Transcript “Let the Children Come to Me…”: The Case for Catholic

“Bumps in the Road: The Challenge
of Catholic Inclusion
Kevin Baxter, Ed.D.
Superintendent of Elementary Schools,
Archdiocese of Los Angeles
Part-Time Faculty,
Loyola Marymount University
Sunshine is delicious, rain is refreshing, wind braces us up, snow is exhilarating;
there is really no such thing as bad weather, only different kinds of good weather."
John Ruskin
Agenda

Background/Inclusion History
 The Challenge of Catholic School Inclusion
– History
– Leadership/Moral Obligation
– Legal Issues – Section 504 of the Rehabilitation
Act of 1973
– Financial Concerns and Realities
– Attitudinal Behaviors – Parents & Staff
– Logistical Issues
• STEP/MAP Program in ADLA
Background/Inclusion History
CCS -> SST Formation
 American Martyrs Program

– History of the program
– Status today

Archdiocese of Los Angeles
– Ingrained attitudes at some locations
– STEP/MAP Program – comprehensive and
mandated in all schools
Archdiocese of Los Angeles

270 Schools
– 220 Elementary
– 50 High Schools

82,000 students
– 52,000 Elementary
– 30,000 High School

8,800 sq. mi.
 4.5 million Catholics
Introduction
Traditionally, this is parents’ view:
– Public schools open their doors, Catholic
schools close them
• “We don’t have the resources”
– All along we had students with “special needs” - they
were simply mild ones and teachers had little support
or guidance for how to deal with them

We want to move from this reflexive
response to a more thoughtful and
considerate one
Importance of Leadership

This is the case with everything…
strong leadership will dictate whether
success is achieved
– From (Arch)Diocesan Level
• Bishops’ Statement
• Dept. of Catholic Schools – STEP/MAP Type
Program
– At the local level
• Pastor – key to success
• Principal
– Communication with staff; Communication with
parents; Common language that focuses the issue
Moral Obligation
We will always be limited in what we
can do – we will never have the
resources that public schools have
 The issue is not doing everything, it is
doing something
 And Catholic schools can do more than
they have traditionally done
 The first step is attitudinal…Christ is
present in all

Moral Obligation
We need to move away from the
reflexive response that says, “We don’t
have the resources…”
 Keeping families whole – remember our
strength is community and family
 Partnership and collaboration with
parents is essential

– Trust and Honesty must be present

The key is that we look at the situation
as Catholic educators - not simply as
school employees
Public School Obligation
– Assessment of students
• PSP - provides useful information - we are
under no obligation to meet the requirements of
an IEP but they can be informative
– Consultation
– Teacher education & training (Title IIA
Funds)

Establish a good relationship with LEA
– Diocesan office should be a great resource to help
guide principals in dealing with local districts
Legal Issues

Section 504 of the Rehabilitation Act of
1974
– Forbids discrimination if organization receives
federal funds
– In LA, school lunch program through the USDA
– Standard is minor adjustment; not special
education
– Risk is the precedent it sets for all Catholic
schools

Russo v. Diocese of Greensburg (PA)
– Sued under Title IX & 504
– E-Rate as well as FSLP
Financial Issues

#1 obstacle to program implementation
– Much of the concern is reflexive though

We operate on a tuition-based system
– Many schools are struggling with
enrollment and finances

We should not be motivated by finances
but an effective inclusion program has
the potential to raise enrollment and
revenue
Revenue & Enrollment
Catholic schools across the country
have had a significant drop in
enrollment overall the past 10-15 years
 Low enrollment = principals anxiety

– To then start an inclusion program may
seem too much
– View the situation as an opportunity to
bring in families who have not considered
Catholic school as an option
Revenue & Enrollment
Again, we will never be able to accept
every child into our schools
 Initial focus should be on mild to
moderate needs
 There are families who believe they
cannot access Catholic education
because of their child’s needs

– Recognize the marketing and outreach
potential.
Hypothetical Example
Enrollment is at 225; would like it to be
300
 Tuition is $3,000 per child (Cost Based)

Enrollment
Tuition cost
Total
225
3000
675,000
300
3000
900,000
Idealized Example

Doesn’t allow for family discounts
– Key is remember there is a value added
per child
Doesn’t include fundraising, tuition
assistance, etc.
 It is a simplified example but the
principle behind it is solid

Revenue & Enrollment
Increase in 75 students = $225,000
 Assume 50 students have a mild or
moderate special need that requires
resources or additional staff

– New staff = $50,000
– Resource cost $1000/stud = $50,000
Total = $100,000
 Additional $125,000 in operating budget

Revenue & Enrollment

Of course, the real world has other
implications
 The point is that by being innovative and
creative with regard to what is offered,
Catholic schools can market to an audience
we have not traditionally marketed to
 Most parents of special needs students don’t
even consider Catholic schools as an option
 The other key point is that finances shouldn’t
be a limitation because revenue can be
increased through an inclusion program
Parental Support

Communication, communication,
communication
– When parents are not clear, they question
Distinguish between private and
Catholic
 Diversity allows students to appreciate
their own uniqueness and view others
with grace and respect

Parental Support

Conflict is nearly unavoidable
– Know that from the start – doing the right
thing can be difficult
Kotter describes conflict as having the
potential to stimulate innovation
 Embracing the conflict can allow the
parents to be heard and the message

– Attempting to eliminate all dissent is not
possible
Parental Support

Again, leaders need to convey the
vision and rationale
– Parents may opt to leave or sow the seeds
of dissent unless the message is clearly
made to them

This goes back to the leader being
secure in the vision and purpose of
inclusion – stick to the core and others
will follow
Faculty Buy-In & Capacity
This is critical to success - teachers
need to be committed to the program
 Principal (and pastor) have to
communicate clearly the vision and
rationale
 Teachers need to know that they can
collaborate with one another – share
ideas and strategies

Faculty Buy-In & Capacity
Teachers are idealistic by nature
 Valid concerns – implication for other
students, lack of capacity

– Training is key – many resources
• Public school district
• Catholic school proponents
• Those walking the walk

Leadership is key – the moral case for
implementation must be loud and clear
Faculty Buy-In & Capacity

Allow for open dialogue with staff
– They need to voice concerns and feel
heard
– Strengthens the case when debate occurs
Avoid mandating participation – our
mission is to educate and that has
never been easy
 Teachers will receive more support –
they should find it beneficial

Faculty Buy-In & Capacity

Ongoing collaboration and support
– One time workshops won’t stick
When success is experienced, buy-in
will increase
 Be honest – there will always be bumps
in the road

– Smooth sailing doesn’t mean success
– Ongoing opportunities for dialogue and
debate
Logistical – “The How”

ADLA – STEP/MAP Plan
– Policy on-line at policy.la-archdiocese.org
• Chapter XIV – Inclusion Policies and
Procedures
– STEP/MAP Process
•
•
•
•
Policy
STEP/MAP Flowchart
STEP Form
MAP Form
Questions?
“In order to find God in ourselves, we must stop looking at
ourselves, stop checking and verifying ourselves in the
mirror of our own futility, and be content to be in Him
and to do whatever He wills, according to our limitations,
judging our acts not in the light of our own illusions, but
in the light of His reality which is all around us in the
things and people we live with.”
Thomas Merton
Contact Information:
Kevin Baxter, Ed.D.
Phone: 213-637-7328
Email: [email protected]