible for free or reducedprice
lunches who are underrepresented
among the highest levels of
achievement.
* The portion of the bill that focuses
on improving teacher quality
would allow the use of federal
funds to train teachers in the
best ways to teach gifted students,
including students of high
ability who have not been formally
identified.
* Districts receiving Title I funds
would be authorized to report how
they plan to use that money, which
aids low-income students, to identify
and teach gifted students.
* An amendment to the bill
would continue authorizing the
Jacob K. Javits Gifted and Talented
Students Education Program,
which funds research into
best practices in gifted education,
with a focus on underrepresented
students. That amendment
was brought forward by retiring
Sen. Barbara Mikulski, a Democrat
from Maryland. The amendment
does not set aside a certain
amount of funding for the program,
but it would ensure its continued
existence.
All the changes would amount to
a significant boost for gifted students,
particularly those from underrepresented
groups, Ms. Clarenbach
said. The Title I change would
allow schools to explicitly note that
there are high-achieving children
in Title I schools who have needs
that should be met. And the state
reporting changes "give us an opportunity
to have a lot of conversations
that are hard to have otherwise,"
Ms. Clarenbach said. "When
you have data, you can go to an official
and start talking."
Mixed Picture
For students in special education,
the bill offers changes that some
advocates were looking for. But it
is also notable for what it leaves
unchanged.
For example, under the current
version of the esea, the No
Child Left Behind Act, there is
a 1 percent cap on the number of
students who can take alternate
assessments and be counted as
proficient. That's equivalent to
about 10 percent of students with
disabilities.
An earlier version of the bill
would have lifted the cap, but disability
organizations fought hard
against that change. They argued
that to remove the cap would lead
to lower standards for students
with disabilities. But that stance
put some organizations in opposition
to a group of parents and
teachers who believe that standardized
testing has not served
students in special education well.
"There's definitely a faction for
whom the taking of those tests is
so onerous that they would rather
get rid of them rather than deal
with the benefits they confer," said
Ms. Marshall.
Parents could take advantage of
an amendment added to the bill by
Sen. Johnny Isakson, R-Ga., that
clarifies that states and districts
cannot stop a parent from opting
their child out of state tests.
The bill also states that students
who take alternate assessments
cannot be stopped from attempting
24 | EDUCATION WEEK | May 6, 2015 | www.edweek.org
to get a standard diploma. Often,
students get locked into an alternative
track early in their school
careers, Ms. Marshall said.
'Portability' Debate
Another volatile issue-Title I
"portability," or allowing federal
money for disadvantaged students
to follow a student to the public
school of his or her choice-is likely
to emerge in a floor debate on the
esea rewrite measure.
Amendments that would have
opened the door to such flexibility,
including one from Sen. Tim Scott,
R-S.C., never made it into the bill
approved by the education committee.
But Sen. Scott intends to offer
his amendment again if the bill
comes up before the full Senate,
and Sen. Alexander has said he
would support such a change. The
idea is opposed by groups including
the National Association of State
Directors of Special Education, in
Alexandria, Va.
Sen. Bill Cassidy, a Republican
from Louisiana, also offered multiple
amendments on the issue
of dyslexia, one of which would
have allowed schools to use federal
funds to train teachers in
best practices in identifying and
educating students with specific
learning disabilities. About 40 percent
of the students covered under
the Individuals with Disabilities
Education Act have a specific
learning disability. The amendment
failed, amid concerns that it
singled out a particular group of
students, those with dyslexia, for
special treatment.
"I think it gives the impression,
whether it's intended or not, that
students with certain types of
learning disabilities have more
pressing needs than other students
with disabilities," said Barbara R.
Trader, the executive director of
tash, a Washington-based support
and advocacy group for people with
intellectual disabilities.
The proposed bill also would
require states to adopt policies
to prevent unnecessary use of restraint
and seclusion in schools.
The restra int -and-seclusion
amendment was brought forward
by Sen. Chris Murphy, a
Democrat from Connecticut. It
would require state departments
of education to develop plans to
protect students from abuse, and
would prohibit aversive interventions
that compromise students'
safety, or any "physical restraint
for seclusion imposed solely for
purposes of discipline or convenience."
Ms.
Marshall said her organization
would have liked to see
stronger language, but said that
the amendment gives the federal
government more power to oversee
state efforts around restraint-andseclusion
prevention.
BLOGS www.edweek.org/go/blogs
House Bill Aims to Increase Federal Role
In Safeguarding Student-Data Privacy
| DIGITAL EDUCATION | In a surprising turnaround, new legislation that
would significantly increase the federal government's involvement in
protecting student-data privacy was introduced in the U.S. House of
Representatives last week with support from educator groups.
But the "Student Digital Privacy and Parental Rights Act of 2015,"
pulled just over a month ago following sharp criticism over vendorfriendly
loopholes, has so far received a lukewarm reaction from the
ed-tech industry.
The bill introduced by Reps. Luke Messer, R-Ind., and Jared Polis,
D-Colo., would prohibit ed-tech companies from selling student
information and targeting students with advertisements.
Vendors would be required to meet a host of new requirements
on everything from data security to data retention to breach
notification, as well as to be more transparent about their
privacy policies, the nature of the information they collect from
students, and with whom they share that information. The
Federal Trade Commission would be given enforcement authority
over the industry.
A host of educator groups have already endorsed the bill, including
aasa, the School Superintendents Association, the International
Society for Technology in Education, the National Education
Association, and the National pta.
But no broad industry-related groups were among the initial list
of endorsers. The Software & Information Industry Association, a
Washington-based trade group, expressed concern that if enacted, the
bill, which would not supersede state laws, would create significant
burdens for educational-technology companies.
Qualified, Trained Title IX Coordinators
Mandatory, Ed. Dept. Guidance Says
| RULES FOR ENGAGEMENT | K-12 schools and higher education
institutions that receive federal funding must have a qualified
and trained Title IX coordinator to field complaints and monitor
compliance with the civil rights law, the U.S. Department of
Education said in new guidance.
The guidance in an April 24 "Dear Colleague" letter and a guide
about the key elements of the law-which prohibits discrimination on
the basis of sex or gender-should serve as a reminder to schools that
they have "a critical responsibility" to have a coordinator who has "the
authority and support necessary to do the job," Catherine E. Lhamon,
the assistant secretary for civil rights, said in a statement.
Title IX of the Education Amendments of 1972 applies to a muchbroad
range of obligations related to sex, sexual orientation, and
gender identity.
Sen. Bernie Sanders of Vt. Adds Name to
List of White House Hopefuls
| POLITICS K-12 | Move over Hillary Clinton-and Lincoln Chafee.
There's a new declared potential contender for the presidency
from the left side of the aisle: Sen. Bernie Sanders from Vermont,
a self-described "socialist" and official Independent who "caucuses"
(Congress-speak for "organizes") with Democrats.
Sanders has been one of the earliest-and most outspoken-
critics-from-the-left of the Obama administration's competitive
grants, particularly Race to the Top, which he argues
shortchanges rural schools. He's advocated for ensuring that
teachers are highly qualified-he's not a fan of allowing
alternative routes to count.
Sanders (along with the rest of the Senate education committee)
voted to support a bill to revise the Elementary and Secondary
Education Act that leaves standardized testing intact. And he likes
that the bill would allow states to dial back the role that standardized
tests play in their accountability systems. (It's worth noting that if
the Green Mountain State had its way, it would have been able to
substitute local tests for statewide assessments in some grade spans
through a waiver from provisions of the No Child Left Behind Act, the
law's current version.)
In fact, back in 2012, Sanders was slated to meet with "Occupy the
doe" protestors about allowing students to opt out of standardized
testing. (Yes, before it was cool.)
Sanders has also been vocal on higher education issues, calling for
a serious shakeup of the college loan system to make postsecondary
education more affordable for students, and seeking to expand loan
forgiveness for students who choose to work in public service jobs,
such as teaching.
-BENJAMIN HEROLD
-EVIE BLAD
-ALYSON KLEIN
http://www.edweek.org/go/blogs http://www.edweek.org

Education Week - May 6, 2015

Table of Contents for the Digital Edition of Education Week - May 6, 2015

Education Week - May 6, 2015
Some Balk as Testing Rolls Ahead
Nevada Exams Hit Tech Trouble
Science Standards Pop Up in Districts
Undocumented Students Strive to Adapt
State Takeover Gives Mass. District a Fresh Start
Contents
News in Brief
Report Roundup
Chicago Schools Probe Prompts AASA to End Alliance With Firm
Researchers Target Ways to Design Better Mathematics Text Materials
GED Revisions Spur Bumpy Year for Equivalency Exams
After Baltimore Unrest, Students and Educators Seek Understanding
DIGITAL DIRECTIONS: New Research Probes Frontiers of Tech Learning
Blogs of the Week
Efforts to Change Federal Aid Formulas Prove Tricky
New Research Emerges On LGBT Parents
Advocates for Special Ed., Gifted Weigh Details in ESEA Rewrite Bill
Blogs of the Week
Marriage Issue Gets Full Airing at High Court
Letters
TopSchoolJobs Recruitment Marketplace
Education Week - May 6, 2015 - State Takeover Gives Mass. District a Fresh Start
Education Week - May 6, 2015 - 2
Education Week - May 6, 2015 - Contents
Education Week - May 6, 2015 - News in Brief
Education Week - May 6, 2015 - Report Roundup
Education Week - May 6, 2015 - Chicago Schools Probe Prompts AASA to End Alliance With Firm
Education Week - May 6, 2015 - 7
Education Week - May 6, 2015 - Researchers Target Ways to Design Better Mathematics Text Materials
Education Week - May 6, 2015 - GED Revisions Spur Bumpy Year for Equivalency Exams
Education Week - May 6, 2015 - After Baltimore Unrest, Students and Educators Seek Understanding
Education Week - May 6, 2015 - 11
Education Week - May 6, 2015 - DIGITAL DIRECTIONS: New Research Probes Frontiers of Tech Learning
Education Week - May 6, 2015 - Blogs of the Week
Education Week - May 6, 2015 - 14
Education Week - May 6, 2015 - 15
Education Week - May 6, 2015 - 16
Education Week - May 6, 2015 - 17
Education Week - May 6, 2015 - 18
Education Week - May 6, 2015 - 19
Education Week - May 6, 2015 - 20
Education Week - May 6, 2015 - 21
Education Week - May 6, 2015 - New Research Emerges On LGBT Parents
Education Week - May 6, 2015 - 23
Education Week - May 6, 2015 - Blogs of the Week
Education Week - May 6, 2015 - Marriage Issue Gets Full Airing at High Court
Education Week - May 6, 2015 - 26
Education Week - May 6, 2015 - 27
Education Week - May 6, 2015 - Letters
Education Week - May 6, 2015 - 29
Education Week - May 6, 2015 - TopSchoolJobs Recruitment Marketplace
Education Week - May 6, 2015 - 31
Education Week - May 6, 2015 - 32
Education Week - May 6, 2015 - CT1
Education Week - May 6, 2015 - CT2
Education Week - May 6, 2015 - CT3
Education Week - May 6, 2015 - CT4
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