tag:blogger.com,1999:blog-29536003.post8567609844664738484..comments2023-12-24T08:35:08.509-05:00Comments on Pissed Off: Resource Room and the Twenty First CenturyPissedoffteacherhttp://www.blogger.com/profile/07924089808582137198noreply@blogger.comBlogger6125tag:blogger.com,1999:blog-29536003.post-68938022300939599742013-07-15T14:48:49.313-04:002013-07-15T14:48:49.313-04:00I am a resource teacher in an elementary school a...I am a resource teacher in an elementary school and do reading,writing and math for all grades... Can anyone make some suggestions with regard to routines so that I can maximize my time and rotate among students.Anonymousnoreply@blogger.comtag:blogger.com,1999:blog-29536003.post-74214209974024146692010-10-14T18:51:47.580-04:002010-10-14T18:51:47.580-04:00Good article!
Resource rooms are valuable sources ...Good article!<br />Resource rooms are valuable sources of inspiration and knowledge for students. The reality is that "push in" services you describe (placing special education teachers in general education classrooms) is merely PR more than an effective way to deliver services. Teachers become expensive aides. Remediation is needed for students with learning disabilities, and resource rooms provide this...Anonymousnoreply@blogger.comtag:blogger.com,1999:blog-29536003.post-71847141315510000522009-09-04T11:09:35.485-04:002009-09-04T11:09:35.485-04:00btw, my former school used to have 2 SETTS teacher...btw, my former school used to have 2 SETTS teachers. But my principal cut it down to 1. She did the same thing to the ESL program. When I first started teaching in the school we had 3 ESL teachers. I wish I could say these remaining teachers were good, strong teachers, but I can't and I blame the admins for letting it be that way. It's not the union protecting them, it's the laziness of administrators. The ESL teacher always finds excuses not to pick up and gets away with it. <br /><br />SchoolgalAnonymousnoreply@blogger.comtag:blogger.com,1999:blog-29536003.post-48234060901086453962009-09-04T11:05:59.871-04:002009-09-04T11:05:59.871-04:00The whole idea of Resource Room or "At Risk&q...The whole idea of Resource Room or "At Risk" children was to get them the extra help so that they can make signifigant gains and eventually be decertified. I have found that a pull-out program is much more successful than a push-in. The students need a full period a day outside the classroom to focus on their remediation. But the best SETTS teachers are those that want to know what's happening in the classroom. They work with the students so they can pass a test or at least make progress. <br /><br />The other problem is sometimes children that should be in a special ed setting are placed in SETTS instead to appease the parents. When a 5th grader is only able to function on a 2nd-grade level, why is that child still in SETTS and not re-evaluated for special ed??? Something is so wrong.<br /><br />SchoolgalAnonymousnoreply@blogger.comtag:blogger.com,1999:blog-29536003.post-54730601212765756422009-09-04T09:43:59.160-04:002009-09-04T09:43:59.160-04:00It's the discontinuity that defeats the purpos...It's the discontinuity that defeats the purpose of resource room. The kids need an anchor, but the system throws them a spindly branch.Ms. Tsourishttps://www.blogger.com/profile/14978868613223436958noreply@blogger.comtag:blogger.com,1999:blog-29536003.post-28344395034336483572009-09-04T02:13:29.705-04:002009-09-04T02:13:29.705-04:00It's a damned when you did, and maybe damned w...It's a damned when you did, and maybe damned when you do now kind of situation. 1997 research by the NYU Grad School of Ed showed that reading scores of kids who got NYCDOE resource room declined significantly, while their math scores simply stagnated at unacceptably low levels. The same study also showed that a full 50% of high school kids scheduled for resource room never showed up in resource room. Of course, nobody ever did any further research to get to the underlying "why" of these situations, so ... .<br /><br />Since the NYCDOE strenuously refuses to give out objective data re scores, outcomes, etc. for kids classified as having disabilities who are in general ed classes with support or related services (not segregated special ed. classes run by districts or D. 75 schools and programs), we can only say that there is no data supporting the current NYCDOE models for providing special ed services to these kids.<br /><br />Knowing the NYCDOE as I do, I think it's fair to assume that if the data - which they obviously have, but refuse to release - supported what they were doing, they would release the full data set and let folks see for themselves. Instead, we get the occasional massaged bit of data dribble, highly colored by p.r. spin ... and that's all.<br /><br />Why should we support ANY model for special ed services when the data is withheld by the folks who have it?<br /><br />Dee Alpert, Publisher<br />SpecialEducationMuckraker.comDee Alperthttps://www.blogger.com/profile/08120417823162375671noreply@blogger.com