Sept/Oct 2019

From Rochelle...

I want to take some time in this column to explain the work that everyone whose work impacts special education have done regarding the disproportionality of Black students being labeled with an Emotional/Behavioral Disability in MPS. This is a nationwide issue and while we have worked hard to reduce this disproportionality, it continues to exist and it is unacceptable. We still have much work to do.

A little background…

The Individuals with Disabilities Act requires states to establish thresholds to determine which districts have significantly disparate rates of special education identification, placements in restrictive settings, and discipline of students receiving special education services. Minneapolis Public Schools has been identified as meeting the threshold for significant disproportionately for Black students identified as having an Emotional or Behavioral Disability.

We are now required to set aside 15% of our Federal dollars for Coordinated Early Intervening Services (CEIS). This money must be used for students at risk or are already identified as having an Emotional or Behavioral Disability over the next two years.

The Special Education Department has worked hard to adjust their budget so there is no impact on direct service to students or school budgets. The money set aside for CEIS will be used for the following:

  • Many department staff will have four hours of their salary every week that will be dedicated to providing service to Black students at risk or identified with an Emotional or Behavioral Disability or working with teachers who serve them.
  • Department administration will also dedicate four hours of their time each week to reducing systems that cause or perpetuate the over identification of Black students being labeled as having an Emotional or Behavioral Disability or building supports and services for students that are already identified.
  • Consultants will be hired to work with us on the reduction and use of this label.
  • Intervention strategies and curriculum specifically targeted for students labeled with the disability label of Emotional or Behavioral Disability or at risked of being labeled.

Implemented Strategies

  • MTSS as a District Priority strengthens core instruction and Tier II interventions
  • Parent Engagement through Parent Participatory Evaluation, EBD Initial Identification Taskforce, IEP Feedback Surveys, and the Special Education Parent Advisory Council
  • Development of the Alternatives to Suspensions Interactive Toolkit
  • Equity as a District priority and providing professional development through an Equity Framework
  • Social Emotional Learning as a District priority with a strong initial focus on adult practice
  • Enhanced Check and Connect Program with a focus on African American and Native American students

The Special Education Department remains committed to our mission:

The special education department is relentlessly focused on students receiving individualized services and equitable instruction in their least restrictive environment.

We are committed to educational evaluations and services that are not predicted by a student's race.

We will continue to work towards our mission through Coordinated Early Intervening Services. If there are students in your school that you feel would benefit from these services, please reach out to your Special Education Director or District Program Facilitator. As always, I am here to answer any questions or if you have any feedback as we move forward.

Rochelle Cox

Associate Superintendent Special Education and Health Services