For my first four years in Milwaukee Public Schools I ran a self-contained classroom for predominately adjudicated youth at the high school level. I was in an MPS site at St. Charles as part of the Partnership schools. 

We prepped all subjects which included math, English, science, art, social studies, social skills, and pretty much anything else you could imagine. I transferred to a joint program between CATC (Child and Adolescent Treatment Center) and MPS. 

I had a self-contained classroom there. I had predominately high school students and some middle school students. As at St. Charles, I prepped all subjects. Most of the students had mental health diagnoses from the Diagnostic and Statistical Manual. As that program began to wind down I transferred to Rufus King high school. I was the EBD teacher there for several years. I supported students in all academic areas, worked on assistive technology, worked particularly with the math department regarding graduation requirements for students with disabilities. 

I then became a diagnostic teacher with the primary function of completing evaluations for students with disabilities or suspected disabilities. Milwaukee Public Schools eliminated that position with Act 10. 

I returned to the classroom for approximately three weeks until I became a program support teacher which is a district wife position. In that position I helped develop the system for identifying students with a specific learning disability based upon changes to eligibility laws. I supported special education teachers in writing IEP‘s and completing reevaluation‘s for their students.