Missouri to explore ‘better model’ for educating students with severe disabilities

The Greene Valley State School, in Springfield, is bucking some of the challenges that are facing many of the other schools serving students with severe disabilities.

Missouri is home to a network of 34 state-operated schools serving students, ages 5-21, with severe developmental and learning disabilities. One of the largest is in Springfield.

The state authorized the creation of the Missouri Schools for the Severely Disabled in 1957 — years before a landmark federal law ensuring that students with disabilities have access to a free and appropriate education tailored to their individual needs within the least-restrictive environment — and the result was a set-up in Missouri unlike anywhere else in the U.S.

Now, more than six decades later, the state is trying to figure out if that system is working as intended or if changes ought to be made.

The Missouri Department of Elementary and Secondary Education, which operates MSSD, has spent the better part of the past year examining the network of schools: How they operate, where they are located, who they serve, and the quality of the education that is delivered.

“We are the only state who provides services this way,” said Missouri Commissioner of Education Margie Vandeven, in a meeting last week.

“We just want to make sure that we are providing the best services and if there are ways to do things differently … we are very open to hearing what our consultants have discovered.”

The state contracted with the Public Consulting Group, which delivered its first substantial report Dec. 5 to the state Board of Education. No decisions were made at that meeting.

Since Missouri appeared to be an anomaly in how services were provided, several board members asked if the state should be looking at a different way of serving the students.

Mary Schrag, of West Plains, questioned the appropriateness of the decades-long approach given the emphasis the federal law places on educating students alongside peers who may or may not have special needs.

“I’m very concerned about this whole situation and I am very concerned that the model is no longer where we need to be,” she said.

Overarching concerns noted in the report included declining enrollment, limited funding, inequitable facilities, and chronic shortages of teachers and staff.

Only 76% of the 500 staff positions needed across the network of schools are filled, leaving nearly one out of every four vacant.

Mark Wheatley, assistant commissioner in DESE’s Office of Special Education, said the staffing changes faced by the MSSD reflect the larger struggle in Missouri to find and keep enough qualified teachers in classrooms with students who have special needs.

“It was already an issue before we hit the current situation and current trends that we have,” he said. “That just amplified the need.”

The report included a range of recommendations — some with hefty price tags — to address concerns related to the conditions of schools, the safety of students and staff, and the adequacy of the educational environment.

“We are talking about 34 schools across an entire state and that in and of itself is a challenge when you look at consistency of programming and communication,” Wheatley said. “… It is a large challenge.”

Nearly all the state-owned schools were built in the 1970s and 1980s, although at least a portion were in leased space, and not all were originally constructed to serve as schools.

Consultants estimate there are $8.5 million in pressing facility needs such as new boilers and roofs and $10 million to add secure vestibules to entrances — an added security measure that many public districts including Springfield have prioritized.

“There are inequities across the schools,” said consultant Josh Chism. “It was apparent that some schools were nicer, some were not so nice. Some schools had great playgrounds, some had very small playgrounds. Some schools had nursing stations, some schools didn’t. All schools were doing their best to make it work.”

Facility differences were just one piece. The inequity showed up in other ways.

The amount of technology, adaptive equipment, Wi-Fi access, designated nursing spaces, and protocol for location of changing tables — for students who cannot use the restroom independently — were inconsistent.

Jennifer Baribeau, consultant, told the state board: “There were different resources available.”

Greene Valley school bucking trends

This was the state’s first large-scale review of the MSSD since at least 2006, when total enrollment topped 1,030. It has steadily dropped, hitting just 728 in 2022.

Officials said the drop was likely due to school districts making fewer referrals to state schools because they offer required services in-house or nearby. More families may also seek a schooling option closer to home.

The number of students enrolled in each of the state schools varies from fewer than 10 — the smallest in 2022 was the Skyview School in Mountain Grove with four students — to 40 or more.

Enrollment at Springfield’s Greene Valley State School was 42 this week, making it one of the largest in Missouri, and that number has grown in recent years.

“We are all focused on what can we do to enrich these kids that they don’t get outside of here,” said Greene Valley State School teacher Brandy Dittman.

She said the work is challenging and the days can be long and tough. “We are cheer-leading for everybody.”

Susan Morelock, who has been a teacher aide at Greene Valley for 32 years, said it takes the entire staff working as a team.

Dittman agreed. “Everyone has to be willing to help other … There are times I can be walking down the hall and I hear a teacher struggling with a student and I will stop and I will assist. It is all about comradery and being there for each other.”

A larger roster is just one way the Springfield school, sandwiched between Evangel University and Pythian Castle, is bucking the more challenging findings of the report.

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Teacher turnover was low, staff morale appeared high, and a slew of recent renovations to flooring, sinks and safety has resulted in improved working and learning spaces.

Giving a tour early Tuesday, Principal Eric Cheek said he was eager to show off the updated space, which includes an accessible playground.

“I am so proud of our building. We have opened up two new classrooms. Seven are now open. We are fully staffed. We have a wonderful, full-time cook. We have two nurses that are here all the time. We have substitute teachers and our therapists are here,” he said.

Cheek has been in the building for more than a decade, starting as a physical education teacher, and is in his second year as principal. The school employs more than 30 people.

He said higher pay and better benefits have reduced turnover but he can recall periods when staffing was not at the same level.

“It seemed like a revolving door. When you work in a real tough environment, you can get burned out,” Cheek said. “They have increased our salaries. They have increased our benefits and we are keeping people.”

The heart of the building is a commons area that doubles as an indoor gym with mobility equipment, floor padding and space for students to exercise and engage in activities.

He said students are grouped in different classes based on their age, abilities, and goals. Teachers place an emphasis on communication and life skills.

Greene Valley has a large service area, busing students each morning and afternoon from around Springfield and from cities up to two hours away. The school year is extended and physical, speech and occupational therapy is provided on-site, as it is needed.

“We’ve had students way up at the lake before, past Stockton. We’ve had kids as far as Lebanon and Branson and way out to Billings,” he said. “It is not just Springfield. It seems like we’re getting more from the outlying area.”

Exploring a ‘better model’

The report made a series of concrete recommendations that ranged from initiating a facilities master plan and conducting an instruction assessment to improving procedures and identifying potential funding sources for needed changes.

But the board, as a whole, appeared to push back. As the state continues to evaluate the MSSD, they encouraged the state and consultants to take a more holistic look.

Board member Pamela Westbrooks-Hodge, from Pasadena Hills, said the evaluation must identify the “root cause” of many of the issues identified in the report.

“Include in your roadmap how do we get to a better model. What other models do we need to study. What are the elements of those other models that are best that need to be infused in what we are doing,” Westbrooks-Hodge said.

“I am giving you permission to be bold, to think critically and employ systems-thinking to really get at how did we get into this mess. It is likely that the model doesn’t work anymore and we don’t have the right funding model.”

The report looked at how such services are provided in other states but did not point to a recommended option. A board member said more details about alternatives are needed.

Board president Charlie Shields urged caution, noting a change of that magnitude might be upsetting to MSSD parents and their input in any shift will be necessary.

“This is very near and dear to their heart because they are very protective of the services that their children receive,” he said.

“We always need to be sensitive when we talk about any new models.”

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Shields said any big changes would require the state board working closely with the Missouri General Assembly and the solution will likely be complex.

“This is an incredibly geographically diverse state so what works in one part of the state is not the solution in the other part of the state,” he said.

He called the report the start of an important discussion. He said any proposed change will have to have strong support and a sustainable funding stream.

Going forward, the consultants urged state education officials to see the report as a baseline. The consulting team said more work is needed to dig into potential models.

The board embraced the suggestion of studying the issue in more depth. There was discussion of any future report looking at short-term strategies and long-term options.

Given the length of time the state’s current approach has been in place, Schrag said an overhaul of some form is likely in order.

“When I talk about maybe we need to revise the model, I’m obviously not saying we need to get rid of (it) but it is really rare that something is still functionally appropriate 60 years later,” Schrag said. “This is a tremendously long period of time.”

Area MSSD schools

Of the 34 buildings operated by the Missouri Schools for the Severely Disabled, six are in southwest Missouri. They include:

• Greene Valley School, Springfield
• Oakview School, Monett
• College View School, Joplin
• Skyview School, Mountain Grove
• Cedar Ridge School, Nevada
• Ozark Horizon School, West Plains

Claudette Riley covers education for the News-Leader. Email tips and story ideas to criley@news-leader.com.