In a recent Q & A with the Commissioner of Education for the Commonwealth, I had a chance to express frustration for the Level 3 status imposed on some Westfield Schools. In a few cases, the ‘level’ is related to the performance of the subgroup of students with special needs. I explained to the Commissioner that we believed that the best place to educate all of our students was in our local schools with friends and neighbors while also providing services if a child has a disability.
DR. SUZANNE SCALLION
I further stated that we believe that administering a high-stakes test to some children is contrary to the intent of an individualized education plan or IEP. An IEP determines educational goals, plans the measures of success and the team of educators and family meet on an annual basis to review and revise the plan. It is not realistic to expect every child who struggles with any one of a number of disabilities to master grade level content on pace with the state frameworks. I worry that putting some children through the rigors of this experience causes harm.
The Commissioner responded that the new revision of No Child Left Behind known as ESSA could be even more challenging for districts like ours who strive to keep our students in the city where they live, belong and grow. He could offer no real hope or solution. In essence, children and school districts are being punished by the accountability system. I cannot justify a child receiving a warning for taking a portfolio assessment and the school getting a label for serving all children in our city.
Stemming from personal experience, I hold a deep conviction about the need to educate children as close to home as possible. I had an extended family member who suffered a brain injury as a child in a bike accident (before helmets). The permanent damage left him with a significant intellectual disability and he was schooled locally and developed lifelong friendships. He later worked his entire life for the local police department as an honorary officer/office helper. This was a case of the village supporting its own and he was able to live a productive life with longtime friends and a sense of belonging. When a child spends an hour or two commuting each way to special programs in a neighboring town, both the child and classmates lose the opportunity to develop deep connections.
As a former Principal, I will never forget Abby who was a neighbor to Scott who had autism. When Scott was having difficulty, Abby would volunteer to go out on the swings with him for a break and the transformation was miraculous. Both Scott and Abby were richer for their friendship. Witnessing the growing success of our transition program for our students moving into adulthood has been inspiring and we are grateful to community partners for employment opportunities for our students.
When Munger Hill opened their doors and hearts to 5 special programs over the years, the academic success of the regular education programs did not waiver. The flaws in the system imposed by the state were revealed and there was not a peep when the artificial level was imposed this past fall. Because, it takes a village… and the winners are ALL of our children. To our schools with District programs for our students with special needs and talents, you are Level One in Compassion, Empathy and Dignity. Let’s hope these schools lead the way to needed change in the Accountability system…
