Special Education: Not a place but a process

After the Independent Commission released its report in 2006 - it identified that 2 things should happen (in the area of special education):

1. The district needed to create a task force to examine the current special education delivery model to better align resources with meeting needs.

2. Teachers, parents, outside experts and internal special education managers should work together explore best practice models nationwide, and to formulate a new approach for special education in Racine.

In the spring of last year, Renee Pfaller (who recently resigned), gave a presentation on Special Education to the RUSD board. It was decided at the time that an in-depth analysis should be done. So the study was commissioned, and tonight the board studied the long-awaited report completed by UWM's Elise Frattura, an expert in Exceptional Education.

My head is still spinning from all the information shared in such a short time, and the results may be shocking to some, but I was not completely surprised by any of the key findings.

I already knew that our district over-identifies children of color, and I understand the devastating effects that this can have on a child. We all know the statistics, don't we? Kids "labeled" are more likely to have disciplinary problems, truancy issues, and are statistically more likely to develop alcohol and drug problems! We won't even discuss that over-identifying children takes valuable resources away from the children who really do need the services.

I am sure I will write more in the weeks and months to come, but the most important theme I want to convey is this - the way the district currently delivers special education services is outdated and does not serve the best interest of the child.

Busing a child across town for Speech, because that is where the Speech teacher happens to be, is wrong. The child should be served in his or her own school whenever possible. Instead of moving the kids all over the district - move the teacher. Nearly 1/2 of our busing budget is spent on busing these children needlessly. Over 38% of children with disabilities do not attend the school they would normally attend if they were not disabled.

Also, when students do not attend the school they would attend if not disabled, natural proportions of students with disabilities in the receiving school is exceeded. Segregating these children into a few schools is wrong. The Supreme Court says that children cannot be segregated by color - so the same policy and laws should apply here as well.

Chief Justice Warren delivered the opinion that "separate facilities are inherently unequal" - we all need to start thinking that special education is not a place, but a process. Then, and only then, will we really making sure that the district is educating EVERY child.

The Summer of 64

Dr. Vanden Wyngaard, RUSD Chief Academic Officer and Acting Superintendent, was recently interviewed on the radio. The interview is a must-listen for anyone that is concerned about public education here in Racine.

I am not going to rehash everything she spoke of – but I do want to point out what I feel is pivotal for the continuing success of our schools. Most of the past focus has been at the elementary level – Dr. V is now looking at transforming our secondary schools. She knows, as many do, that for any reform to be successful, 90% of the direct stakeholders need to “buy-in” and commit 100% to the initiatives.

She spent the summer, dubbed as the “Summer of 64” with 64 RUSD employees (teachers, principals and others) working on this monumental task. It is my belief that past reform initiatives have suffered because of the inconsistent implementation – there is also the notion that former leaders of this district did not engage the staff in planning sessions, therefore alienating the front-line staff from the beginning.

It is completely refreshing to see a leader willing to engage her staff from the start! I am excited, (as I am sure others are) to see what comes out of the “Summer of 64” planning sessions.