I'm not a teacher, but I know it depends on the circumstances of the individual school district. I grew up in a predominantly military area, and it was pretty rare for a 5th grade class to have even 1/6 of the students in a situation where they had the same 1st grade teacher.

But, the district I grew up in has the best test scores in the state of Florida. Maybe they're teaching to the test. Maybe the schools are just that good. But, I think it's a sign that maybe bad teachers, especially in the primary grades, aren't as big of an indicator of academic success?

Ah, OK - so it's the high-functioning children, who would still ordinarily qualify for Special Education classes?

Also, if he's legally deaf, does he get a sign interpreter? Does he read lips? What's his retention rate? It seems odd they'd throw a deaf kid into class to just sit there and watch.

All the examples mentioned about outcomes for individual teachers are things the district COULD do, but they aren't things required by NCLB. There's nothing that requires that teachers from reorganized schools will be terminated, and honestly, I don't expect them to, especially if they are performing in the average or above range for the particular kids they serve. And in my experience, principals and districts know who teaches classes with more kids less likely to do well since in practice most places, they aren't equally distributed. If the particular teacher is performing worse that other teachers with comparable kids year after year, then he or she probably should be evaluated accordingly.

Districts taking tests scores seriously may be a product of NCLB, but how they respond to those test results is pretty much still up to them and I think anyone would be hard pressed to find examples of teachers getting fired for their special education students' performance. Pressured? Sure. Compelled to attend ridiculous time consuming meetings that do nothing to increase student performance, sure. But actually formally evaluated in a way detrimental to their careers, not so much.

And the thing about any special ed issues is that you kind of have to ask if special education STUDENTS were actually receiving better academic instruction before they counted in the data this much. If we're honest with ourselves, I think it's pretty clear that they weren't. They were much more likely to be in programs that didn't really push them very much academically, especially if they had parents who the district wasn't worried would sue. The present system may judge schools for their performance in a kind of unfair way, but I think the cases where it harms the kid are outnumbered by the benefits to kids who receive much more targeted academic instruction.

I'm not saying NCLB is flawless certainly, but it isn't really the great ruin of public education the way some educators and parents would make it out to be.

We have pretty big schools where I am and most of the kids are on grade level, so I'm not seeing what you are seeing where you are. It's just not that high stakes.

We also have relatively easy state tests, so it's not that hard for an average learner to catch up to speed in a year, assuming that they aren't years behind, which does happen some places by high school.

We see our individual results but nothing ever seems to be said about them, which kind of stinks when you are really doing well, but I guess if we're going to look at it as cumulative learning, these results aren't solely the one teacher's good results either.

I think that a lot of teachers have really strong perfectionist streaks and even when there aren't any real job consequences for lackluster performance in a certain area, even calling it to their attention freaks them out. So, if the principal is giving out verbal gold stars for high scores, some teachers would try to pre-load their classes for success by trying to attract easier kids. It may not be the case that they have any realist fear for their jobs.

Long story short: because he can barely hear out of one ear--he's not "deaf enough" to need anything else but hearing aids which, after his big fall last year, don't work very well anymore. The teacher uses an FM trainer which is just a microphone she wears to amplify her voice. It works well at times, but this teacher has gotten into the habit of speaking too fast and moving through the material too quickly. My aunt has gone to talk to her numerous times, and the teacher supposedly is aware of what she is doing and always promises to fix it....but she never does. They've taken a few benchmark tests (they are like practice tests to gauge how the students are doing) and he's scored EXTREMELY low (but apparently not enough to be worried?)

If there is a substitute, well forget the FM trainer being used (some subs have refused to use it, some say they "prefer not to"). So whatever lesson is being taught for that day, pretty much is useless to him because unless the sub spends some time with him, my cousin isn't gonna learn crap from that day.

That sucks - it kind of ruins the entire point of having a legally-defined standard for "deaf" huh? Wow.

yep, but our family is kind of used to it. He wasn't diagnosed until he was almost 3, and they still want to give the family a run around as to what kind of "treatment" is available for him.

After he took a fall on the playground last year, he was eligible for the cochlear implant on his right ear. But once he was in the operating table, opened up, they realized he couldn't get the cochlear implant in that ear. So he went home with nothing.

Epchick,

I think your family needs to make some legal noise to advocate for his needs. If the district won't do what they are legally obligated to do in terms of providing an appropriate education and modification without your suing them, then you may need to sue. I'm pretty sure the district won't want to explain in court that because he isn't completely sucking at his benchmarks, that it's appropriate for him to go some days completely unable to experience instruction*. If your district is anything like 99% of the districts out there, they will become much more interested in doing what they can long before it looks like it will go to court.

Of course, suing might won't help you get a job in the district when you get certified.

* on the other hand, complaints about speed of speech and going over material might not be best way to approach it, unless you specifically make the case that it's hearing impairment that has created language delays. I say that because almost any kid who isn't doing so well is going to complain that the teacher goes over it too fast, and you all probably want to make the district feel accountable specifically to special education law.

I think it was super-nice of you all to try to resolve it by working with the classroom teacher first, and I even think that you're probably going to realistically expect some issues with substitutes not knowing what to do. But at some point, your aunt might need to start pushing the district as hard as she can and fear of lawsuits seems to drive most districts.

I completely agree, but at this point, I don't know how feasible that is. The help my cousin has gotten up to this point was because my aunt pushed for it. She pushed the doctors to diagnose him, and she pushed for him to get the help he needed while in school. But now it just seems likes she is content with the help he's getting. It doesn't matter if I, or any other teacher in the family (like my mom or my other aunt) think that the district/school should do much more, my aunt has to want it....and it doesn't seem like she's all that worried.

I hate to say it, but this aunt is not very focused on education. To her, as long as the kids are passing, it's fine. If her daughter just wants a "day off" from school, my aunt gives it to her because "sometimes you just need a break." Before I left to Phoenix this weekend I was at her house. I asked my cousin to tell me what 6x4 was (he had a multiplication poster board in view) but he couldn't. My aunt had to count it out for him. But what was he doing before and after I talked to him? Looking at music videos on youtube. He can't tell me what exactly PLORE is, but he can tell me what kind of antics he pulled in class. But like I said, he's not failing--yet--so to my aunt, all is fine right now. If my cousin ever fails, then of course she'll start throwing fits, but until then all I can do is try my best to help my cousin understand the material he's learning, whenever I see him.