DC Admits Bungling Inclusion Plan; Vows to Press On

As I've pointed out before, truly exceptional services for children with disabilities -- especially preschoolers -- are few and far between.  When parents find services that are appropriate to their child's specific needs, they will do anything possible to access them.  So when quality services are taken away, with little thought about either the students or the parents, bad things happen.  People get mad.  Children don't get the services they need.  Even if there are short-term savings to denying children the services they need, the long-term costs are astounding.

As an example, yesterday the Washington Post reported that the District of Columbia's top special education official admitted that his department mishandled its plan to "reintegrate" students with special needs into the public school system.  (Read "DC Special-Ed Official Issues Apology: Initiative Mishandled, Parents Say; System Tried to Move Kids from Private Schools Back to Public Schools.")

The backlash from parents in DC should come as no surprise.  I recently reported on a similar plan in Maryland to move preschool children with special needs from an exceptional "non-public" school to the county's public elementary school in the name of inclusion -- seemingly with little regard for quality.  While county officials and parents have only positive things to say about the preschool that's been serving these children for decades, the county claims the students will be better served in large schools without specialized instructors or services.   Montgomery County Superintendent Jerry Weast has made the laughable assertion that this move has nothing to do with saving money.

The problem in both the District and Montgomery County is twofold -- the plans themselves are flawed, and officials have not been honest and open with parents about their plans to make radical changes in the way they serve students.  Richard Nyankori, deputy chancellor for special education, has taken an interesting approach of bad-mouthing the private schools that many parents are so thankful for.  He said, "I can't overemphasize that some students enrolled in private schools are not getting what they deserve."  That may be true for a portion of students, but when parents are actively fighting to get their students into those schools and to keep them there, that argument loses a lot of steam.  And the District has offered no evidence of its newly discovered ability to meet needs it has historically been unable to meet.

When the city says the public school system "now has the capacity to serve more students with disabilities," that doesn't mean they have teachers with better qualifications, training, and experience.  It means they have budget problems and don't want to pay for private schools, even if those schools are more suited for many children with special needs.  I know many families who have spent thousands of dollars in legal fees to make the case for their children to receive an education in a private school setting, because the public schools have failed to meet their children's needs.  Are we to believe that these schools have drastically improved their ability to meet these needs?  Or are the District and other school systems asking parents to accept a lower level of quality and specialization for their children?

Despite bungling this situation enough to attract national attention, Nyankori has vowed to continue the "reintegration" plan.

I think there's a simple solution for the District.  Let the public schools show they can provide excellent instruction for kids with special needs, and let them compete with the private schools.  If parents value inclusion -- and many do, very much -- then the public schools should be able to attract their share of students.  In the meantime, they have a tough case to make.  The reason that more than 25 percent of special-needs students are in private placements is because the District has been unable to provide the level of education required by federal law.  The burden should be on DC schools to prove they can offer the specialized instruction that's needed.  Parents should not be asked -- or required -- to risk their children's educations and future success because the District doesn't want to pay for private school.

As the trend toward "inclusion," "reintegration," or whatever you want to call it continues -- often at the expense of students with the greatest needs -- what can we expect in New York City, the nation's largest school system, which is seeing record increases in the number of special needs students?

Disability Community Reacts to Supreme Court Nominee

From JFActivist:

The Bazelon Center for Mental Health Law congratulates President Obama on his nomination of Solicitor General Elena Kagan to replace Justice John Paul Stevens on the Supreme Court. "The advancement of legal protections for people with disabilities has always been a bipartisan effort.We need strong leaders on the courts to ensure that disability rights laws have the broad remedial effect Congress intended," said Robert Bernstein, Ph.D., executive director of the Bazelon Center.  "We hope General Kagan will be such a leader on the Supreme Court."

Read more.

Dr. Stanley Greenspan, Pioneer in Autism Therapy, Leaves Legacy and Lessons

I was sad to read today that Dr. Stanley Greenspan, the founder of "Floortime" and the Developmental, Individual Differences, Relationship-based model (DIR) approach to developmental therapy, had died.  His books, his lessons, and his therapeutic models will benefit children for generations to come.  If you haven't seen how children with autism do (or do not) learn, it would be easy to write off Dr. Greenspan's approach as simple "play therapy."

But the brilliance of Dr. Greenspan's model is in its apparent simplicity.  While some therapists, teachers, and parents will continue to debate the relative effectiveness of applied behabioral analysis (ABA) and DIR/Floortime, anyone who has met more than one person with autism knows that it is a wide spectrum.  As with any other learners, there is not one method that works equally well with all children with autism.

My daughter has received both ABA instruction and Floortime therapy (in fact, through Dr. Greenspan's office).  What has worked best for her has been a combination.  In lay terms, Dr. Greenspan's approach recognizes that a child cannot learn unless they are engaged in an activity.  So instead of forcing a child to do something he doesn't want to, the child gets to direct the activity.  For example, if the child shows interest in a ball, the therapist (or parent) can use that ball to initiate engagement.  Dr. Greenspan valued social skills, playdates, emotional awareness, and relationships -- helping children develop life skills while expanding their cognitive understanding.  He saw every child as a unique human being with feelings, needs, interests that could be leveraged to help them learn.

Whether you are interested in DIR/Floortime or want to learn about how children with autism learn, get Dr. Greenspan's book "Engaging Autism," co-authored by Serena Wieder.  In it, he writes: "Often we look for a way to reach a child – the magic key that will unlock the hidden door – when all the while the child is showing what he needs by his actions and the way he’s processing what comes his way....

"The child may have a disorder or a set of problems, but he is not the disorder. He is a human being with real feelings, real desires, and real wishes."

Read tributes to Dr. Greenspan.  For more information about DIR/Floortime, visit the Interdisciplinary Council on Developmental and Learning Disorders at www.icdl.com/.  Mike Frandsen, who reports about autism for the DC Examiner, wrote a nice article about Dr. Greenspan.

Sec. Duncan Calls on Teachers to Raise Achievement of Special-Needs Students

Speaking to 6,000 special educators at the annual conference of the Council for Exceptional Children Wednesday, Education Secretary Arne Duncan called on teachers to improve the achievement levels of students with special needs.  He said that while we have made progress in expanding educational opportunities for all children, "a significant gap between our aspirations and reality" for students with disabilities. "The graduation rate, postsecondary education rate, and employment rate are all increasing, but they are still, frankly, far too low."

"Even in my lifetime, public schools virtually ignored children with disabilities. Many children were denied access to public schools, and those who attended didn't get the individualized instruction and appropriate services they needed and deserved.

"Over the past 35 years, we've made great strides in delivering on the promise of a free, appropriate public education for children with disabilities. Thanks to the advocacy and hard work of people and organizations like the Council for Exceptional Children, six million students with disabilities are in school—and millions of them are thriving.

"Yet unfortunately, many children with disabilities are not getting a world-class education. The President and I are committed to doing everything in our power to make that bedrock American promise of equal educational opportunity a reality. With the reauthorization of the Elementary and Secondary Education Act, we have a historic opportunity to move closer to fulfilling that promise for all students."

Read his full remarks, "Keeping the Promise to All America's Children."

Back from a Break: Disabled Hockey Festival

I haven't updated this blog in a while, partly because my attention shifted last week to managing communications and another blog for the 6th Annual USA Hockey Disabled Festival in Laurel, Md. I've mentioned before that I volunteer with the American Special Hockey Association, which is similar to Special Olympics for ice hockey (because SO doesn't offer hockey) for people with developmental disabilities. But special hockey was just a part of the festival, which also included sled hockey, deaf and hearing-impaired hockey, and amputee hockey. The festival included several games with the USA Warriors, a program for wounded soldiers who are using hockey as part of their physical and emotional recovery.

Please read and share the festival blog, even with your friends who aren't hockey fans.  One of the best articles about the festival was from the local Gazette newspaper, which really explored the therapeutic benefits of hockey for children with autism, Down Syndrome, and ADHD. Read "Disabled Hockey Festival Ready to Score: Coaches, Parents Say Players Feel Part of Something Beyond a Disability."

Sled hockey

One of the USA Warriors, a double amputee who's an inspiration to his teammates and opponents.  Read about the Warriors, "The Warriors Way," from USA Hockey magazine.

Duff Goldman of "Ace of Cakes" on the Food Network, designed and delivered a special cake for the festival. While he was there, he asked to try out sled hockey and got to play alongside members of the USA Sled Hockey Team, which just won the gold medal in the Paralympics in Vancouver.  A future episode of the "Ace of Cakes" will feature his participation.

To learn more about special hockey, visit us at www.facebook.com/specialhockey, follow us on Twitter at www.twitter.com/specialhockey, or visit www.americanspecialhockey.org.

Puppy "Not a Pet, but a Friend" to Twins with Autism

As Autism Awareness Month begins, take a look at this touching story about how a dog is helping twins with autism.

Health Care -- Thoughts?

Are you looking for a long analysis of the health care bill? You won't find it here. I want to know what you think.

Quoted in Disability Scoop, Liz Savage, director of health and housing policy at the Disability Policy Collaboration, said "I think everyone in the disability community is thrilled because everything that we fought for was included."

So are you thrilled?

Light It Up Blue for Autism!

Autism Speaks is asking people to be creative by deciding how to "Light It Up Blue" during Autism Awareness Month in April. They're asking bloggers to post in blue during the month, and when they contacted me they recognized that my blog is already blue (just a coincidence). So the best thing I can do is challenge you to Light It Up Blue and let me and our readers know how you're doing it. Some ideas from the Light It Up Blue website:

- Wear your Autism Speaks puzzle piece pin every day throughout the month of April, and tell people about autism if they ask about it.
- Change your Facebook profile picture to the Light It Up Blue logo and tag at least 10 of your friends.
- Post on your blog about how you are “lighting it up blue” to raise autism awareness.
- Add the Light It Up Blue logo to your e-mail signature … and type your e-mails in blue!
- On April 2, wear blue clothing and ask your co-workers, schools and friends to wear blue too. Take pictures and add them to our Flickr gallery.
- Bake puzzle piece shaped cookies and frost them with blue icing, then bring them to your school, work, or place of worship to raise autism awareness.

In honor of the third annual United Nations World Awareness Day on April 2, the Empire State Building will have a special lighting on the evening of April 1. If the Empire State Building can "go blue," the sky is literally the limit.

Children with Special Needs Left Behind -- Again

I have a confession to make.

Many people have told me my blog is one of their most important resources to keep up to date on disability issues. The blog was even named one of the top resources for special education teachers.

But I have to confess that the only reason I started this blog -- and the only reason I keep it going -- is to support my daughter and people like her. Yes, it may help inform other people, raise awareness, and support important changes. But it's really all about her. My only expertise in education is from my attempts to navigate the system as a parent.

My 6-year-old daughter has autism and a seizure disorder, and she is non-verbal. She's also a student, and as a student she has a legal right to an appropriate education.

I try not to be partisan in this blog, but as a Democrat, it was easy for me to criticize the Bush Administration's policies in education (and so many other areas). It's harder for me to acknowledge that under the leadership of Secretary Arne Duncan, the Obama Administration's education policies appear to be more of the same (or worse), at least as they relate to children like my daughter.

My wife reminds me that our family is in the minority -- most children in the United States are not disabled. For most of them, focusing on the need to increase test scores and get into the best college makes sense. Unfortunately, the single-minded focus on test scores and academic achievement means that my daughter and others like her are positioned as obstacles to progress, as opposed to welcome members of the education system. They are undervalued, underserved, underfunded, and "left behind" in the truest sense of the term.

I'd like for my daughter to attend college one day, but today her schoolwork is focused on teaching her to care for herself, to pay attention to her surroundings, and to match shapes and colors. If you are a parent of a typical child, maybe even a child in a Gifted and Talented program, imagine these two scenarios:

1. Your child's school is judged solely on students' academic performance -- test scores and college readiness. The higher your students' performance, the more federal and state money and other benefits your school will receive. You are punished for low test scores. Do you want my daughter to attend your child's school?

2. Your child's school is judged on students' academic performance and its ability to incorporate children with disabilities, children who are still learning English, and others with special needs -- so they can learn from typical peers, and vice versa. The federal and state governments reward your school and provide incentives for incorporating these students and teaching them important life skills. Now do you want my daughter to attend your child's school?

Occasionally, Secretary Duncan does talk about special education. What he says is that more students in special education should graduate. That's nice for the children who have the ability to achieve at that level. But what about the many children who don't? Are non-diploma students who also have a right to an education on his radar at all? Or they mere obstacles to his legacy as a reformer?

Sadly, when asked about special education, even after being in office for more than a year, Secretary Duncan punts the question. It seems that he hasn't considered these questions himself, and you have to wonder if he considers special education a necessary evil that comes with his job. Education Week reported recently, "Rep. Robert E. Andrews, D-N.J., asked [Duncan] how the department would like Congress to revamp assessments for English-language learners and students in special education. A number of schools in his districts are not meeting the achievement targets in the NCLB law because of those groups of students, he said. Secretary Duncan said that he thinks that might be the toughest question the department has to tackle in reauthorization of the ESEA. He said he has tapped Alexa Posney, the assistant secretary for special education and rehabilitative services, and Thelma Melendez, the assistant secretary for elementary and secondary education and a former English-language learner herself, on how best to measure those students’ progress."

It's good that he's asked his assistant secretaries to look into "the toughest question" regarding reauthorization. But when you roll out a comprehensive reform plan, isn't it time for some answers? And some leadership?

Obama Plan and Special Ed

I'll have more to say soon about the Obama Administration's proposal for education reform ad its impact on special ed. For now, read Disability Scoop's summary, "Obama Education Overhaul to Up Ante for Students with Disabilities."

In Education Vote, Politics Wins; Kids Lose.

If you've followed my blog over the past few months, you've read about the proposed budget in Montgomery County, Md., that would eliminate a proven program for preschoolers with disabilities, replacing it with a flawed, experimental program that was created without the involvement of parents or the county's partners who have successfully provided these services for 35 years.

Parents vocally expressed their opposition to this plan. Many pointed out that Superintendent Jerry Weast blatantly violated a Board of Education policy that new programs must be presented in time to be reviewed -- before showing up in a budget.

Today, the members of the Board of Education unanimously approved that budget.

Unanimously, they voted against a proven program that parents have relied on to give their children a chance to succeed.

Unanimously, they told parents of special-needs children that they do not value their opinions and experiences when making major changes to the services the county offers.

Unanimously, they told Dr. Weast that he can unilaterally create, change, or shut down any program he chooses -- and they will rubber stamp his decisions.

Unanimously, they threatened the future well-being of our county's youngest and most at-risk children.

UPDATE: I've created a Facebook group to encourage people to ask Montgomery County Executive Ike Leggett to overturn this decision and preserve MPAC's services for children who need them. Before March 1, email him at ocemail@montgomerycountymd.gov or call his office at 240-777-2500 and urge him to overturn the realignment of preschool services and to preserve MPAC.

President's Special Ed Funding Increase Not Enough, Some Say

President Obama's proposed budget includes $250 million in new special education funds, but some advocates say it's not enough. The budget proposal has nearly $12 billion in special ed funding for states, which is $250 million more than last year.

"But despite the increase," Disability Scoop reports, "the federal contribution toward the cost of special education would remain steady at about 17 percent. And that’s a problem for special educators who want the president to stick to his campaign promise of fully funding the program."

Deborah Ziegler of the Council for Exceptional Children said: “We are disheartened to see the president did not use this opportunity to fulfill his campaign commitment to fully fund special education and early intervention programs. Another opportunity to make progress toward fully funding IDEA has, sadly, been missed.”

When the Individuals with Disabilities Education Act was passed in 1975, Congress committed to funding 40 percent of the cost of educating students with disabilities, with states covering the rest of the cost. But the government has typically provided less than 20 percent of the cost.

Rating the R-Word Offenses: A Bipartisan Look

I don't comment every time someone is criticized for saying "retard" or "retarded," but so many political and media folks have been dropping the R-word that I have to chime in. Particularly why Rush Limbaugh's and Glen Beck's comments are more offensive than the other people in question -- White House aide Rahm Emanuel and David Carney, a campaign consultant to Texas Gov. Rick Perry. Here's a quick summary, with links if you want to read more. My ratings are not intended to excuse any use of this word, but I think there are varying degrees of insensitivity and offensiveness. What do you think? Are all uses of the R-word equally offensive?

RAHM EMANUEL
In a strategy session with liberal groups and other White House, some attendees said they were going to air ads attacking conservative Democrats who were opposing the president's health care plan. White House chief of staff Rahm Emanuel responded by saying, "F--ing retarded." It was reported in the Wall Street Journal, and Emanuel called Special Olympics head Tim Shriver to apologize to the disabled community. Former Alaska Gov. Sarah Palin called for Emanuel's resignation. Emanuel signed a pledge to not say the word again, and the White House planned a meeting with disability advocates.
Offense scale = 6. Insensitive, in a small group, and not directed toward people with disabilities.

DAVID CARNEY
In Texas, David Carney was accused of using the word "retarded" during negotiations over logistics for a Jan. 14 debate. According to Terry Sullivan, campaign manager for Democratic gubernatorial candidate Kay Bailey Hutchison, when Carney heard that one of the holding rooms would be in a different building, he said, "That's just retarded. That's the most retarded thing I've ever heard."
Offense scale = 5. Insensitive, in an even smaller group, and not directed toward people with disabilities, or any person in particular.

RUSH LIMBAUGH
Here is a partial transcript from Limbaugh. I challenge any disability advocate, whatever your political leanings, to defend these remarks:

"Folks, there is so much apologizing going on from members of this administration, it’s just amazing. First place, there’s Rahm Emanuel out there who is in big trouble for calling liberals, for calling liberal activists F-ing retards. Sarah Palin demanded that he be fired. Instead, he is apologizing to liberal activists. He was getting mad at them about health care. The liberal activists kept blaming the White House for all this health care debacle not happening and not getting done. Emanuel’s getting ticked off out there saying, (paraphrasing) “What are you blaming us for? We didn’t do anything about it, you F-ing retards.” I think the big news is the crack-up going on. But our politically correct society is acting like some giant insult’s taken place by calling a bunch of people who are “retards,” “retards.” I mean these people, these liberal activists are kooks. They are Looney Tunes. I’m not going to apologize for it. I’m just quoting Emanuel. It’s in the news. I think the big news is that he’s out there calling Obama’s number one supporters “F-ing retards.”

"So now there’s going to be a meeting, there’s going to be a “Retard” Summit at the White House....From the Wall Street Journal: “Emanuel Steps Up His Apology — Rahm Emanuel privately apologized last week to the Special Olympics after the Journal reported that he used the word ‘retarded’ in a derogatory manner. But advocates for people with disabilities didn’t think that apology, coming in a phone call to Special Olympics head Tim Shriver, was enough. Now, Emanuel is taking his contrition one step farther — hosting a delegation of advocates, including two people with mental disabilities, at the White House.” They’re going to have a “Retard” Summit just like they had the Beer Summit....You know, here’s the thing. If you want to look at how this is broken down, Emanuel compares Democrat activists to retarded people, then apologizes to retarded people. Not to the Democrats.

"Normally if you call somebody a retard, you apologize to them for calling them a retard. But he has apologized to the retarded people for daring to lump them with Democrats. It’s hilarious. So in an effort, ladies and gentlemen, to quell rising questions about the endless apologies necessary from Democrats, Obama is taking a short bus, little yellow bus full of “retards” — “F-ing retards” — to Las Vegas for the weekend."

Offense scale = 10. He calls people with disabilities "retards," "retarded," and even works in a "joke" about a "short bus." Not satire, not funny -- just cruel.

SARAH PALIN RESPONDS
Palin told Chris Wallace yesterday: "They are kooks, so I agree with Rush Limbaugh. [He] was using satire ... . I didn't hear Rush Limbaugh calling a group of people whom he did not agree with 'f-ing retards,' and we did know that Rahm Emanuel, as has been reported, did say that. There is a big difference there."

GLENN BECK
Glenn Beck, the father of a child with special needs, was talking on his radio show last month to actress Mary Lynn Rajskub of "24." Talking by phone, Rajskub mentioned her love of painting, and when she said she enjoys painting "retarded children and paintings of the insane," you could clearly hear laughter on Beck's end of the line. Beck, trying to suppress laughs, asked how much the paintings of the "retarded" children go for. She then asked of there were "people laughing in the background," he said, "We're not laughing, we're just imagining that those would be nice. ... Honestly, I've been looking for one of those, but I haven't seen them."
Offense rating = 7. Upon hearing the word, Beck should have reminded Rajskub that that term can be offensive to many people. Did he really think that was funny to the point of laughing uncontrollably? How would he react if a guest or caller used a racial or ethnic slur?

I encourage you to visit www.r-word.org to learn how to "Spread the word to end the word."

UPDATE: Stephen Colbert on Palin, Limbaugh, and Emanuel, from Patricia E. Bauer's Disability News.

Parent: Dr. Weast Violated Board Policy. Will They Let Him Get Away With It?

On Tuesday, the Board of Education is scheduled to vote on the FY11 budget, which includes a proposal to dramatically change the way the county serves preschoolers with special needs. As the vote nears, more questions are being raised about the program and the way Superintendent Weast is trying to push it through, despite the objections of parents and special ed advocates. Here is a letter that a parent wrote to Patricia O'Neill, president of the board.

Dear Mrs. O’Neill:

Please fulfill your responsibility to establish effective board policies by rejecting the Superintendant’s transparent attempt to circumvent Policy AEB by mischaracterizing his plan to establish a new program as a “realignment” of funds. Policy AEB, entitled “Strategic Planning for Continuous Improvement,” clearly states:

The superintendant shall present to the Board any significant changes to the strategies and initiatives in the strategic plan, including establishing new programs, eliminating existing programs, or making major changes to programs in a manner that provides the Board an opportunity to offer suggestions on the proposed changes before the superintendant finalizes his/her recommended budget.

The superintendant has clearly violated Policy AEB by including his proposal to start a new special education preschool program in his recommended FY2011 Operating Budget once again denying the Board, parents and other stakeholders the opportunity to offer meaningful input before the budget is finalized. Even more egregious he has hired the first teacher for this program which is opening this month even before his budget recommendation has been approved.

The Board amended Policy AEB in May “to reflect the Board’s strong commitment to include staff members, students, parents, and other community members on the School Improvement Team for each school; reflect the alignment of the strategic planning process with budget preparation procedures; and to outline the opportunities for community input into the budget preparation process.” When the Board considered the revised policy, members noted that the proposal to eliminate the learning centers was introduced to the Board through the operating budget and stated that there needed to be discussion about programmatic decisions prior to the Superintendant’s delivery of the budget. The Board approved the amendments over the Superintendant’s objections. What was the point if he is going to ignore the policy and you refuse to enforce it?

At the budget working session on January 28, Mr. Durso asked how MCPS and the Board can overcome some credibility issues. Following and enforcing your own policies and procedures would be a good start.

With Budget Vote 2 Weeks Away, County Starts Staffing Unapproved, Undefined Program

Here's an interesting (and disappointing) development with the Montgomery County scheme to shift preschoolers with special needs to a new experimental program in public elementary schools. I call it a "scheme" because emerging details suggest that the public hearings, meetings with board members, and letters and phone calls from parents may not have really mattered -- because the county is moving forward with the implementation of this program BEFORE IT HAS BEEN APPROVED.

Yes, as we await the Board of Education's Feb. 9 vote on the FY2011 budget, which includes this proposed plan, the county has hired the first teacher for the program. She started working on Tuesday. That's according to a parent who talked directly to Felicia Piacente, the director of the Division of Prekindergarten Special Programs and Related Services.

Specifically, a parent spoke with Ms. Piacente about her child, who is scheduled to transition from Infants & Toddlers to special education preschool in March. As part of the transition process, the parents and the service coordinator from Infants & Toddlers visited several programs and determined that the Montgomery Primary Achievement Center (MPAC) was the appropriate placement. But before the IEP meeting, the parents learned of Superintendent Jerry Weast's plan to eliminate funding for MPAC. The parents are struggling to find any information they can about the new preschool program, but Ms. Piacente informed them that the program does not yet have a name, schedule, or classroom they can visit.

In addition, Ms. Piacente told this parent that the teacher for the new preschool class at Cashell Elementary School started on Tuesday. No paraprofessionals have been hired, and they won't be until the program has students. The teachers and pareprofessionals will receive no program-specific training.

Is anyone else outraged? Email BOE@mcpsmd.org if you value parent involvement, support appropriate education for all student, and expect transparency and honesty from your elected officials.

Politics vs. Progress: Will Board Rubber-Stamp Plan Threatening Special-Needs Preschoolers?

On Feb. 9, the Board of Education in Montgomery County, Md., will either 1) support proven educational programs for preschoolers with special needs or 2) give in to political pressure at these children's expense. One parent has submitted this compelling case to the Board. Will they listen?

Why You Should Vote NO on the Proposal to Realign Non-Public Preschool Tuition (P. 20 of budget proposal)

It will not improve LRE. The children currently placed at MPAC already have interaction with typically developing same age peers. Three of the newly-proposed Pre-K community-based classrooms do not have access to same age peers at all. The other three have access to same age peers who are at risk and may not be able to model age level skills.

It will undermine FAPE. In determining the least restrictive environment for an individual child, you must consider FAPE, which means children must receive services that are both developmentally sound and based on the individual needs of each child. Most young children with significant cognitive disabilities require intense, holistic, early-intervention in order to improve their outcomes. Placing these children in an unproven, public, pre-K program in an elementary school is not developmentally sound. Moreover, the proposed program is less intense and less holistic than the services MPAC currently provides. Unless MPAC is preserved as an option, the proposed initiative fails to consider the individual needs of each child.

Existing programs can address the needs. If the goal is to serve children with significant cognitive disabilities closer to home, MCPS should use work to make the existing PEP classes appropriate for more of these children. Any child for whom PEP is not appropriate should still have the opportunity to go to MPAC.

It will eliminate MPAC. The practical reality is that if MCPS realigns funding to create new, public, pre-K special education programs and stops funding placements at MPAC, MPAC will not be able to remain in operation. It will cease to exist – thus eliminating for certain children with severe cognitive disabilities an existing and proven educational option that meets their individual needs.

MPAC’s closure is not a “what if” scenario. Last year, MCPS unilaterally terminated its Collaborative Autism Pre-school Program (“CAPP”) with MPAC. Instead, it placed all eligible pre-K children with autism in MCPS’ public CAPP programs – many of which opened with instructors who had no prior experience teaching children with autism. Without students, MPAC had to shut down its CAPP program. There currently is no option available for children with autism ages 3-5 whose severity of needs requires the intensity of the CAPP program MPAC previously provided. If MCPS’ goal was to serve more pre-K children with autism by steering all eligible children into the public CAPP program, that goal was met. Sadly, however, it was achieved at the expense of certain autistic children who, because of severity of their needs, should have been placed in a CAPP program at MPAC.

Federal special education law requires MPAC to provide a continuum of alternative placements. When MCPS eliminates programs like MPAC, CAPP at MPAC, and the learning centers, it eliminates settings that some of its children need to make educational progress. Vote NO on the proposal to Realign Non-Public Preschool Tuition.

There's still time to express your opinion -- email BOE@mcpsmd.org and urge them to oppose this risky proposal.

Kentucky Schools: Pay No Attention to that Man Behind the Curtain

As reported by the Parents' Coalition of Montgomery County last week, Superintendent Jerry Weast was the keynote speaker this Saturday at the annual conference of the Kentucky School Boards Association. The meeting's website said Dr. Weast would discuss his "ambitious comprehensive reform effort" to meet the needs of all students. When I heard that, I was compelled to write a letter to the editor of the Louisville Courier-Journal. Since the paper didn't publish it, here it is. If you have friends in Kentucky, pass it along to them too.

To the Editor:

I found it interesting that the Kentucky School Boards Association invited Dr. Jerry Weast, superintendent of schools in Montgomery County, Md., to speak at its annual meeting in Louisville Jan. 22-24 about his efforts to "invest in preschool education for both public and private providers." At the same time he is preparing his remarks on this important topic, parents like me who are raising a child with special needs are actively opposing a plan by Dr. Weast that would effectively close down a proven preschool for children with severe disabilities who need early intervention.

Before Kentucky educators decide to follow Dr. Weast's lead in the area of special education, you should know that parents whose children would be affected oppose his plan nearly unanimously. At a recent hearing, all 23 parents who testified on this topic adamantly urged the Board of Education to overturn his proposal to abandon this successful program and move children to an experimental public program with no known education model, curriculum, or parent involvement. If parents and educators in Kentucky support the right of all children to receive an appropriate education, think twice before holding up Dr. Weast as a role model.

-Mark Miller

Preschool Targeted by "Ill-Prepared Proposal" Is County's "Best-Kept Secret"

In the second evening of hearings at the Montgomery County Board of Education on Jan. 20, Maria Dudish got a standing ovation for her emotional testimony. Please take the time to read this and then tell the Board why Dr. Weast's plan is a bad idea. Email boe@mcspmd.org

"My name is Maria Dudish, and I want to tell you the best kept secret of this whole budget process. The best kept secret I am referring to is the value that the school system gets for its money from the Montgomery Primary Achievement Center.

"With all of the cuts you will need to discuss and make during this budget year, you are very fortunate to have this cost-effective, time-tested, and outcome-driven program for our county’s youngest citizens with moderate to significant needs.

"I am the mother of Tara, age 26, who has intellectual disabilities and autism. She attended the MPAC program at the ages of 3 and 4. When Tara went into a MCPS kindergarten at age 5, because I had a social work background, I began working at MPAC as the family coordinator. That was over 20 years ago.

"With the many cuts you will need to make to many high-quality programs, do not dismantle this comprehensive Early Childhood Program, MPAC, that has given you so much value for over 35 years with experienced professionals like me.

"With the many cuts you will need to make, do not dismantle MPAC, a program that excels at serving families, a key component of a successful early intervention program.

"With the many cuts you will need to make, don’t dismantle a program, MPAC, that excels in communicating with our parents and gives them a head start, from the very beginning, at closing the achievement gap. Let me give you some statistics. Out of 75 families at our school, 44 percent qualify for Medicaid and 79 percent of our students are of minority status.

"With the many cuts you will need to make don’t dismantle a program, MPAC, that offers a variety of opportunities for preschool children to interact with their typical peers. MPAC has over 40 children without special needs at our Silver Spring site who play and learn with students from MPAC.

"Dr. Weast, do you know who we really are? On behalf of our families, our staff, and our students, we invite you and your early childhood administrators to come and visit us. Most of the administrators making the realignment proposal have never been to our school, and those that have, have not visited in the recent past.

"We have elected you, the members of the school board, to be good stewards of our taxes. We depend on you to use these funds wisely and in the best interests of all of our children. At a time when you are watching the costs of every program in the system, you have the responsibility to retain one of the best values MCPS has. We are efficient and we are effective. You have heard that from many of your satisfied constituents. Do the right fiscal thing. Yank this ill-prepared proposal. Be the watch-dog that we depend on you to be. Stop the realignment of 36 preschoolers -- and the transfer of non-public funds for this new initiative."

Testimony from Jan. 13 and Jan. 20 is now available on the Board of Education's website.

Even "Least Restrictive Environment" Advocates Oppose Weast's Preschool Plan

Montgomery County Superintendent Weast says his plan to move preschoolers from a proven program to an experimental public program is intended to meet children's needs in the "least restrictive environment." Not so fast, say the lead advocates for LRE in the county.

Testifying at a Board of Education hearing on Jan. 20, Ricki Sabia presented the views of the LRE Access Group of Montgomery County, a project of the Maryland Coalition for Inclusive Education, educators, parents. and citizens. On the issue of Dr. Weast's plan to move students from the Montgomery Primary Achivement Center, she said:

"Our final issue tonight is the decision to open six 'community-based' preschool programs. It has been said that this will improve LRE. What we have learned from the issues with the learning center phase-out is that decisions that are supposed to be based on LRE and improved outcomes can sometimes end up having the opposite effect for certain affected students. Some children from MPAC who are currently well served and have interaction with typically developing same-age peers are likely to end up in one of the three community-based classes that do not have access to same-age peers at all. The other three have access to same-age peers who are at risk and may not be able to model age-level skills.

"The decision to open yet another program designed for a particular disability label is contrary to the direction MCPS was advised to go more than 10 years ago when it commissioned the Classical Program Review. In that report, Dr. Mc Laughlin recommended against continuing its 'sort and place' model. Dr. McLaughlin also raised concerns about the community-based curriculum which can 'track kids into a separate system of placement, instruction, and accountability.'

"In order to serve children with significant cognitive disabilities closer to home, MCPS should use UDL and other strategies and resources to make the existing PEP classes appropriate for more of these children instead of creating a new place for them to go. Any children for whom that solution is not appropriate should still have the opportunity to go to MPAC."

Video Highlights: Testimony Against Plan to Displace Special-Needs Preschoolers

At the Jan. 13 Board of Education hearing on the proposed FY11 budget, 23 of 29 people who testified were parents and advocates opposed to the realignment of preschool services for children with special needs. Here's what a few parents said. (See previous posts for more information.)

Polly MacLaine Pont: "Universal approach will mean lower-functioning students will benefit less....Even the best programs go through learning curves, but we should not make our kids suffer from those curves."

Amy Kim: "Plan lacks experience and understanding. A critical time for our youngest learners."

Lyda Astrove: "A one-size-fits-all model will not work for children with disabilities....It is not too late to reverse this disastrous course that has been pushed on you by the superintendent. Listen to your teachers and parents, and bring back the full continuum of services for students with disabilities."


Bob Allnutt: "Concept of inclusion is popular and politically correct, but the fact is many children are incapable of learning in a typical environment."

Laura Schweitzer: "Elementary school setting is overwhelming and ineffective for 3-year-olds....I don't know where we would have turned if MPAC had not been an option for us."


Doris Lee: "The school board is trying out an experiment on the most vulnerable children. Students like my child can't afford a lost year as the county works out the kinks of a new startup, or even a few months. 3- and 4-year-olds will be lost in the shuffle."

What do you think? Let board members know by emailing boe@mcpsmd.org or call 301-279-3617.

Backlash Over Special-Needs Preschool Dominates Board of Education Hearing

Tonight was the first of two hearings at the Montgomery County Board of Education about the proposed "realignment" of preschool services for children with special needs. I've written a lot about this and have already shared my testimony (see post below), so now I want to share the perspectives of some other parents. For context, this was a very well-attended hearing on all aspects of the education budget. The standing-room-only group of parents, teachers, and students carried signs and passionately advocated for a variety of worthy issues -- including the opposition to proposed cuts to school bus transportation, library staff and services, middle school magnet programs, and gifted & talented programs.


But there is no question that parent opposition to the proposed special-needs preschool program dominated the evening. In order to comment on any issue, parents had to call on the morning of Dec. 23 to sign up, and the spots filled up fast. Of 29 people who testified, an amazing 23 were there to speak out against the preschool proposal. Not a single parent, board member, or anyone else defended the proposal. (The remaining six speakers addressed the other topics I mentioned above.)

Video speaks louder than written words, so I made sure to record some of the parents' testimony. The hearing was shown on local cable TV and webcast live on the Montgomery County Public Schools website, but the video is not yet available.

The hearings really opened my eyes to the many ways the Montgomery Primary Achievement Center has lived up to its name for the past 50 years -- helping so many children achieve to their highest potential. The parents, many of whom contrasted their experience with the public school system with the specialized services of MPAC, spoke passionately about how MPAC had given them hope and improved their children's lives. From parents whose children have been in the program for several months to parents whose children graduated from the program 20 years ago, all expressed their unqualified support for the program and its staff.

Many parents (politely) lashed out at the plan and the way it's been developed without the involvement of experts and parents. It was called "foolish, "hasty," "unwise," "experimental," and "risky." Attorney and parent Lauren Poper took it one step further, suggesting that the plan (and some of the county's past actions) may actually be illegal. "Federal special education law requires MCPS to provide a continuum of alternative placements," she said, "including instruction in regular classes, special classes, special schools, home instruction, and instruction in hospitals and institutions. When MCPS eliminates programs like MPAC...it eliminates settings that some of its students need to making educational progress."

She added that under federal law, "least restrictive environment" means children with disabilities "must be educated with children who are nondisabled to the extent that it is appropriate for the individual child. 'Appropriate' means that the education fits the child's special needs and allows the child to make educational progress. The law requires that this be an individual determination for each child. It is not legally permissible for MCPS to make a blanket decision to eliminate a program and predetermine the placement of all the current students in that program prior to their IEP meetings, as MCPS has done with the learning centers and CAPP at MPAC, and now plans to do with MPAC itself."

MPAC is a program Montgomery County should be proud to claim its own. For 35 years, the county has done a good job identifying and referring students who most need MPAC's intensive and specialized services. And that partnership has resulted in positive outcomes for those students and their families. The Board of Education can build on that success by opposing Dr. Weast's plan and continuing to support MPAC and other proven programs.

The Board of Education is still accepting public comments. You can send an email to boe@mcpsmd.org or call 301-279-3617.

Don't Mess with Success: My Testimony in Favor of Special-Needs Preschool

Tomorrow at a hearing on the FY2011 education budget for Montgomery County, I will join many other parents in speaking out against a plan to displace preschoolers with special needs who are currently being served at a school that has partnered with the county for 35 years. I've written quite a bit about this, and I'm looking forward to the hearings. You can submit written comments to the board at boe@mcpsmd.org. Here's what I'll say:

My name is Mark Miller. I am a board member of the Arc of Montgomery County and a state advocacy coordinator for Autism Speaks. But I am here tonight to speak as a parent of a child who has attended both the Montgomery Primary Achievement Center and the School-Community Based program in Montgomery County.

My daughter is nearly 6 years old, and she has autism, a seizure disorder, and is non-verbal. When she was first diagnosed with autism at age 2, my wife and I were in crisis – we didn’t know anything about autism or what type of therapy she would need. Fortunately, she was able to attend the Toddler Collaborative Autism Preschool Program at MPAC, and she continued in the Collaborative Autism Preschool Program for the next few years. MPAC was the perfect place for herm and the skills she gained there will benefit her for the rest of her life.

MPAC was more than a preschool. It provided a complete range of specialized, intensive services to my daughter and our entire family. Some of the advantages of MPAC were:
- An on-site ABA specialist who worked closely with the teachers and aides to ensure that every child received the instruction they needed.
- There was a therapy room, specialized equipment, and occupational therapists, which was critical for her, because she had gross motor needs that impaired her balance, strength, coordination, and safety.
- MPAC had a family liaison who informed parents about workshops, trainings, and community resources to supplement the school’s own programs.
- All of my daughter's teachers and aides were specifically trained to meet students’ needs, including proven educational models for children with autism and a variety of methods to improve communications and social skills.

After three years at MPAC, when my daughter was 5, it was time for her to move on to kindergarten. Even though she has been medically diagnosed with autism, and despite the fact that the county’s tests classified her as severely autistic, she was not placed in the county’s autism program. Instead, she started kindergarten this year in the School-Community-Based Program.

The teacher-student ratio in her classroom is very good. Her teacher is committed to helping each of her students learn, and the principal, administrators, and other staff are supportive.

However, her teacher and aide did not have past experience teaching children with autism. We have gone from a setting where we learned from autism specialists into one where the teachers are learning on the job about autism.

Her current school has no gym available throughout the day, so the occupational therapist has to use whatever equipment is available in the classroom. She also receives fewer hours of intensive instruction than she did at MPAC.

I’ve read letters from Superintendent Weast and Montgomery County Public Schools referencing the need to give parents more options. I fully support that goal. But the proposed realignment of preschool services will actually eliminate options for the children with the most intensive needs.

For children like my daughter, I urge the Board of Education to oppose any plan that would threaten the specialized services that MPAC provides. MPAC has a proven track record of success. Unless the county has strong evidence that the proposed public program will be better than MPAC’s proven model, it should not take away this option for children like my daughter to receive services that are appropriate for their age and ability.

Plan to Displace High-Risk Preschoolers in Maryland Attracts Media Interest

It seems that when education officials try to shut down specialized services for children with special needs, parents and the media pay attention. Today the ongoing controversy to displace preschoolers in Montgomery County was covered by both News Channel 8 and the Gazette newspaper. View the TV story below.



After a 35-year partnership with the public school system, the Arc of Montgomery County, which oversees the Montgomery Primary Achievement Center (MPAC) found out about the plan to move preschoolers only through a small line item in the county's operating budget.

The change, while characterized as a "realignment" by Superintendent Jerry Weast, is actually a radical change in the way the county provides specialized instruction to preschoolers who need intervention. For three decades, the county has referred students to MPAC, which serves children ages 2 to 4 with developmental delays, autism, and intellectual disabilities. While Dr. Weast and the Board of Education acknowledge that MPAC has provided these services effectively, with measurable outcomes, he seems to have decided to sneak in this major change with no collaboration with MPAC, the Arc, or the parents of students who will be affected. Ellen Widoff, director of children's services for the Arc, said the school system is "trying to do this under the radar by not replicating our program in any way. At a time when there's no cost benefit at all, they're cutting a very appropriate program for high-risk kids."

A parent of a child with Down syndrome who attended MPAC, said the program helped her son learn to walk and gain self-confidence. "It was a very good experience for us," she said. "As a parent, you just get that feeling when you know a certain place is the right fit for your child. MPAC was that place."

The Board of Education is holding public hearings on the proposal on Jan. 13 and 2, and I will testify on Jan. 13 and report on that hearing. Parents have practically overwhelmed the board with calls asking to testify against the proposal and in support of the type of services MPAC provides, and there is a long waiting list for both dates. Interestingly, the public school system -- after not consulting with parents at all when they developed this proposal -- suddenly scheduled a meeting with MPAC parents for Jan. 11.

In a Dec. 29 letter sent to current MPAC parents, Gwendolyn Mason, director of special education services for the county, referenced the county's plan to "expand the preschool options for our youngest children with significant disabilities" -- but for all the talk about "options," "choices," and "expansion," they are proposing to pull their support for one of the county's best programs for preschool children with special needs, limit parents choices, and take away children's access to specialized services.

Special Educators are "Autism People of the Decade"

Kudos to the Left Brain/Right Brain blog (based in the UK) for naming special educators the "Autism People of the Decade." The author explains: "When I ask myself who really has made a difference in the quality of life for my autistic kid, it isn’t the researchers, the advocacy groups, or the 'personalities' in the autism community that I can point to. What has made a difference are the efforts of a group of therapists and teachers who have devoted themselves to low pay and hard work."

And he rightfully points out that the stories about special education that get the most attention are the ones that talk about problems like abuse, seclusion, restraint, and bullying -- so it's nice to see hard-working special ed teachers, aides, and therapists get some well-deserved recognition.

Special Hockey Players Brave Cold at NHL Winter Classic

I started 2010 by spending a fun day with young disabled hockey players at the NHL Winter Classic -- the first hockey game ever played at Fenway Park in Boston. The owner of the Boston Bruins, Jeremy Jacobs, personally ensured that youth hockey players would get free tickets to the game, and he was thoughtful to make sure each of the special hockey teams in New England were invited. We had players from Massachusetts, Connecticut, and Rhode Island, and this video shows how much fun they had.

Thanks to the Bruins, Mr. Jacobs, the Bruins Foundation, and the NHL's Hockey is for Everyone program for supporting special hockey players, coaches, volunteers, and parents. To learn more about special hockey and the American Special Hockey Association, visit our website, join our Facebook group, or follow us on Twitter.

Special Hockey at NHL Winter Classic from Mark Miller on Vimeo.

Disability Policy in 2009: The Year in Review

Like every other year, 2009 had its ups and downs in terms of disability rights and policy. The Obama administration made some important steps in some areas, while much remains to be done on several important agenda items. Not surprisingly, the actions of the Obama administration play a prominent role in this list of 2009's top news items for disability issues.

UN Convention -- At the direction of President Obama, Susan Rice, U.S. ambassador to to United Nations, signed the UN Convention on the Rights of Persons with Disabilities. While largely symbolic, this was an important international gesture to express the nation's commitment to advancing the rights of people with disabilities.

A High-Level Advocate in White House -- President Obama wasted no time demonstrating his support for people with disabilities when he named Kareem Dale the first White House special assistant for disability policy. By all accounts, Dale has done an admirable job keeping disability issues front and center for the administration. Read an interview with Dale.

Olympics, Paralympics, Special Olympics -- The president suffered a major setback when his strong support failed to help Chicago win the bid for the 2012 Olympics. Surprisingly, Rio was selected over Chicago. Chicago had a very strong proposal for the Paralympics, and hopefully the spotlight of the Olympics will help protect and advance opportunities for people with disabilities internationally. In other Olympic news, the president got in trouble for making a "joke" about the Special Olympics -- which, looking back, probably heightened his sensitivity and helped elevate disabilities as a priority for his administration.

Are Students with Disabilities Being Left Behind? -- The appointment of Arne Duncan as secretary of education hardly caused protests by disability advocates, but few applauded the news. Recognizing that Duncan was not known for his support for special ed in Chicago, most people reserved judgment, not knowing where special ed would fit in with his federal priorities. And in many ways, we're still waiting. Duncan has not said much on the topic, but he gets points for appointing Alexa Posny as assistant secretary of special education and rehabilitative services. If he consults with her on major issues affecting students with disabilities, it's possible we'll see evidence that he cares about more than test scores and graduation rates. Lawyer and blogger Jennifer Laviano called Duncan's performance the lowlight of the year for special education.

Supreme Courts Backs Reimbursement for Private Special Ed -- In June, the Supreme Court said federal law authorizes reimbursement for tuition to private schools even if a child has never received special ed services in a public school. The decision in Forest Grove School District v. T.A. said that under the Individuals With Disabilities Education Act, if a school district fails to identify a child with a disability, the district is still financially responsible for ensuring that the student receives appropriate services.

Disability.gov -- The Obama administration has made tremendous progress in leveraging technology to improve communication and transparency throughout the government. The use of blogs, Flickr, Twitter, video, and lots of interactivity on the White House website has raised the standard for all future administrations. One of the best things the government has done is launch disability.gov, which consolidates resources from 22 federal agencies in a user-friendly format. example , Read my Q&A with Kevin Connors, who helped build the site.

Autism -- The CDC released data showing that autism affects one in 110 people and one in 70 boys, and national and state officials took steps to address the needs of affected families. This year 17 states introduced legislation to require insurance companies to cover autism diagnosis and treatment. According to Autism Votes, 15 states have passed autism insurance laws, six are considering bills, and another seven (and DC) have pending bills. The administration released the first-ever strategic plan for government-funded autism research and added $1 billion to its budget for autism over the next eight years. Kathleen Sebelius, secretary of the U.S. Health and Human Services has called autism "an urgent public health challenge" and compared it to the challenge of polio in the 1950s and HIV/AIDS in the 1980s.

What other highlights and lowlights would you include? How would you rate the administration in these areas after a year?

Why Dr. Weast's Plan is Wrong for Our County and Wrong for Our Children

I have posted a memo from Superintendent Jerry Weast to the members of the Board of Education, trying to justify his proposal to displace preschoolers with special needs from a school that has been effectively serving children and families for 50 years. I intentionally reprinted his entire letter, to give him an opportunity to share his position, unfiltered, to people like you who care about this issue. Now that I've done that, I'd like to react to some of his claims.

WHAT HE SAYS:
The district will spend "no additional dollars." The recommendation is "budget-neutral for the next fiscal year." The plan "may be more cost-effective, but that was not a deciding factor in making this educational decision."

WHAT THIS MEANS:
We all know states and counties are facing budget challenges, and if Dr. Weast came out and said budget cuts are forcing him to eliminate good programs for children with special needs and reduce the quality and intensity of early-intervention programs for young children, that would be sad but a fact we'd need to address. But if this is NOT a cost-savings measure, why is he trying to force through a radical change to the way children are served as a small item in the budget? This is the wrong time and the wrong way to make such a major change that will affect so many children.

WHAT HE SAYS:
"MPAC has been − and remains − a valued partner with MCPS, and we believe that program has served our children well."

WHAT THIS MEANS:
In partnership with MPAC, the county is effectively meeting the needs of preschool children who require intensive early intervention. If he truly values MPAC and its leadership, why is he trying to force through this change without consulting with them? After providing these services for 50 years, and partnering with the county for 30 years, MPAC has the expertise, commitment, and resources to further improve services for our county's children. But the larger point is, if it's not broke (as Dr. Weast acknowledges), why fix it? Or, in this case, possibly break it?

WHAT HE SAYS:
"MPAC is concerned about the prospect that there could be fewer referrals to their program and they have engaged their stakeholders in an effort to aggressively advocate against the creation of a public option for our families." [emphasis added]

WHAT HE MEANS:
Dr. Weast is feeling the pressure from parents whose children will be affected by this plan, and he's trying to tell board members that this is just a lobbying campaign orchestrated by MPAC. He's wrong. MPAC officials are not professional advocates, lobbyists, lawyers, bloggers, or communicators. They teach and they dedicate their lives to supporting children who need extra help. From what I've heard, they are spending a lot of time these days answering questions from concerned parents --"What will this mean for my child?" "Does this mean MPAC won't be here for other children?" "Who's making this decision, and what can I do?" If Dr. Weast thinks it's inappropriate for MPAC to answer those questions from the people they serve, he couldn't be more wrong. And for the record, I am a board member of the Arc of Montgomery County, which I have mentioned before, but I care about this proposal as a parent of a child who attended MPAC for three years and received exceptional instruction that I couldn't have found anywhere else, public or private. No one has told me what to say, how to say it, or who to say it to. I'm looking forward to testifying at the board hearing on Jan. 13, and I'm sure I'll be joined by many parents who are just as passionate as me about preserving special needs programs that work.

WHAT HE SAYS:
Parents will be better off with schools closer to their homes, instead of going to MPAC in either Silver Spring or Gaithersburg.

WHAT THIS MEANS:
Dr. Weast is taking a "one-size-fits-all" approach with this point, saying that proximity equals better education. That's a stretch. Here's a question for parents (whether or not your child has special needs) -- would you rather send your child to the closest school or the best, most appropriate school for your child? Well, when your child has special needs, that choice is even more important. Making the wrong decision or the wrong placement when your child is 3 is pretty risky, considering his or her brain is still developing, and researchers know more clearly than ever how important those early years are in a child's development.

WHAT HE SAYS:
This is about choice, and letting children attend preschool close to their homes.

WHAT THIS MEANS:
Where is the choice in eliminating a proven program that parents passionately support? Are current MPAC parents demanding public options closer to their homes? If they're happy with the program, I doubt it. Maybe in introducing this program in February, parents could be given a choice. The conversation may go something like this: "We know your child needs special services because of his or her delays/disability. We'll give you a choice. The first option is a program that has been effective for 50 years, with specialized teachers, therapists, and facilities, all in one building. You can talk to parents whose children have attended, to see if you think it might be a good fit for your child. The second option is a new preschool program the county is starting this year, and your child will go to a nearby elementary school. We've never done this before for children this age, and no teachers have been hired yet, and no training has been identified, but your child will be closer to home, and we're hopeful it will be a good program."

Yes, let's provide choice. Dr. Weast and the Board of Education should be MPAC's biggest champions, and more families (or at least the same number of families) should be able to choose to send their children to MPAC for the most specialized, intensive early intervention. Look into ways to expand preschool services for children in Montgomery County, but don't do anything that would threaten the viability of MPAC to provide the same level of service it has for 50 years.

Superintendent Weast Responds about Plan to Displace Preschoolers with Special Needs

When I wrote to Superintendent Jerry Weast to express my concerns about his plan to displace preschoolers with special needs, I told him I would be happy to share his views if he would answer my questions. While he did not respond to me, I did receive this letter that he wrote to the Board of Education on Dec. 18. Here it is, in its entirety without editing or commentary. (I will post my response soon).

Office of the Superintendent of Schools
MONTGOMERY COUNTY PUBLIC SCHOOLS
Rockville, Maryland

December 18, 2009

Members of the Board of Education Jerry D. Weast, Superintendent of Schools

Expanding Public Prekindergarten Options for Special Education Students

In my Fiscal Year 2011 Recommended Operating Budget, I have proposed that we increase our district’s capacity to deliver pre-school special education services to our students while spending no additional dollars. The proposal calls for six locations to open in school buildings around the county that will serve a total of up to 36 students. We plan to begin the program, which will serve 3-and 4-year-olds who have demonstrated significant developmental delays, at one school in February so that families can see the program in action. The six locations will be in the schools where we currently have School/Community-based programs for students with significant disabilities and will undoubtedly be closer to home for many families who will need to access these services.

Montgomery County Public Schools (MCPS) has not had a public program to serve these students previously. Many of these students attended the Montgomery County Achievement Center (MPAC), a nonpublic school under the auspices of the Arc of Montgomery County. MPAC has been−and remains−a valued partner with MCPS and we believe that program has served our children well. However, we also believe that our families should have a public opportunity for placement of their young children with significant developmental delays. This recommendation is budget-neutral for the next fiscal year because it assumes the same cost per student regardless of whether students are served in MCPS or through MPAC. Ultimately, we believe a public option for these students may be more cost-effective, but that was not a deciding factor in making this educational decision.

Understandably, MPAC is concerned about the prospect that there could be fewer referrals to their program and they have engaged their stakeholders in an effort to aggressively advocate against the creation of a public option for our families. I certainly appreciate their perspective and understand that they believe their program may not be viable without continued referrals from MCPS. Having said that, I believe it is in the best interest of our families to provide them with more choices to access our high-quality programs in schools that are closer to their homes.

MPAC operates programs at two sites − in Gaithersburg and Silver Spring−while our proposed six sites would be dispersed across the county at Glen Haven, Wayside, Sherwood, Cashell, Germantown, and Luxmanor elementary schools. Families taking advantage of the public option would have access to the wealth of special education services that we already provide in our elementary schools. These classes, which will have a maximum of six students each, will be part of the MCPS Preschool Education Program, a well-established, high-quality program. In addition, our program will offer the opportunity for students to interact with their non-disabled peers, which is not an option through MPAC.

As you know, a student’s placement into one of our programs or a program like MPAC is determined through an Individualized Education Program (IEP) process. We will continue to work closely with our families at every step of the process to determine the most appropriate placement for their children. Thus, it is premature for MPAC to conclude that they would receive no referrals from MCPS to their program. It is important to note that we continue to see increases in the numbers of preschool students with special needs. We will continue to work with MPAC and other community partners to provide high-quality services to our students with special needs.

We are excited about this new option for our families and invite you to visit one of our pre- school special education programs in action. Questions about these plans may be referred to Ms. Chrisandra Richardson, acting associate superintendent for special education and student services, at 301-279-3604. I will continue to keep you informed.

JDW:sln

Copy to: Executive Staff

Resistance Grows Against Plan to Displace Preschoolers

As new details surface, parents and disability advocates are increasingly concerned and angry about a plan to displace preschoolers who require early intervention services in Montgomery County, Md. (See story and video below, about the county's plan to replace a proven preschool program with a hastily planned public program that would put 3-year-olds in large elementary schools that are not equipped to meet their special needs.)

Part of these parents' frustration stems from the fact that they were not consulted about this radical change, nor were the administrators, teachers, and therapists who have successfully partnered with the county to provide these services for decades. The county proposes introducing a public program in February 2010, despite the fact that teachers have not been hired, no training program is in place, and there is no evidence that the quality of instruction will be better than the Montgomery County Primary Achievement Center, a program that many parents and advocates consider a model of early intervention and family support.

In fact, based on recent experience, there is reason to believe services (and children) will suffer tremendously. Earlier this year, Montgomery County was criticized after phasing out segregated classrooms for students with learning disabilities. This was reported in the Examiner -- "Special Ed Integration Fails Expectations" -- and even received national coverage when Disability Scoop reported on it, with the headline "Students Failing Despite Inclusion, Report Says." One disturbing finding was that only 50 percent of teachers attended a mandatory training to support the move toward inclusion. (If the requirement to attend is not enforced, can you really call it "mandatory"? And do parents want their children taught by teachers who have been forced to attend one training class, or by teachers who have devoted their lives to serving children, like theirs, who need specialized intervention?)

During the time this damning report came out, Kay Romero, president of the county’s PTA, said, "Our most complex students should have an educational path that is tailored to their needs, and not tailored to fit a square peg in a round hole." Also at the time, board member Laura Berthiaume acknowledged that "What was the hope hasn’t materialized in terms of the teaching and the results that the transition was premised on." Can you imagine hearing that statement if your child was one who received inferior "teaching and results" because the county "hoped" for but did not deliver adequate services? Can the children and families of Montgomery County afford another untested, unproven experiment that does not put children's needs first?

Let's check the record. MPAC has a 50-year track record of successfully meeting the needs of preschoolers with learning disabilities, often preparing them for higher levels of placement and achievement in the public school system. And Montgomery County's most recent move away from proven programs led to worse results, not better.

Board of Education members, are you paying attention? If you are committed to the well-being of our children who need early intervention, support proven programs. When you hold hearings next month, listen carefully to what parents and child development specialists have to say. If Montgomery County wants to be a national leader in special education and early intervention -- and it can be -- it must support successful programs like MPAC that are up and running.

Please email the Board of Education at boe@mcpsmd.org and tell them what you think.