However, we must be careful not to penalize those of us working with the highest - needs student populations, and we recommend using a two - step value - added model in order to ensure that there are no incentives against teaching at - risk students, while identifying and rewarding those teachers that are most
successful with such students.
Hewitt (1999) describes ODD as «autonomy carried to its extreme» and tells us that «adults often get locked in conflict
cycles with such students» (p30).
Teachers working with ID students in high school are advised to speak to the school psychologist or special education consultant about the legally correct and ethically appropriate ways to handle
working with such a student.