IN MY SHOES, INC
 THE NATIONAL PARENT EDUCATION CENTER
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Chicago Public Schools, IL
 BREAKING NEWS: UPDATE

THE EDUCATIONAL VIOLATIONS OF
Student X

On January 4, 2010, we became involved in a case that disclosed the unacceptable incompetence of Chicago Public Schools (CPS). 

Since the beginning of the 2009-2010 school year, which commenced in September 2009, a child set in a class room 'failing' as her parents fought for the school to implement documented educational strategies that worked in her former private school.

In addition, unlike modern day school systems, which have contact numbers and emails listed, the Chicago Public School system is very antiquated.  One visit to the website and one quickly will notice that under Department and Contact listings there are only main numbers; there are no direct contact numbers or email addresses.  Twice we were told by people in  Dr. Barbara Eason-Watkin's office that they would not give us their email because they did not see the need to get involved.  Dr. Barbara Eason-Watkin is the Chief Education Officer.

Needless to say, we had to become very creative in getting these emails to bypass the system CPS has in place of faxing documents, a system which forfeits responsibility and accountability.

This embedded philosophy, of keeping parents confused, isolated and frustrated as they try to resolve problems and positively partner with schools, was identified rapidly as being systemic when we moved to the Chief Executive's Office of Ron Huberman.  More disheartening was the realization that from the School-level administration to the Chief Executive Officer there existed an ignorance of NCLB – Response to Intervention,Tier 2.  We, The National Parent Education Center (TNPEC), had to educate them – CPS Administrators- on the law including and not limited to sending them Illinois State Board of Education’s FAQs about RTI.

TNPEC worked with the parent to produce a thorough list of educational strategies that met the child’s needs.  On January 25, 2010, these strategies along with the original list generated by the former school were implemented.  Needless to say, there is a sincere lack of trust and question as to whether CPS can actually meet the child’s educational needs.  However, our first request to move the child to another school promptly was discarded once strong evidence and data supported that problems in CPS are not isolated but systemic.  Therefore, there is an overwhelming probability that the problem would exist at another school and vital time would pass before the child would be serve, time we could not afford to waste if there is a real chance for immediate resolution.

Unfortunately, there are over 400,000 students in the Chicago Public Schools.  According to Educational Statistics, 15-25% of students educational needs will not be met in a general educational setting.  Therefore, this repeated scenario could represent nearly 100,000 students not being served/failing in Chicago Public Schools because of incompetence, which should be unacceptable.

 
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On March 5, 2010, we were informed by the parent that the school had not implemented the suggestions and strategies we made to the IEP. 

However, a teacher had informed the Special Service Department that the student's IEP should include certain items.  Ironically, the items were the ones we suggested and were told would be added to the IEP.

Here is part of an email sent to the Head of the Special Service Department.

"...Below you will notice that [Name of Elementary School] is adding the reading to the IEP.  We made this
suggestion in writing when we first received the IEP.  Again, [Name of Elementary School] and
CPS staff prove that they will not listen to the parent.  However, the suggestions were not made solely based on the documents and data the parent and our organization reviewed, but was made because of the ACT
explore results of the child - a test that CPS administered.  Therefore, [Name of Elementary School] and CPS failed to implement proper strategy based on what their data detailed.  This behavior has resulted in an additional two month delay in meeting the educational needs of ..., a delay which should have never happened....The actions of CPS,  in the matter of...,  have  represented an acceptance of ‘Not meeting the child educational needs’ as the Status Quo..."
 

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 On March 11, the Assistant to the Chief Executive Officer has intervene.  In an email written to our organization he states,

"I have asked the Office of Specialized Services to move on this as soon as possible, please let me know what happens at the ground level."
Bear in mind, we asked this department to get involved back in January. 
To be continued.
 
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