Minneapolis Public Schools Special Ed Director to Teachers: Don’t Worry, Be Happy

In an attempt to quiet the growing storm over proposed changes to the citywide autism program she oversees, Minneapolis Public Schools special education director, Rochelle Cox, sent a letter to district special ed teachers on June 23.

The letter seeks to clarify MPS’ reasons for altering its popular citywide autism program and comes on the heels of  a month’s worth of mounting pressure–mostly from parents unhappy with the district’s actions. Rochelle Cox

Here’s a brief timeline of events regarding changes to the citywide autism program, which provides intensive autism support for students, along with access to mainstream classrooms:

    • May 21: Many autism program parents and teachers first learn of MPS’ plans regarding the citywide autism program. These plans include directing more autism students into regular ed classrooms in their neighborhood schools, and out of the specialized autism programs at various sites throughout the district. Parents say they only found out about these changes through word of mouth. They say there has been no official announcement or communication from MPS.
    • May 22:  Parents push for a meeting at Burroughs Elementary, which has citywide autism programming. Special ed administrators Rochelle Cox and Amy Johnson–both of them new to their jobs–are in attendance. Parents say they expressed deep concern over MPS’ move to discontinue citywide programming by “starving the programs” out (and not informing incoming kindergarten parents that the programs even exist). The gist of the parents’ views? Gratitude for the “centralized resource of staff with Autism Spectrum Disorder expertise”  they have found in the citywide program. This conflicts with MPS administrators claim that families are asking for their children to be sent to neighborhood schools.
    • End of May–Early June: Parents pepper school board members and district administrators with impassioned appeals for, if nothing else, a pause in the district’s efforts to restructure the citywide autism program. 
    • June 9: KARE 11 news station erroneously reports that the Minneapolis school board voted to approve changes to the autism program. The Minneapolis Star Tribune then picked up the story. It was false. Further confusion and frustration ensues for those following this story.
    • June 9-22: Various local media outlets touched on MPS’ plans, with varying levels of context and insight. On June 22, the Minneapolis Star Tribune publishes a short article about the issue, and focused it primarily on parent reaction to MPS’ plans. Also on June 22, WCCO news does an overview of the situation, featuring Rochelle Cox’s arguments in favor of the changes: 

  • Week of June 22: I write a few blog posts about all of this. (Hint: You are reading one of them!)
  • June 22: Minneapolis parents put together a Change.org petition and call it “Preserve the Rights of Students with Autism.” It has over 800 signatures as of June 25.
  • June 23: MPS spins out some damage control via special ed administrator Rochelle Cox’s letter to Minneapolis special ed teachers.

Here is a snapshot of Cox’s letter, which was forwarded to me:

I would like to provide updates and clarifications regarding changes to our autism program for next year. As we move to strengthen our capacity to serve more students with autism in their community schools, some resources from Autism Citywide Programs have been shifted to provide special education services to students with autism in their community school.

In order to “strengthen our capacity to serve more students with autism in their community schools,” MPS will be closing some specialized autism classrooms and laying off experienced teachers and assistants. 

Rochelle Cox's June 23 letter
Rochelle Cox’s June 23 letter

 

But, the good news is, according to Cox’s letter, MPS will be hiring “3 autism itinerant teachers” who will be tasked with supporting “students with autism at community schools.” 

I am no autism expert, but “itinerant autism teacher” doesn’t quite jibe with what I do know. (I am picturing a child with autism being asked to “hold that meltdown” while an itinerant teacher rushes across the city to help.)

Never fear. Cox has got this:

As you know, having students receive their special education services in the general education setting benefits both students with and without disabilities.  Inclusion provides opportunities for both non disabled youth and youth with disabilities to navigate childhood together, supported by adults who create space for children to learn and grow together.

Sounds wonderful. Does this mean MPS will also be lowering class sizes across the district and hiring a bevy of experienced assistants who will be trained in not just “special ed,” but autism, in order to bring about this “learning and growing together” thing?

Minneapolis parent Nikki Fortuin (and not Anne Ursu, as originally posted), who has been vocal about her objections to the proposed changes, has another approach to suggest (bold font is Fortuin’s):

Why not a pilot?

My understanding is that the first discussions regarding this plan took place in December. All of the district leadership people implementing this change are new to their position, having taken their positions within the past year. Why are people new to their positions leading a major rollout in August without consulting with stakeholders first? 

In a letter to school board members and district administrators, Fortuin also called out the lack of the frequently touted “stakeholder input”:

Why not listen to the parents and teachers in the trenches? 

Every parent I have met with a child in the Citywide Autism Program is grateful the program exists. I’m sure the staff must appreciate the ability to consult with and support one another in the program schools. Why is new leadership at the district trying to reinvent the wheel? PARENTS ARE HAPPY WITH THE CITYWIDE AUTISM PROGRAM! IT WORKS!! KEEP IT!! 

Ah, well. Not to worry. Cox’s letter ends on a happy, welcoming note: 
 
Please don’t hesitate to ask questions. We also plan on providing more information when you return from summer break. 
Have a fun and restful summer!