Peer review should provide feedback to a peer on the criteria expected in the paper. The Feedback Form is located in the course shell. Follow these instructions:

1. Receive a classmate’s paper from your professor (in class if on-ground; by e-mail if online).
2. Obtain the Peer Review Feedback Form from the course shell.
3. Comment on all criteria, noting strengths and / or areas for improvement on the feedback form.
4. Provide completed Peer Review Feedback Form and classmate’s paper to your professor.

Note:On-ground students should submit the feedback form and paper to the professor during the class meeting in which the paper is reviewed; online students should submit the feedback form and paper to the professor via the course shell.

As you read a classmate’s paper, address these criteria:

• Identify the course, assignment, and date.
• Provide positive feedback, where appropriate, on the criteria.
• Identify areas for improvement, where appropriate, and recommend improvements.

REMEMBER: JUST COMPLETE THE PEER REVIEW FORM...which was provided. NOTHING ELSE..

 

 

 

 

 

 

Persuasive Paper Part1: A Problem Exists

The Problems with No Child Left Behind

B’Nai Stover

Prof. Erica Ellsworth

ENG215

May 6, 2012



The No Child Left Behind Act has been the primary legal force driving the way our schools operate in this country. Enacted in 2002, the No Child Left Behind Act is the revision of the Elementary and Secondary Education Act.  In general the No Child Left Behind Act requires states/schools to demonstrate adequate yearly progress (AYP) in the proficiency of reading and math in their students. The Act sets forth requirements and qualifications which must be met by Teachers and other educational staff. Primarily, this Act was meant to protect economically disadvantaged students, students from major racial and ethnic groups, students with disabilities, and students with limited English proficiency. (NCLB, 2002)  Though this Act was designed to benefit America’s children, it has created and continues to breed more problems than it has resolved. Now that it is down to the wire and congressional Action is near, changes need to be made to the No Child Left Behind Act. 

The No Child Left Behind Act is inadequate. There are several problems with this legislation that need to be addressed. Some of those problems are; the special education/general education problem, the paraprofessional problem, and the enforcement problem. These are each issues that require immediate addressing. No Child Left Be needs to be revoked. This Act is merely a revision of a previously unsuccessful Act, which unfortunately has turned America’s children into nothing more than numbers and statistics. We need to go back to the drawing board, or we risk leaving our children’s education behind. 

The first problem at the top of the list refers to the settings in which our children are instructed. The No Child Left Behind Act causes a clash between general education and special education. How can an Autistic child be expected to take a standardized test, covering the same material as a child in general education? Better yet, how can a teacher instructing a classroom full of special education children be expected to prepare each of those children to do well on a standardized test? Some supporters of the No Child Left Behind Act may argue that this can be done successfully through resources that include inclusion of certain special education students in a general education classroom. They may also say that the use of paraprofessionals in the classroom is a way to maximize the efforts of the teacher. These two resources are detrimental to the learning environment. 

Including special education students in a general education classroom is bound to disrupt the learning ability of either the special education student or the general education students, or in some cases both parties. A child with disabilities faces not only the possibility of emotional distress as a result of feeling inferior to their peers, they are also at a disadvantage and risk falling behind because, they do not have access to all of the resources they should. A child with learning disabilities may need the special attention of the instructor to perform comparably to their peers. This could be at the expense of the general education students who have their lesson interrupted because the teacher is too busy providing one on one clarification and as a result cannot teach the class effectively.

The next issue is an issue that is very personal for me. I personally am a part of the paraprofessional problem. Some children in special education programs are required to have what is called a dedicated aide. A dedicated aide is a paraprofessional who is assigned to a specific student, who must have one on one, learning or behavioral assistance throughout the school day. In the classroom where I work, there are five children, all with Autism Spectrum Disorder. This classroom has a teacher and four dedicated aides.  With the required qualifications for a dedicated aide, being either an associate’s degree, two years of college, or the passing of the Parapro exam, there has been a shortage of dedicated aides. Three out of four of the aides in my classroom, including myself, are not employees of the school district. The school district where I work contracts an outside agency to recruit and supply dedicated aides. My placement in the classroom is a result of this contracting process. The problem with this is that some of the aides don’t meet the requirements outlined in No Child Left Behind. I can speak from experience when I say that I have never been formally trained on how to perform my job successfully, after being hired with no previous training or experience.

The final issue that needs to be addressed is the problem of enforcement. The No Child Left Behind Act describes in detail the processes and procedures to be implemented in order to achieve the desired level of academic performance in our nation’s schools. Unfortunately, those responsible for the successful implementation of the No Child Left Behind Act are failing to follow the plan. In some cases, data used to evaluate the effectiveness of the No Child Left Behind Act is not being collected; in other cases, the data collected is being falsified, because, sadly the teachers job depends on it. No Child Left Behind encourages cheating. 

There has to be a better way to ensure that our children have the best possible chance to flourish. We need to provide them with an environment in which that can thrive. No Child Left Behind is nothing more than a piece of ineffective legislation. We need to require congress to approach this issue with a heart. After all our children are our futures. 



Persuasive Paper Part 2: Solutions and Advantages

Fixing No Child Left Behind

 

The solution to the problems with No Child Left Behind is not an easy one to come to. There are far too many things that need to be considered. However, my answer to the more immediate problems is to let the states decide. We need flexibility from No Child Left Behind. There should be no federal legislation getting in the way of our states doing what they feel is right for their children. Our states need the flexibility to decide and the right to exercise their decisions regarding their school systems. Until there is a piece of legislation that works for every state and doesn’t get in the way of our children’s success, the states need relief. 

Flexibility from certain provisions of No Child Left Behind will enable the states to define highly qualified teachers on their own.  The states can define their own measures of achievement and success to a certain degree. I am not suggesting that there be no federally mandated requirements. I am only stating that the states need to have more control over the requirements and how to meet them. This flexibility can come from the Student Success Act. 

The Student Success Act addresses each of the problems that I have pointed out and many more. “The Student Success Act will return responsibility for student achievement to the states and school districts, enhance local flexibility, protect taxpayers’ investments in education, and strengthen state and local autonomy.”The Student Success Act addresses the paraprofessional problem through its redefining requirements. It addresses the general/special education problem by offering alternative assessments and accommodations for children with disabilities and special needs. The problem with enforcement is also addressed. 

The Student Success Act does not specifically state much about special education, and this leads some to believe that they will be forgotten. The fact is that states have always had their own measures set in place to help the disadvantaged achieve. What the Student Success Act does state however, is that alternative assessments will be allowed, and that dedicated aides are here to stay. Allowing alternative assessments provides relief to the teachers and the students in both the general and special education settings. The teachers are allowed to tailor their instruction and assessments more specifically to student’s needs. This produces a win win situation for everyone involved. 

The Student Success Act does specifically address the paraprofessional problem. With the Student Success Act, one can clearly see that the paraprofessional problem is clearly recognized. The Student Success Act clearly defines what a paraprofessional is and exactly what their role should be in the educational setting. Paraprofessionals will be required to be “specifically trained, to provide services to immigrant children and youth.”  There are also requirements for accountability based training and development of paraprofessionals. Training programs will also be available to paraprofessionals who wish to become certified and licensed teachers. 

With the Student Success Act, enforcement will not be as difficult as with the No Child Left Behind Act. The Student Success Act will not encourage cheating or falsifying data. With more flexibility and more decisions made at the state level. Being able to come up with something that works for everyone is the key. The Student Success Act will help to build and foster a relationship between federal government, state and local government, administrators, teachers, and families.