The Department of Early Learning Can't Read - Going on Five Years Now

This is what the language in the law (RCW 43.215.379) passed by the Washington State legislature in 2007 (BOLDING MINE) says:

 
"For the purposes of reporting actions taken against agency licensees, upon the development of an early learning information system, the following actions shall be posted to the department's web site accessible by the public: Suspension, surrender, revocation, denial, stayed suspension, or reinstatement of a license."
 

Below I copied in an email from Amy Blondin who is DEL's "communication" manager (Bolding, underlining and bigger Font mine):

_____________________________________________________________________________

From

Blondin, Amy (DEL)

Date  Thursday, June 10, 2010 12:45 PM

To	Bergquist, Shannon (DEL); Malahovsky, Maureen (DEL)

Before Josh left today, he passed along to me a referral from the Gov’s office. It is an e-mail that Margo Logan sent to them on April 14. Josh asked that I share with you what we did in response to Margo’s e-mail.

Please let the Gov’s office know that members of the DEL Communications Team did correspond with Logan about this via e-mail. We shared with her information about:

·         The purpose of our current Child Care Check tool

·         why it is NOT considered a full information system.

She argued that point and ended up making a public disclosure request.

Amy Blondin

Communications Manager

Department of Early Learning

360.725.4919 (office phone)

360.878.0628 (cell phone)

www.del.wa.gov
_______________________________________________________________________________
 
The language in the law does not read as Amy Blondin changed it to read in her email nor in our conversation did she call it a "full information system".  

If the adult managers in the Department of Early Learning can't read how can they possibly manifest an educational system for the children in Washington State who are in daycare? 

The DEL website as created gives incomplete information and leaves out the most vital information parents need to make decisions on where to put their children while they go to work. 

Excerpts from Illiteracy Article by Ronald Nash

Found on the internet from:

The Three Kinds of Illiteracy
Ronald Nash

Just five percent of seventeen-year-old high school students can read well enough to understand and use information found in technical materials, literary essays, and historical documents."[2] Imagine then how hopeless it is to get the other 95 percent to read Plato or Dante -- or the Bible. "Barely six percent of them," Finn continues, "can solve multi-step math problems and use basic algebra."[3] We're not talking difficult math here but rather something as elementary as calculating simple interest on a loan.

Illiteracy this extensive is virtually unprecedented in America's history. Eighty years ago, in 1910, only 2.2 percent of American children between the ages of ten and fourteen could neither read nor write. It is important to remember that the illiteracy of 1910 reflected for the most part children who never had the advantage of schooling. The illiterates of today, however, are not people who never went to school; they are, for the most part, individuals who have spent eight to twelve years in public schools.

Clearly incompetence of this magnitude is not the result of accident. A large part of the blame rests with the educational establishment itself, the very people and institutions entrusted with the task of educating America's children.

There is a growing body of evidence that suggests that many of our public school teachers are themselves woefully under-educated. In 1983, for example, school teachers in Houston, Texas were required to take a competency test. More than 60 percent of the teachers failed the reading part of the test. Forty-six percent failed the math section while 26 percent could not pass the writing exam. As if this weren't bad enough, 763 of the more than 3,000 teachers taking the test cheated.