But the 187 pages still feature plenty of suggestions for MMSD to improve how it works with students with disabilities, with some staff reporting pressure to pass students no matter what, criticism of the usefulness of district guidance and data highlighting the longstanding disparities for students by race and special education status. Its overarching findings were:
• Students with disabilities, especially students of color with disabilities, are not achieving or graduating at levels the district can celebrate.
• The district’s instructional and administrative infrastructure is not conducive to improved outcomes for students with disabilities.
• The district has many strengths upon which to build, which are outlined throughout the report.
• While much progress has been made on the (2016 special education) plan, and many of the goals have been met, doubling down on it, in collaboration with general education partners, is necessary, especially in light of recent leadership turnover and the pandemic.
The data clearly indicate that being able to read is not a requirement for graduation at (Madison) East, especially if you are black or Hispanic”
My Question to Wisconsin Governor Tony Evers on Teacher Mulligans and our Disastrous Reading Results
2017: West High Reading Interventionist Teacher’s Remarks to the School Board on Madison’s Disastrous Reading Results
Madison’s taxpayer supported K-12 school district, despite spending far more than most, has long tolerated disastrous reading results.
“An emphasis on adult employment”
Wisconsin Public Policy Forum Madison School District Report[PDF]
WEAC: $1.57 million for Four Wisconsin Senators
Friday Afternoon Veto: Governor Evers Rejects AB446/SB454; an effort to address our long term, disastrous reading results
Booked, but can’t read (Madison): functional literacy, National citizenship and the new face of Dred Scott in the age of mass incarceration.
No When A Stands for Average: Students at the UW-Madison School of Education Receive Sky-High Grades. How Smart is That?