By Levi B Cavener
During this year’s Idaho legislative session a new tiered certification model was discussed as part of the recommendations from the Governor’s Education Task Force. Buried in this model has a barely discussed, but particularly insidious, implication for special education teachers and students.
At the core of this issue is the Value Added Model, or VAM. Part of the discussed tiered teacher certification model will rely on student achievement based on standardized student test scores; in Idaho this data will be collected in the form of the Smarter Balanced Assessment Consortium, or SBAC. Continue reading