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House passes ESEA rewrite 218-213; Senate debate continues
Education Week
The U.S. House of Representative reconsidered and ultimately passed a Republican-backed reauthorization of the Elementary and Secondary Education Act — though it's far from the measure that President Barack Obama may eventually sign into law when it's all said and done. After considering 14 amendments, including a failed Democratic substitute, members passed the ESEA rewrite, formally known as the Student Success Act, with a very close vote of 218-213. Twenty-seven Republicans crossed party-line to join the entire Democratic caucus in voting against the bill.
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Senate considers No Child revision to limit federal role
The Associated Press via The Washington Post
Trying to strike a bipartisan chord, the Senate worked on a major revision of the 2002 No Child Left Behind law, a day after a Republican-led rewrite just barely passed the House. The Senate bill would narrow the federal role in the nation's public schools by giving states and local school districts more control over assessing the performance of schools, teachers and students. It keeps the law's requirement for annual math and reading tests but prohibits the federal government from requiring or encouraging specific sets of academic standards, such as Common Core.
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Looking for similar articles? Search here, keyword NCLB.

Accelerate learning with creative teaching techniques
By: Susan Kahn
Just as a famous chef buys the best quality organic foods to prepare a culinary delight, an expert learning specialist combines the best educational and brain research with creative teaching techniques to accelerate learning. Dr. Jean Piaget advocated using concrete, simple words to insure comprehension. These words should be easily understood through seeing and touching. A baseball might be shown within a player's glove on a baseball field to teach the word baseball or the "B" sound.
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  Student-Paced, Mastery-Based Math
Since 2004, Math-U-See has worked with intervention and special education teachers to reach struggling special needs math students. Math-U-See corresponds to math ability rather than traditional grade levels, so it can be used with students of any age. We provide tools and training for an explicit, structured, systematic, cumulative program using multi-sensory teaching techniques. MORE

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In an effort to enhance the overall content of THE LD SOURCE, we'd like to include peer-written articles in future editions. As a member of LDA and/or reader of THE LD SOURCE, your knowledge of learning disabilities and related issues lends itself to unprecedented expertise. And we're hoping you'll share this expertise with your peers through well-written commentary. Because of the digital format, there's no word or graphical limit. Our group of talented editors can help with final edits. If you're interested in participating, please contact Ronnie Richard to discuss logistics.

 In the News

How to build a bridge from pre-kindergarten to third grade
The month of June marked transitions for many of our students, but few more so than the very youngest. This month, thousands of 3-, 4- and 5-year-olds completed their first years of formal education in San Francisco Unified. Research suggests they will be significantly better prepared to succeed in school because of their high-quality preschool experience. What these children don't know — and it should be invisible to them — is that they are on the leading edge of our district's strategy to align pre-K–3rd grade instruction. Our goal with this approach is to shrink a stubborn achievement gap by aligning primary school teaching to a formerly separate pre-K system. If we are going to bridge the gap, we have to start earlier, and that early work must be connected and coherent with the work in the grades that follow.
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Simple classroom measures may reduce the impact of ADHD
Medical News Today
Children with Attention Deficit Hyperactivity Disorder may be successfully supported in classrooms through strategies that do not involve drugs, new research has indicated. These children are typically restless, act without thinking and struggle to concentrate, which causes particular problems for them and for others in school. A systematic review was led by the University of Exeter Medical School funded by NIHR's Health Research Technology Assessment programme and supported by the NIHR Collaboration for Leadership in Applied Health Research and Care South West Peninsula. The review has concluded that non-drug interventions in schools may be effective in improving outcomes such as performance in standardised tests for children with ADHD.
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Personalized learning is especially good for minority students
The Hechinger Report
What would schools look like if they were designed around the needs of students? That's the question that drives the work of Rebecca Wolfe, director of the Massachusetts-based Students at the Center project, part of the nonprofit Jobs For the Future. Called "personalized learning," the idea sounds simple: Let the students dictate the direction and pace of instruction. Its adherents claim that not only will student outcomes improve, but point to research that shows it works particularly well for students of color. However, convincing the many entrenched interests that run school bureaucracies to give in to such a radical change can be a challenge.
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  Inform Attention Related Diagnoses
Develop a comprehensive evaluation using the gold standard Conners CPT 3™, an auditory test of attention, the Conners CATA®, and the early childhood Conners K-CPT 2™. All assessments have been updated with easily interpreted reports, representative normative samples, and new scores to pinpoint the exact issue. Learn more:

Students' reading and math skills are still all over the map
A federal report reinforces the notion that when it comes to state standards, proficiency is still in the eye of the beholder. A top-scoring student on Arizona's reading test may fall far below average in states with more rigorous exams, like Massachusetts or Wisconsin. The new report, by the National Center for Education Statistics, compares each state's performance on state tests with their performance on the 2013 National Assessment of Educational Performance — or NAEP.
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What do students need to know to be 'proficient' in reading and math? It depends on where they live.
The Washington Post
No Child Left Behind, the much-maligned 2002 federal education law, required schools to ensure that all students were proficient in math and reading by 2014. But what does "proficient" mean? It depends on where you live. A new federal report found a huge variation in how states defined "proficiency" on their 2013 standardized tests. In states with the lowest expectations, "proficiency" was three to four grade levels below proficiency in states with the highest expectations.
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Report: Asbestos found in kids' crayons, toy kits
HealthDay News via WebMD
Asbestos fibers have been found in crayons and other toys sold in the United States, according to a new report from an environmental health advocacy group. The fibers were found in four brands of crayons and two children's crime-scene toy fingerprint kits, according to the EWG (Environmental Working Group) Action Fund report. "We were surprised," said report co-author Sonya Lunder, a senior analyst with the Washington, D.C.-based group. "Crayons and crime-scene toys were found to have asbestos in years gone by, and the manufacturers of both had already promised to deal with the problem," she explained.
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McLean School Transforms Lives
K-12 college preparatory school supporting bright students’ individual learning styles.
3D Learner Program
We now offer Reading Plus® to further improve reading speed and comprehension. We also leverage both Recording For the Blind and Dyslexic and Talking Books. MORE

ESEA reauthorization: 5 key principles to guide consideration of any ESEA Title I formula change
Center for American Progress (commentary)
Last year, the federal government spent more than $14 billion to help educate low-income students as part of Title I, Part A, of the Elementary and Secondary Education Act, or ESEA. For schools, particularly low-income schools, these federal investments make a huge difference. If Title I was used to only fund teachers, for instance, it would support the jobs of more than 200,000 educators. But while federal education dollars bring many benefits for students, they are distributed in a way that is deeply unfair both between and within states. This unfairness stems from the following flaws in the allocation formula.
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Missed last week's issue? See which articles your colleagues read most.

    Senate braced for lengthy debate on ESEA (Education Week)
How the BRRRRR strategy can help you chill out at IEP meetings (By: Howard Margolis)
How 3-D printers help learners overcome dyslexia (EdSurge)
What is personalized learning and how do you get there? (K-12TechDecisions)
Too many kids (The Atlantic)

Don't be left behind. Click here to see what else you missed.

Implementing Common Core: The problem of instructional time
Brookings (commentary)
In 1963, psychologist John B. Carroll published a short essay, "A Model of School Learning" in Teachers College Record. Carroll proposed a parsimonious model of learning that expressed the degree of learning (or what today is commonly called achievement) as a function of the ratio of time spent on learning to the time needed to learn. The numerator, time spent learning, has also been given the term opportunity to learn. The denominator, time needed to learn, is synonymous with student aptitude.
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Some states would lose big money with proposed education funding changes
The Washington Post
Congress's debate about rewriting the nation's main education law has featured high-profile disagreements over testing, vouchers and school accountability, but there is another issue that has just as much potential to derail the legislation: Money. A forthcoming amendment from Sen. Richard Burr, R-N.C., would change the formula used to allocate Title I funds, a move that would create big winners and losers among the states. Thirty-six states and the District of Columbia would gain Title I dollars, which are meant to educate poor children. But that leaves 14 states that would see cuts, including big losers New York (whose districts would lose $310 million), Illinois ($188 million) and Pennsylvania ($120 million).
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Life after No Child Left Behind
The Atlantic
No Child Left Behind is really, really unpopular. Roughly three in 10 Americans think the George W. Bush-era federal education law has actually worsened the quality of education, according to a 2012 Gallup poll. The original law on which No Child Left Behind is based — the half-century-old Elementary and Secondary Education Act — was supposed to be renewed nearly a decade ago. Politics just kept getting in the way.
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LDA does not recommend or endorse any one specific diagnostic or therapeutic regime, whether it is educational, psychological or medical. The viewpoints expressed in THE LD SOURCE are those of the authors and advertisers.

Colby Horton, Vice President of Publishing, 469.420.2601
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