WANTED: Suspect reportedly tried to abduct a teenage girl in Colorado
FORT COLLINS, CO – Police in Colorado are hoping a composite sketch can help lead to an arrest in an attempted abduction case.
The incident happened on Tuesday in Fort Collins at about 3:40 p.m.
Police are reporting a teenage girl was riding her skateboard on Deerfield Drive when she fell.
A vehicle described as an older, tan, four-door sedan with “bubbled window tint” stopped, and a man got out. He approached the girl, grabbed her arm, and pushed her into his vehicle.
Two men were walking nearby and approached the vehicle to intervene.
The suspect reportedly told the witnesses that he knew the victim.
The victim told them she did not know the suspect.
She fled the area on foot and called the police a short time later.
Police are asking for help in identifying the suspect and are asking the two witnesses to come forward. A composite sketch of the suspect is at the top of this article.
The suspect is described as a Hispanic man, in his early 20s, about five-foot-ten, with short hair, a thin mustache, bushy eyebrows, a deep voice and a Spanish accent. He was wearing a white tank top and blue jeans at the time. He reportedly has tattoos on both arms.
“Detectives have been diligently investigating this incident. Now that they’ve spoken to area residents and completed necessary interviews, we need the larger community’s help identifying the suspect,” said Sgt. Heather Moore, who leads the Crimes Against Persons Unit.
“We’re very grateful to the bystanders who intervened, and we also really need them to contact police to share what they saw.”
Anyone with information is asked to call 970-416-2825.
This is for all those that answered the Call of Duty for Our Great Country, America the Beautiful, the Home of the Brave and the Free, who gave all and didn’t get the chance to bring up their children, or grow old with their spouses, or have careers.
The flag shouldn’t stay at half-staff all day
Federal guidelines say the flag should be displayed at half-staff only until noon, then go up to full-staff until sundown.
There are basic qualities and values needed to have and maintain a good family. These qualities and values are:
Honor, always truth and loyalty
The Future of this world
Children are the future of this world. As a good parent it is your responsibility to teach your children from birth, the above qualities and values, as these are handed down from generation-to-generation, and prepares them to be good family members, good friends, good neighbors, good employees, good leaders, and good citizens.
Good caring parents teach by example, always remembering that genuine praise, guidance, and understanding are the mark of a good parent. As your child grows, regular family quality time strengthens trust and mutual respect, forging a stronger family bond, where communication grows easier, and good memories are more easily made.
Maintaining A Good Family
The five “L’s” of a good, strong, family:
Love is at the heart of the family. All humans have the need to love and to be loved; the family is normally the place where love is expressed. Love is the close personal blending of physical and mental togetherness. It includes privacy, intimacy, sharing, belonging, and caring. The atmosphere of real love is one of honesty, understanding, patience, and forgiveness. Such love does not happen automatically; it requires constant daily effort by each family member. Loving families share activities and express a great deal of gratitude for one another. Love takes time, affection, and a positive attitude.
Learning – Families are where we learn values, skills, and behavior. Strong families manage and control their learning experiences. They establish a pattern of home life. They select appropriate television programs. They guide their children into the world outside the home. They do not let social forces rule their family life. They involve themselves in neighborhood, school, government, church, and business in ways that support their family values. Strong families teach by example and learn through experience as they explain and execute their values.
Loyalty – Strong families have a sense of loyalty and devotion toward family members. The family sticks together. They stand by each other during times of trouble. They stand up for each other when attacked by someone outside the family. Loyalty builds through sickness and health, want and good fortune, failure and success, and all the things the family faces. The family is a place of shelter for individual family members. In times of personal success or defeat, the family becomes a cheering section or a mourning bench. They also learn a sense of give and take in the family, which helps prepare them for the necessary negotiations in other relationships.
Laughter is good family medicine. Humor is an escape valve for family tension. Through laughter we learn to see ourselves honestly and objectively. Building a strong family is serious business, but if taken too seriously, family life can become very tense. Laughter balances our efforts and gives us a realistic view of things. To be helpful, family laughter must be positive in nature. Laughing together builds up a family. Laughing at each other divides a family. Families that learn to use laughter in a positive way can release tensions, gain a clearer view, and bond relationships.
Leadership is essential. Family members, usually the adults, must assume responsibility for leading the family. If no one accepts this vital role, the family will weaken. Each family needs its own special set of rules and guidelines. These rules are based on the family members’ greatest understanding of one another. The guidelines pass along from the adults to the children by example, with firmness and fairness. Strong families can work together to establish their way of life, allowing children to have a voice in decision making and enforcing rules. However, in the initial stages and in times of crisis, adult family members must get the family to work together.
State was notified of Child Abuse
allegations more than a year before
Waukegan school employee’s arrest
CHICAGO, IL – More than a year before a Waukegan school employee was charged with sexually abusing a girl for years, state education authorities were notified that he was fired by Chicago Public Schools on allegations of “child abuse,” records obtained by the Lake County News-Sun show.
Gabriel Valadez, 26, of Darien, was hired by Waukegan District 60 in August 2017, six months after he was suspended by Chicago Public Schools, where he was a special education classroom assistant. He was fired from CPS in December 2017 after his suspension the previous February.
A letter obtained from Chicago Public Schools shows the Illinois State Board of Education was notified of his termination the following month, in January 2018. A spokeswoman for the state agency said she could not comment on specific cases, but ISBE records show Valadez’s paraprofessional educators license remains valid.
Defense attorney John Deleon, who is representing Valadez, declined to comment due to the pending charges. He said his client also would not comment.
An internal Chicago Public Schools memo summarizing Valadez’s 2017 termination hearing concluded that he “exhibited all the classic signs of child grooming behavior,” which occurs when an adult attempts to gain the trust of the child, looks for opportunities to be alone with the child and gives gifts or money to the child.
Valadez, who pleaded not guilty earlier this month, was arrested Feb. 19 at Waukegan District 60’s administrative offices by Chicago police officers and charged with grooming and sexually abusing a girl for several years, when she was between the ages of 9 and 13, according to court records.
He is accused of taking the girl’s hand and having her touch him, of groping her bottom and of asking her to send sexually explicit and nude photographs of herself, according to preliminary complaints filed in Cook County court.
Waukegan District 60 has “not received any official communication” from either Chicago Public Schools or the Illinois State Board of Education regarding Valadez and his time at CPS, district spokesman Nick Alajakis said.
A bill approved by the Illinois House and awaiting action in the Illinois Senate would give the State Board of Education the ability to suspend the licenses of educators under investigation, a change that might have helped Waukegan District 60 learn about Valadez’s history sooner.
Valadez joined Chicago Public Schools in May 2014 in office support for the district’s Network 7, according to personnel records obtained from CPS.
Seven months later, in December 2014, he took a job as a special education classroom assistant at Infinity Math, Science and Tech High School in Chicago’s South Lawndale neighborhood, according to personnel records. A year later, he moved to Jungman Elementary School.
It was at Jungman that questions arose about Valadez’s contact with a student.
Valadez was suspended Feb. 16, 2017, after giving a student a chocolate Valentine’s Day present despite being warned verbally and in writing to have no contact with that student, according to a letter from Chicago Public Schools to Valadez.
Valadez was never the student’s teacher, he told an investigator. He said during the 2016-17 school year, one of his assignments included taking another student from one classroom to the science lab, where the girl was also assigned during that period.
Valadez was told not to contact the student following a March 2016 incident where he was speaking to the student outside someone’s house after school until the father came home, according to a November 2017 internal memo.
According to the report, Valadez had been reminded of the no-contact order in September 2016 after staff members saw him playing basketball with the student after school hours. Valadez denied that he had played basketball with the student.
Valadez told Jungman’s principal that he thought it was OK to give the student the chocolates because two other adults were present at the time, according to a redacted copy of the investigative report. The principal said Valadez told her he had been asked by another special education classroom aide to bring the chocolates for the student.
The other employee told the investigator that she never told Valadez to get chocolates for the students, according to the report.
Valadez later told an investigator that he had brought chocolates and red roses to give to staff, and decided to give the chocolates to the student after he realized he had some left over, according to the report. He said the student had followed him into the classroom and he gave the student the chocolates and told her, “Get outta here.”
The student told the investigator that she did not know Valadez was not supposed to talk to her, according to the report. The student said she would often speak to Valadez before and after school, at least once a week, which Valadez denied when interviewed by the investigator.
A union representative who testified on Valadez’s behalf at his termination hearing denied Valadez was engaged in grooming behavior, and said Valadez did not communicate with the student through social media or text messaging.
According to an internal memo, Valadez did not testify at the hearing.
Valadez had previously been investigated in 2015 for alleging staring at student-athletes during practice and making them uncomfortable, for making an inappropriate comment to a former student, and for staring at a student who was in detention, according to the investigative report.
The investigator, who spoke to the students involved as well as staff, found none of the allegations were supported by evidence, according to the report.
Termination and notification
Following the Feb. 16, 2017, suspension by Chicago Public Schools, Valadez was sometimes paid and sometimes unpaid throughout the course of an investigation and subsequent proceedings, CPS records show.
He was fired in December 2017 and placed on the district’s do-not-hire list, according to a letter from the district to Valadez.
A month later, Chicago Public Schools sent a letter to the Illinois State Board of Education, notifying the agency it had “reasonable cause” to believe he had been fired after “committing an intentional act of child abuse.”
By this time, Valadez had already been hired by Waukegan District 60 as an administrative assistant at its district offices, records show. Valadez resigned in February, the week after his arrest.
His application with Waukegan, submitted in July 2017, said he was still employed by Chicago Public Schools and had never been fired, which was all true at that point. On a form completed in August, he denied that he had ever been investigated for misconduct, which was not true.
Valadez wasn’t the district’s first pick, according to text messages sent by Superintendent Theresa Plascencia to a school board member following Valadez’s arrest. Three other applicants, including an internal candidate, received offers but declined the job.
Plascencia did know Valadez from her time at CPS, but she was not involved in his hiring at Waukegan, Alajakis said.
Plascencia was the chief of Network 7 from November 2013 to August 2015 when she took a new role with CPS as executive director for high school design, programs and support. She left CPS in April 2016 prior to the start of the internal investigation into Valadez’s conduct at Jungman.
Notifications like Chicago Public Schools’ letter to ISBE, which are required under state law, can trigger an investigation by the Illinois State Board of Education and ultimately the suspension or revocation of an educator’s license, ISBE spokeswoman Jackie Matthews said.
Matthews, who declined to comment on any particular case, said there is no way to predict how long any single case will take to resolve because each comes with its own set of circumstances.
Valadez still had an active paraprofessional educator license as of Friday, Illinois State Board of Education records show.
ISBE will hold off on an investigation, for example, if the police or Department of Child and Family Services are conducting their own investigations, Matthews said. The amount of time it takes for those investigations and criminal proceedings to conclude “varies significantly.”
That means an educator’s license can remain valid and, if they’ve since moved on to another district, no one there may know they’re under investigation.
ISBE does not have the ability to suspend educators’ licenses while they are being investigated for serious alleged crimes involving physical and sexual abuse, though it would want that authority, ISBE’s general counsel, Stephanie Jones, testified before the General Assembly last year.
A bill that would give ISBE that power passed the Illinois Senate in a 57-0 vote April 11. It is now being considered by the House.
May 2014: Gabriel Valadez joins Chicago Public Schools in Network 7 office support.
December 2014: Valadez takes a special education classroom assistant position at Infinity Math, Science and Tech High School.
December 2015: Valadez moves to Jungman Elementary School.
March 2016: Valadez told to have no contact with a student at Jungman.
February 2017: Valadez was suspended after giving Valentine’s Day chocolates to the student with whom he had been ordered to have no contact.
August 2017: Valadez is hired at Waukegan District 60 as an administrative assistant at its district offices.
December 2017: Valadez is fired from Chicago Public Schools.
January 2018: Chicago Public Schools notifies the Illinois State Board of Education that it fired Valadez over allegations of child abuse.
February 2019: Valadez is arrested at Waukegan District 60’s administrative office on charges of child sexual abuse and grooming. He voluntarily resigns the following week.