here's the letter, what do you think?

Thank you to all who responded to “okay, i’m goin in” I appreciated all of the advice as usual. And socks comes to the rescue again with some back up ammo.

Here’s the rough draft. All suggestions appreciated.

This letter is in regard to the memo that was sent home, dated May 17, 2002, pertaining to the implementation of the “strategic and flexible math grouping” of advanced and talented fourth and fifth grade students.

I would like to begin by congratulating the group of parents who were successful in obtaining the “differentiated educational program” that is supported by the federal government as well as District –’s mission statement: “It is the mission of the ––— School District – to educate all children as individuals, to foster a love of learning, and to prepare children for a responsible and successful future in a divirsified world.”

However, I do have some concerns and comments reqarding this program.

Although we can debate the use of the term “talented,” because all children are talented in some academic area that could potentially be addressed in the same manner as the math issue, I would like to comment on “to better address the learning needs” portion of the statement.

Please consider the federal definition as I pose this concern: “Gifted and talented children are those identified by professionally qualified persons, who by virtue of outstanding abilities are capable of high performance. These are children who require differentiated educational programs and/or services beyond those normally provided by the regular school program in order to realize their contribution to self and society.”

This definition is very similiar to that of a child with a specific learning disability, yet there are very different procedures to be followed, very different ways we recognize the two and then very different ways that we (our distict) are willing to remediate their problems.

It can also refer to fact that many children in our district struggle academically, yet do not meet the criteria for special education, and therefore are left to their own resources. These students could benefit and thrive from us acknowledging their needs in the same way that we acknowledge the needs of exceptional children. Despite all of these differences one thing remains constant, they all have specific needs to be met in order to succeed and they are all entitled to the same beliefs stated in our handbook; #2; Each child can learn and should be encouraged to reach his/her full potential and #4: Each child is entitled to a well-balanced, quality education which is relevant to today’s society and which will enhance life-long learning.

Since –––—’s new program will be setting a precedent by recognizing a group that needs individual and differentiated instruction (eg. talented/advanced math group), then I am requesting that all students be given the same consideration, in subjects other than and including math.

Three issues have consistently been topics of concern during discussions with other parents. There are many students who fall within the specific learning disabilities category of special education (who have the potential to succeed if provided with the proper intervention). Currently they are not getting the appropriate differentiated educational programs that are vital to their academic success. The special education program will not provide anything other than placement on their existing continuum, due to its conformity to the inclusion model. Within this model, my experience is that there are not enough resources to adequately and appropriately service these children. The role of special education is to help the child achieve independence to the fullest extent possible. It is my opinion that this is not happening.

Although I only assume that the advanced students’ parents will not be subjected to the same bureacracy as special education parents are, this does involve persuing other groups of children with needs that are considered “special.” That which is special enough to possibly separate them from the general classroom and drawing upon our resources.

District – is also in need of specialized instruction for those struggling academically, who do not qualify for special education, but will neither reach their potential, nor will they be academically successful if these isssues are not addressed. They will only be passed along to the next grade.

Most importantly, though, students in both of the categories mentioned above are asked to seek assistance outside of school, in order to accomodate their needs, at the parents expense. They are also asked to do this after the child has already spent approximately 6 hours in school; possibly including several hours of wasted time when the child did not understand the material presented. The advanced students will have their needs met during the school day and at no added expense to the parents. Where are we drawing the line as to whose special needs deserve to be met during the school day verses who is required to seek outside assistance in order to help their child “realize their contribution to self and society.” In other words, who’s learning needs are important enough to be addressed during the school day and who draws the short straw?

Would you not agree every student is entitled to special consideration? If we are not willing to do for all, then why do for the few? When we are willing to consider all of these “children as individuals” we are surely fulfilling our mission statement to “foster a love of learning, and prepare children for a responsible and successful future in a diversified world.”

This letter is not meant to be an elaborate list of complaints, as I am looking to be part of the solution to these concerns. I would appreciate any suggestions you may have that would help get these concerns addressed through the proper chain of command.