Report on Detroit Public Schools’ Special Education Restructuring and Alignment with Sustainable Development Goals

Executive Summary

This report analyzes the restructuring of the Exceptional Student Education (ESE) department within the Detroit Public Schools Community District (DPSCD). The initiative, which consolidates specialized programs into fewer school sites, is examined through the framework of the United Nations Sustainable Development Goals (SDGs). The analysis indicates the plan directly addresses SDG 4 (Quality Education), SDG 10 (Reduced Inequalities), and SDG 11 (Sustainable Cities and Communities) by aiming to improve service delivery, staffing, and accessibility. However, implementation challenges highlight concerns related to SDG 3 (Good Health and Well-being) and SDG 16 (Peace, Justice and Strong Institutions), particularly regarding student mental health and institutional communication.

Strategic Realignment for Inclusive and Equitable Education (SDG 4 & SDG 10)

The core of the DPSCD’s plan is to enhance educational quality and equity for students with disabilities, directly aligning with the principles of SDG 4 and SDG 10. The plan consolidates programs from 60 schools into 38 designated hubs.

Objectives of the Restructuring

The district’s primary goals are to provide inclusive, equitable, and quality education by:

• Ensuring every special education classroom is fully staffed with certified teachers and support personnel, contributing to SDG 4 (Target 4.c) and SDG 8 (Decent Work).
• Increasing the number of self-contained classrooms from 174 to 185 to accommodate a growing number of students requiring specialized instruction.
• Improving educational continuity by establishing clear Pre-K to 8th grade pathways within a single school, followed by a transition to a designated high school.
• Expanding programming for pre-K students to five days a week, supporting SDG 4.2 (quality early childhood development).

Addressing Rising Demand for Special Education

The restructuring responds to a significant increase in students identified for special education services, a trend observed locally, statewide, and nationally. This proactive approach supports SDG 4.5, which calls for ensuring equal access to all levels of education for the vulnerable, including persons with disabilities.

1. DPSCD Enrollment: Special education enrollment is projected to rise from 7,132 in FY 2024 to approximately 7,708 in FY 2025.
2. Statewide Trend: Michigan saw an increase from 203,585 special education students in 2021-22 to 217,569 in 2023-24.
3. National Trend: The percentage of U.S. public school students in special education reached an all-time high of 15% (7.5 million students) in 2022-23.

Specialized Program Consolidation

Services for specific disabilities will be concentrated in designated school hubs. The programs being consolidated include:

• Autism Spectrum Disorder (ASD)
• Early Childhood Program (ECSE)
• Emotional Impairment (EI)
• Deaf or Hard of Hearing Program (DHH)
• Mild Cognitive Impairment (MICI)
• Moderate Cognitive Impairment (MOCI)
• Physical Health or Other Impairment (POHI)
• Visual Impairment (VI)

Enhancing Well-being and Community Sustainability (SDG 3 & SDG 11)

The plan incorporates elements aimed at improving student health and creating more sustainable community infrastructure, aligning with SDG 3 and SDG 11.

Improving Access and Reducing Travel

A key objective is to reduce travel time for families by locating programs within their high school feeder patterns. This aligns with SDG 11 (Target 11.2) by improving access to services and reducing transportation burdens. The district reports that this change will provide 1,034 students with a placement closer to their homes, reducing the average travel distance by half.

Strengthening Health and Support Services

The creation of ESE hubs is designed to enhance wraparound services, a critical component of SDG 3 (Good Health and Well-being). The consolidated sites will feature:

• Fully assigned ESE ancillary staff, including social workers, occupational therapists, speech therapists, and nurses.
• Additional paraprofessionals to cover absences and support crisis response.
• Dedicated administrative support, including an assistant principal and parent liaison, to improve the timely completion of Individualized Education Programs (IEPs).

Implementation Challenges and Institutional Accountability (SDG 16)

Despite the strategic goals, the implementation process has presented challenges, particularly concerning communication and the human impact of the transition, which relates to SDG 16 (Peace, Justice and Strong Institutions).

Communication Gaps

Reports from parents indicate dissatisfaction with the district’s communication strategy. A case was noted where a parent received a single email in early June about a school change for the upcoming year. This points to a need for more robust and empathetic communication strategies to ensure institutional processes are transparent and participatory, as outlined in SDG 16 (Target 16.6).

District Response to Communication Concerns

The district superintendent stated that an engagement process was undertaken, which included:

1. Meetings with teachers and paraprofessionals.
2. A parent meeting held in April.
3. Phone calls and letters sent to every affected parent.
4. Robocalls and home visits to families who could not be reached.

Impact on Student Well-being (SDG 3)

The disruption caused by school transfers raises concerns about student mental health, a key aspect of SDG 3. For students with disabilities, particularly those with trauma or attachment disorders, frequent changes in environment can be detrimental. The case of a 7-year-old student with a mild intellectual disability, who has been transferred multiple times, illustrates the potential for negative psychological impact, undermining the goal of promoting well-being.

Financial Framework and Sustainability

The program’s funding structure relies on a combination of local, state, and federal sources, highlighting the inter-governmental cooperation necessary for achieving the SDGs.

Funding Allocation

• Local: $45 million (including $8 million in one-time revenue)
• State: $97 million
• Federal: $24 million (including $9 million from Medicaid revenue)

Potential federal budget cuts to Medicaid could impact the district’s reimbursement rates and ability to fund these essential health and education services, posing a risk to the long-term sustainability of the initiative and its alignment with SDG 3 and SDG 4.

SDGs Addressed in the Article

• SDG 4: Quality Education
• SDG 10: Reduced Inequalities
• SDG 3: Good Health and Well-being
• SDG 11: Sustainable Cities and Communities

Identified SDG Targets

1. SDG 4: Quality Education

   • Target 4.5: By 2030, eliminate gender disparities in education and ensure equal access to all levels of education and vocational training for the vulnerable, including persons with disabilities, indigenous peoples and children in vulnerable situations.
     
     Explanation: The article’s central theme is the restructuring of the special education department in Detroit to better serve students with disabilities. It details the creation of specific programs for various disabilities (Autism Spectrum Disorder, Mild Cognitive Impairment, etc.) and the growing number of students requiring these services, directly addressing the need for equal access for this vulnerable group.
   • Target 4.a: Build and upgrade education facilities that are child, disability and gender-sensitive and provide safe, non-violent, inclusive and effective learning environments for all.
     
     Explanation: The district’s plan involves a physical restructuring of its services. The article states the plan will “increase the number of self-contained classrooms… from 174 to 185” and concentrate them in fewer schools (from 60 to 38) to create specialized hubs. These hubs will have “supplemental services, such as a fully assigned ESE ancillary staff including social workers, occupational therapists, speech therapists, and nurses,” aiming to create more effective and inclusive learning environments for students with disabilities.
   • Target 4.2: By 2030, ensure that all girls and boys have access to quality early childhood development, care and pre-primary education so that they are ready for primary education.
     
     Explanation: The article mentions the educational journey of a 7-year-old starting from her “prekindergarten year” and notes that the district’s plan will “offer five-days-a-week programming for pre-K students,” highlighting the focus on early childhood special education programs (ECSE).

2. SDG 10: Reduced Inequalities

   • Target 10.2: By 2030, empower and promote the social, economic and political inclusion of all, irrespective of age, sex, disability, race, ethnicity, origin, religion or economic or other status.
     
     Explanation: The entire initiative described in the article is an effort to promote the inclusion of students with disabilities within the public school system. By creating better-staffed, geographically concentrated programs, the district aims to improve educational outcomes and ensure these students are not left behind. The article notes the goal is to ensure students get “the services they need while still attending general education schools.”
   • Target 10.3: Ensure equal opportunity and reduce inequalities of outcome, including by eliminating discriminatory laws, policies and practices and promoting appropriate legislation, policies and action in this regard.
     
     Explanation: The district’s revamp of its special education department is a direct policy action aimed at reducing inequalities of outcome. The article mentions that for years, “advocates and parents have complained about delays in conducting or complying with evaluations for special education services.” The new plan, which includes adding a “separate assistant principal, lead teacher, parent liaison” to hubs, aims to “improve the completion of IEPs so that those are more timely,” addressing a systemic issue that created unequal opportunities.

3. SDG 3: Good Health and Well-being

   • Target 3.4: By 2030, reduce by one third premature mortality from non-communicable diseases through prevention and treatment and promote mental health and well-being.
     
     Explanation: The article explicitly discusses the mental health impact of the changes on a student. A parent states that for her daughter, who has “attachment and trauma disorders, constantly being moved around to different schools is not good for her daughter’s mental health.” The district’s plan acknowledges this need by aiming to “increase wraparound services like counseling support and physical, speech, and occupational therapies.”

4. SDG 11: Sustainable Cities and Communities

   • Target 11.7: By 2030, provide universal access to safe, inclusive and accessible, green and public spaces, in particular for women and children, older persons and persons with disabilities.
     
     Explanation: While not about public parks, the principle of providing accessible public facilities (schools) is central to the article. A key goal of the restructuring is to “reduce travel time for families by offering programs in their high school feeder pattern.” The superintendent states that “1,034 students will receive a placement closer to their homes, reducing the average distance from their homes to school in half,” which directly improves the accessibility of educational services for children with disabilities.

Implied and Mentioned Indicators

1. SDG 4: Quality Education

   • Indicator for Target 4.5: The number and proportion of students with disabilities receiving specialized education services. The article provides specific data points: “For fiscal year 2024, enrollment was 7,132 students; 2025 enrollment is projected to be about 7,708 students.” It also notes that nationally, students with disabilities represent “15% of all public school students.”
   • Indicator for Target 4.a: The number of specialized educational facilities and the level of staffing. The article states the plan will increase “self-contained classrooms… from 174 to 185” and that a goal is to ensure “every special education classroom is fully staffed with teachers and support staff.”

2. SDG 10: Reduced Inequalities

   • Indicator for Target 10.3: Timeliness of Individualized Education Program (IEP) completion. The article mentions a historical problem of “delays in conducting or complying with evaluations” and states a goal of the new structure is to “improve the completion of IEPs so that those are more timely.” Progress could be measured by tracking IEP completion rates.

3. SDG 3: Good Health and Well-being

   • Indicator for Target 3.4: Provision of mental health and therapeutic services. The article mentions the plan will “increase wraparound services like counseling support and physical, speech, and occupational therapies.” The number of students receiving these services or the ratio of counselors to students could serve as an indicator.

4. SDG 11: Sustainable Cities and Communities

   • Indicator for Target 11.7: Proximity of students to educational facilities. The article provides a direct metric: “1,034 students will receive a placement closer to their homes, reducing the average distance from their homes to school in half.” This reduction in average distance is a clear indicator of increased accessibility.

Summary of Findings

Source: chalkbeat.org