Chicago Public Schools is recruiting 14 community members to advise the school board on special education policies affecting thousands of students with disabilities; each will serve a one-year term.
The committee will tackle persistent issues in CPS special education, such as overcrowded classrooms, grade-level testing requirements for disabled students and the district’s protocol that seeks to keep these students in general education settings that advocates argue may not serve their needs.
“The SEAC’s purpose is to be a source of support to the district by identifying resources, increasing visibility of the important work, dispelling misunderstandings, listening and elevating the various priorities impacting special education in the CPS community,” said Board Communications Manager Sheila Pegues-Porter.
Applicants must reside in the City of Chicago and, if selected, will complete the CPS New Volunteer Application that includes a mandatory background check.
Applications are open to CPS stakeholders who are students, parents, public school educators and administrators, social service providers, residents and community leaders.
The advisory committee’s vision is an all-inclusive policy toward every student including those with disabilities’ right to receive thorough instruction in a general education environment called the LRE.
The LRE is based on a student’s unique needs and proceeds through a seven-step evaluation process beginning with a least restrictive classroom environment, a classical education model that moves toward the most restrictive learning environment classified as “Homebound or Hospital” instruction, according to the CPS’ Special Education webpage.
Successful candidates can expect to complete an onboarding process including but not limited to CPS Mandatory Reporter, Freedom of Information, Open Meetings Act and Ethics training.
Selected committee members serve in an advisory capacity only and could make decisions for the board to consider but will not have authority to participate in board decision making or have voting capacity on Board or Chicago Public School business.
The fair and transparent selection process includes an initial screening and scoring methodology to ensure candidate alignment with profile criteria.
The profile criteria looks for an established candidate commitment guaranteeing that decisions made by a member are based on the needs and experiences of students with disabilities and their families, according to a board press release.
The application deadline is Monday, Jan. 12, at 5 p.m. Click HERE to access the application.
Ald. Silvana Tabares (23rd) is encouraging parents of children with special needs, including students themselves, to consider applying for a SEAC membership saying special education in schools is crucial.
“These individuals are well-equipped to advocate for special education, as they are directly impacted by these programs,” she said.
Ald. Marty Quinn (13th) supports the SEAC and is involved with the Southwest (side) Education Advisory Council for the 13th Ward.
“We have been working collaboratively with teachers and principals for approximately 13 years to improve academic opportunities for our kids,” he said.
Quinn believes it’s up to educators, elected officials and leaders to help every student reach their fullest potential.
“What we’ve come to understand is if you don’t offer academic opportunities, whether it’s special education or a more rigorous curriculum, people will move out of the city and find those opportunities somewhere else,” he said. “About special education, it’s so, so important to meet each student at their need so people don’t move out.”
Susan Buchanan, retired CPS special education teacher and Chair of the Southwest Education Advisory Committee, has worked “side by side,” on a voluntary basis, with the Alderman on the council, Quinn said.
Some of the issues SEAC members could address are overcrowded classrooms, Buchanan said.
Some students with disabilities need more individual support which is why they qualify for an Individualized Educational Plan with set year-end goals based on test scores and teacher observations, she said.
Solutions could involve accommodations such as smaller class size, a quieter room or modifications to curriculum meaning rather than teaching at a fourth grade level where they’re at, students would be taught at a second grade level which is where they are functioning at.
“The big problem for me personally is they (the CPS network) want all the students to be working and testing at grade level meaning when it comes time for disabled students to take standardized tests, they’re taking it at grade level, which is something we know they can’t do, which is why they’re in special education,” Buchanan said.
Special education students are more successful when working on materials at their actual learning level despite insistence on use of grade level textbooks meant for non-disabled students, she said.
For Buchanan, it all comes down to funding.
“I think CPS tries to keep all students in the general education program because, let’s face it, it’s cheaper, in a way, to keep all students in one classroom,” she said. “When students are in another classroom you’re hiring another teacher.”
Instead of being financially motivated when it comes to student learning, CPS should look at what works best for all students rather than using a one-size-fits-all approach, Buchanan said.
Still, Buchanan thinks the SEAC will be helpful by putting together a committee of people that “know their craft,” she said.
“It’s definitely needed because it’s absolutely ridiculous to make a child test on grade level when you know they’re not at grade level,” Buchanan said. “We’ve got a lot of good special education teachers in CPS. Allow these special ed teachers to find tune their craft, teach the kids where they are and they’re going to see more success that way.”