Monday Morning News Roundup Senn High Lobbies CPS On School's Future WBEZ
Senn High School students, their parents and teachers are asking the Board of Education to back a community plan to improve the northside school. But 48th ward Alderman Mary Ann Smith is pushing her own proposal to turn Senn into four small high schools.
Mainstreaming to Cut Costs Wall St. Journal
While studies show that mainstreaming can be beneficial for many students, critics say cash-hungry school districts are pushing the practice too hard, forcing many children into classes that can't meet their needs. [Thanks to a reader for sending this in.]
Students psyched up by Roosevelt professor's antics Sun Times
Meyers eschews lectures, noting that students learn far more by interacting and little by simply listening. He also doesn't assign research papers and instead has students do volunteer work for a charity and then turn in a written analysis of the experience.
Playing smart hoops
The junior basketball players want people to see U-High as more than just a school for smart people, and they want people to see the Independent School League as more than just a small conference that gets overlooked by the larger basketball powerhouses.
Across the Chicago region, districts from Naperville to Gurnee are clamping down on the types of food that parents can bring for class snacks and parties, requesting veggie trays or bread sticks with marinara sauce in lieu of sweets, and water rather than juice boxes.
Digg
Del.icio.us
Mon Dec 17, 2007 at 5:23 PM
Monday Morning News Roundup
I want to thank Alexander for posting JOHN HECHINGER's article on inclusion and cost factoring in special education. I talked with John in relation to another article he wrote in his series on special education several months ago. The article is impressive in numerous ways.
Our own research on costs of CPS special education support his statement:
in recent years, per-student special-education costs rose more slowly than for the general population. One of the likely reasons, researchers found, was cost savings from mainstreaming.
I have always stated that inclusion done with appropriate supports is no less expensive than seperate education in self-contained classrooms. In fact for some students inclusion in regular eduation classrooms cost more than seperate services. What John has described in his article is not inclusion, it is in fact dumping. I know special eduation teachers in Chicago have seen more than their fair share of dumping.
The one aspect of the question that John does not explore in his articles is the situation where is does cost more to include a student in a regular room with appropriate supports and the school district sees a seperate placement as cheaper and fights inclusion for the student as not meeting the student's needs. So the costs saving issue on the part of school districts does cut both ways.
Rod Estvan
Access Living
Our own research on costs of CPS special education support his statement:
in recent years, per-student special-education costs rose more slowly than for the general population. One of the likely reasons, researchers found, was cost savings from mainstreaming.
I have always stated that inclusion done with appropriate supports is no less expensive than seperate education in self-contained classrooms. In fact for some students inclusion in regular eduation classrooms cost more than seperate services. What John has described in his article is not inclusion, it is in fact dumping. I know special eduation teachers in Chicago have seen more than their fair share of dumping.
The one aspect of the question that John does not explore in his articles is the situation where is does cost more to include a student in a regular room with appropriate supports and the school district sees a seperate placement as cheaper and fights inclusion for the student as not meeting the student's needs. So the costs saving issue on the part of school districts does cut both ways.
Rod Estvan
Access Living
Mon Dec 17, 2007 at 7:18 PM
Monday Morning News Roundup
CPS is dumping special education students into inclusion without any supports. This is especially prevalent on the over crowded southwest side because it frees up much needed classroom space. At my school we have inclusion caseloads of 17 with three different disabilities. It is impossible to service all of these children. Inclusion will work for most children but the supports must be in place. One teacher can not meet the needs of 17 or more children, some with multiple disabilities.
Mon Dec 17, 2007 at 8:28 PM
Monday Morning News Roundup
I have two questions about how to get services related to special education. A neighbor of mine mentioned last night that her son's preK teacher recently told her he's having difficulty speaking clearly, but apparently didn't make any suggestions for what to do about it. Does CPS offer speech therapy for kids in preschool? What does the mother have to do to get that service for her son?
Another of my neighbors has a son who was recently evaluated for special education services. I don't know what the results of the evaluation said in particular, but I do know he's not going to have to take the ISAT to pass 6th grade now. He seems to be receiving some pullout assistance in a resource classroom, from what I can tell. I managed to convince his family to take him for a private reading evaluation last summer, where I was told he appears to have some of the perceptions problems common in dyslexia, but his folks freaked out at the price tag attached to the private services. They chose to have him evaluated at school and I stepped back.
However, I am pretty sure the school is not giving this kid enough support to get out of the hole he's in--reading somewhere around a 1st grade level in 6th grade. So far his parents seem to be happy he's getting something. What can I do now to support this kid and his family and help them advocate for themselves at school?
Another of my neighbors has a son who was recently evaluated for special education services. I don't know what the results of the evaluation said in particular, but I do know he's not going to have to take the ISAT to pass 6th grade now. He seems to be receiving some pullout assistance in a resource classroom, from what I can tell. I managed to convince his family to take him for a private reading evaluation last summer, where I was told he appears to have some of the perceptions problems common in dyslexia, but his folks freaked out at the price tag attached to the private services. They chose to have him evaluated at school and I stepped back.
However, I am pretty sure the school is not giving this kid enough support to get out of the hole he's in--reading somewhere around a 1st grade level in 6th grade. So far his parents seem to be happy he's getting something. What can I do now to support this kid and his family and help them advocate for themselves at school?
Mon Dec 17, 2007 at 8:51 PM
Monday Morning News Roundup
"Districts have a powerful motivation to cut special-education costs. U.S. schools spend almost twice as much on the average disabled student as they do on a nondisabled peer, according to a 2004 federal study." If CPS doesn't pay to provide the needed services, training, etc., that results in students with disabilities reaching their potential, the society will pay more --- later. This story is so bone-crushingly sad. Especially the quotes from district people who with straight-faces say they are delivering all needed services to which disabled students have a right. Ha! If I had a dime for every lie I've heard from CPS administrators about how they're meeting children's sped needs, I could pay for a couple of one-on-one aides. Glad to see the WSJ covering the topic!
Tue Dec 18, 2007 at 1:09 AM
Monday Morning News Roundup
This is an offer. Any teacher who has been forced to provide for a special education student at less than what the child was entitled to, get the information to me and I'll publish it. This includes you, "Annie." Arne loves anonymous complaints. He and Rufus just shrug. Nothing public = "No problem." That's how they operate at Clark St.
Will anyone be at the Board of Education meeting tomorrow meeting complaining about this problem now that SEIU Local 73's Christine Boardman has sold out the special education community (and the special education aides she represents) in exchange for that contract the non-CTU unions agreed to in August (and stood proudly with Mayor Daley to announce)?
Between June 2006 and this time a year ago, there were massive and consistent protests against the cuts in special education at CPS. Those took place at Board meetings, quietly at hearings on Corey H, and to the press. Even the rest of the Chicago media couldn't ignore all of the facts. (And given what's been going on since last year, it's a little sad that this thread is prompted by a Wall Street Journal story).
From April through December 2006, we published more than a dozen stories on this topic, and I'm willing to write more. One of my favorites was the Alltown bus story, where the kids were being frozen in their wheechairs last February (that was a special education story, for which I followed one bus from Alltown to Christopher on one of the winter's coldest days).
The pressure to deprive these children illegally of the services to which they are entitled continues, and it begins at the top -- with Arne Duncan (and above him, of course). The report to the Board of Education two months ago by Renee Grant Mitchell should have been responded to as scandalous. Instead, silence.
We can't have it both ways.
Either there are problems which can be exposed, or the silence can continue at the expense of these children. Recently, we received a call from a teacher whose classroom has mostly severely disabled children, yet the room is called "moderate." And even the child with autism who becomes dangerous without a one-on-one aide does not get one (a trained, full-time one-on-one aide).
This story should have been shared by October -- not in December. Better late than never, I guess.
There are four school days left before next year, as we have this discussion. Anyone want to cite Who, What, When, and Where? We already know the "Why"! CPS has decreed that no child will get a one-on-one aide without a major fight -- which has to be made by the child, the family, and (you'd hope) the child's teacher(s).
The social and economic philosophy (such as it is) underlying the current leadership models at CPS is Social Darwinism. Behind all those fatuous cliches that flow out of Arne Duncan and Rufus Williams is Social Darwinism.
At its ugliest point, that philosophy leads to Eugnics and worse. It did the last time it was popular in this town (and elsewhere) and still down. But it can only get to the point where it endangers human beings -- from vulnerable children to 80-year-olds freezing to death in their own homes at cold times like this -- if it's allowed to. A little light and heat (not much, really) sends these people scurrying into the corners like the rats they are.
Will anyone be at the Board of Education meeting tomorrow meeting complaining about this problem now that SEIU Local 73's Christine Boardman has sold out the special education community (and the special education aides she represents) in exchange for that contract the non-CTU unions agreed to in August (and stood proudly with Mayor Daley to announce)?
Between June 2006 and this time a year ago, there were massive and consistent protests against the cuts in special education at CPS. Those took place at Board meetings, quietly at hearings on Corey H, and to the press. Even the rest of the Chicago media couldn't ignore all of the facts. (And given what's been going on since last year, it's a little sad that this thread is prompted by a Wall Street Journal story).
From April through December 2006, we published more than a dozen stories on this topic, and I'm willing to write more. One of my favorites was the Alltown bus story, where the kids were being frozen in their wheechairs last February (that was a special education story, for which I followed one bus from Alltown to Christopher on one of the winter's coldest days).
The pressure to deprive these children illegally of the services to which they are entitled continues, and it begins at the top -- with Arne Duncan (and above him, of course). The report to the Board of Education two months ago by Renee Grant Mitchell should have been responded to as scandalous. Instead, silence.
We can't have it both ways.
Either there are problems which can be exposed, or the silence can continue at the expense of these children. Recently, we received a call from a teacher whose classroom has mostly severely disabled children, yet the room is called "moderate." And even the child with autism who becomes dangerous without a one-on-one aide does not get one (a trained, full-time one-on-one aide).
This story should have been shared by October -- not in December. Better late than never, I guess.
There are four school days left before next year, as we have this discussion. Anyone want to cite Who, What, When, and Where? We already know the "Why"! CPS has decreed that no child will get a one-on-one aide without a major fight -- which has to be made by the child, the family, and (you'd hope) the child's teacher(s).
The social and economic philosophy (such as it is) underlying the current leadership models at CPS is Social Darwinism. Behind all those fatuous cliches that flow out of Arne Duncan and Rufus Williams is Social Darwinism.
At its ugliest point, that philosophy leads to Eugnics and worse. It did the last time it was popular in this town (and elsewhere) and still down. But it can only get to the point where it endangers human beings -- from vulnerable children to 80-year-olds freezing to death in their own homes at cold times like this -- if it's allowed to. A little light and heat (not much, really) sends these people scurrying into the corners like the rats they are.
Tue Dec 18, 2007 at 9:18 AM
Monday Morning News Roundup
It's sooooo important to hear from special education teachers who witness needed services withheld from students with disabilities. However, a major part of this story, as others have consistently noted, is that the general education teachers are being saddled with teaching students with such a huge diversity abilities and needs in large classes that have been mainstreamed. These general education teachers don't have enough training or supports to deliver learning to such an array of students, including the students with disabilities. In fact, I've seen instances where damage has been done to students with disabilities because of the lack of sped-related skills, knowledge, and abilites of the general classroom teacher. (I can't blame them, in a way. They didn't sign up for special ed assigments, but it's been foisted upon them.) It seems to me from my experience, that the general education teachers tend to feel very frustrated and then turn "negative" about inclusion. Once that happens, good luck to the child and parents trying to obtain FAPE. It has set the stage for conflict between the families and the school, and for educational abuse of the students. This, of course, is backed by downtown OSS. For shame.
Tue Dec 18, 2007 at 9:25 AM
Monday Morning News Roundup
Re: pre-school speech therapy. You could call the Federally funded Family Resource Center on Disabilities (FRCD) in Chicago. They're a huge help to parents and advocates: www.frcd.org
Tue Dec 18, 2007 at 11:11 AM
Monday Morning News Roundup
Thanks, I called them this morning. They are clearly a great resource.
Wed Dec 19, 2007 at 3:48 AM
Monday Morning News Roundup
Caseloads for providers are on OSS' computer system and are readily available to the Corey H. monitors. This is what monitoring is all about. Get out into the field-do some surveys...Check those inclusion caseloads and go into schools to see the lack of physical space. Speak with the special ed teachers ALONE.
Start with Area 11. Stop passing the buck to the teachers who are overburdened, maybe non-tenured or just tired from fighting OSS.
Start with Area 11. Stop passing the buck to the teachers who are overburdened, maybe non-tenured or just tired from fighting OSS.
Wed Dec 19, 2007 at 11:34 AM
Monday Morning News Roundup
What is the caseload for cross categorical when you have three or more disabilities?
What is the caseload when you have one half of a classroom?
Is it one half of the caseload?
What is the caseload when you have one half of a classroom?
Is it one half of the caseload?
Thu Dec 20, 2007 at 2:29 AM
Monday Morning News Roundup
Doesn't anyone here know whether it's possible to call the "Monitor" in the Corey H case. She gets several hundreds thousand dollars per year, so maybe it's time the "Monitor's Office" set up a Web site and had a hot line. These problems have been going on for a long time, but the cost of the Monitor alone (annual) would pay for five or six teachers.
Thu Dec 20, 2007 at 11:19 AM
Monday Morning News Roundup
I'll have to say, this problem--the cost of special ed services--is far more of a problem in smaller systems. There you frequently have a case where the services are more expensive per special ed student ('cause you have less of each disability so wind up with a higher special ed teacher per child ratio) and the school districts are frequently already operating on the edge so the admins have to make the Hobson's choice of either funding FAPE for all the special ed students or providing a decent education to the non-disabled students. Most districts cut here and there to try to be fair to all, but there are cases where one severely disabled student can play havoc with an entire school system's budget.
Thu Dec 20, 2007 at 11:32 AM
Monday Morning News Roundup
About that "choice of either funding FAPE for all the special ed students or providing a decent education to the non-disabled students"
Viewed through the civil rights lens, would you say systems make a choice of either helping the traditionally disenfranchised or the traditionally privileged?!
Yeah. Didn’t think so.
But, I guess it’s OK to make the choice to screw the kids with disabilities.
Viewed through the civil rights lens, would you say systems make a choice of either helping the traditionally disenfranchised or the traditionally privileged?!
Yeah. Didn’t think so.
But, I guess it’s OK to make the choice to screw the kids with disabilities.
Thu Dec 20, 2007 at 1:06 PM
Monday Morning News Roundup
Hey "Not Buying It", I would argue that that is exactly what we are currently doing as a society, and it is not the fault of the people who are making all of the decisions, but the fault of those who hold the purse strings. I think schools and districts often have their hands tied with special education because of the ridiculous funding formulas concocted by ISBE and/or CPS to calculate the number of positions a school or district is reimbursed for.
In general, I think society is doing exactly what you said, screwing the already disenfranchised, and until we fight for equitable (not equal) funding for the myriad of social issues this includes (special education being just one of them) it is a cycle that will continue ad absurdum.
In general, I think society is doing exactly what you said, screwing the already disenfranchised, and until we fight for equitable (not equal) funding for the myriad of social issues this includes (special education being just one of them) it is a cycle that will continue ad absurdum.
Thu Dec 20, 2007 at 3:52 PM
Monday Morning News Roundup
Not buying,
I'm not saying the decisions made are right, I'm just saying the choice comes up more in small districts. At least CPS isn't going to go have to present the voters with a referendum to raise their taxes because of its special ed caseload. That happens in small districts and, because these districts are small, hard feelings can flare up if a parent is viewed as being too pushy (i.e. advocating for their child) in trying to get special services. Frequently that sinks the referendum so then the district has to provide the services (provided the parent wins her hearing) and figure out how not to cheat the regular ed kids out of their educational opportunities as well. Remember, there's a limited pot of education money in most small districts, increase spending for one item, you must make a cut somewhere else unless you can get your voters to agree to raise their taxes.
The fact that the Feds and State provide some money for special ed probably helps these small districts out so that we don't wind up with this scenario playing out in every district every year.
I'm not saying the decisions made are right, I'm just saying the choice comes up more in small districts. At least CPS isn't going to go have to present the voters with a referendum to raise their taxes because of its special ed caseload. That happens in small districts and, because these districts are small, hard feelings can flare up if a parent is viewed as being too pushy (i.e. advocating for their child) in trying to get special services. Frequently that sinks the referendum so then the district has to provide the services (provided the parent wins her hearing) and figure out how not to cheat the regular ed kids out of their educational opportunities as well. Remember, there's a limited pot of education money in most small districts, increase spending for one item, you must make a cut somewhere else unless you can get your voters to agree to raise their taxes.
The fact that the Feds and State provide some money for special ed probably helps these small districts out so that we don't wind up with this scenario playing out in every district every year.
Thu Dec 20, 2007 at 6:57 PM
Monday Morning News Roundup
How much is CPS saving by NOT having certified teachers in special education? These over worked teachers certainly can not complain about case loads or the absence of one on one aides. CPS loves non-certified or non-tenured special education teachers. Where is the vacancy list for special education? Who is writing the IEPS and who is signing these IEPs? Non-certified special education teachers cannot write or sign IEPs.
Thu Dec 20, 2007 at 7:24 PM
Monday Morning News Roundup
It sounds like school admins "blame" children with disabilities for "costing too much" (and vilify those students' parents for advocating for their children’s' access to an equal education). Maybe if the school administrators were advocates for these children too, they wouldn't choose to underserve special education. Why is it OK to not offer students with disabilities the education they have a right to? Why isn't the entire education community out there advocating --- fighting --- for access by the "least of our brethren?" If any educator is "OK" with balancing their financial books on the backs of these students, they should leave the field.
Thu Dec 20, 2007 at 7:34 PM
Re Preschool
If the child is already attending preschool, the parent should talk to the school's case manager and request an evaluation. If there are any problems, Early Childhood Special Education is 553-1903. Child Find is 553-1900.
By using this service you agree not to post material that is obscene, harassing, defamatory, or otherwise objectionable. District 299 reserves the right to delete or move any material that it deems to be in violation of this rule, and to ban anyone who violates this rule. Reader comments are limited to 500 words.
