The “pathologies and pettifogging bureaucracy that so hinder district schools” are being forced on charters, writes Rick Hess. The Office for Civil Rights (OCR) at the U.S. Department of Education is demanding that 44 charter schools in Washington, D.C. prove they’re training teachers to serve students with diabetes — even if they have no such students.
Schools must provide:
. . . a “specific, narrative response to each of the complainants allegations;” “the school’s policies and procedures on, and narrative descriptions of, the school’s practice applicable to, the care of students with diabetes, including all relating to the provision of diabetes-related services;” “a description of–and all methods relating to–the method by which the school identifies students who have diabetes;” “copies of the section 504 and all other health plans for each school student with diabetes;” “the number of school staff knowledgeable about diabetes, including registered nurses, who are present at the school and the settings in which such staff are required to be present;” “diabetes-related training the school has provided or arranged for school staff during the 2010/2011 and the 2011/2012 school years;” and oodles more. The complaints included allegations that some schools did not have “adequate numbers of properly trained staff to monitor and administer medication” to students when they’re transported to and from school or during extra-curricular activities and field trips.
It’s usually safer to let juvenile diabetics manage their own medication than to let an unfamiliar adult take over. But this isn’t just about diabetes, Hess writes.
. . . multiply this little Kafkaesque exercise by all the imaginable complaints about every category of special need, every statute and regulation relating to public funds, every conceivable complaint that some special interest or grudge-holding group can surface, and expect schools to bulletproof themselves against all of that, and you realize how easy it is to prevent educators from actually focusing on education.
Compliance isn’t really about safety. If teacher training doesn’t guarantee teachers will be prepared to teach multiplying fractions, I doubt spending some of that time training on diabetes, asthma, allergies, juvenile arthritis — and all the other medical conditions that might or might not occur — will turn teachers into competent paramedics.