I’ve known 3 sped teachers to move from HSM to middle or high school in the past few years. They are so much happier. No, it’s not a picnic, but at least there are still programs available.

But, the discrete programs- whoa. They are dumping grounds at all grade levels. And the larger/stronger high school kids can be very scary!

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:The amount of identified kids is high. The severity of needs has exploded. Yet, the student-teacher ratio has increased- especially in the discrete programs. My understanding is that the new superintendent wants to close down discrete programs in elementary and limited them in middle and high. Unfortunately, we need more programs, not fewer.

Does that include closing down the SESES programs in elementary schools? Has he visited those?

Visiting these programs should be required. If you aren’t in a building that houses an SESES program you have absolutely no idea what this looks like or sounds like. The staff are physically and verbally attacked regularly. The entire school (staff and students) is impacted daily as well. The screaming and vulgar language alone is like nothing you can imagine.

Yes, and/or visiting a mainstream class with out of control kids who used to be placed in SESES but are now forced to stay because the Supervisors don’t want to move anyone. We finally got 1 moved after 2 years of “working” with the supervisor on strategies. 2 years while this kid forcibly held kids heads in trashcans, started fist fights in the classroom just because, threw staplers and other hard objects across the classroom, but his teachers, and terrorized every student and teacher daily. He was also on a pre-k reading level in 4th grade so it wasn’t like academics were okay. But move him? No! Not until a really bad incident happened. We have kids like this in every grade now. HSM is ridiculous.

This is happening county-wide, all in the interest of least restrictive environment. It is discouraging and unsafe. The hoops we need to go through are endless and not in anyone’s best interest.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:The amount of identified kids is high. The severity of needs has exploded. Yet, the student-teacher ratio has increased- especially in the discrete programs. My understanding is that the new superintendent wants to close down discrete programs in elementary and limited them in middle and high. Unfortunately, we need more programs, not fewer.

Does that include closing down the SESES programs in elementary schools? Has he visited those?

Visiting these programs should be required. If you aren’t in a building that houses an SESES program you have absolutely no idea what this looks like or sounds like. The staff are physically and verbally attacked regularly. The entire school (staff and students) is impacted daily as well. The screaming and vulgar language alone is like nothing you can imagine.

Yes, and/or visiting a mainstream class with out of control kids who used to be placed in SESES but are now forced to stay because the Supervisors don’t want to move anyone. We finally got 1 moved after 2 years of “working” with the supervisor on strategies. 2 years while this kid forcibly held kids heads in trashcans, started fist fights in the classroom just because, threw staplers and other hard objects across the classroom, but his teachers, and terrorized every student and teacher daily. He was also on a pre-k reading level in 4th grade so it wasn’t like academics were okay. But move him? No! Not until a really bad incident happened. We have kids like this in every grade now. HSM is ridiculous.

Anonymous wrote:

Anonymous wrote:The amount of identified kids is high. The severity of needs has exploded. Yet, the student-teacher ratio has increased- especially in the discrete programs. My understanding is that the new superintendent wants to close down discrete programs in elementary and limited them in middle and high. Unfortunately, we need more programs, not fewer.

Does that include closing down the SESES programs in elementary schools? Has he visited those?

Visiting these programs should be required. If you aren’t in a building that houses an SESES program you have absolutely no idea what this looks like or sounds like. The staff are physically and verbally attacked regularly. The entire school (staff and students) is impacted daily as well. The screaming and vulgar language alone is like nothing you can imagine.

Anonymous wrote:

Anonymous wrote:I think we are reaching a point where the "standard" teaching degree or certification should be a special ed degree. Every teacher should be equipped to handle special needs.

Everyone should have sped training, ESL training, dyslexia training. Yes. But problematically, it's not possible to offer the 1:1 tutoring that each kid with dyslexia has while helping the whole class. It's not possible to handle a dysregulated kid with an emotional disorder while helping the whole class. We are at the point where every class of 25 needs 3-4 full time trained teachers in them.

All teachers have some degree of training and experience working with special education students. Practically, some of the students (not all students with special needs) need more intensive support. Whether it’s a dedicated 1:1 for behaviors or small group instruction (think a resource room) or more specific interventions. My advice is to be a squeaky wheel. Ask questions during your IEP renewals- who is providing my child’s service hours? How many hours will they spend with the special education teacher each day or week. How many in the classroom? How many out? Who is modifying the curriculum to meet the needs of my child? The average parent may be shocked at how most of those hours are provided by the classroom teacher. That’s a heavy responsibility, considering the number of students with 504s and IEPs.

Also time to get the legislature on board to reduce the amount of paperwork for sped. The IEP documentation is out of control and it is stealing service hours from the students. Some of this paperwork is passed down to classroom teachers. Is all of it necessary and effective? Can’t it be streamlined?

I think that HSM is one of the biggest issues with MCPS today and why so many teachers are frustrated. Inclusion only works when kids have the correct amount of support and the amount available in elementary schools today is dismal.

I get that they need to meet state benchmarks for LRE (even if I think it is wrong and harming the kids), but they also need to be realistic about the support available. I think they need to go to a hybrid plan or something. Maybe have 1 elementary school per cluster that busses in all kids with over 15 hours of special ed needs for that area. And just majorly staff those schools.

Right now each elementary school has around 3 sped teachers who are running around like their heads are cutoff. They can't meet the needs of the kids, but it is not due to lack of effort. There are just not enough people to cover 7 different grades. If we more centralized the heavy hitters for sped, kids could still be mainstreamed, but with way more supports available- maybe one sped teacher per grade level so that staff can actually be there for the kids.

HSM is a disaster right now, and unfortunately all the resources parents are using to push back are creating more work and stress for school based teachers, without central office giving support. It drove me out of special education a few years ago. I hope Brenda Brown is out- I’ve never heard anyone (parent or staff) feel she’s positively helped any situation

Anonymous wrote:I think we are reaching a point where the "standard" teaching degree or certification should be a special ed degree. Every teacher should be equipped to handle special needs.

Everyone should have sped training, ESL training, dyslexia training. Yes. But problematically, it's not possible to offer the 1:1 tutoring that each kid with dyslexia has while helping the whole class. It's not possible to handle a dysregulated kid with an emotional disorder while helping the whole class. We are at the point where every class of 25 needs 3-4 full time trained teachers in them.

The current SpEd model in MCPS is unsustainable, and the Office of SpEd is not helping.

Anonymous wrote:

Anonymous wrote:I don’t think the push for HSM in combination with LRE had the outcome they were hoping for. Instead you have highly impacted students in a most restrictive environment.

How is it a most restrictive environment? You have highly impacted students with zero support. There is no way that teachers can provide the support needed to these students so everyone suffers.

Exactly- that is most restrictive. That was my point. They pushed the highly impacted students 100% into mainstream classrooms with minimal, if any, support. This is the most restrictive environment for these students. In the meantime, a classroom teacher spends an extraordinary amount of time trying to provide accommodations that student the remaining 20+ students needs are neglected. I’m considering this set up most restrictive to their learning!

They need a different set up with HSM. It’s not working for many highly impacted students. But hey, it looks good on paper!

Anonymous wrote:I don’t think the push for HSM in combination with LRE had the outcome they were hoping for. Instead you have highly impacted students in a most restrictive environment.

How is it a most restrictive environment? You have highly impacted students with zero support. There is no way that teachers can provide the support needed to these students so everyone suffers.

I don’t think the push for HSM in combination with LRE had the outcome they were hoping for. Instead you have highly impacted students in a most restrictive environment.

Anonymous wrote:I think we are reaching a point where the "standard" teaching degree or certification should be a special ed degree. Every teacher should be equipped to handle special needs.

A minimum of a Bachelor’s is sufficient. With proper training. These people don’t do either.

Anonymous wrote:

Anonymous wrote:

Anonymous wrote:The amount of identified kids is high. The severity of needs has exploded. Yet, the student-teacher ratio has increased- especially in the discrete programs. My understanding is that the new superintendent wants to close down discrete programs in elementary and limited them in middle and high. Unfortunately, we need more programs, not fewer.

That’s the stupidest thing I’ve ever heard!

It is but part of next year’s proposal asked for more special ed teachers. So what are they for. We need more programs not less. And specific ones for dyslexia and language disorders. And, lots more autism programs
.

But waiting until middle and high school is a recipe for disaster. Studies show EIBI decreases total costs and services later in life. If you’ve worked with a 2 year old with those services vs a 12 year old with minimal services, you’d realize EI is key.

Anonymous wrote:I work with a para who came from a preschool autism program (CAPP). She said she rarely got to sit and eat her lunch because they were always down paras in the classroom. Also, because the general education specials teachers had limited experience with special education students, they didn't know what to do with the class, so the paras had to step in and keep the kids entertained for things like media and PE. The work can be back breaking, literally. AND many of the special education para positions didn't offer health care benefits, only hours.

I've heard this too at the elementary, MS and HS level - that the gen ed teachers are not able to deal with even mild issues. I think they should get a lot of additional training. One teacher I know was forced to get additional training and I think it helped. When the "problem" kids went to other classrooms they were fine but when they were in her class it was a recipe for disaster.