The Misperception That CPS "Stinks"
"What's interesting about CPSis the perception that it stinks - it doesn't. It's this silly
perception that gets passed on from one charity event to the other that
makes new moms think that they have to compete for the best preschools,
grammar schools or worse - high end private schools for their
children's education," says the Chicago Women's Examiner.
"Get an old fashioned spreadsheet, visit schools, talk to faculty and do your own homework. Chicago has a bevy of options and yes, you may just have to move to a new neighborhood if you'd like your children to attend a certain public grammar school."
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Thu Aug 7, 2008 at 3:38 PM
The Misperception That CPS "Stinks"
I'm glad that someone is shedding light on the fact that there are some incredible teachers in the CPS using innovative and effective practices to teach the students more than just how to take a test. The CPS has given me the opportunity to work alongside inspirational colleagues who have taught me more than any curriculum and instruction class in college had.
The problems that we face that makes people perceive us as "stinking" are the same problems that plague our students' neighborhoods. That is why I cringe every time I hear of another CPS student falling victim of violence. Firstly, because we all deserve a level playing field to strive from; something that these students are not provided. Secondly, because again, the schools (and let's face it-they mean "teachers") are implied blame for this violence.
Many of our students are reaching goals in spite of these insurmountable obstacles due to the efforts of their teachers. These are teachers who are able to take risks and develop new methods to reach students who would normally be ignored in a wold of scripted curriculum and test prep. These teachers are able to do so due to the fact we are protected under a collective bargaining agreement; something that we should never risk losing.
From various endeavors, I've met teachers both inside and outside of the CPS system, rural, urban, suburban and otherwise; the quality of the CPS troops are on par with any.
And we manage to do it WITHOUT adequate resources.
The problems that we face that makes people perceive us as "stinking" are the same problems that plague our students' neighborhoods. That is why I cringe every time I hear of another CPS student falling victim of violence. Firstly, because we all deserve a level playing field to strive from; something that these students are not provided. Secondly, because again, the schools (and let's face it-they mean "teachers") are implied blame for this violence.
Many of our students are reaching goals in spite of these insurmountable obstacles due to the efforts of their teachers. These are teachers who are able to take risks and develop new methods to reach students who would normally be ignored in a wold of scripted curriculum and test prep. These teachers are able to do so due to the fact we are protected under a collective bargaining agreement; something that we should never risk losing.
From various endeavors, I've met teachers both inside and outside of the CPS system, rural, urban, suburban and otherwise; the quality of the CPS troops are on par with any.
And we manage to do it WITHOUT adequate resources.
Thu Aug 7, 2008 at 5:18 PM
The Misperception That CPS "Stinks"
The "perception" that CPS "stinks" is part and parcel of the corporate attack on CPS that began with "Chicago's Schools: America's Worst", the Chicago Tribune blood libel against all of us, first published 20 years ago.
But since then, the "CPS stinks" mythology has been repeated over and over by CPS officials (usually, of the privatization variety) and by public officials. Two weeks ago, Mayor Daley reminded reporters at his budget press conference that CPS was a "cesspool" before he took over in 1995. That racist remark went unanswered by the reporters who were covering the event (including Fran Spielman of the Sun-Times), and it's become rather common currency among opinion makers.
The problem has always been how to meet the challenge of the children in the most intensely segregated and impoverished communities in North America. The children and teachers at those 100 - 150 schools are among the heroes of the USA today. But instead of being praised for trying to do an impossible job against more than impossible odds, we have been slandered for the past 13 years by the Daley propaganda machine, and in many cases (most recently, for Copernicus, Fulton, Howe, Morton, Harper and Orr) fired from our jobs. (I include myself in this club because I taught inner city -- by choice -- until Mayor Daley had me sued for $1.4 million and fired and blacklisted for heresy back in 1999 and 2000).
The lies will eventually be corrected, but the confusion caused by the lies in the meantime is outpaced only by the hypocrisies of those who repeat, over and over, the talking points behind those lies. To find the people most committed to those lies, start at the "Fifth Floor" (City Hall and 125 S. Clark St.), then go to their propaganda people (at CPS, Celeste Garrett is head; at City Hall Jacqueline Heard) and then ride east and north to places like the Tribune Tower.
But since then, the "CPS stinks" mythology has been repeated over and over by CPS officials (usually, of the privatization variety) and by public officials. Two weeks ago, Mayor Daley reminded reporters at his budget press conference that CPS was a "cesspool" before he took over in 1995. That racist remark went unanswered by the reporters who were covering the event (including Fran Spielman of the Sun-Times), and it's become rather common currency among opinion makers.
The problem has always been how to meet the challenge of the children in the most intensely segregated and impoverished communities in North America. The children and teachers at those 100 - 150 schools are among the heroes of the USA today. But instead of being praised for trying to do an impossible job against more than impossible odds, we have been slandered for the past 13 years by the Daley propaganda machine, and in many cases (most recently, for Copernicus, Fulton, Howe, Morton, Harper and Orr) fired from our jobs. (I include myself in this club because I taught inner city -- by choice -- until Mayor Daley had me sued for $1.4 million and fired and blacklisted for heresy back in 1999 and 2000).
The lies will eventually be corrected, but the confusion caused by the lies in the meantime is outpaced only by the hypocrisies of those who repeat, over and over, the talking points behind those lies. To find the people most committed to those lies, start at the "Fifth Floor" (City Hall and 125 S. Clark St.), then go to their propaganda people (at CPS, Celeste Garrett is head; at City Hall Jacqueline Heard) and then ride east and north to places like the Tribune Tower.
Thu Aug 7, 2008 at 5:27 PM
The Misperception That CPS "Stinks"
Maybe my child is the exception, but he has been poorly taught and poorly treated by the teachers and administrators in his CPS schools, all of whom probably thought they were doing a really good job. So, for us, CPS is really smelly right now.
Thu Aug 7, 2008 at 6:25 PM
The Misperception That CPS "Stinks"
This little story is not written for low income mothers on the west side of Chicago. It is written for middle class and upper income mothers on the lake front. It is written the parents of children who will go to Walter Payton, not the new turn around Orr.
So for these families there are indeed good schools in the CPS system and CPS does not stink.
So for these families there are indeed good schools in the CPS system and CPS does not stink.
Thu Aug 7, 2008 at 7:53 PM
The Misperception That CPS "Stinks"
CPS, has lots of problems, who knows where the stink is coming from. Several years ago the teacher bashing was almost unbearable, however when I realized that most of the bashing came from consultants trying to sell CPS a product, based on an suburban theory of what works in urban schools, I felt better and was rewarded with excellent students and increased student achievement. I applaude all the ministers that have zeroed in on the lack of resources as a key factor in students not having scores equal to those in the rich northern suburbs of Illinois. However one problem that is under the radar about funding is How do you keep the administrators honest? We will need an audit, to make sure that funds allocated to the schools are dispensed equally to all the teachers. There is still a lot of favoritism and bias among administrators toward their staff. Some teachers have done without resources all year while others get new resources every time money is available.
Thu Aug 7, 2008 at 9:21 PM
The Misperception That CPS "Stinks"
Who Stinks?
The trouble with education today is that everyone went to school.
That statement is not as dumb as it sounds. Everybody is an expert on education even if they haven’t been in a school since graduation or termination 10 or 20 or 30 or 40 years ago. I have a friend who graduated from Harper in 1966 asked me the other day if
they still had homecoming floats!
Not only don’t we stink we are as pure as apple pie and motherhood, bluebirds
and Motown. No body else ever tried to educate what the Krauts call the Untermenchien
we take them all on do our best and save the ones we can. In short we are THE BEST
So to all you people who feel otherwise. I say go to hell.
The trouble with education today is that everyone went to school.
That statement is not as dumb as it sounds. Everybody is an expert on education even if they haven’t been in a school since graduation or termination 10 or 20 or 30 or 40 years ago. I have a friend who graduated from Harper in 1966 asked me the other day if
they still had homecoming floats!
Not only don’t we stink we are as pure as apple pie and motherhood, bluebirds
and Motown. No body else ever tried to educate what the Krauts call the Untermenchien
we take them all on do our best and save the ones we can. In short we are THE BEST
So to all you people who feel otherwise. I say go to hell.
Fri Aug 8, 2008 at 5:19 AM
The Misperception That CPS "Stinks"
"...Maybe my child is the exception, but he has been poorly taught and poorly treated by the teachers and administrators in his CPS schools, all of whom probably thought they were doing a really good job. So, for us, CPS is really smelly right now..." ("exception" yesterday evening).
All of them.
That's nonsense, even by third or fourth grade.
"All"?
Sorry, "exception," but that statement as aonymous is precisely why blogging is such a questionable activity -- and why at the publication we edit we require people sign their real (verifiable) names to "Letters" and why off-the-record sources have to be know (and checked) by both the reporter and editor.
That's like saying "all" urban cops are brutal.
Or "all" white people are "prejudice..."
I worked too long in Chicago schools (and briefly for other departments) to take anonymous and pseudo-nonymous slanders seriously.
It became the currency of teacher bashers and privatizers (left and right, by the way; a lot of professors got tenure writing fairy tale stories about how "bad" urban schools were -- "all" of us).
If there is a real complaint, it has to be made in person and based on real facts, not anonymous bloggings. Which teachers in which schools under which administrators during which years?
Otherwise, you're not credible.
Back when I was in the classroom, I could show every parent whose child got a low grade how the child had achieved that grade. For all I know, the file cabinet I used for all those materials ("This is what your child had for homework the past six weeks... Have you seen any of these things?") is still in my old classroom in the Bowen "annex" building (from which I was, as my wife says, "Ripped untimely" back on February 1, 1999). While I love my children, I also know that even the best of them cut corners at times, or get selective memory. (Cases of "senioritis" for example for people who can pass around ten AP exams; of fighting on the school bus, for example). So I always choose to ask the teacher or administrator directly, and in person, rather than going around with this "Well, I heard..." stuff.
Sorry if your child had problems in CPS schools.
We're always interested in such stories, and have published many of them. For example, I published more than 60 stories 20 years ago about a principal who had been raping students in his high school office -- always being precise and accurate. And those stories helped get that criminal convicted and sent to the penitentiary. But for all the strange things people do, that one principal was one out of 600, and in order to stop the rampant teacher bashing that was prevelant even then, we had to name him (James Moffat) from the first story on. Otherwise, it was unfair -- massively -- to 599 other principals!
Cops (the other high profile public servants that often get aononymously slandered, as in synonym for urban copy is "brutality") also demand witnesses, real time, etc.
And if we want to make the world healthier and happier for our own children and all others, we take the responsibility to speak frankly, honestly, and with facts. Imagine if the Declaration of Independence has been signed with 40 "Name withheld by request" "Xs".
Same with that paragraph you just offered.
All of them.
That's nonsense, even by third or fourth grade.
"All"?
Sorry, "exception," but that statement as aonymous is precisely why blogging is such a questionable activity -- and why at the publication we edit we require people sign their real (verifiable) names to "Letters" and why off-the-record sources have to be know (and checked) by both the reporter and editor.
That's like saying "all" urban cops are brutal.
Or "all" white people are "prejudice..."
I worked too long in Chicago schools (and briefly for other departments) to take anonymous and pseudo-nonymous slanders seriously.
It became the currency of teacher bashers and privatizers (left and right, by the way; a lot of professors got tenure writing fairy tale stories about how "bad" urban schools were -- "all" of us).
If there is a real complaint, it has to be made in person and based on real facts, not anonymous bloggings. Which teachers in which schools under which administrators during which years?
Otherwise, you're not credible.
Back when I was in the classroom, I could show every parent whose child got a low grade how the child had achieved that grade. For all I know, the file cabinet I used for all those materials ("This is what your child had for homework the past six weeks... Have you seen any of these things?") is still in my old classroom in the Bowen "annex" building (from which I was, as my wife says, "Ripped untimely" back on February 1, 1999). While I love my children, I also know that even the best of them cut corners at times, or get selective memory. (Cases of "senioritis" for example for people who can pass around ten AP exams; of fighting on the school bus, for example). So I always choose to ask the teacher or administrator directly, and in person, rather than going around with this "Well, I heard..." stuff.
Sorry if your child had problems in CPS schools.
We're always interested in such stories, and have published many of them. For example, I published more than 60 stories 20 years ago about a principal who had been raping students in his high school office -- always being precise and accurate. And those stories helped get that criminal convicted and sent to the penitentiary. But for all the strange things people do, that one principal was one out of 600, and in order to stop the rampant teacher bashing that was prevelant even then, we had to name him (James Moffat) from the first story on. Otherwise, it was unfair -- massively -- to 599 other principals!
Cops (the other high profile public servants that often get aononymously slandered, as in synonym for urban copy is "brutality") also demand witnesses, real time, etc.
And if we want to make the world healthier and happier for our own children and all others, we take the responsibility to speak frankly, honestly, and with facts. Imagine if the Declaration of Independence has been signed with 40 "Name withheld by request" "Xs".
Same with that paragraph you just offered.
Fri Aug 8, 2008 at 9:22 AM
The Misperception That CPS "Stinks"
I agree totally that everyone at all times, should be honest, authentic and factual. What I can't agree with because of past experiences is that coming forward out of anonymity is always the correct way to go. There are punishments allocated to whistle blowers that range from subltle vindictiveness which could take the form of gossip or not being able to partake of resources that are offered at a school or go to extremes of harassment and threats against self and family. Being an outspoken person who rallies for the rights of students in schools has caused me a great deal of professional and personal stress. In retrospect, I wonder if anonymity would have been a better route to use.
Fri Aug 8, 2008 at 9:41 AM
The Misperception That CPS "Stinks"
Even tho my family, personally, has had consistently really bad experiences with CPS with our kids in grade school (and special education), and some teachers and administrators ranged from willfully evil to just bunglers, we still deeply believe and work for the continued improvement of public schools, and have faith in the teaching profession here in Chicago. We've been through hell, but we're not hopeless. So, while we call out the bad parts, we actually don't engage in careless "teacher bashing." Make sense?
Fri Aug 8, 2008 at 9:47 AM
The Misperception That CPS "Stinks"
Geo - You gotta read that comment again. The "all" that you're puffing about refers to (modifies) only those teachers and administrators who taught the child - not every teacher/admin in the CPS system. That group of, say, seven CPS people probably thought they were doing great work. Believe me, they weren't.
Fri Aug 8, 2008 at 9:49 AM
The Misperception That CPS "Stinks"
I love it the way the minute a parent criticizes CPS employees, folks like George slam the parent. You have no clue.
Fri Aug 8, 2008 at 10:54 AM
The Misperception That CPS "Stinks"
George is a friend of mine, but I have to say most CPS parents of children with disabilities share the opinion that CPS stinks for their kids. However, many parents think the world of individual special education and some regular education teachers their children have had. Having worked with families of students with disabilities now for a good while, I have to say that what happens is that dissatisfaction with the special ed process is increased in a major way when the parent has a less effective special education teacher, particularly a burned out one going through the motions.
Because the outcomes for most special education students are so bad. For example about 52 to 54% of these students drop out, only about 29% of the graduates with disaiblities going into the workforce can find employment, and most going to City College drop out. Many parents recall their children's very worst teachers and focus on that. This information is passed on to new parents in many ways. This is understandable really. Is it unfair to a lot of special ed teachers who give their all every day, yes it is, but it how very many of these parents feel.
Rod Estvan
Because the outcomes for most special education students are so bad. For example about 52 to 54% of these students drop out, only about 29% of the graduates with disaiblities going into the workforce can find employment, and most going to City College drop out. Many parents recall their children's very worst teachers and focus on that. This information is passed on to new parents in many ways. This is understandable really. Is it unfair to a lot of special ed teachers who give their all every day, yes it is, but it how very many of these parents feel.
Rod Estvan
Fri Aug 8, 2008 at 11:21 AM
The Misperception That CPS "Stinks"
I can honestly tell you that as a regular ed teacher I was woefully unprepared to teach students with special needs. My training consited of one, broad-based class I took in 1987 and a few "professional development" 1/2 day sessions in the course of my teacher career. I can also tell you that most of the IEP's I read at my former school were virtually identical, so the basic modification consisted of extra time to take tests, turn in homework, etc. I have had students at my new school who were at such a low level, I could not possibly "teach" chemistry to a student who could only learn one concept at a time with the other 27 students. The student needed individual instruction and support, but his IEP didn't state that. I met with his parents who demanded high standards. One modification suggestion was that he answer the questions on the exam he with which felt most comfortable was not acceptable to his parents. They weren't upset with me, but they wanted the best for him.
On the other hand, I know of a parent of five who due to financial reasons had to take his children out of a Catholic school. He was terrified of sending them to the neighborhood school, but when he got there, his daughter was given so many resources to cope with her special needs that he was delighted with CPS.
I understand parents' frustrations, but as a teacher, I have them too. A system that doesn't provide intensive individualized instruction doesn't serve the needs of any students, but until we can have class sizes that more closely resemble those of the best private schools and the resources to support the instruction, we will continue to have students who "slip through the cracks".
On the other hand, I know of a parent of five who due to financial reasons had to take his children out of a Catholic school. He was terrified of sending them to the neighborhood school, but when he got there, his daughter was given so many resources to cope with her special needs that he was delighted with CPS.
I understand parents' frustrations, but as a teacher, I have them too. A system that doesn't provide intensive individualized instruction doesn't serve the needs of any students, but until we can have class sizes that more closely resemble those of the best private schools and the resources to support the instruction, we will continue to have students who "slip through the cracks".
Fri Aug 8, 2008 at 1:08 PM
The Misperception That CPS "Stinks"
True enough! The teacher training and class sizes and resources all get in the way of better outcomes. Those would be great places to start if CPS wanted to improve. Will the ISBE/BOE address these?
Fri Aug 8, 2008 at 1:14 PM
The Misperception That CPS "Stinks"
Rod,
I totally agree with you. I left gen ed to become a special education teacher and often refer to some of the special education teachers I met as the bag ladies. Some should not be teaching, period, but, there is a shortage. Lazy case managers and incompetent principals love the bag ladies because these poor teachers do not complain about no one on one aides or violations of age range and caseload. They are too afraid...
Those non-bag lady/men teachers who work twice as hard as they should and often fight for services do get burned out. That is why they leave or retire and get hired to teach special ed in the suburbs. The bag ladies stay. Parents are appalled and rightfully so but I do not see changes coming.
I totally agree with you. I left gen ed to become a special education teacher and often refer to some of the special education teachers I met as the bag ladies. Some should not be teaching, period, but, there is a shortage. Lazy case managers and incompetent principals love the bag ladies because these poor teachers do not complain about no one on one aides or violations of age range and caseload. They are too afraid...
Those non-bag lady/men teachers who work twice as hard as they should and often fight for services do get burned out. That is why they leave or retire and get hired to teach special ed in the suburbs. The bag ladies stay. Parents are appalled and rightfully so but I do not see changes coming.
Fri Aug 8, 2008 at 3:29 PM
The Misperception That CPS "Stinks"
I think your depiction of the "bag ladies" and men special ed teachers is brilliant, and yet tragic when we contemplate the deficits the vast majority of students with disaibilities have in Chicago. For far too many of these children this tragic eduation is compounded by a home life filled with confusion and poverty. The teacher shortage drives some of these sad stories as you correctly point out, in March 2007 according to a CPS Board report there were 289 vacant positions, or about 8% of all special education teaching positions in 2007.
These vacant positions do not include the special education teachers on various forms of medical leave and those that just up and walk out during the course of the school year. So many principals are just happy to have any warm body that keeps the kids in their room that there is little or no concern for quality in some schools. When I was a monitor I visited one school where the upper level self contained cross cat room was called the "zoo" by all the staff on the floor. The zoo had numerous keepers over the course of a school year and very few teachers.
I would also argue that another reason we see the bag lady, inept clearly dysfunctional special ed teachers in schools, is because Mr. Duncan and the CPS Board itself really sees these children as a burden. They are an impediment to the CPS achieving lofty NCLB goals and greater glory. I have told the Board members this to their face as I have to Mr. Duncan. As one parent of a disabled child once told CPS Board President Scott during a hearing over budget cuts, "shame on you for doing this to these children." George S. has documented some of these moments over the years in Substance and we here at Access Living thank him for that.
Mr. Duncan and many Board members really have no shame when it comes to this issue. They are really very self rightous in their believe as Board Vice President Clare Munana once told me in relation to special education cut backs "we are doing all we can with the resources we have avaiable to us."
Rod Estvan
Access Living
These vacant positions do not include the special education teachers on various forms of medical leave and those that just up and walk out during the course of the school year. So many principals are just happy to have any warm body that keeps the kids in their room that there is little or no concern for quality in some schools. When I was a monitor I visited one school where the upper level self contained cross cat room was called the "zoo" by all the staff on the floor. The zoo had numerous keepers over the course of a school year and very few teachers.
I would also argue that another reason we see the bag lady, inept clearly dysfunctional special ed teachers in schools, is because Mr. Duncan and the CPS Board itself really sees these children as a burden. They are an impediment to the CPS achieving lofty NCLB goals and greater glory. I have told the Board members this to their face as I have to Mr. Duncan. As one parent of a disabled child once told CPS Board President Scott during a hearing over budget cuts, "shame on you for doing this to these children." George S. has documented some of these moments over the years in Substance and we here at Access Living thank him for that.
Mr. Duncan and many Board members really have no shame when it comes to this issue. They are really very self rightous in their believe as Board Vice President Clare Munana once told me in relation to special education cut backs "we are doing all we can with the resources we have avaiable to us."
Rod Estvan
Access Living
Fri Aug 8, 2008 at 4:19 PM
The Misperception That CPS "Stinks"
As a SPED teacher and Case Manager, I know that there were and are many problems in CPS. One of them is the shortage of certified SPED teachers. Another is that certification is not a guarantee that the teacher will exert the time and effort to give the students what they need. As a parent advocate, time after time, I ask for documentation when SPED teachers say that the child has met their goals and parents do not see evidence of this in their performance. The usual response is "oh, I sent it home with the child." The short term objective page is supposed to list specific methods for documenting progress (charts, weekly tests, observation, etc) and the teacher is supposed to keep documentation of this at least until the end of the current IEP so they have it for the staffing. Few if any teachers that I have seen do not get defensive when they are asked for proof. As a teacher, I know that it is not easy to keep these records on each child but we need to. I think if more teachers took the job of documentation and diagnostic teaching seriously, we would not have so many parents questioning the system.
Sat Aug 9, 2008 at 6:51 AM
The Misperception That CPS "Stinks"
"...There are punishments allocated to whistle blowers that range from subltle vindictiveness which could take the form of gossip or not being able to partake of resources that are offered at a school or go to extremes of harassment and threats against self and family. Being an outspoken person who rallies for the rights of students in schools has caused me a great deal of professional and personal stress. In retrospect, I wonder if anonymity would have been a better route to use.,," (anonymously, yesterday).
I've had some experience with the consequences of whistle blowing, so you might say you're preaching to the choir here, albeit, as noted, you are remaining anonymous. So it's hard to evaluate your claims to having suffered, or whatever. On the other hand, there is a record going back to January 1999 of how the hypocrites who run this town (and its schools) went after me (and Substance) right down to the twin editorials (Sun-Times; Tribune, January 1999) telling CPS to fire me as a teacher for something I published in a newspaper I edit as my second job (then; first job now).
There is also a nice Seventh Circuit Court decision on that question, penned by one of the most obnoxious reactionaries to hold an American judgeship ever (to see why I qualify that person's reactionary record) check out that stunning portrayal of Judge Posner's soul mate by Burt Lancaster in "Judgment at Nuremburg."
So...
I'm aware of the problems. However, for many decades I've also know that had more people stood to their words some of the evils we discuss here would have been ended sooner. Personally, I'm not going to rest on this until I've been reinstated and made whole for what my family and I were made to suffer for my particular whistle blowing during the years of stupid hypocrisy in public life in Chicago (remember: corporate "school reform" was aided and abetted by the most powerful hypocrites in the USA and included corporate "welfare reform" and corporate "housing reform" -- all of which continue to destroy the poor children to this moment).
So...
Sign your own name or keep your opinions to yourself.
Too many people in this town and in this country have sacrificed too much for a great deal of tolerance for cowards who then enable hypocrites to prosper in power.
I've had some experience with the consequences of whistle blowing, so you might say you're preaching to the choir here, albeit, as noted, you are remaining anonymous. So it's hard to evaluate your claims to having suffered, or whatever. On the other hand, there is a record going back to January 1999 of how the hypocrites who run this town (and its schools) went after me (and Substance) right down to the twin editorials (Sun-Times; Tribune, January 1999) telling CPS to fire me as a teacher for something I published in a newspaper I edit as my second job (then; first job now).
There is also a nice Seventh Circuit Court decision on that question, penned by one of the most obnoxious reactionaries to hold an American judgeship ever (to see why I qualify that person's reactionary record) check out that stunning portrayal of Judge Posner's soul mate by Burt Lancaster in "Judgment at Nuremburg."
So...
I'm aware of the problems. However, for many decades I've also know that had more people stood to their words some of the evils we discuss here would have been ended sooner. Personally, I'm not going to rest on this until I've been reinstated and made whole for what my family and I were made to suffer for my particular whistle blowing during the years of stupid hypocrisy in public life in Chicago (remember: corporate "school reform" was aided and abetted by the most powerful hypocrites in the USA and included corporate "welfare reform" and corporate "housing reform" -- all of which continue to destroy the poor children to this moment).
So...
Sign your own name or keep your opinions to yourself.
Too many people in this town and in this country have sacrificed too much for a great deal of tolerance for cowards who then enable hypocrites to prosper in power.
Sat Aug 9, 2008 at 9:06 AM
The Misperception That CPS "Stinks"
A friend of mine retired and returned to CPS as a special education teacher. She was given 12 children and no materials. She begged friends for their old materials. She loved her class but received very little support from school staff. This is a school with an abundance of support staff/coordinators but as usual special education was left out.
As a veteran she could see that some of the students in the other three self-contained special education rooms were in desperate need of one on one aides-one 12 year old child defecated on himself daily and sat for hours in the hallway. No one at the school level helped these teachers nor did the region or central office.
As a retired teacher she was asounded to learn that she would get no help from CTU because they do not cover retired teachers who return to teach in shortage areas. Scary...what happens if you get sued?
As a veteran she could see that some of the students in the other three self-contained special education rooms were in desperate need of one on one aides-one 12 year old child defecated on himself daily and sat for hours in the hallway. No one at the school level helped these teachers nor did the region or central office.
As a retired teacher she was asounded to learn that she would get no help from CTU because they do not cover retired teachers who return to teach in shortage areas. Scary...what happens if you get sued?
Sat Aug 9, 2008 at 9:40 AM
The Misperception That CPS "Stinks"
CALL 911!
Why didn't the teacher call the Chicago Police and make out child neglect and abuse reports?
Teacher sounds like she is liable under the mandatory reporter law.
ALL ABUSE AND NEGLECT HAS TO BE REPORTED!
it has nothing to do with CPS or CTU.
you do not get sued if you do your job and follow state and federal law.
DO NOT FOLLOW CPS law that will get you fired and in jail.
(225 ILCS 60/23) (from Ch. 111, par. 4400‑23)
(Section scheduled to be repealed on December 31, 2008)
Sec. 23. Reports relating to professional conduct and capacity.
The circumstances under which a mandatory reporter must make a report vary from State to State. Typically, a report must be made when the reporter, in his or her official capacity, suspects or has reasons to believe that a child has been abused or neglected. Another standard frequently used is when the reporter has knowledge of, or observes a child being subjected to, conditions that would reasonably result in harm to the child. Permissive reporters follow the same standards when electing to make a report.
Mandatory reporting statutes also may specify when a communication is privileged. “Privileged communications” is the statutory recognition of the right to maintain confidential communications between professionals and their clients, patients, or congregants. To enable States to provide protection to maltreated children, the reporting laws in most States and territories restrict this privilege for mandated reporters
Mandatory Reporters of Child Abuse and Neglect
Why didn't the teacher call the Chicago Police and make out child neglect and abuse reports?
Teacher sounds like she is liable under the mandatory reporter law.
ALL ABUSE AND NEGLECT HAS TO BE REPORTED!
it has nothing to do with CPS or CTU.
you do not get sued if you do your job and follow state and federal law.
DO NOT FOLLOW CPS law that will get you fired and in jail.
(225 ILCS 60/23) (from Ch. 111, par. 4400‑23)
(Section scheduled to be repealed on December 31, 2008)
Sec. 23. Reports relating to professional conduct and capacity.
The circumstances under which a mandatory reporter must make a report vary from State to State. Typically, a report must be made when the reporter, in his or her official capacity, suspects or has reasons to believe that a child has been abused or neglected. Another standard frequently used is when the reporter has knowledge of, or observes a child being subjected to, conditions that would reasonably result in harm to the child. Permissive reporters follow the same standards when electing to make a report.
Mandatory reporting statutes also may specify when a communication is privileged. “Privileged communications” is the statutory recognition of the right to maintain confidential communications between professionals and their clients, patients, or congregants. To enable States to provide protection to maltreated children, the reporting laws in most States and territories restrict this privilege for mandated reporters
Mandatory Reporters of Child Abuse and Neglect
Sat Aug 9, 2008 at 3:34 PM
The Misperception That CPS "Stinks"
I agree with you in general.I am afraid that the particular situation could turn against the teacher because she is not serving students with special needs properly.I know it sounds terrible but it is a life here. I would suggest to buy professional liability insurance(Board always will be against you and will not provide legal representation) and contact the Union or/and the IlState Board of Ed(posible later she could be terminated as a retaliation) and report that.
The mandated reporting is related to the DCFS jurisdiction and not necessary will apply in particular case.
Principal always will be able to make a statement that the child is out of the classroom because of the lack of classroom management(teacher will be blamed).
CTU should enforce the contract and described situation is a clear example of workplace hostility and the fact that she is a retired teacher has nothing to do with.
The mandated reporting is related to the DCFS jurisdiction and not necessary will apply in particular case.
Principal always will be able to make a statement that the child is out of the classroom because of the lack of classroom management(teacher will be blamed).
CTU should enforce the contract and described situation is a clear example of workplace hostility and the fact that she is a retired teacher has nothing to do with.
Sat Aug 9, 2008 at 4:54 PM
The Misperception That CPS "Stinks"
If the retired teacher is a dues paying member of the Union (even at the reduced rate), she should be represented by the Union. There are even retired teacher delegates although they don't seem to do anything. I tried going to the Union too and was told that the State law says that only full-time teachers can be represented by the Union but this retired teacher is an active member of the teaching staff so their usual arguments don't seem to make sense.
If the Union won't go to bat for her then I would file a complaint with the EEOC for age discrimination or with the Labor Board. Both may be more helpful then the Union. She should also send a formal complaint to the State Board of Education and maybe a copy to the Corey H. Judge.
If the Union won't go to bat for her then I would file a complaint with the EEOC for age discrimination or with the Labor Board. Both may be more helpful then the Union. She should also send a formal complaint to the State Board of Education and maybe a copy to the Corey H. Judge.
Sat Aug 9, 2008 at 5:46 PM
The Misperception That CPS "Stinks"
George Schmidt writes:
So...
Sign your own name or keep your opinions to yourself.
But on an anonymous blog, how do we really know that you are who you say you are. You can be anyone, posing as anyone, and no one will really be the wiser.
So...
Sign your own name or keep your opinions to yourself.
But on an anonymous blog, how do we really know that you are who you say you are. You can be anyone, posing as anyone, and no one will really be the wiser.
Tue Aug 12, 2008 at 1:28 AM
The Misperception That CPS "Stinks"
"...But on an anonymous blog, how do we really know that you are who you say you are. You can be anyone, posing as anyone, and no one will really be the wiser..." (Again, a response to George Schmidt, Saturday evening).
Anyone who wants can call and ask. It's always been in the phone book. It's now also easier to Google.
The reason I feel so strongly against anonymous, even when it's permitted in the genre or medium, is the personal responsibility part. A lot of the atrocities that have happened to the public schools the past 15 or 20 years would have been stopped cold if more people had stood up at the time, and not hoped that others would do their fighting for them.
As to this thread:
For two generations, CPS has been triaged. That was the big fact that had settled on the city's public schools by the late 1970s and early 1980s, when the ruling class foreclosed, for a time, on the entire system, establishing the School Finance Authority and strangling us for dollars.
I remember, back in the day when the first wave of "reform" was in the air, being asked to speak at a north side high school in-service day about "Triage" and how to read what was going on in CPS. the invitation came from Norm Silber, who had been district superintendent up there. Everyone knew and wanted to discuss what I had talked about (the event was in the auditorium, for all high school teachers in the old north side district).
The Big Lie of the 1990s, not only aimed at Chicago's public schools, was to propagandize all public schools based on the problems that were located at the schools serving the most needy children, generally in the city's most segregated and tragically poor communities. That was never more than one-third of the schools in Chicago -- total.
The rest of the Chicago schools ranged from average (which is what any social system, from a baseball team to a family, winds up with) to very very excellent. Trouble was, again thanks to triage, by the mid-1980s, all of the above average, especially by the high school level, came as a result of selective enrollment. The slow proliferation of selective-enrollment high schools (and, now, elementary schools) destroyed communities wholesale, and paved the way for the current wave of privatization, in all its hypocritical ugliness.
Chicago's charter schools are the vanguard of that wave, and the cutting edge of union busting privatization. It took a long time for the ruling class (whether under the aegis of the School Finance Authority through 1995, or more directly through the Civic Committee of the Commercial Club, with Mayor Daley as their teacher bashing mouthpiece since 1995) to take direct control over the schools and to have vast enough control over the mass media to simply play the same teacher bashing tune over and over and over and over without regard to history, context, or facts.
Through all this, the majority of Chicago's public schools have done quite well by the majority of Chicago's public school students. My own sons are part of that experience. One of the sad things is that over the evolution of the mindless Ayn Rand versions of reality that have swept over more and more people during the past decade or so, a greater number of affluent people in Chicago don't believe a regular elementary school or high schools is "good enough" for their own children. That's sad.
Underlying the attack on public schools (as documented by a dozen of my friends, many of whom have written books about this whole sorry state of affairs across the USA -- from Susan Ohanian to Gerald Bracey, and from David Berliner to Ken Goodman) is the ruthless drive to create a world based soley on the most insidious versions of competition, choice and profit driven reality.
The current crash (which will really begin to roll out as the consumer debt bubble bursts during the next 12 to 18 months; as those reading closely know, this "mortgage" mess is just the first wave of a three-wave economic tsunami) is based on a world view spawned and promoted by those ideologues and in many cases perfected in place like Chicago by individuals like Richard M. Daley, Arne Duncan, and their corporate and media enablers.
It didn't have to be this way.
Payback is coming.
And as my friends said 40 years ago during the Tet battles at Hue (the Citadel)...
Payback's a ___________.
Anyone who wants can call and ask. It's always been in the phone book. It's now also easier to Google.
The reason I feel so strongly against anonymous, even when it's permitted in the genre or medium, is the personal responsibility part. A lot of the atrocities that have happened to the public schools the past 15 or 20 years would have been stopped cold if more people had stood up at the time, and not hoped that others would do their fighting for them.
As to this thread:
For two generations, CPS has been triaged. That was the big fact that had settled on the city's public schools by the late 1970s and early 1980s, when the ruling class foreclosed, for a time, on the entire system, establishing the School Finance Authority and strangling us for dollars.
I remember, back in the day when the first wave of "reform" was in the air, being asked to speak at a north side high school in-service day about "Triage" and how to read what was going on in CPS. the invitation came from Norm Silber, who had been district superintendent up there. Everyone knew and wanted to discuss what I had talked about (the event was in the auditorium, for all high school teachers in the old north side district).
The Big Lie of the 1990s, not only aimed at Chicago's public schools, was to propagandize all public schools based on the problems that were located at the schools serving the most needy children, generally in the city's most segregated and tragically poor communities. That was never more than one-third of the schools in Chicago -- total.
The rest of the Chicago schools ranged from average (which is what any social system, from a baseball team to a family, winds up with) to very very excellent. Trouble was, again thanks to triage, by the mid-1980s, all of the above average, especially by the high school level, came as a result of selective enrollment. The slow proliferation of selective-enrollment high schools (and, now, elementary schools) destroyed communities wholesale, and paved the way for the current wave of privatization, in all its hypocritical ugliness.
Chicago's charter schools are the vanguard of that wave, and the cutting edge of union busting privatization. It took a long time for the ruling class (whether under the aegis of the School Finance Authority through 1995, or more directly through the Civic Committee of the Commercial Club, with Mayor Daley as their teacher bashing mouthpiece since 1995) to take direct control over the schools and to have vast enough control over the mass media to simply play the same teacher bashing tune over and over and over and over without regard to history, context, or facts.
Through all this, the majority of Chicago's public schools have done quite well by the majority of Chicago's public school students. My own sons are part of that experience. One of the sad things is that over the evolution of the mindless Ayn Rand versions of reality that have swept over more and more people during the past decade or so, a greater number of affluent people in Chicago don't believe a regular elementary school or high schools is "good enough" for their own children. That's sad.
Underlying the attack on public schools (as documented by a dozen of my friends, many of whom have written books about this whole sorry state of affairs across the USA -- from Susan Ohanian to Gerald Bracey, and from David Berliner to Ken Goodman) is the ruthless drive to create a world based soley on the most insidious versions of competition, choice and profit driven reality.
The current crash (which will really begin to roll out as the consumer debt bubble bursts during the next 12 to 18 months; as those reading closely know, this "mortgage" mess is just the first wave of a three-wave economic tsunami) is based on a world view spawned and promoted by those ideologues and in many cases perfected in place like Chicago by individuals like Richard M. Daley, Arne Duncan, and their corporate and media enablers.
It didn't have to be this way.
Payback is coming.
And as my friends said 40 years ago during the Tet battles at Hue (the Citadel)...
Payback's a ___________.
Tue Aug 12, 2008 at 9:50 AM
The Misperception That CPS "Stinks"
You know, just because someone chooses not to use their legal name in a blog doesn't mean the person doesn't work publicly for what he or she believes is right in education, etc. Different venues, different levels of transparency. It's OK.
Tue Aug 12, 2008 at 12:13 PM
CPS Stinking
I would have to grudingly agree with a lot of what was said here - especially in reference to SPED. I blame LRE - CPS will give your child what the need to the letter of the law but not a minute or a penny more - and what SPED kids usually "need" and what it takes for them to truly attain and learn and become educated are two radically different things. Woe to families with kids with special needs and who aren't independently wealthy and/or sophisticated enough to be tireless advocates with a lawyer on retainer!
Thu Aug 14, 2008 at 7:56 AM
The Misperception That CPS "Stinks"
You are correct. The reason CPS gives less than optimal special education services is because the majority of parents/guardians are not able/willing to fight CPS so it is left up to the special education teacher. The teachers are burning out. Advocacy should not be a primary component of our job. The case managers and principals should be the ones who fight for services.
There needs to be a hotline number to an advocacy group so that parents and teachers can report violations in special education.
There needs to be a hotline number to an advocacy group so that parents and teachers can report violations in special education.
Thu Aug 14, 2008 at 8:27 AM
The Misperception That CPS "Stinks"
LRE has ruined the ability of special needs students to get what they truly deserve - a qualified teacher in front of them. Many of us with more than 15 years experience don't have a clue what to do, because we did not sign up to teach kids with special needs. Oh sure we took the one required course, but that isn't real training and even with the state mandate of 20% special ed classes for recertification, that can come down to six workshops over 5 years. Oftentimes the workshops are not particularly helpful.
Maybe you guys can explain why students with special needs are not in special classes so they can get the attention they need. It seems such a waste of their potential to put them where they can't succeed. I know self-contained classes are not the answer to everything, but isn't there some sort of middle ground. My heart just breaks when I see kids who really need more help, but don't get it because "It's not in their IEP"
Maybe you guys can explain why students with special needs are not in special classes so they can get the attention they need. It seems such a waste of their potential to put them where they can't succeed. I know self-contained classes are not the answer to everything, but isn't there some sort of middle ground. My heart just breaks when I see kids who really need more help, but don't get it because "It's not in their IEP"
Thu Aug 14, 2008 at 9:37 AM
The Misperception That CPS "Stinks"
You ask why kids with disabilities are not in special classes...
Well, in our child's case, first, you start with an elementary school counselor who obstructed and denied access to evaluation despite obvious signs of need (ranging from hospitalization to diagnoses that typically impair learning, soc/emo life), then let the child be taught in the wrong setting by the wrong professionals, invite the parents to go to due process if they don't like it, then once mediation leads to a funky, poorly developed IEP, then say all goals have been met through inclusion with no documentation, inappropriate testing, and lying on the sped progress reports while the child has actually regressed. It's bumpy road, and even IEPs - often deeply flawed - don't make it better for these kids. Well, society will just "pay later," eh?
Well, in our child's case, first, you start with an elementary school counselor who obstructed and denied access to evaluation despite obvious signs of need (ranging from hospitalization to diagnoses that typically impair learning, soc/emo life), then let the child be taught in the wrong setting by the wrong professionals, invite the parents to go to due process if they don't like it, then once mediation leads to a funky, poorly developed IEP, then say all goals have been met through inclusion with no documentation, inappropriate testing, and lying on the sped progress reports while the child has actually regressed. It's bumpy road, and even IEPs - often deeply flawed - don't make it better for these kids. Well, society will just "pay later," eh?
Thu Aug 14, 2008 at 9:39 AM
The Misperception That CPS "Stinks"
---
"The case managers and principals should be the ones who fight for services."
Haha. In two different schools, ours were too busy fighting us (parents). Using their powers for evil...
"The case managers and principals should be the ones who fight for services."
Haha. In two different schools, ours were too busy fighting us (parents). Using their powers for evil...
Thu Aug 14, 2008 at 10:20 AM
The Misperception That CPS "Stinks"
Does anyone have the job descriptions for a special education teacher and one for a case manager?
Thu Aug 14, 2008 at 12:29 PM
The Misperception That CPS "Stinks"
As far as I know what are commonly called case managers are legally under the school code in Illinois discussed as either "records custodians" or "district representatives." There are several references to "case managers" in the CPS Procedural Manual for Educating children with disabilities (2002 edition).
"case manager-This is a local school representative appointed by the principal, who is authorized to supervise and commit local resources for special education and related services. The case manager must be knowldegeable of special education procedures and communicate effectively with parents and staff." (page 5.7)
The word "supervise" needs to be understood within the context that CPS does not recognize any case manager as an administrator and they have no supervisory power over special education teachers.
The Manual also discusses this job again: "The records custodian must ensure that all student records, including records for students with disabilities, are maintained in a central and secure location."
I have never seen a CPS job code for case manager. I have seen these positions listed as either special education teachers or counselors. Most of the schools I reviewed as a Corey H. Monitor had case managers who were special education teachers and who also had formal case loads assigned to them. Possibly one of the former principals who read this blog know more about this.
My experience in due process cases is that only the principal of the school has any legal responsibility for supervision of staff. So when questions of why certain things are not being done in relation to a child I would call the principal as the witness, not the case manager. Since case managers are members of the CTU they are not technically administrators. When the issue was the IEP process itself I would call the case manager as the witness because clearly they are considered to be the "district representative."
I had a case where I asked a case manager the following question under a cross exam (from a transcript): "Q: You determined that there was not consensus among the team members for the placement? A: No that is not my job. Q: Well who has the job of determining consensus at an IEP meeting at the school. A: I do not understand the question. Q: Well, we have a special education teacher who said both she and the parent believed a private day school placement was appropriate, but the IEP reads that it was the consensus that it was not appropriate. You wrote that, so how did you determine that. A: I indicated to the team that there was not consensus on the placement. Q: So you determined that there was not consensus. A: Well I guess, yes I did.
I hope this helps readers to understand the role and function of a case manager, at least the formal role and function. I am sure case managers can talk much more about other roles they play that are not formalized.
Rod Estvan
Access Living
"case manager-This is a local school representative appointed by the principal, who is authorized to supervise and commit local resources for special education and related services. The case manager must be knowldegeable of special education procedures and communicate effectively with parents and staff." (page 5.7)
The word "supervise" needs to be understood within the context that CPS does not recognize any case manager as an administrator and they have no supervisory power over special education teachers.
The Manual also discusses this job again: "The records custodian must ensure that all student records, including records for students with disabilities, are maintained in a central and secure location."
I have never seen a CPS job code for case manager. I have seen these positions listed as either special education teachers or counselors. Most of the schools I reviewed as a Corey H. Monitor had case managers who were special education teachers and who also had formal case loads assigned to them. Possibly one of the former principals who read this blog know more about this.
My experience in due process cases is that only the principal of the school has any legal responsibility for supervision of staff. So when questions of why certain things are not being done in relation to a child I would call the principal as the witness, not the case manager. Since case managers are members of the CTU they are not technically administrators. When the issue was the IEP process itself I would call the case manager as the witness because clearly they are considered to be the "district representative."
I had a case where I asked a case manager the following question under a cross exam (from a transcript): "Q: You determined that there was not consensus among the team members for the placement? A: No that is not my job. Q: Well who has the job of determining consensus at an IEP meeting at the school. A: I do not understand the question. Q: Well, we have a special education teacher who said both she and the parent believed a private day school placement was appropriate, but the IEP reads that it was the consensus that it was not appropriate. You wrote that, so how did you determine that. A: I indicated to the team that there was not consensus on the placement. Q: So you determined that there was not consensus. A: Well I guess, yes I did.
I hope this helps readers to understand the role and function of a case manager, at least the formal role and function. I am sure case managers can talk much more about other roles they play that are not formalized.
Rod Estvan
Access Living
Thu Aug 14, 2008 at 2:23 PM
The Misperception That CPS "Stinks"
Rod,
There is a job description for Case Manager or at least there was 2 years ago. I was given one as part of a training meeting and it was on CPS letterhead or I believe it was official. Unfortunately I think I threw it away when I retired.
I know some parts of our job especially when it comes to IEP meetings was very vague. I was told that our job was to coordinate the meeting. Even though we signed as District Reps. the psychologists had more authority than we did.
There is a job description for Case Manager or at least there was 2 years ago. I was given one as part of a training meeting and it was on CPS letterhead or I believe it was official. Unfortunately I think I threw it away when I retired.
I know some parts of our job especially when it comes to IEP meetings was very vague. I was told that our job was to coordinate the meeting. Even though we signed as District Reps. the psychologists had more authority than we did.
Thu Aug 14, 2008 at 3:29 PM
The Misperception That CPS "Stinks"
What do you do when the IEP's are all the same???
Thu Aug 14, 2008 at 4:10 PM
The Misperception That CPS "Stinks"
To Reg Ed That is something that the State and Corey H monitors site schools for all the time. If you take the name off the IEP, you should be able to know what type of disability a child has, what his/her needs are and what the strengths and weaknesses are. Each IEP should be unique enough to give you a sense of the child without any identifying information. Unfortunately not only does Chicago do a poor job of this but so do most of the suburbs.
Thu Aug 14, 2008 at 4:45 PM
The Misperception That CPS "Stinks"
Marricat is completely correct. When I was a Corey H. monitor I looked to see that IEPs were what we called "individualized." There were some kids who had similar services, but when you were in a real problem school you knew it. Word for Word the IEPs would be the same only the names would change.
About two to three years into the case things did improve, at least at the schools I visited. If your principal is responsive you might want to mention this problem to her or him. This is an area where a strong case manager can make a big difference.
Rod Estvan
Access Living
About two to three years into the case things did improve, at least at the schools I visited. If your principal is responsive you might want to mention this problem to her or him. This is an area where a strong case manager can make a big difference.
Rod Estvan
Access Living
Thu Aug 14, 2008 at 5:32 PM
The Misperception That CPS "Stinks"
If IDEA (and therefore students as well) is being abused in our school, how can we report it in a way that won't just lead to punitive measures that further hurt our students?
After all, it seems like most of these problems are systemic...
After all, it seems like most of these problems are systemic...
Thu Aug 14, 2008 at 5:44 PM
The Misperception That CPS "Stinks"
ISBE. OCR, etc., will not take blind complaints related to schools. If you try to send them stuff on anonymous basis they will not investigate it. If you send it to me and I can in some way find supporting evidence for what you think is a violation of rules and regs at your school Access Living can file an administrative complaint and leave you out of it. But I need strong evidence to pursue it, it also should be classroom or classrooms specific. You do not need to violate confideniality rules. You can contact me at restvan@accessliving.org
Rod Estvan
Access Living
Rod Estvan
Access Living
Thu Aug 14, 2008 at 7:31 PM
The Misperception That CPS "Stinks"
Teaching school in such a racist atmosphere clearly shows how CPS stinks, I am employed at a school where the administrations doesn't think that Black folks can teach Math.
Can you believe that? This is 2008
Can you believe that? This is 2008
Thu Aug 14, 2008 at 9:24 PM
The Misperception That CPS "Stinks"
Please define an inclusion program and a resource program.
If a child is 4 years behind and has 760 minutes of services how then can this child be in a resource program and not in an inclusion program?
Wouldn't this child need lots of support in the classroom and in a small group setting. What seems to be happening in CPS is that these children who in past years would have been in self-contained are now in resource programs and no one cares if the minutes are met.
What about the teacher who has 19 children but can not pull them out-only be in the rooms for children in three different grades?These children are 3-4 years below level or have multiple disabilities.
Can an inclusion teacher be told to have a child follow her around all day while the teacher is servicing students in two different grades? There is no program at the school for this child...but there was a self-contained program at the child's previous school.
If a child is 4 years behind and has 760 minutes of services how then can this child be in a resource program and not in an inclusion program?
Wouldn't this child need lots of support in the classroom and in a small group setting. What seems to be happening in CPS is that these children who in past years would have been in self-contained are now in resource programs and no one cares if the minutes are met.
What about the teacher who has 19 children but can not pull them out-only be in the rooms for children in three different grades?These children are 3-4 years below level or have multiple disabilities.
Can an inclusion teacher be told to have a child follow her around all day while the teacher is servicing students in two different grades? There is no program at the school for this child...but there was a self-contained program at the child's previous school.
Thu Aug 14, 2008 at 9:55 PM
The Misperception That CPS "Stinks"
The difference between an inclusion and a resource program is that in an inclusion program, the child receives all of their services in the gen. ed. setting, in a resource program, the child is pulled out to receive services. If the child is following the inclusion teacher, then the child is not receiving proper services and the violation should be reported.
Thu Aug 14, 2008 at 10:12 PM
The Misperception That CPS "Stinks"
I was at a school where the case manager was harrased into leaving because she had integrity. 2 SPED teachers were "clicked off" when they refused to alter IEP's to less service time. The case manager was so glad to get away, she would barely talk to anyone. The other two teachers found jobs, but were emotionally battered by the SPED department chair (not the case manager) and the principals and his henchmen.
If most people knew what goes on under the guise of special ed, there would be more lawsuits than you can imagine.
If most people knew what goes on under the guise of special ed, there would be more lawsuits than you can imagine.
Fri Aug 15, 2008 at 7:26 AM
The Misperception That CPS "Stinks"
Reg. Ed. I agree with you 100%. One of the reasons, I took Early Retirement was of the way I was treated when I tried
to be an advocate for the students. I worked very hard to make sure that all of the students labeled ED had behavioral plans which was not true when I came. I was the first one at the school to get assistive technology for the students. Yet, at least one of the other SPED teachers hated me because I knew so much about the law. This became worse when I was Case Manager. When the Corey H monitors came in, my rating was lowered for not having positive behavioral plans even though the year before 3/4s of the students had no plan.
Now, I am a parent advocate and I am learning another side about how bad the system is and how hard it is to fight it.
I will be off-line when later this morning until Thursday when my new service is connected and then I will join the conversation again.
to be an advocate for the students. I worked very hard to make sure that all of the students labeled ED had behavioral plans which was not true when I came. I was the first one at the school to get assistive technology for the students. Yet, at least one of the other SPED teachers hated me because I knew so much about the law. This became worse when I was Case Manager. When the Corey H monitors came in, my rating was lowered for not having positive behavioral plans even though the year before 3/4s of the students had no plan.
Now, I am a parent advocate and I am learning another side about how bad the system is and how hard it is to fight it.
I will be off-line when later this morning until Thursday when my new service is connected and then I will join the conversation again.
Fri Aug 15, 2008 at 8:12 AM
The Misperception That CPS "Stinks"
I can't wait to get back to school and see what my "job" for the coming year will be. When I left in the spring, my tentative schedule had me co-teaching four completely different subjects, with four completely different teachers, plus one self-contained class, and a case provider list of 20 (most of whom I never see), and an advisory. I will be part of a small schools team, two department teams, and three common curriculum teams.
When school begins, the teachers I have been assigned to co-teach with will be pleased. I am generally seen as responsible and intelligent. A good partner. But I am not that good! My prep periods will be taken to participate in IEP and FIE and Manifistation Determination meetings. I will need to collaborate with the teachers of my case load (140 of them) and document each meeting. Soon, I will fall behind on my class preparation and there will be no time to work with my co-teachers. I will spend every sunday typing IEP drafts at home.
Its ok, I can do this. The problem is, I can't do it well. I don't believe anyone can. And because I can't do it well, my students will suffer.
My students will begin the year with enthusiasm. This year will be different. Because they don't receive the services they need to be successful, they will begin to fall behind. By February they will hate school. They will dread getting up in the morning. They will stop coming and they will fail again. Who wants to spend the day as a failure? When they are old enough, they will drop out of school.
It happens over and over again. We continue to blame the student, the parents, lack of money, LRE, inclusion, the gen ed teacher. The answer to the problem is easy to see. We need to provide adequate support. The answer lies in the special education teacher providing that support. Yet, we can't do it. The expectations are too great. There are not enough hours in the day to do what we are expected to do, and do it well! And because CPS refuses to change the expectations of its special education teachers, everyone suffers!
When school begins, the teachers I have been assigned to co-teach with will be pleased. I am generally seen as responsible and intelligent. A good partner. But I am not that good! My prep periods will be taken to participate in IEP and FIE and Manifistation Determination meetings. I will need to collaborate with the teachers of my case load (140 of them) and document each meeting. Soon, I will fall behind on my class preparation and there will be no time to work with my co-teachers. I will spend every sunday typing IEP drafts at home.
Its ok, I can do this. The problem is, I can't do it well. I don't believe anyone can. And because I can't do it well, my students will suffer.
My students will begin the year with enthusiasm. This year will be different. Because they don't receive the services they need to be successful, they will begin to fall behind. By February they will hate school. They will dread getting up in the morning. They will stop coming and they will fail again. Who wants to spend the day as a failure? When they are old enough, they will drop out of school.
It happens over and over again. We continue to blame the student, the parents, lack of money, LRE, inclusion, the gen ed teacher. The answer to the problem is easy to see. We need to provide adequate support. The answer lies in the special education teacher providing that support. Yet, we can't do it. The expectations are too great. There are not enough hours in the day to do what we are expected to do, and do it well! And because CPS refuses to change the expectations of its special education teachers, everyone suffers!
Fri Aug 15, 2008 at 8:51 AM
The Misperception That CPS "Stinks"
54% graduation rate from high school.
Less than 10% of kids who start graduate from college.
You are right. CPS does not stink.
Less than 10% of kids who start graduate from college.
You are right. CPS does not stink.
Fri Aug 15, 2008 at 9:49 AM
The Misperception That CPS "Stinks"
54% wrote:
54% graduation rate from high school.
Less than 10% of kids who start graduate from college.
You are right. CPS does not stink.
These numbers (and other simplistic statistics) do not exist in a void. Context is important to understanding any success or failure. There are many resources available for acquiring that context. Without it, though, any meaningful discussion ceases to exist. But thanks anyway for your contribution, such as it is.
54% graduation rate from high school.
Less than 10% of kids who start graduate from college.
You are right. CPS does not stink.
These numbers (and other simplistic statistics) do not exist in a void. Context is important to understanding any success or failure. There are many resources available for acquiring that context. Without it, though, any meaningful discussion ceases to exist. But thanks anyway for your contribution, such as it is.
Fri Aug 15, 2008 at 10:11 AM
The Misperception That CPS "Stinks"
I agree with Rodentface. Statistics do not exist in a vacuum and I know from my college classes that you can use them to prove or disprove whatever you want. I guarantee that if you pay enough money, I can prove whatever theory you have and then if someone else pays me, I can turn around and disprove what I just proved. There are many successful graduates of Chicago Public Schools and yes the system has problems but we need to work to improve them instead of condemning the teachers or the system.
Fri Aug 15, 2008 at 12:01 PM
The Misperception That CPS "Stinks"
Please prove otherwise.
If you are defending this system from the accusation that it "stinks", you are a huge part of the problem.
I don't deny good things are going on in individual schools. I can't understand how someone would defend this sytem.
Go to a neighborhood high school. Find out how many kids started four years prior then count the number of seniors still attending.
Will anyone deny that the dropout and graduation rates are atrocious?
Screw facts in a "void". Rodentface, please show me otherwise. Show me how this system educates high poverty, minority students. I'm not pointing fingers at anyone, but you can't seriously say we do a good job.
If you are defending this system from the accusation that it "stinks", you are a huge part of the problem.
I don't deny good things are going on in individual schools. I can't understand how someone would defend this sytem.
Go to a neighborhood high school. Find out how many kids started four years prior then count the number of seniors still attending.
Will anyone deny that the dropout and graduation rates are atrocious?
Screw facts in a "void". Rodentface, please show me otherwise. Show me how this system educates high poverty, minority students. I'm not pointing fingers at anyone, but you can't seriously say we do a good job.
Fri Aug 15, 2008 at 4:34 PM
The Misperception That CPS "Stinks"
I am in the samne situation as Thursday, 9:24 amd would like someone to answer the questions...
Fri Aug 15, 2008 at 5:10 PM
The Misperception That CPS "Stinks"
54% asked:
Show me how this system educates high poverty, minority students.
The more I've looked into this issue, the more I've realized that no district in this nation is able to educate high poverty students (and that seems to be the crux of the matter, race being incidental to poverty) well as a mass. Some districts do well with some populations, but no district has come up with the silver pedagogy to do it across the board.
Show me how this system educates high poverty, minority students.
The more I've looked into this issue, the more I've realized that no district in this nation is able to educate high poverty students (and that seems to be the crux of the matter, race being incidental to poverty) well as a mass. Some districts do well with some populations, but no district has come up with the silver pedagogy to do it across the board.
Fri Aug 15, 2008 at 5:42 PM
The Misperception That CPS "Stinks"
54%,
I don't deny good things are going on in individual schools. I can't understand how someone would defend this sytem...Go to a neighborhood high school. Find out how many kids started four years prior then count the number of seniors still attending...Will anyone deny that the dropout and graduation rates are atrocious?
I've read this thread and don't really see people defending the system per se. I think most people find both positives and negatives. Some wish to dwell more heavily on one or the other, but I think most people recognize the need for greater assistance and support. I don't deny that graduation and drop out rates are poor. Obviously, they are. But the problem of graduation rates and high stakes test results are massively complex issues; those rates are also not especially useful as an arbiter of the success of an education system. I think those two figures in particular speaks far greater volumes about personal poverty, decrepit community, fractured families, unemployment and the economy, and drugs and violence than they do about teaching and learning.
Screw facts in a "void". Rodentface, please show me otherwise. Show me how this system educates high poverty, minority students. I'm not pointing fingers at anyone, but you can't seriously say we do a good job.
I don't claim that the system as a whole does a good job, but, likewise, I don't lay blame for the failures at the foot of 'the system' to the exclusion of complexity. I'm sure you are well aware that many poor, minority students receive a very good education in Chicago. For instance, my neighborhood high school shows more growth among students from 9th through 11th grade (via a recent U of C study of cohort growth among all of Chicago's high schools) than all other high schools save four of the most elite selective enrollment magnets. Obviously, not all students receive those same opportunities or education. But if the answers were simple, single-faceted, or cookie cutter, we wouldn't be having this discussion.
I think the ultimate question is not whether the system can be generalized as good or bad, but what can be done to reach a greater number students? To decrease poverty, drugs, and violence? To support families? To increase funding where it is needed most? To reach out to parents so that young ones don't step into education far behind where they need to be? What can be done to fund free, citywide pre-school? To lower class sizes? To attract and retain truly the best teachers? To serve all students, including those with learning and behavior disabilities? To eliminate the financial inequities within Chicago and the state? To invest in job training as well as college prep? Etc., etc., etc.
I don't deny good things are going on in individual schools. I can't understand how someone would defend this sytem...Go to a neighborhood high school. Find out how many kids started four years prior then count the number of seniors still attending...Will anyone deny that the dropout and graduation rates are atrocious?
I've read this thread and don't really see people defending the system per se. I think most people find both positives and negatives. Some wish to dwell more heavily on one or the other, but I think most people recognize the need for greater assistance and support. I don't deny that graduation and drop out rates are poor. Obviously, they are. But the problem of graduation rates and high stakes test results are massively complex issues; those rates are also not especially useful as an arbiter of the success of an education system. I think those two figures in particular speaks far greater volumes about personal poverty, decrepit community, fractured families, unemployment and the economy, and drugs and violence than they do about teaching and learning.
Screw facts in a "void". Rodentface, please show me otherwise. Show me how this system educates high poverty, minority students. I'm not pointing fingers at anyone, but you can't seriously say we do a good job.
I don't claim that the system as a whole does a good job, but, likewise, I don't lay blame for the failures at the foot of 'the system' to the exclusion of complexity. I'm sure you are well aware that many poor, minority students receive a very good education in Chicago. For instance, my neighborhood high school shows more growth among students from 9th through 11th grade (via a recent U of C study of cohort growth among all of Chicago's high schools) than all other high schools save four of the most elite selective enrollment magnets. Obviously, not all students receive those same opportunities or education. But if the answers were simple, single-faceted, or cookie cutter, we wouldn't be having this discussion.
I think the ultimate question is not whether the system can be generalized as good or bad, but what can be done to reach a greater number students? To decrease poverty, drugs, and violence? To support families? To increase funding where it is needed most? To reach out to parents so that young ones don't step into education far behind where they need to be? What can be done to fund free, citywide pre-school? To lower class sizes? To attract and retain truly the best teachers? To serve all students, including those with learning and behavior disabilities? To eliminate the financial inequities within Chicago and the state? To invest in job training as well as college prep? Etc., etc., etc.
Fri Aug 15, 2008 at 6:27 PM
The Misperception That CPS "Stinks"
Dear Critics.
.
My work world is violent, deadly; vicious .Murder is the leading cause of death.
Parent’s usually non existent drugs the norm pregnancy epidemic. Recently I spent
20 minutes talking to the luckiest kid in Chicago. His buddy go shot but two slugs
went through his pants one a MM from his nuts and missed. It is pretty hard to teach someone when 60-75% of your time is spent just trying to keep the them alive and
safe. That percentage is on the low side and goes way up on some days.
.
My work world is violent, deadly; vicious .Murder is the leading cause of death.
Parent’s usually non existent drugs the norm pregnancy epidemic. Recently I spent
20 minutes talking to the luckiest kid in Chicago. His buddy go shot but two slugs
went through his pants one a MM from his nuts and missed. It is pretty hard to teach someone when 60-75% of your time is spent just trying to keep the them alive and
safe. That percentage is on the low side and goes way up on some days.
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