Disabled Teens Miss School, Lag Behind

Disabled teens more likely to miss school Tribune
absence rates among students with disabilities in Chicago's public high
schools are the largest factor explaining the difference in their
academic performance when compared with non-disabled peers, according
to a new research report.

Emotionally troubled CPS students lag in graduating Sun Times

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Public Schools students with behavioral problems are posting the lowest
academic performance of all special-education students.

High school student finds, returns victim's phone Tribune
Aisha Riley, 18, was walking near Howard Street on Tuesday night when
she found the phone on the street near her grandmother's house.

High school teacher plays to his crowd
Columbia Chronicle
Charter Schools may have less money to spend on its after-school
programs this year, but its faculty has come up with their own way to
make up for the school's budget constraints.

Book Argues Design is the Third Teacher in Schools
new push to change schools and education is coming from an unlikely
source. It's not teachers, parents, or students. It's coming from
architects and designers.

Filed under: Daily News Roundup


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  • Access Living as an organization was extremely pleased to see that the Consortium on Chicago School Research conducted its study of CPS freshmen who have identified disabilities. The research is of great value, but as the authors of the study indicated that there was the need for

  • In reply to Rodestvan:

    Rod, as always you write some powerful truths. In my classes, I see students who not only exhibit ODD and CD behavioral traits, but there are also many depressed, anxious, and manic emotional manifestations. I suspect a great deal of untreated PTDS. And it really doesn't matter whether these students are special ed identified or not, as we teachers are on our own to deal with it. It is heart-wrenching and frustrating for classroom teachers to see this and have so little control in getting adequate resources to help. Keep fighting the good fight, Rod, and I won't quit doing the very best I can to help in the trenches.

  • In reply to Rodestvan:

    So what are we giving Benchmark Assessments for?! Ronnie is a BS artist--he does not even know we give more tests than just ISAT?
    "To better manage classroom performance for all students,...Huberman: At this point, the only barometer of success is a yearly standardized test."

  • In reply to Rodestvan:

    So right Ron! and here is a dirty secret: many EBD students are not labeled EBD since CPS discourages identification of ED students. Then if BD is tied to the student's environment, poverty, violence, etc,(lot's of students here), we are discouraged from labeling BD! CCRS only got the tip of the iceberg.

  • In reply to Rodestvan:

    Many of our students who are labeled learning disabled are really students with mild cognitive disabilites or EBD. Special education teachers are basically well-meaning and have accepted children with IQs in the low 70's into their programs because in many schools here is no other help for these children.

    We seem to be moving toward teacher evaluations based upon data derived from test scores. When the data is analyzed the assumption is made that a child who is labeled LD will, with specialized services, show academic growth. The special education teachers in CPS who agree to sign off at an MDC for students inaccurately labeled will not be rewarded for their compassion under the new teacher evaluation system. Maybe it is time for OSS to "dive into" their own data.

  • In reply to Rodestvan:

    My sister does co-teaching (she's a SPED teacher) in a district in central IL. She says that the rule there is that if a student is just CD, it isn't covered under SPED, they technically qualify for no services, therefore the people there tend to diagnose them with a non-CD (say LD or somesuch) otherwise they will qualify for no services.

    Why are the rules different in different school district? Isn't sped under the auspices of the state and federal government?

  • In reply to Rodestvan:

    bree tracey at medill follows up on the CCSR report with an interesting look at disabled kids and violence -- and prominent placement for rod estvan and the head of OSS. check it out here:


  • In reply to Rodestvan:

    Estvan said CPS officials told him three special education teachers were being added, but Estvan, instead saying that his research showed that 56 were actually being cut.

  • In reply to Rodestvan:

    A visonary idea Ron..1 day a week, every OSS administrator must go to 1 school and work there ALL day with special education students. OK-1 full day every two weeks, if a holiday, they still have to service students the next school day. What a fantastic learning and professional development experieince for both OSS adminitrators and the school. How helpful to the students! You pick the schools Ron--you are the CEO--do you have the guts to do this?

  • In reply to Rodestvan:

    It is criminal on the part of CPS to know what they have and not be pro-active about the challenge of actively supporting our most challenged students. With the Huberman doctrine in place, those running schools would pray that these children would drop out so as not to bring down the scores. That is the state of Daley's school system.

  • In reply to Rodestvan:

    Add: OSS administrators has to chaek in at the school level with the principal--no cheating here, getting your OSS friends to cover/swipe for you, allow you to skip a day or only do 2 hours. They have to sign-in AND sign-out and the day is always the same; the 2nd Wednesday of the month, etc. wow--what a great idea!

  • thanks, rod -- albeit for a pretty dire assessment.
    then again, huberman himself sounds pretty dismal in describing the current state of education in chicago in this clip from a recent speech at UIC (anyone have video or audio of the event?)


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