School for Early Development and Achievement Kim Johnsen SPE 644

About SEDA  School for Early Development and Achievement (SEDA) is a charter school, chartered through UW-Milwaukee located in Milwaukee  The ages serviced are students in K4-2 nd grade. Some students who have an IEP may be enrolled at the K3 level but that is up to the discretion of the principal and director

Unique Characteristics of SEDA  Student enrollment is approximately 76 students and has been for the past several years  SEDA is its own district due to it being chartered through UW-Milwaukee  The assessments that are given are PALS and MAPS (2 nd grade only)

District Background Information Summary of Indicator Information The following Indicators do NOT have any data due to the design of our school being for students in grades K4- 2 nd only Indicator 1: Graduation Indicator 2: Dropout Indicator 3: Assessment (starts w/grade 3) Indicator 13: Transition Goals (students age 16) Indicator 14: Post High School Outcomes

Special Education District Profile ( e.aspx) Summary of Indicator Information The following indicators were not applicable to the school during the most recent year listed ( ) Indicator 8: Parent Involvement Indicator 11: Timely Evaluations

SEDA Strengths  School Age Educational Environment Percent of students with disabilities ages 6-21 served inside the regular class 80% or more of the day. SEDA: 85.71% State: 59.42%  Preschool Educational Environment Percent of children aged 3 through 5 with IEPs attending a regular early childhood program and receiving the majority of special education and related services in the regular early childhood program. SEDA: 73.73% State: 30.98%

SEDA Strengths  Preschool Outcomes - Positive social-emotional skills (including social relationships) The percent of preschool children who were functioning within age expectations in Outcome A by the time they turned 6 years of age or exited the program. SEDA: 100% State: 69.1% - Acquisition and use of knowledge and skills (including early language/communication and early literacy) The percent of preschool children who were functioning within age expectations in Outcome B by the time they turned 6 years of age or exited the program. SEDA: 100% State: 59.2%

SEDA Strengths  Preschool Outcomes - Use of appropriate behaviors to meet their needs Of those preschool children who entered the preschool program below age expectations in Outcome C, the percent who substantially increased their rate of growth by the time they turned 6 years of age or exited the program. SEDA: 100% State: 83.5%  Disproportionate Representations SEDA: None

Additional Information  SEDA was not required to report data regarding parental involvement however, the school hosts 3 family nights a month in the areas of math, reading and family activities in which parents can bring the entire family for food, activities and an opportunity to network with other families  So far for the school year we have had a 70% turn out rate!

Child Find  According to Section 504, schools have annual duties referred to as child find requiring school district’s to locate and identify eligible students living in their district.  SEDA has a partnership with a birth to 3 program called “Pediatric Skilled Nursing” in which children with medical needs have an opportunity to attend SEDA once they are 3.  SEDA is located within an agency called Milwaukee Center for Independence which allows us to locate families who may benefit from sending their child to our school as well as create partnerships with other community groups and agencies to serve the same purpose.

Weaknesses  Preschool Outcomes -2 outcomes (A & B) indicated that no students were reported as substantially increasing their rate of growth with regards to social-emotional skills or acquisition of knowledge and skills by the time they turned 6 or exited the program. Suggestion: Many of the students at SEDA have never experienced an environment like school. Teachers spend large amounts of time teaching how to act in school, what’s appropriate behavior, dealing with separation anxiety due to the age of the students, etc…Perhaps having students and parents visit school at the end of the previous year to help with the transitioning would be effective.

Other Comments  SEDA is a unique school; the mission is to develop a strong fundamental foundation in academic skills for early learning so that students may be successful throughout their educational careers. Many of the indicators that the state looks at seem to be somewhat “irrelevant” for our school. With that being said, because we are involved with students at such a young age and so early in their educational experiences, it’s crucial that we are very knowledgeable of the special education laws and processes so that we can assist our parents as they encounter the process. For many of our families, school itself is a new experience only to be compounded for some by the identification of a special education need.  Our school believes in inclusion (as of right now we do not have a full-time special education classroom but rather do pull out and push in). It’s important for the staff and families to be aware of processes, rights, and laws as well as how the school is performing as a whole.

References Department of Public Instruction; Special Education District Profile ( px) px Yell, Mitchell L (2012). The Law and Special Education (3 rd ed.). Upper Saddle River, NJ: Pearson Education Inc.