Return-Path: <nifl-aalpd@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id h5OJv3C02400; Tue, 24 Jun 2003 15:57:03 -0400 (EDT) Date: Tue, 24 Jun 2003 15:57:03 -0400 (EDT) Message-Id: <251A517E.435B5090.0AB94E44@aol.com> Errors-To: listowner@literacy.nifl.gov Reply-To: nifl-aalpd@literacy.nifl.gov Originator: nifl-aalpd@literacy.nifl.gov Sender: nifl-aalpd@literacy.nifl.gov Precedence: bulk From: AndresMuro@aol.com To: Multiple recipients of list <nifl-aalpd@literacy.nifl.gov> Subject: [NIFL-AALPD:477] Re: Myths and Realities X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-Transfer-Encoding: 8bit Content-Type: text/plain; charset=iso-8859-1 X-Mailer: Atlas Mailer 2.0 Status: O Content-Length: 821 Lines: 13 Myth or Reality #3: The only true measurement of PD effectiveness is student outcome I don't want to elaborate too much. However, I could have a workshop for teachers and I show them how they can refer students to a health clinic for diabetes evaluation, for example. As a result, the teacher refers a few students to the clinic, and one of them discovers that she is diabetic and begins to procure treatment. Is this an student outcome. Even if the state only cares about test scores? What if the student does not complete the class and never improves her language communication skills based on a standardized test. Did she have a positive outcome? The teacher might have saved a life. The student might have learned something that saved her life. Andres -- go here: www.geocities.com/andresmuro/art.html
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