U.D. looks to solve elementary special education dispute
UPPER DARBY >> Options to change and enhance the autistic-support program in Primos and Westbrook Park elementary schools elicited mix reactions during a recent Upper Darby School Board meeting.
An informational session during the board’s committee meetings on March 28 prompted three different options developed by three different groups for the program that supports approximately 60 districtwide students and is currently split between the two schools – kindergarten through third grades at Primos and fourth and fifth at Westbrook Park.
This is what the board, public and attending faculty members were presented with: Option 1 (by district architect-of-record Don Bonnett) - put an extension on Primos Elementary for more learning support classrooms and to keep ASP in just that building; option 2 (by district Director of Operations Matt McKenzie) - no construction projects or spot redistricting, but expanding enrollments for all Primos classrooms; and option 3 (by Assistant Superintendent Dan Nerelli and Director of Special Education Ed Marshaleck) - initiating a cohort program that will slowly move students to Westbrook Park permanently.
“All of these are just options that the board and the public has to take into consideration given financial interest and everything else that we face,” said McGarry. “We’re not looking for a resolution to commit to anything. Is the board asking us to look into (these options)?”
After 90 minutes of presentations and public comments, the board blocked option two from further consideration and wished to get more information on option three, which is slated to start in the 2017-18 school year.
Option three, known as the student-cohort plan, would keep students in the autistic-support program in one school without the need to ever switch buildings in another grade. If approved in time, Westbrook Park would start the new cohort plan in the fall by housing all new kindergarten students in the program and seeing them through fifth grade. Westbrook will still retain the current fourthgrade cohort who will be fifth-graders next year. At the same time, Primos will keep the third-grade cohort that would, otherwise, go to Westbrook for fourth and fifth grade.
In 2018-19, Westbrook would house kindergarten and first-grade students, while Primos keeps second through fifth grade. Come 2019-20, Westbrook would have grades kindergarten through second and Primos would have third through fifth.
The cohort model will retain the same students in the same buildings from the 2016-17 school years into the future until all students have moved onto the middle schools.
Although McGarry and Marschalek presented this option, it was done with no input by teachers, but that is looking to change as the district investigates this proposal more.
The split-school model became policy five years ago under former Superintendent Lou DiVlieger in order to provide a better learning environment for the students who were in classrooms divided by partitions, and other less-than suitable educational spaces.
Westbrook Park autisticsupport teachers Tara Sable and Laurie Millet spoke in favor of the current transitioning model policy, citing more adequate learning space, annual reminders to parents about the transition to fourth grade and no issues so far (the latter claim confirmed by administration).
“We strongly believe that teaching our students to handle and cope with transitions leads to benefits later in life including, but not limited, to school transitions, future employment and housing,” said Sables.
Jessie Johnson is a mother whose son just transitioned from Primos to Westbrook in the program, and the switch has affected him at home, not so much the classroom.
“His personality was different, he was upset. Usually when he goes from one classroom to another, it takes about a month to adjust to,” she said. “To go from one building to another building … took from August to November to adjust. I know the teachers are doing everything they can for our children … but the only thing I see about change that can happen with the kids … is the teachers with the IEP is not talked enough between the third- and fourth-graders.
“They should go over each individual IEP and get them ready for that transfer over when they’re visiting. As big a change as that is for our children, just having them go more and having the parents involved and having them go over (helps).”
Another parent, Penny Starr-Ashton, was concerned about putting all of the autistic-support program students in one building, concerned with the consequences of “housing” a certain population in one building, an issue she had brought up at a meeting earlier this year.
Things got a bit heated when Primos teacher Nancy Mount, who is in favor of the current transition program, was discussing her position for a system that is fair to all students and does not make class sizes large (which was discussed with option two). Mount was heckled by parent David Colvin, a parent of a student in the autistic-support program, who said they should, “transfer the regular education students.”
McGarry diffused confrontation.
“We’re working hard to not be in an adversarial situation, so I’m apologizing to the teachers and parents administratively,” he said. “We shouldn’t be putting you in a situation where you are against each other in any way. You’re here advocating for your parents, you’re teachers up against it trying to do it every single day, so I think we have to take a deep breath and the administratively and this board, (be) here to support you (parents and teachers).
“The third option that’s on the table, maybe, is something that teachers and people will talk about when there are parents and frustrations about cohorts of kids.”
Administrators will look further into option three and will update the board at a future meeting.