I was curious about the onset of Jack Levine in the SDHC Parent Press
http://www.4generationsinstitute.org/
Health Care Access is Essential, one would find:
....... "Please visit the Voices for America's Children site at www.voices.org and click on the Speak Up section of the site. .........
JACK LEVINE,
founder,
4Generations Institute,
Tallahassee "
If one follows the www.voices.org link, one can find Speak Out but not Speak Up.
Today's headline is:
SCHIP Secured, Progress Denied
On December 19 Congress completed action a stop-gap measure to continue the State Children’s Health Insurance Program (SCHIP) through March 2009, Voices for America’s Children hailed the extension of the vital program for children’s health care, but expressed outrage that that lack of an authorization halts the drive to provide coverage to more of the nation’s nine million uninsured children.
Monday, December 31, 2007
Saturday, December 29, 2007
Image More Important Than Substance?
This article may hold information that is common to our public school education systems. For those who believe that the main goal of the system is to maintain an image of competence at the cost of achieving competence, this article fits the template.
Two teachers with apparent laudable backgrounds appear to be trying to improve their system. It appears they have the necessary experience to comprehend what changes were needed that would be beneficial.
For their efforts, they are banned.
"Traube said the district isn’t interested in public constructive criticism.
“I think its obvious what they want is a very cooperative relationship between anyone representing teachers,” he said. “They don’t want anyone to be adversarial in this district”.
"Chester, who is retired from a career in the U.S. Food and Drug Administration has taught for seven years. Last year, children at one of the schools she was banned from nominated her for teacher of the year, she said. She also volunteered to start a penmanship club at one of the schools."
"Teaching is what she loves, Chester said. But, she said, “I would like the cloud of fear that people who work for this district are under to go away.”"
This is not the first time I have heard of a "cloud of fear" within a public school system.
Banned substitutes still speaking out against school district : Lee County : Naples Daily News
Two teachers with apparent laudable backgrounds appear to be trying to improve their system. It appears they have the necessary experience to comprehend what changes were needed that would be beneficial.
For their efforts, they are banned.
"Traube said the district isn’t interested in public constructive criticism.
“I think its obvious what they want is a very cooperative relationship between anyone representing teachers,” he said. “They don’t want anyone to be adversarial in this district”.
"Chester, who is retired from a career in the U.S. Food and Drug Administration has taught for seven years. Last year, children at one of the schools she was banned from nominated her for teacher of the year, she said. She also volunteered to start a penmanship club at one of the schools."
"Teaching is what she loves, Chester said. But, she said, “I would like the cloud of fear that people who work for this district are under to go away.”"
This is not the first time I have heard of a "cloud of fear" within a public school system.
Banned substitutes still speaking out against school district : Lee County : Naples Daily News
Thursday, November 22, 2007
This Dot may be Huge if it is truly connected
While reading a story that appeared to be about the misstep of a Band Director, Texting Puts Teacher In Bind , I also read the comments.
If one reads this and follows the connections, it says a lot. First there is an allegation about a band director's ex-wife had an affair with the husband of a school board member who was having an affair with an administrator.
A more direct comment about the story is that apparently the "complaining parent" against the Band Director is also a "teacher". And the teacher/parent wants something.
This is just too much if it is true. Education just has to take a back seat to this story. And to think that decisions are made in the best interest of our children and our teachers.
This one stands out like a Dot of a solar ray:
Posted by ( cshultz110 ) on November 22, 2007 at 1:06 p.m. ( Suggest removal )
luvpercussion
You are completely correct! God forbid the truth come out. It is all politics, just ask Jenifer Felairo and Mark Hart (Opps, I forgot that affair was covered up . . . I am sooo sorry!) he, he Amazing how he just "left".
Folks, I have been in this district for 11 years and know for a fact that it IS a good ole' boys system. Lots of corruption and politics. To give you an idea (and yes, this is first hand knowledge), I was a band director and took a leave of absence last year after my now ex-wife had an affair with a promonent school board members now ex-husband. (Yes, they were both cheating on each other. See previously mentioned) After getting my act back together and returning from my leave, I was shocked to find that no principal would hire me. Not because of my performance, but because nobody wanted to touch the situation since it delt directly with a school board member and the politics it would involve. That is our school board folks!!! I can't wait for Mr. S to be obsolved of this accusations. Shame on the parent who is a teacher trying to play the system to get what they want. That should be the real headline: "How a teacher uses politics to ruin anothers career and how the school board helps them to do it."
If one reads this and follows the connections, it says a lot. First there is an allegation about a band director's ex-wife had an affair with the husband of a school board member who was having an affair with an administrator.
A more direct comment about the story is that apparently the "complaining parent" against the Band Director is also a "teacher". And the teacher/parent wants something.
This is just too much if it is true. Education just has to take a back seat to this story. And to think that decisions are made in the best interest of our children and our teachers.
This one stands out like a Dot of a solar ray:
Posted by ( cshultz110 ) on November 22, 2007 at 1:06 p.m. ( Suggest removal )
luvpercussion
You are completely correct! God forbid the truth come out. It is all politics, just ask Jenifer Felairo and Mark Hart (Opps, I forgot that affair was covered up . . . I am sooo sorry!) he, he Amazing how he just "left".
Folks, I have been in this district for 11 years and know for a fact that it IS a good ole' boys system. Lots of corruption and politics. To give you an idea (and yes, this is first hand knowledge), I was a band director and took a leave of absence last year after my now ex-wife had an affair with a promonent school board members now ex-husband. (Yes, they were both cheating on each other. See previously mentioned) After getting my act back together and returning from my leave, I was shocked to find that no principal would hire me. Not because of my performance, but because nobody wanted to touch the situation since it delt directly with a school board member and the politics it would involve. That is our school board folks!!! I can't wait for Mr. S to be obsolved of this accusations. Shame on the parent who is a teacher trying to play the system to get what they want. That should be the real headline: "How a teacher uses politics to ruin anothers career and how the school board helps them to do it."
Monday, November 19, 2007
A new threat to Public School Authority
This is the second one of these cases I have seen.
School Sues Woman For Criticism On Blog
This was the first, where the school board eventually dropped their threat.
However, having read the reports on what happened since the above threat drop, enough attention has been brought to rise to this level.
My interest in this is more than just blogger's being a pain. I am curious to see if bloggers may be able to accomplish something that disgruntled teachers, disgruntled school administrators (yes, they may be few, but they exist), disgruntled parents and disgruntled unions (not sure about that one) have never been able to accomplish.
About 18 years ago, someone "took me aside" and told me that "the School system is very powerful". I was told I should be careful. I was told that "they" don't lose.
The HCDS is just one of many School systems. However, I have since analyzed events and actions that I hear or read about taken by all school boards from a "power and authority" perspective. I don't understand how they get it. I don't understand how it can be so broad. I don't understand how it is so difficult to contest it.
They can take command of so many behaviors for students, teachers and parents. They can take command of behaviors that are on school property and off school property. They can take command of behaviors on school time or off school time. They have the power to have students, teachers and parents arrested in any of the above settings. Or they can absolve themselves of responsibilities with an apparent fearless stance.
And this power is almost absolute.
The media is full of stories of how school systems have demonstrated this power and authority.
Technology is affording information to more people much faster. I am curious to how bloggers have an effect on school system's power and authority.
Update:
I was perusing the local blogs and this seemed either fortuitous, serendipitous or coincidental
If you read all of it, one can make this connection which compliments my thoughts on school systems power and authority. Is it abused?
What got my attention was the comment or question about how the School Board appeals are handled. I would be interested to know if the School Board has to vote to authorize appeals. If so, did they vote to appeal both of the Erwin and the Whitehead cases? Was there testimony by Board members in both of these cases that indicated they knew of the appeal?
Just askin'
School Sues Woman For Criticism On Blog
This was the first, where the school board eventually dropped their threat.
However, having read the reports on what happened since the above threat drop, enough attention has been brought to rise to this level.
My interest in this is more than just blogger's being a pain. I am curious to see if bloggers may be able to accomplish something that disgruntled teachers, disgruntled school administrators (yes, they may be few, but they exist), disgruntled parents and disgruntled unions (not sure about that one) have never been able to accomplish.
About 18 years ago, someone "took me aside" and told me that "the School system is very powerful". I was told I should be careful. I was told that "they" don't lose.
The HCDS is just one of many School systems. However, I have since analyzed events and actions that I hear or read about taken by all school boards from a "power and authority" perspective. I don't understand how they get it. I don't understand how it can be so broad. I don't understand how it is so difficult to contest it.
They can take command of so many behaviors for students, teachers and parents. They can take command of behaviors that are on school property and off school property. They can take command of behaviors on school time or off school time. They have the power to have students, teachers and parents arrested in any of the above settings. Or they can absolve themselves of responsibilities with an apparent fearless stance.
And this power is almost absolute.
The media is full of stories of how school systems have demonstrated this power and authority.
Technology is affording information to more people much faster. I am curious to how bloggers have an effect on school system's power and authority.
Update:
I was perusing the local blogs and this seemed either fortuitous, serendipitous or coincidental
If you read all of it, one can make this connection which compliments my thoughts on school systems power and authority. Is it abused?
What got my attention was the comment or question about how the School Board appeals are handled. I would be interested to know if the School Board has to vote to authorize appeals. If so, did they vote to appeal both of the Erwin and the Whitehead cases? Was there testimony by Board members in both of these cases that indicated they knew of the appeal?
Just askin'
Wednesday, November 14, 2007
Some Business Components of Education
Interesting commentary.
Especially when he poses the thought that business decision makers of the education system should speak the truth.
Dade County teachers used to hold their IEP meetings in groups in the cafeteria. Imagine the monkey wrench thrown into that process when a knowledgeable parent comes along that the I in IEP stands for "individualized".
It appears that when these crossfires of time issues occur, it is the student that suffers. Being responsible and stressed does not make for a positive education environment, parent, teacher or student.
Florida School Boss: School Bosses in Planning Time Crossfire
Especially when he poses the thought that business decision makers of the education system should speak the truth.
Dade County teachers used to hold their IEP meetings in groups in the cafeteria. Imagine the monkey wrench thrown into that process when a knowledgeable parent comes along that the I in IEP stands for "individualized".
It appears that when these crossfires of time issues occur, it is the student that suffers. Being responsible and stressed does not make for a positive education environment, parent, teacher or student.
Florida School Boss: School Bosses in Planning Time Crossfire
Monday, November 12, 2007
Threats and Promises or abuse of Power by the School Boards?
I really hate it when kids are manipulated by authority figures (parents or any one else) with what I call "The Empty Threats and Promises Regimen". It is a path to having a messed up kid. The authority figure should teach that their words mean something. When authority figures threaten a consequence or promise a consequence (negative or positive) and do not follow through, they are teaching kids to disrespect authority.
It happens all the time, everyday. Kids never know when the authority figure "really means it" because the threat or promise is seldom honored.
Then we have authority figures who expect kids to simply respect authority "because I said so". For kids who have been taught correctly that "because I said so" means something, it works. For kids who have been taught that "because I said so" usually doesn't mean anything, it doesn't work.
To be clear, we should all practice to say what we mean and mean what we say, especially with our kids. The more we practice, the less chance we will make empty threats or promises. And, when it comes to our kids, if and when we write a check we can't cash, we should acknowledge to the kid we made a wrong decision and restate it. Doesn't mean the kid gets away with it. It's not like in court where the kid gets off on a technicality. But to just throw parental power around abusively does not teach respect for authority.
Having said all of that, I wonder what the intent of the below School Board's action of threatening to file suit on the blogger was. An Empty Threat or a Promise.
One can follow the links on this blog that provides the original charge by the District for the blogger to remove certain items.
The blogger decided to retain legal council and fight.
The Supt. dropped the cause, not because of the blogger's response, but for the children of the District.
www.gisdwatch.com
It happens all the time, everyday. Kids never know when the authority figure "really means it" because the threat or promise is seldom honored.
Then we have authority figures who expect kids to simply respect authority "because I said so". For kids who have been taught correctly that "because I said so" means something, it works. For kids who have been taught that "because I said so" usually doesn't mean anything, it doesn't work.
To be clear, we should all practice to say what we mean and mean what we say, especially with our kids. The more we practice, the less chance we will make empty threats or promises. And, when it comes to our kids, if and when we write a check we can't cash, we should acknowledge to the kid we made a wrong decision and restate it. Doesn't mean the kid gets away with it. It's not like in court where the kid gets off on a technicality. But to just throw parental power around abusively does not teach respect for authority.
Having said all of that, I wonder what the intent of the below School Board's action of threatening to file suit on the blogger was. An Empty Threat or a Promise.
One can follow the links on this blog that provides the original charge by the District for the blogger to remove certain items.
The blogger decided to retain legal council and fight.
The Supt. dropped the cause, not because of the blogger's response, but for the children of the District.
www.gisdwatch.com
Friday, November 9, 2007
My read-everyday blogger is emphatic about "EDUCATING YOUNG STUDENTS IS NOT A BUSINESS!"
We share an angst about our public education system. We view it from different perspectives.
I am particularly impressed by this post: Courage Needs Fear by Definition
There are two points that, when put together, I have a question about.
"It is appropriate to describe what goes on at an individual school if it is relevant to the public (taxpayers). It should not concern the taxpayer which school one is describing in particular, but only that a problem exists that needs to be addressed. Those involved know what school is having which problem."
"We must have reasonable faith that those in administration we disagree with are acting according to their best beliefs of how things should be."
I have watched many Board meetings and had years of experience in both describing individual issues and grappling with trying to have reasonable faith in administrators.
Through blogging and other on-line media, I now see evidence of teachers who are trying to expose problems that effect their ability to perform their job as educators. I see teachers using research based articles and references to support their positions.
We share an angst about our public education system. We view it from different perspectives.
I am particularly impressed by this post: Courage Needs Fear by Definition
There are two points that, when put together, I have a question about.
"It is appropriate to describe what goes on at an individual school if it is relevant to the public (taxpayers). It should not concern the taxpayer which school one is describing in particular, but only that a problem exists that needs to be addressed. Those involved know what school is having which problem."
"We must have reasonable faith that those in administration we disagree with are acting according to their best beliefs of how things should be."
I have watched many Board meetings and had years of experience in both describing individual issues and grappling with trying to have reasonable faith in administrators.
Through blogging and other on-line media, I now see evidence of teachers who are trying to expose problems that effect their ability to perform their job as educators. I see teachers using research based articles and references to support their positions.
Tuesday, November 6, 2007
Time for an allegory
Having watched the HCDS (or is it SDHC) Board meeting today, I will attempt to create an allegory using the newer Board members and advocating parents of special education students in the public schools.
Both sets are given a set of rules when they first start. Both sets trust that they will be dealt with honestly. Both sets take their time to anaylze what happens, and overlook things that don't seem right as they try to learn their way.
When conditions reach the point that the situation is perceived as wrong, both sets start to act on their emotions. They try to make sense of things. They use logic and try to bring in information. They act on a field of what they think is common sense. It is at this point when both sets start to learn the hard facts about how the system really works and how customs and laws effect the course of events. These customs and laws come out as they are needed.
Each set starts to see that their lack of knowledge is used against them. Each set starts to learn the rules, but they are far behind in understanding how they work and also knowing how to make them work. For special ed parents it starts with their procedural safeguards summary, which a lot of professionals do not understand, then leads to a need for full comprehension of IDEA.
I heard things said by Board members tonight that were aptly labled "under the radar". As a parent, I have heard those types of comments in many settings. I "am not a trained educator". I "have too much emotion involved to know what is best for my son". I "need to trust the professional's that have been doing this a long time". (ask me sometime about the SPELLING WORD LISTS or the computer screen that no one could use).
Another comment I heard tonight jogged my memory. Years ago, I was in a long meeting with several high ranking district people. One of them, after hours of discussion, made the statement "If you don't trust us, then we don't need to be talking". In hind sight, I should have got up and left. The issues at hand were real. Trust was secondary to the issues that were being hammered out. But it was used as "power tool" to place me in a subserviant position. It's like making your kid tell you they love you when they are mad at you. If the District had done the right things instead of what was proven to be wrong, we wouldn't be where we were. To say things like that in a setting like that is an abuse of the relationship.
I know that it takes a lot of resources for a parent to continue to advocate for a special ed kid when things go wrong. The system is a good trainer for those who are willing to learn from it. And those who learn will be very strong in the end. Both parents and Board members.
Both sets are given a set of rules when they first start. Both sets trust that they will be dealt with honestly. Both sets take their time to anaylze what happens, and overlook things that don't seem right as they try to learn their way.
When conditions reach the point that the situation is perceived as wrong, both sets start to act on their emotions. They try to make sense of things. They use logic and try to bring in information. They act on a field of what they think is common sense. It is at this point when both sets start to learn the hard facts about how the system really works and how customs and laws effect the course of events. These customs and laws come out as they are needed.
Each set starts to see that their lack of knowledge is used against them. Each set starts to learn the rules, but they are far behind in understanding how they work and also knowing how to make them work. For special ed parents it starts with their procedural safeguards summary, which a lot of professionals do not understand, then leads to a need for full comprehension of IDEA.
I heard things said by Board members tonight that were aptly labled "under the radar". As a parent, I have heard those types of comments in many settings. I "am not a trained educator". I "have too much emotion involved to know what is best for my son". I "need to trust the professional's that have been doing this a long time". (ask me sometime about the SPELLING WORD LISTS or the computer screen that no one could use).
Another comment I heard tonight jogged my memory. Years ago, I was in a long meeting with several high ranking district people. One of them, after hours of discussion, made the statement "If you don't trust us, then we don't need to be talking". In hind sight, I should have got up and left. The issues at hand were real. Trust was secondary to the issues that were being hammered out. But it was used as "power tool" to place me in a subserviant position. It's like making your kid tell you they love you when they are mad at you. If the District had done the right things instead of what was proven to be wrong, we wouldn't be where we were. To say things like that in a setting like that is an abuse of the relationship.
I know that it takes a lot of resources for a parent to continue to advocate for a special ed kid when things go wrong. The system is a good trainer for those who are willing to learn from it. And those who learn will be very strong in the end. Both parents and Board members.
Monday, November 5, 2007
When is a carrot unhealthy?
What do they know and how do they know it?
Hernando: Schools may drop merit pay
This article says it will cost $369,000 plus from the teachers so that the district can get the money and then the money will be given to up to %25 of a to-be-determined group based on a jello-consistency format.
It appears the power people involved look at this "free money" as having a price tag.
My question is, how much is the total gain for the %25 of teachers that get lucky.
It seems like %75 of the teachers paid for a pig in the poke. And helped %25 of their friends.
Hernando: Schools may drop merit pay
This article says it will cost $369,000 plus from the teachers so that the district can get the money and then the money will be given to up to %25 of a to-be-determined group based on a jello-consistency format.
It appears the power people involved look at this "free money" as having a price tag.
My question is, how much is the total gain for the %25 of teachers that get lucky.
It seems like %75 of the teachers paid for a pig in the poke. And helped %25 of their friends.
Thursday, November 1, 2007
We are Playing Those Mind Games Together
Hillsborough: Suspension without rules
I have written before about obfuscation.
I have a question. The administration (some)say that these suspensions are not a punishment.
How does a student process this information? From an educational point of view? From a behavior modification point of view?
In this case, we are talking a student with a processing difficulty.
Does anyone know what concrete thinking is?
Does anyone know what abstract thinking is?
Does anyone know how to ascertain when these different cognitive skills are needed to process information?
I keep hearing echos in my mind "But I didn't do anything wrong". (inside voice - I didn't get punished, so must not have done anything wrong.)
But other kids, when they get suspended, they are being punished. Why am I different? They are just playing mind games with me.
Training kids that suspension is not a consequence for "their" behavior, but the suspension is for the "parents" behavior is somewhat confusing.
Do they have different colored suspension forms so one can tell if it is the student behavior that gets the student suspended or the parents behavior that gets the student suspended?
Must be hell to have a parent that won't contact the school. In more ways than one.
I have written before about obfuscation.
I have a question. The administration (some)say that these suspensions are not a punishment.
How does a student process this information? From an educational point of view? From a behavior modification point of view?
In this case, we are talking a student with a processing difficulty.
Does anyone know what concrete thinking is?
Does anyone know what abstract thinking is?
Does anyone know how to ascertain when these different cognitive skills are needed to process information?
I keep hearing echos in my mind "But I didn't do anything wrong". (inside voice - I didn't get punished, so must not have done anything wrong.)
But other kids, when they get suspended, they are being punished. Why am I different? They are just playing mind games with me.
Training kids that suspension is not a consequence for "their" behavior, but the suspension is for the "parents" behavior is somewhat confusing.
Do they have different colored suspension forms so one can tell if it is the student behavior that gets the student suspended or the parents behavior that gets the student suspended?
Must be hell to have a parent that won't contact the school. In more ways than one.
Wednesday, October 31, 2007
What can one say on a blog
This is a sign of the times.
GISD moves ahead with threat to sue parent
By Rhiannon Meyers
The Daily News
Published October 31, 2007
GALVESTON — The public school district has officially demanded that
parent Sandra Tetley remove what it says is libelous material from her Web
site or face a lawsuit for defamation.
I have not read the blog to make my own opinion.
The fact that the School Board is suing was enough to get my attention.
What I am curious to see is if this is an abuse of power of the School Board.
How many teachers do you know that have been told not to bite the hand that feeds them?
How many parents that you know have been retaliated against by indirect or direct threats? I've been there, and I know others that have been there. And one landmark Federal case. Right here in my county.
This is the blog: here
GISD moves ahead with threat to sue parent
By Rhiannon Meyers
The Daily News
Published October 31, 2007
GALVESTON — The public school district has officially demanded that
parent Sandra Tetley remove what it says is libelous material from her Web
site or face a lawsuit for defamation.
I have not read the blog to make my own opinion.
The fact that the School Board is suing was enough to get my attention.
What I am curious to see is if this is an abuse of power of the School Board.
How many teachers do you know that have been told not to bite the hand that feeds them?
How many parents that you know have been retaliated against by indirect or direct threats? I've been there, and I know others that have been there. And one landmark Federal case. Right here in my county.
This is the blog: here
Correlations Are Serendipitous - I hope
Bare with me while I set this up.
In Hillsborough County, there has been a long standing rumor that the local Tampa Tribune does not write articles that are negative towards the HCDS. There has been rumors of some type of relationship between school officials and Tribune decision makers. Over the last 15 years, I have read several articles regarding the school system that seemed to paint the school system as a victim of circumstances in controversial events. A couple of these articles I was personally involved in, and I knew a lot more information than what was reported.
Part two of this set up is that I have a tendency to promote my philosophy that "one gets more of what they pay attention to" when it comes to people's behavior. I use this in teaching class room management and dealing with employee issues. That is not to say that I am blinded to what I don't want. I deal with what I want to see more of and what I want to see less of in two completely different approaches.
Now to put these two together. Prior to my blogging, I thought the Tribune seldom, if ever, printed critiques about the HCDS. It seemed, over the years, that if I read the St. Pete Times, I saw more critical information. This was especially true the day after a Board meeting. Having watched the meeting myself and then reading the two different print medias, I felt my perceptions were validated.
On my side bar, I started tracking the reports from both sides. What has completely surprised me is that since I have started keeping track, there have been a lot of reports generated. Interesting correlation.
In Hillsborough County, there has been a long standing rumor that the local Tampa Tribune does not write articles that are negative towards the HCDS. There has been rumors of some type of relationship between school officials and Tribune decision makers. Over the last 15 years, I have read several articles regarding the school system that seemed to paint the school system as a victim of circumstances in controversial events. A couple of these articles I was personally involved in, and I knew a lot more information than what was reported.
Part two of this set up is that I have a tendency to promote my philosophy that "one gets more of what they pay attention to" when it comes to people's behavior. I use this in teaching class room management and dealing with employee issues. That is not to say that I am blinded to what I don't want. I deal with what I want to see more of and what I want to see less of in two completely different approaches.
Now to put these two together. Prior to my blogging, I thought the Tribune seldom, if ever, printed critiques about the HCDS. It seemed, over the years, that if I read the St. Pete Times, I saw more critical information. This was especially true the day after a Board meeting. Having watched the meeting myself and then reading the two different print medias, I felt my perceptions were validated.
On my side bar, I started tracking the reports from both sides. What has completely surprised me is that since I have started keeping track, there have been a lot of reports generated. Interesting correlation.
Sunday, October 28, 2007
If it was about religion, race or sexual orientation, there would be tolerance
"Marsha Alcorn, the district's 504 coordinator, says most parents with allergic children don't need the 504 plan.
"We do a health care plan in the schools with the school nurse," she says. "I think the parents feel there is more teeth [in the 504], but they should be getting all they need already."
See article :'A Peanut In The Classroom Is Like A Loaded Gun'
I am not surprised to hear this scenario in Hillsborough County. I am also familiar with the standard response of "isolated incident".
Research the year plus difficulties a parent had that led to a 504 complaint that resulted in the HCDS policy on juvenile diabetes (1997). This was a classic case of ignorance and refusal to accept medical information(over a year) exacerbated by a system entrenched in need to maintain power to back up the teacher’s actions.
This is also not a "broad brush attack".
I believe the problems lie where there is lack of understanding of the law and professional responsibilities infused with a cavalier attitude for some District personnel to maintain power. This abuse of power takes many forms, usually by backing a decision that was ill founded. The District appears to be reticent to openly correct a misguided administrative decision. I often wonder if switching student placement or promoting personnel is the preferred face-saving action.
I am aware that there are many professionals in HCDS that do a great job, work hard and are dedicated to the welfare of their students. In fact, the unprofessional actions of others play a big part of making your job more difficult.
Ask yourself how long these and other reported problems go on before they rose to a degree of exposure and forced accountability. Accountability is the issue. Parsing over health care plans or 504 plans and are they written or not is the smoke screen.
Read for yourself. Go to wrightslaw.com - bottom left link - Section 504
"We do a health care plan in the schools with the school nurse," she says. "I think the parents feel there is more teeth [in the 504], but they should be getting all they need already."
See article :'A Peanut In The Classroom Is Like A Loaded Gun'
I am not surprised to hear this scenario in Hillsborough County. I am also familiar with the standard response of "isolated incident".
Research the year plus difficulties a parent had that led to a 504 complaint that resulted in the HCDS policy on juvenile diabetes (1997). This was a classic case of ignorance and refusal to accept medical information(over a year) exacerbated by a system entrenched in need to maintain power to back up the teacher’s actions.
This is also not a "broad brush attack".
I believe the problems lie where there is lack of understanding of the law and professional responsibilities infused with a cavalier attitude for some District personnel to maintain power. This abuse of power takes many forms, usually by backing a decision that was ill founded. The District appears to be reticent to openly correct a misguided administrative decision. I often wonder if switching student placement or promoting personnel is the preferred face-saving action.
I am aware that there are many professionals in HCDS that do a great job, work hard and are dedicated to the welfare of their students. In fact, the unprofessional actions of others play a big part of making your job more difficult.
Ask yourself how long these and other reported problems go on before they rose to a degree of exposure and forced accountability. Accountability is the issue. Parsing over health care plans or 504 plans and are they written or not is the smoke screen.
Read for yourself. Go to wrightslaw.com - bottom left link - Section 504
Wednesday, October 24, 2007
Abuse of Power under the premise of sexual pleasure -wink wink
"Students in America’s schools are groped. They’re raped. They’re pursued, seduced, and think they’re in love."
And they think they're in love.
This is an example of abuse of power. It is more than about sex.
But we won't pay attention to this. We will promote our A Rated Schools, our 5 Star Schools and brag about our National Recognition.
From my experiences, I understand full well the difference between "paper" compliance and real compliance.
The proof is in what really goes on in the schools, not just the classrooms.
As the system complains more and more about "bad parents", what is being done to address this real phenomenon?
As the system does not address the unlawful actions of teachers, what is being done to address this real phenomenon?
And they think they're in love.
This is an example of abuse of power. It is more than about sex.
But we won't pay attention to this. We will promote our A Rated Schools, our 5 Star Schools and brag about our National Recognition.
From my experiences, I understand full well the difference between "paper" compliance and real compliance.
The proof is in what really goes on in the schools, not just the classrooms.
As the system complains more and more about "bad parents", what is being done to address this real phenomenon?
As the system does not address the unlawful actions of teachers, what is being done to address this real phenomenon?
Tuesday, October 23, 2007
A Cool Smoke after Hot Sex
There is an update about the King Middle School in Maine.
http://pressherald.mainetoday.com/story.php?id=142408&ac=PHnws
Having read a lot of the comments, there seems to be other issues with the Board.
Of interest to note is that the "health clinic" is "housed "in the school. One comment seemed to indicate that the actions of the health clinic were separate from the school. If so, then why is the School Board making a decision about how the health clinic will operate.
Frequently, so I have heard, some people like to smoke a cigarette after the physical exertion of passionate love making.
When I was a kid, well a "mature high school'er", I always heard that girls that smoked put out.
Both sex and smoking are illegal at some age. I think 11, 12 and 13 year olds are still illegal, but I am not sure about that.
Why doesn't the School Board provide "the nicotine patch" to those youngsters who ask for it along with the "the pill". Seems logical to me. Don't want the kids to get lung cancer. Those kids are going to smoke anyway. They won't tell their parents. Hit the "Mighty Mouse" cue: "Here he comes to save the day!!!".
The school board could easily put nicotine patches in the non-disclosed health services they provide. The unknowing parent, who trusts the school's authority, will never know.
I was under the impression that if a parent is found negligent to the point that the welfare of the child was endangered, the State had a legal process to deal with this negligence.
But if a parent is negligent when it comes to the child's sexual behavior, the State somehow decides to "take care of the welfare of the child" without notifying the parent. And the School Board holds up their hands since it is out of their control.
After they exerted their control to start the process.
Am I misssing something?
http://pressherald.mainetoday.com/story.php?id=142408&ac=PHnws
Having read a lot of the comments, there seems to be other issues with the Board.
Of interest to note is that the "health clinic" is "housed "in the school. One comment seemed to indicate that the actions of the health clinic were separate from the school. If so, then why is the School Board making a decision about how the health clinic will operate.
Frequently, so I have heard, some people like to smoke a cigarette after the physical exertion of passionate love making.
When I was a kid, well a "mature high school'er", I always heard that girls that smoked put out.
Both sex and smoking are illegal at some age. I think 11, 12 and 13 year olds are still illegal, but I am not sure about that.
Why doesn't the School Board provide "the nicotine patch" to those youngsters who ask for it along with the "the pill". Seems logical to me. Don't want the kids to get lung cancer. Those kids are going to smoke anyway. They won't tell their parents. Hit the "Mighty Mouse" cue: "Here he comes to save the day!!!".
The school board could easily put nicotine patches in the non-disclosed health services they provide. The unknowing parent, who trusts the school's authority, will never know.
I was under the impression that if a parent is found negligent to the point that the welfare of the child was endangered, the State had a legal process to deal with this negligence.
But if a parent is negligent when it comes to the child's sexual behavior, the State somehow decides to "take care of the welfare of the child" without notifying the parent. And the School Board holds up their hands since it is out of their control.
After they exerted their control to start the process.
Am I misssing something?
Monday, October 22, 2007
Sex in the classroom
There was a recent article in the Tampa Tribune about two parents that were pursuing legal action against the School Board over a teacher's behavior with their daughters. A wrinkle in the story was the teacher died a while back, and apparently the school board closed the case. So what is the function of the parents' suit? Some say money, some say because it's "what did the District know and when did they know it" and the resulting actions or inaction. Time will tell.
Interesting to note, within the last few days, an Associated Press report came out.
I have seen it online in many many newspapers. Again, interesting to note, I have not seen it in the St. Pete Times or the Tampa Tribune.
This is one site randomly picked:
Special AP Report: Sexual misconduct plagues U.S. schools
Martha Irvine and Robert Tanner - Associated Press National Writers
OneNewsNow.com October 20, 2007
http://www.onenewsnow.com/2007/10/special_ap_report_sexual_misco.php
"Beyond the horror of individual crimes, the larger shame is that the institutions that govern education have only sporadically addressed a problem that's been apparent for years."
If the statistics are true and the reported actions of the education system are true, then society should act. It is an abuse of power towards the kids.
*******************
In April 2005, there was this:
"According to a draft report commissioned by the U.S. Department of Education, in compliance with the 2002 "No Child Left Behind" act signed into law by President Bush, between 6 percent and 10 percent of public school children across the country have been sexually abused or harassed by school employees and teachers.
Charol Shakeshaft, the Hofstra University scholar who prepared the report, said the number of abuse cases—which range from unwanted sexual comments to rape—could be much higher.
"So we think the Catholic Church has a problem?" she told industry newspaper Education Week in a March 10 interview.
To support her contention, Shakeshaft compared the priest abuse data with data collected in a national survey for the American Association of University Women Educational Foundation in 2000. Extrapolating data from the latter, she estimated roughly 290,000 students experienced some sort of physical sexual abuse by a school employee from a single decade—1991-2000. That compares with about five decades of cases of abusive priests.
Such figures led her to contend "the physical sexual abuse of students in schools is likely more than 100 times the abuse by priests."
http://archive.newsmax.com/archives/articles/2004/4/5/01552.shtml
Again, if these figures are true, then society should act. It is an abuse of power towards the kids.
*****************
Recently a middle school in Maine authorized a policy that will provide birth control pills to the girls if they ask for them. The parents have to have signed some type of consent form previously, but the fact remains that when it comes to Birth Control, by law the school cannot tell the parents. The schools includes girls 11 to 13, plus older girls who were retained.
If this information is wrong, please correct it. I am not here to spin or twist information to further my beliefs. I am fully aware of how corrupt the media can be.
****************
My first question is how did a governmental education system ever been given the authority to address sexual behavior?
My next question is how does the School Board's responsibility to teach "Health Education" and the School Board's responsibility for sexual behavior fall under the same category.
Do Political Science classes take students to the poll to vote? Can't wait for this answer: "no, because they are too young to vote".
Do Science classes take students out to hunt cats or frogs?
Is there any other curriculum that conveys this much responsibility to a School Board?
I don't see School Boards providing cars or purchasing auto insurance for students in Drivers Ed.
Yet, it seems to be the "Group Think" thing to do for School Boards to take on the responsibility of student's sexual behavior.
Take each stated reason a School Board should have the power to monitor a student's sexual behavior and ask one question - "why isn't this the parent's responsibility"?
If parent's are irresponsible with their children, it certainly is a societal problem, but why are school's the next in line for being responsible?
My guess is it has something to do with power and money. What else could it be?
Interesting to note, within the last few days, an Associated Press report came out.
I have seen it online in many many newspapers. Again, interesting to note, I have not seen it in the St. Pete Times or the Tampa Tribune.
This is one site randomly picked:
Special AP Report: Sexual misconduct plagues U.S. schools
Martha Irvine and Robert Tanner - Associated Press National Writers
OneNewsNow.com October 20, 2007
http://www.onenewsnow.com/2007/10/special_ap_report_sexual_misco.php
"Beyond the horror of individual crimes, the larger shame is that the institutions that govern education have only sporadically addressed a problem that's been apparent for years."
If the statistics are true and the reported actions of the education system are true, then society should act. It is an abuse of power towards the kids.
*******************
In April 2005, there was this:
"According to a draft report commissioned by the U.S. Department of Education, in compliance with the 2002 "No Child Left Behind" act signed into law by President Bush, between 6 percent and 10 percent of public school children across the country have been sexually abused or harassed by school employees and teachers.
Charol Shakeshaft, the Hofstra University scholar who prepared the report, said the number of abuse cases—which range from unwanted sexual comments to rape—could be much higher.
"So we think the Catholic Church has a problem?" she told industry newspaper Education Week in a March 10 interview.
To support her contention, Shakeshaft compared the priest abuse data with data collected in a national survey for the American Association of University Women Educational Foundation in 2000. Extrapolating data from the latter, she estimated roughly 290,000 students experienced some sort of physical sexual abuse by a school employee from a single decade—1991-2000. That compares with about five decades of cases of abusive priests.
Such figures led her to contend "the physical sexual abuse of students in schools is likely more than 100 times the abuse by priests."
http://archive.newsmax.com/archives/articles/2004/4/5/01552.shtml
Again, if these figures are true, then society should act. It is an abuse of power towards the kids.
*****************
Recently a middle school in Maine authorized a policy that will provide birth control pills to the girls if they ask for them. The parents have to have signed some type of consent form previously, but the fact remains that when it comes to Birth Control, by law the school cannot tell the parents. The schools includes girls 11 to 13, plus older girls who were retained.
If this information is wrong, please correct it. I am not here to spin or twist information to further my beliefs. I am fully aware of how corrupt the media can be.
****************
My first question is how did a governmental education system ever been given the authority to address sexual behavior?
My next question is how does the School Board's responsibility to teach "Health Education" and the School Board's responsibility for sexual behavior fall under the same category.
Do Political Science classes take students to the poll to vote? Can't wait for this answer: "no, because they are too young to vote".
Do Science classes take students out to hunt cats or frogs?
Is there any other curriculum that conveys this much responsibility to a School Board?
I don't see School Boards providing cars or purchasing auto insurance for students in Drivers Ed.
Yet, it seems to be the "Group Think" thing to do for School Boards to take on the responsibility of student's sexual behavior.
Take each stated reason a School Board should have the power to monitor a student's sexual behavior and ask one question - "why isn't this the parent's responsibility"?
If parent's are irresponsible with their children, it certainly is a societal problem, but why are school's the next in line for being responsible?
My guess is it has something to do with power and money. What else could it be?
Saturday, October 6, 2007
Maybe we can move from the football field to the classrom
Saturday October 6, 2007
High School Football Game Ends, Brawl Begins
By Beth Gaddis of TBO.com
Published: October 5, 2007
High School Football Game Ends, Brawl Begins
Read the comments.
High School Football Game Ends, Brawl Begins
By Beth Gaddis of TBO.com
Published: October 5, 2007
High School Football Game Ends, Brawl Begins
Read the comments.
Sunday, September 30, 2007
The Tribune Stole' My Words
Click here: Shooting Case Raises Questions About District's Credibility
Tribune says: "Instead of treating parents' questions with respect, they obfuscate or cavalierly dismiss them. "
I have been using the words "obfuscate" and "cavalier" to describe the HCDS since 1996.
*****************
Shooting Case Raises Questions About District's Credibility
The Tampa Tribune
Published: September 30, 2007
Video: Shooting Raises Questions For Parents
If Hillsborough County public school officials want parents to trust them with their children, they need to be responsive and honest. But in Temple Terrace, where many parents are worried about the safety of the area's high school, straight answers are hard to come by.
And this seems characteristic of a school district that all too often appears obsessed with avoiding blame and minimizing problems.
Consider the town hall meeting inTemple Terrace earlier this month.
School leaders brushed off valid questions about student safety, telling parents the area's schools are merely the victims of bad publicity and misperceptions. The handling of the shooting death of King High School student Dalshon Walton during an after-school fight was particularly revealing.
It has been nearly two years since the shooting, yet it continues to be a flashpoint for parents with safety concerns because the district has been so eager to dismiss this tragic event as irrelevant.
Officials have insisted Walton's death had nothing to do with the school because it occurred just off campus and the shooter wasn't a King student. That remains King Principal Carla Bruning's stance.
But investigators and prosecutors have amassed a voluminous file of documents and testimony that shows otherwise. And district officials who maintain there was no connection between the shooting and the school either are ignoring facts or are in denial.
We dug into the case, which is detailed in thousands of pages of public documents at the Hillsborough County State Attorney's office. We found strong evidence that Walton died as a result of a dispute between King students, which started in the school days earlier over a minor insult and erupted into the brawl at the McDonalds.
Testimony and investigators' reports say Otis Lorenzo Neal, who has since pleaded guilty to second-degree murder, was summoned to the fight by a relative who was a King student involved in that ongoing quarrel.
In disturbing - but uncorroborated - testimony, a female King student said she saw the boy who brought Neal into the fight with a gun at school the same day.
Hillsborough County Sheriff's Deputy Nathaniel Johnson, who is assigned to King, also testified he met with the same boy and his mother earlier that day because she was concerned trouble was brewing. Defying his mother and the deputy, the boy ended up at McDonald's.
The fight clearly was a case of a school dispute spilling onto private property.
Yet when asked why the school has always denied a connection, Bruning said she never knew the facts. Bruning says she was never briefed on the case and she never asked the details.
Sheriff's Major Harold Winsett, who oversees the school resource officer program, says that's not true - Bruning was told by the school deputy the extent to which King students were involved.
Even the school district's head of security, Dave Friedberg, says he has long known the facts of the case and that he and Bruning jointly made improvements in the school in response to those facts.
Friedberg says school officials may have said the shooting was not 'related' or 'connected' to King because incidents not on school property are not considered school-related. But Friedberg says he also understands parents would have a broader interpretation.
'Is it school related? No,' Friedberg said. 'Does it involve us? Yes.'
Friedberg, though, was not the one tasked with responding to the public about this incident. The school officials who did played word games.
Their conduct makes the district look as if it intended to mislead people. This undermines school officials' credibility and takes some shine from what appear to be laudable safety improvements at King.
The school has undergone security upgrades, adding a fence, surveillance equipment and an armed security officer.
The school's annual crime stats show there were just three fights at the school last year, compared to the 58 that occurred in the 2005-06 school year.
Yet school officials didn't come to the Temple Terrace town hall meeting armed with such facts, perhaps because that would have required them to acknowledge violence had been a concern.
Reasonable parents will understand that bad things happen despite educators' best efforts. And there is no evidence the school was in any way negligent in the shooting.
Yet being defensive seems to be school leaders' natural reflex. We've seen it in the way they've dealt with parents who have questioned the elementary math curriculum; in how they've handled parents who objected to abrupt boundary changes and now in how they answer questions about school safety.
Instead of treating parents' questions with respect, they obfuscate or cavalierly dismiss them. At the town hall meeting, a King student who says he was at the fight animatedly talked about running when he heard the shots. Bruning heartily laughed at his account.
But parents take such matters seriously. And when it comes to their children's safety, they want, and deserve, the unvarnished truth.
To see video of a King High School student talk about safety at his school, go to TBO.com. Click on Tampa Tribune and then Opinion."
Tribune says: "Instead of treating parents' questions with respect, they obfuscate or cavalierly dismiss them. "
I have been using the words "obfuscate" and "cavalier" to describe the HCDS since 1996.
*****************
Shooting Case Raises Questions About District's Credibility
The Tampa Tribune
Published: September 30, 2007
Video: Shooting Raises Questions For Parents
If Hillsborough County public school officials want parents to trust them with their children, they need to be responsive and honest. But in Temple Terrace, where many parents are worried about the safety of the area's high school, straight answers are hard to come by.
And this seems characteristic of a school district that all too often appears obsessed with avoiding blame and minimizing problems.
Consider the town hall meeting inTemple Terrace earlier this month.
School leaders brushed off valid questions about student safety, telling parents the area's schools are merely the victims of bad publicity and misperceptions. The handling of the shooting death of King High School student Dalshon Walton during an after-school fight was particularly revealing.
It has been nearly two years since the shooting, yet it continues to be a flashpoint for parents with safety concerns because the district has been so eager to dismiss this tragic event as irrelevant.
Officials have insisted Walton's death had nothing to do with the school because it occurred just off campus and the shooter wasn't a King student. That remains King Principal Carla Bruning's stance.
But investigators and prosecutors have amassed a voluminous file of documents and testimony that shows otherwise. And district officials who maintain there was no connection between the shooting and the school either are ignoring facts or are in denial.
We dug into the case, which is detailed in thousands of pages of public documents at the Hillsborough County State Attorney's office. We found strong evidence that Walton died as a result of a dispute between King students, which started in the school days earlier over a minor insult and erupted into the brawl at the McDonalds.
Testimony and investigators' reports say Otis Lorenzo Neal, who has since pleaded guilty to second-degree murder, was summoned to the fight by a relative who was a King student involved in that ongoing quarrel.
In disturbing - but uncorroborated - testimony, a female King student said she saw the boy who brought Neal into the fight with a gun at school the same day.
Hillsborough County Sheriff's Deputy Nathaniel Johnson, who is assigned to King, also testified he met with the same boy and his mother earlier that day because she was concerned trouble was brewing. Defying his mother and the deputy, the boy ended up at McDonald's.
The fight clearly was a case of a school dispute spilling onto private property.
Yet when asked why the school has always denied a connection, Bruning said she never knew the facts. Bruning says she was never briefed on the case and she never asked the details.
Sheriff's Major Harold Winsett, who oversees the school resource officer program, says that's not true - Bruning was told by the school deputy the extent to which King students were involved.
Even the school district's head of security, Dave Friedberg, says he has long known the facts of the case and that he and Bruning jointly made improvements in the school in response to those facts.
Friedberg says school officials may have said the shooting was not 'related' or 'connected' to King because incidents not on school property are not considered school-related. But Friedberg says he also understands parents would have a broader interpretation.
'Is it school related? No,' Friedberg said. 'Does it involve us? Yes.'
Friedberg, though, was not the one tasked with responding to the public about this incident. The school officials who did played word games.
Their conduct makes the district look as if it intended to mislead people. This undermines school officials' credibility and takes some shine from what appear to be laudable safety improvements at King.
The school has undergone security upgrades, adding a fence, surveillance equipment and an armed security officer.
The school's annual crime stats show there were just three fights at the school last year, compared to the 58 that occurred in the 2005-06 school year.
Yet school officials didn't come to the Temple Terrace town hall meeting armed with such facts, perhaps because that would have required them to acknowledge violence had been a concern.
Reasonable parents will understand that bad things happen despite educators' best efforts. And there is no evidence the school was in any way negligent in the shooting.
Yet being defensive seems to be school leaders' natural reflex. We've seen it in the way they've dealt with parents who have questioned the elementary math curriculum; in how they've handled parents who objected to abrupt boundary changes and now in how they answer questions about school safety.
Instead of treating parents' questions with respect, they obfuscate or cavalierly dismiss them. At the town hall meeting, a King student who says he was at the fight animatedly talked about running when he heard the shots. Bruning heartily laughed at his account.
But parents take such matters seriously. And when it comes to their children's safety, they want, and deserve, the unvarnished truth.
To see video of a King High School student talk about safety at his school, go to TBO.com. Click on Tampa Tribune and then Opinion."
Thursday, September 20, 2007
Milwaukee Public Schools loses special ed lawsuit - Coming to a District near you soon?
Milwaukee Public Schools loses special ed lawsuit.
http://www.jsonline.com/story/index.aspx?id=660882
See below how the judge answered this one: "lawyers hired by the school district had argued that much of the testimony from the parents was not reliable"
Systemic delay in HCDS was addressed a few years ago. The District has, to the last of my knowledge, a written policy that requires initial evaluations to be initiated within 30 days of parent's signed consent and completed within 60 days of same consent.
Unless the parent knows that the signed consent is the only thing that triggers this timeline (possibly a false premise under Section 504), verbal assurances that the issues will be adressed only delay the timeline. Suspending kids whose behavior is dramatically different from his/her peers (usually a sign that it may be a manifestation of their disability) without the District acknowledging or evaluating the kid for a suspected disability certainly saves money.
Suspending kids sets the stage of "First we blame the kid, then we blame the parent". It absolves the District from providing resources needed to address the manifested behaviors. While the parent is repeatedly assured that the District personnel are trained professionals, the District personnel's ignorance of understanding the concept of "special education" is on full display. This is prevalent with site administrators who have no concept of special ed.
What is the cost to saving money?
<<<<<<<<<"The inability of MPS to reach full compliance with the law in the area of Child Find is not the result of numerous isolated and unrelated cases, but stems from systemic inadequacies," Goodstein wrote. MPS said two years ago that it had spent $1.8 million on its defense, some of which it could possibly recoup through insurance. That was before the three-week-long trial in 2006. Spitzer-Resnick said his group has spent more than $1 million, money it hopes MPS and DPI will now be forced to pay. During the 2006 trial in front of Goodstein, lawyers hired by the school district had argued that much of the testimony from the parents was not reliable. But Goodstein cited specific cases presented at the trial where he judged the district had not addressed students' needs appropriately. Spitzer-Resnick said that throughout the legal proceedings: "We've heard 'It's poverty, it's mobility, it's homelessness.' Guess what? Those excuses are not given any credence by the court or by the law." One of the mothers involved in the lawsuit, whose son's story was chronicled in a December 2005 Journal Sentinel article, said she made repeated requests that her son be tested for learning disabilities. Eventually, the boy was 12 years old but still in the third grade at MPS. He was suspended so often that his mother and teachers sometimes lost track of where he was supposed to be. In another case, one girl cut herself at school and once wrote on her desk: "Kill all people. Solve the problem." While she did well on standardized tests, she couldn't seem to pass the sixth grade. The judge noted that school officials suspended the girl and referred her to a new school - but did not evaluate her for special education until prodded to. "The issue of suspension has an effect on the timely identification of children in need of special education," the judge wrote. "It also had an effect on the timeliness of providing services.">>>>>>>>
http://www.jsonline.com/story/index.aspx?id=660882
See below how the judge answered this one: "lawyers hired by the school district had argued that much of the testimony from the parents was not reliable"
Systemic delay in HCDS was addressed a few years ago. The District has, to the last of my knowledge, a written policy that requires initial evaluations to be initiated within 30 days of parent's signed consent and completed within 60 days of same consent.
Unless the parent knows that the signed consent is the only thing that triggers this timeline (possibly a false premise under Section 504), verbal assurances that the issues will be adressed only delay the timeline. Suspending kids whose behavior is dramatically different from his/her peers (usually a sign that it may be a manifestation of their disability) without the District acknowledging or evaluating the kid for a suspected disability certainly saves money.
Suspending kids sets the stage of "First we blame the kid, then we blame the parent". It absolves the District from providing resources needed to address the manifested behaviors. While the parent is repeatedly assured that the District personnel are trained professionals, the District personnel's ignorance of understanding the concept of "special education" is on full display. This is prevalent with site administrators who have no concept of special ed.
What is the cost to saving money?
<<<<<<<<<"The inability of MPS to reach full compliance with the law in the area of Child Find is not the result of numerous isolated and unrelated cases, but stems from systemic inadequacies," Goodstein wrote. MPS said two years ago that it had spent $1.8 million on its defense, some of which it could possibly recoup through insurance. That was before the three-week-long trial in 2006. Spitzer-Resnick said his group has spent more than $1 million, money it hopes MPS and DPI will now be forced to pay. During the 2006 trial in front of Goodstein, lawyers hired by the school district had argued that much of the testimony from the parents was not reliable. But Goodstein cited specific cases presented at the trial where he judged the district had not addressed students' needs appropriately. Spitzer-Resnick said that throughout the legal proceedings: "We've heard 'It's poverty, it's mobility, it's homelessness.' Guess what? Those excuses are not given any credence by the court or by the law." One of the mothers involved in the lawsuit, whose son's story was chronicled in a December 2005 Journal Sentinel article, said she made repeated requests that her son be tested for learning disabilities. Eventually, the boy was 12 years old but still in the third grade at MPS. He was suspended so often that his mother and teachers sometimes lost track of where he was supposed to be. In another case, one girl cut herself at school and once wrote on her desk: "Kill all people. Solve the problem." While she did well on standardized tests, she couldn't seem to pass the sixth grade. The judge noted that school officials suspended the girl and referred her to a new school - but did not evaluate her for special education until prodded to. "The issue of suspension has an effect on the timely identification of children in need of special education," the judge wrote. "It also had an effect on the timeliness of providing services.">>>>>>>>
Monday, September 17, 2007
For those who are still interested in the Union and MAP
Click here: Broward Teachers Union negotiates big raises for vets, little for newcomers -- South Florida Sun-Sentinel.com
I have in the past said that school system administrators and union administrators work together for the benefit of the top tier of each
Sometimes my ideas are supported by others.
Comments may be found at this site.
Click here: Florida School Boss: You Break It, You Own It
I have in the past said that school system administrators and union administrators work together for the benefit of the top tier of each
Sometimes my ideas are supported by others.
Comments may be found at this site.
Click here: Florida School Boss: You Break It, You Own It
Saturday, September 15, 2007
"We have known for a long time (decades!) about what constitutes effective staff development. As the latest version of the National Staff Development Council Standards for Staff Development notes, effective staff development has small groups of educators working together over time in professional learning communities; is based on principles of effective adult learning; and
deepens educators’ content knowledge.
Yet what does staff development look like in most school districts? Typically it involves three or four one-shot “sit and get” (or “spray and pray”) sessions spread across the year, each on a different topic than the one before, that are attended by most or all educators in the organization. A “one size fits all” model is used, meaning that there is relatively little differentiation between, say, music teachers and math teachers and industrial arts teachers. Sometimes schools spice it up a bit and have a buffet day where educators can pick from multiple choices throughout the day, much like a professional conference."
deepens educators’ content knowledge.
Yet what does staff development look like in most school districts? Typically it involves three or four one-shot “sit and get” (or “spray and pray”) sessions spread across the year, each on a different topic than the one before, that are attended by most or all educators in the organization. A “one size fits all” model is used, meaning that there is relatively little differentiation between, say, music teachers and math teachers and industrial arts teachers. Sometimes schools spice it up a bit and have a buffet day where educators can pick from multiple choices throughout the day, much like a professional conference."
and from the comment section, I chose this:
"The one area that has frustrated me as a consultant is that there is little to no funding to provide executive coaching services to principals. If a principal needs help, they often can't speak up or they are admitting weakness"
I posted the above to say this:
As those who should know, transition plans (school to post school) can start as early as the age of 14. I was aware that the common practice in HCDS was to wait until the last two years of the student's stay, and that out of these last two years, "work training" was usually no more than half a year per year out of the last two. One could understand the difficulties that arose when I insisted on my son obtaining work experience starting at the age of 15.
While there is so much information that should be provided leading up to the following point, suffice it to say that my son became involved in a "pilot program" in HCDS. He was one of three students in the program. The District paid money for an outside consultant to demonstrate how to set up "school to work" situations for even the most "challanged" students. I thought it was a great program and it provided support and guidance to my son's team.
The program consisted of 3 teams for each of the students. My understanding was that the information and strategies of the "pilot program", once developed, would be shared to others and become integrated within the system. In one of the early meetings one of the teachers of one of the teams said" Why am I here? I have a bunch of student's in my class room that need me - I don't have time for this."
I am sure it baffles the administrators that know how much my son received from HCDS to hear me be critical about the system. My previous post under "A Piece of the Dysfunctional Puzzle" speaks to the difficulty of challanging a mindset as opposed to challanging what is perceived as an isolated incident. An illustration of this may be revealed by a comment another teacher made to me one day. She said to me "it is unfair that your son get's more than the other students in the class."
I recently heard that the "pilot program" and the systems that were in place at the school my son was at the time are no longer there. As far as I can tell, the key players of the program are gone from the school. Some have "moved up the ladder" and some transferred out.
I can only assume that when the next parent comes along that insists on following the rules, another "pilot program" will be invested in.
Tuesday, September 11, 2007
Sacred Cows and Unwritten SP&P's.
There are some things that happen in one’s life that one wants to forget. There are some things that happen in one’s life that one should forget and move on. The recent events revolving around the actions and comments of the HCDS’ Board has jostled my memory about past events that I would like to forget.
Blogging affords me the opportunity to present past events in a manner that gives some substance to why I have done the things I have done. One must read my adjacent blog as well. What those who read about me should understand that my cause is not about me, it is about the ethical people within the system, the parents and the students. I have repeatedly seen good hard working people doing the “right thing” be subverted by a system and the people who carry out the system’s desires.
Many pieces of the dysfunctional puzzle are shaped as unwritten SP&Ps within the realm of Special Education. When one has their finger on the pulse of the District, it is not difficult to recognize these unwritten SP&P’s. One of these unwritten policies was brought out as a finding in the Whitehead vs. HCDS case. The allegation was that the District had an unwritten policy to not write individual speech therapy into an IEP as a related service. My understanding is someone, who apparently did not know this unwritten policy, first wrote individual speech therapy into the IEP. Another IEP was convened soon after that to discuss something else, and when the IEP was updated, the individual speech therapy was removed from the new IEP, without discussion.
"66. Respondent violated the procedural requirements relating to the formulation and implementation of Andrew W.’s IEP by the following actions:
(a) Implementing a policy of omitting from IEPs specific speech/language services that will be provided to an individual, irrespective of the individual’s needs for specific speech/language services. '
One interested in learning the mechanisms of the system should read this case. The ensuing events cost the District a lot of money. Judging by the number of District personnel that were in attendance in the Federal court the day of the decision, one wonders what the toll was to the staff over the many years this case ran. Perhaps some were hardened to the process. The Whiteheads proved in Federal court the ensuing events were deemed to be retaliatory by the District.
Click here: Wrightslaw - The Division of Administrative Hearings
Most of the unwritten SP&P’s appear to revolve around clever ways to save money. Ignorance of the law contributes to them being carried out unwittingly by the one's lower on the chain. I remember seeing countless IEP’s that had signatures of staff who did not attend the IEP meeting. How can that happen unless it is part of the culture? The answer lies in the least expensive method for the system to be in compliance with their paperwork. To be morally and ethically compliant to the law and to student’s needs requires money and resources. The recent finding by the state of the unfulfilled OT/PT services should raise an alarm. However, with lack of sanctions, it is business as usual.
While none of us like to have a past of slamming doors, I can relate to the need to take actions that in hindsight are not the best choice, but something has to happen to stop the injustice. I know in the past I have said things that needed to be said, but it needed to be said to someone other than the person I said it to, and came off wrong.
What should now be coming to light is the hidden cost in saving money. While I will reserve my opinion of those who not only obfuscate the truth but defend the parsing to the hilt, what should be a concern for all of us is the impact it has on the quality of life for the employee’s who know the truth and have to live with the distortion. Keeping it from the parents is relatively easy, Having a chilling control on keeping teacher’s quiet is an issue of itself.
Sacred Cows and Unwritten SP&P’s, no matter how cleverly contrived, have a cost.
Blogging affords me the opportunity to present past events in a manner that gives some substance to why I have done the things I have done. One must read my adjacent blog as well. What those who read about me should understand that my cause is not about me, it is about the ethical people within the system, the parents and the students. I have repeatedly seen good hard working people doing the “right thing” be subverted by a system and the people who carry out the system’s desires.
Many pieces of the dysfunctional puzzle are shaped as unwritten SP&Ps within the realm of Special Education. When one has their finger on the pulse of the District, it is not difficult to recognize these unwritten SP&P’s. One of these unwritten policies was brought out as a finding in the Whitehead vs. HCDS case. The allegation was that the District had an unwritten policy to not write individual speech therapy into an IEP as a related service. My understanding is someone, who apparently did not know this unwritten policy, first wrote individual speech therapy into the IEP. Another IEP was convened soon after that to discuss something else, and when the IEP was updated, the individual speech therapy was removed from the new IEP, without discussion.
"66. Respondent violated the procedural requirements relating to the formulation and implementation of Andrew W.’s IEP by the following actions:
(a) Implementing a policy of omitting from IEPs specific speech/language services that will be provided to an individual, irrespective of the individual’s needs for specific speech/language services. '
One interested in learning the mechanisms of the system should read this case. The ensuing events cost the District a lot of money. Judging by the number of District personnel that were in attendance in the Federal court the day of the decision, one wonders what the toll was to the staff over the many years this case ran. Perhaps some were hardened to the process. The Whiteheads proved in Federal court the ensuing events were deemed to be retaliatory by the District.
Click here: Wrightslaw - The Division of Administrative Hearings
Most of the unwritten SP&P’s appear to revolve around clever ways to save money. Ignorance of the law contributes to them being carried out unwittingly by the one's lower on the chain. I remember seeing countless IEP’s that had signatures of staff who did not attend the IEP meeting. How can that happen unless it is part of the culture? The answer lies in the least expensive method for the system to be in compliance with their paperwork. To be morally and ethically compliant to the law and to student’s needs requires money and resources. The recent finding by the state of the unfulfilled OT/PT services should raise an alarm. However, with lack of sanctions, it is business as usual.
While none of us like to have a past of slamming doors, I can relate to the need to take actions that in hindsight are not the best choice, but something has to happen to stop the injustice. I know in the past I have said things that needed to be said, but it needed to be said to someone other than the person I said it to, and came off wrong.
What should now be coming to light is the hidden cost in saving money. While I will reserve my opinion of those who not only obfuscate the truth but defend the parsing to the hilt, what should be a concern for all of us is the impact it has on the quality of life for the employee’s who know the truth and have to live with the distortion. Keeping it from the parents is relatively easy, Having a chilling control on keeping teacher’s quiet is an issue of itself.
Sacred Cows and Unwritten SP&P’s, no matter how cleverly contrived, have a cost.
Monday, September 10, 2007
Get Out Of My Dreams Get In to My Car
I had this really weird dream the other night. I don’t know what it means, but here is my recount. I dreamed I lived in a rather large subdivision. It was so large that it had a “national recognition“. There were a lot of houses in it. Some were ok looking, and some looked very nice. There were so many houses that not every one knew everybody. Some people were known more than others. The people with the nice houses and the fancy cars seemed to be more widely known.
There was one particular house that was well known. It had a really fancy car. Recently the house had changed ownership, but the car remained with the house. This car was one of those extremely high priced vehicles. No one ever saw it out on the road, but it was parked out front of the house every two weeks, usually on the same day.
A traditional event that the local schools have is fundraisers. The kids have to go around and sell magazine subscriptions. I was with a group of kids and parents not long ago and had the pleasure of going around the neighborhood.
We happened to walk by the big house. The car wasn’t out front, but the kids knew it was there somewhere. There was a brand new elaborate water fountain that had been recently installed. The water splashing down was quite pretty. A woman answered the door bell ring. One of the kids repeated his rehearsed script to ask her if she would buy a magazine. She said something about not being able to because it would set a precedent, and there were too many kids in the neighborhood. The kid with the special way of thinking couldn’t help himself. He blurted out “Where’s the car? We want to see it!”
She told him it was parked in the garage. She obligingly led us to the car and there it was. It certainly was a beautiful model. We noticed there were a lot of pictures and certificates on the wall. This car obviously had some National Recognition too.
One of the dads then asked ‘It sure is a good looking car. How come you never drive it”? The lady explained that it cost a lot of money to maintain the car. Parts were expensive. Labor was expensive. She only ran the engine a couple of hours every two weeks and parked it out for every one to get a glimpse of it. She told us she kept it because it had always been with the house and her friends liked to look at all of the accolades the car has received.
The kids seemed to have overlooked the fact that she did not purchase any subscriptions. As we were leaving, we once again passed the beautiful water fountain. The kid with the special way of thinking blurted out again: “Hey how much did that thing cost”?
The lady said “It cost a little over $16,000.” As we were walking to the next house, the same kid that has a special way of thinking said “Why would she spend money on a water fountain when she can’t afford to drive her car?”
His dad and I both shrugged our shoulders. How do you answer a question like that?
And then the kid just had to ask: “Dad, what does “national recognition” mean if you can’t drive the car?”
I never heard the answer because I woke up and my dream was over.
There was one particular house that was well known. It had a really fancy car. Recently the house had changed ownership, but the car remained with the house. This car was one of those extremely high priced vehicles. No one ever saw it out on the road, but it was parked out front of the house every two weeks, usually on the same day.
A traditional event that the local schools have is fundraisers. The kids have to go around and sell magazine subscriptions. I was with a group of kids and parents not long ago and had the pleasure of going around the neighborhood.
We happened to walk by the big house. The car wasn’t out front, but the kids knew it was there somewhere. There was a brand new elaborate water fountain that had been recently installed. The water splashing down was quite pretty. A woman answered the door bell ring. One of the kids repeated his rehearsed script to ask her if she would buy a magazine. She said something about not being able to because it would set a precedent, and there were too many kids in the neighborhood. The kid with the special way of thinking couldn’t help himself. He blurted out “Where’s the car? We want to see it!”
She told him it was parked in the garage. She obligingly led us to the car and there it was. It certainly was a beautiful model. We noticed there were a lot of pictures and certificates on the wall. This car obviously had some National Recognition too.
One of the dads then asked ‘It sure is a good looking car. How come you never drive it”? The lady explained that it cost a lot of money to maintain the car. Parts were expensive. Labor was expensive. She only ran the engine a couple of hours every two weeks and parked it out for every one to get a glimpse of it. She told us she kept it because it had always been with the house and her friends liked to look at all of the accolades the car has received.
The kids seemed to have overlooked the fact that she did not purchase any subscriptions. As we were leaving, we once again passed the beautiful water fountain. The kid with the special way of thinking blurted out again: “Hey how much did that thing cost”?
The lady said “It cost a little over $16,000.” As we were walking to the next house, the same kid that has a special way of thinking said “Why would she spend money on a water fountain when she can’t afford to drive her car?”
His dad and I both shrugged our shoulders. How do you answer a question like that?
And then the kid just had to ask: “Dad, what does “national recognition” mean if you can’t drive the car?”
I never heard the answer because I woke up and my dream was over.
Saturday, September 8, 2007
Name that Tune - Living in the USA or Suspicious Minds
I will present a hypothetical situation. I am interested in any one's response. At least mull it over for the implications.
There is a parent who owns a business. There are 100's of patrons to this business. It has a good reputation. At the time of my hypothetical situation, the business had been operative right at 20 years.
During this 20 years, there have been countless employee's of the HCDS who have used this business. No problems. In fact, the good reputation is why so many used it.
In the last 16 years, this same parent/business owner has had a child enrolled in the HCDS. There was an older kid than the one below.
It was happenstance that one of the business patrons was also an HCDS employee and was also involved with the second child of the business owner. The relationship was positive both as patron/business owner and HCDS employee/parent. In fact, the relationship between HCDS employee and parent spanned almost 14 years. Relationship started when kid was 4 months old and was extremely positive. HCDS employee was extremely competent in her area.
Due to circumstances that evolved, the relationship between the parent and the HCDS became adversarial. The above mentioned relationship remained the same.
Within a few weeks of an event that "drew a line in the sand" between parent and HCDS, the above mentioned patron of the parent's business (employee of the HCDS) was told by some one in the District to not do business with parent/business owner, as it was a "conflict of interest".
Fast forward. Business has now been operative 32 years. Still has patrons of HCDS. No issues.
Change the hypothectical to a real event. Mull it over. Let me know what you think.
There is a parent who owns a business. There are 100's of patrons to this business. It has a good reputation. At the time of my hypothetical situation, the business had been operative right at 20 years.
During this 20 years, there have been countless employee's of the HCDS who have used this business. No problems. In fact, the good reputation is why so many used it.
In the last 16 years, this same parent/business owner has had a child enrolled in the HCDS. There was an older kid than the one below.
It was happenstance that one of the business patrons was also an HCDS employee and was also involved with the second child of the business owner. The relationship was positive both as patron/business owner and HCDS employee/parent. In fact, the relationship between HCDS employee and parent spanned almost 14 years. Relationship started when kid was 4 months old and was extremely positive. HCDS employee was extremely competent in her area.
Due to circumstances that evolved, the relationship between the parent and the HCDS became adversarial. The above mentioned relationship remained the same.
Within a few weeks of an event that "drew a line in the sand" between parent and HCDS, the above mentioned patron of the parent's business (employee of the HCDS) was told by some one in the District to not do business with parent/business owner, as it was a "conflict of interest".
Fast forward. Business has now been operative 32 years. Still has patrons of HCDS. No issues.
Change the hypothectical to a real event. Mull it over. Let me know what you think.
A Piece of the Dysfunctional Puzzle
It is very difficult to succinctly explain 15 years in a few sentences. But I can use the contents of a document I have to illustrate one of the many issues I faced.
At one point in time, an issue concerning my son's report card occurred. My issue was not about the grades. I could have cared less. How does one objectively grade a kid who is deaf, visually impaired and had other challenges that needed to be met. Grades were insignificant compared with needing to be taught adequate behaviors and how to function in his world. My issue was about what was not being done for my son that the IEP called for. I can only assume that the below interaction was just one more indicator of someone who should have known, did not understand my issues, and unfortunately passed it off as a shallow request from "a parent who wants his kid to get a better grade".
Preceding this action below, I had written a letter to the Area Director outlining my concerns. I received a response with a copy of my son's report card with red marker drawn through a couple of the grades and a higher grade written with same marker.
This did not address the issues, it simply added another dynamic. I subsequently found out that the grades had not been changed at the school. Again, the issue was not about the grades, but now, not only was I once again brushed off, I had just one more concern about getting false information, which I was accustom to. A short while later, I came upon another document.
I have in my possession a copy of a Student Withdrawal Form. I will withhold the date and the names used because I do not need the hassle of any type of litigation. I am writing about it now in hopes more people will understand how I got to where I am with this blog, and my adjacent blog.
I have always assumed that this document was to have never been seen by me, but I have it.
Along with the identifying data, it contains the Subjects and the original grades. Two of the original grades were "D"s. They have been slashed through and have "C" written next to them.
At the very bottom of the form is the following written by a teacher about an Area Director. It states:
" * These grades have been changed as per (name withheld)'s request although I feel it is unethical to do so. I have changed them solely to avoid any charges of insubordination".
Once again, this is one "small piece" of the dynamics I faced for many years.
This has been years ago, but another interesting find was the last time I checked the "J" screen, according to the "J" screen he wasn't even enrolled in HCDS during the time these events occurred, which was a little over three months. Must have just been an entry mistake. Or, maybe it was to lessen the chance his records would be found by an outside auditor.
At one point in time, an issue concerning my son's report card occurred. My issue was not about the grades. I could have cared less. How does one objectively grade a kid who is deaf, visually impaired and had other challenges that needed to be met. Grades were insignificant compared with needing to be taught adequate behaviors and how to function in his world. My issue was about what was not being done for my son that the IEP called for. I can only assume that the below interaction was just one more indicator of someone who should have known, did not understand my issues, and unfortunately passed it off as a shallow request from "a parent who wants his kid to get a better grade".
Preceding this action below, I had written a letter to the Area Director outlining my concerns. I received a response with a copy of my son's report card with red marker drawn through a couple of the grades and a higher grade written with same marker.
This did not address the issues, it simply added another dynamic. I subsequently found out that the grades had not been changed at the school. Again, the issue was not about the grades, but now, not only was I once again brushed off, I had just one more concern about getting false information, which I was accustom to. A short while later, I came upon another document.
I have in my possession a copy of a Student Withdrawal Form. I will withhold the date and the names used because I do not need the hassle of any type of litigation. I am writing about it now in hopes more people will understand how I got to where I am with this blog, and my adjacent blog.
I have always assumed that this document was to have never been seen by me, but I have it.
Along with the identifying data, it contains the Subjects and the original grades. Two of the original grades were "D"s. They have been slashed through and have "C" written next to them.
At the very bottom of the form is the following written by a teacher about an Area Director. It states:
" * These grades have been changed as per (name withheld)'s request although I feel it is unethical to do so. I have changed them solely to avoid any charges of insubordination".
Once again, this is one "small piece" of the dynamics I faced for many years.
This has been years ago, but another interesting find was the last time I checked the "J" screen, according to the "J" screen he wasn't even enrolled in HCDS during the time these events occurred, which was a little over three months. Must have just been an entry mistake. Or, maybe it was to lessen the chance his records would be found by an outside auditor.
Looking Back On The Memories
As one who tries to be introspective regarding my outlook on many aspects of my life, there have been many times I have been accused by those who know me that I over analyze issues.
Having grown up in a very rural part of Hillsborough County, I have had the benefit of knowing many people who have been employed in the local school system over the last 50 years. Some of them were my school mates. Many of the ones who have risen to the highest ranks possible were teachers at the high school I attended. Some of them I knew, some of them I did not. I probably would have never recognized the significant number of how many future administrators were directly tied to that particular school had it not been for particular circumstances in my life that afforded me that information.
I fondly remember my days as a student. I believe I can still name all of my first 8 elementary school teachers and one of my principals. I remember the challenge through the years of trying to get the highest score on the tests. My rivals were a couple of girls. In the third grade, a boy from out of state moved in to our area, at which point I had a male rival.
My high school years were memorable. My attendance record for my 12 years in school was excellent and was close to perfect one year. Despite my relative lower economic status and family dynamics, I was able to participate in several extra curricular activities. I was involved in both academics and sports. I played baseball (12-0 in our conference in my senior year), 1st chair trumpet player and played bass clef sousaphone, was undefeated in 1st chair chess club, drum major and school mascot, 99 percentile in aptitude assessment, a two year member of NHS and was voted “most likely to succeed”.
One of my memorable days was a Saturday in which I played sousaphone in a Concert Contest at Chamberlain in the morning, played a baseball game at Turkey Creek in the mid day (knocked in the winning run either in the last inning or may have been an extra inning), and then went to Sarasota to fulfill my Drum Major duties in a night parade.
I say all of this because one would think that I would be an ambassador for the school system that did so much for me. I held the teaching profession and school administrators in high regard for many years when my kids entered the system. There was a period of about 10 years that I continued to see the professional behavior and mutual respect between parent and school personnel. In 1990, circumstances started to change.
Along with the continued professionalism by many, it took six years of repeated incidents that demonstrated to me that there were a few people who I had to deal with, regardless of which school my son was in that could not be trusted. Along with them, there unfortunately were different key people in three of the 4 sites that repeatedly demonstrated actions and words that were repeatedly shown to be disingenuous.
Despite my many efforts to collaboratively and honestly communicate, these efforts were not reciprocated. On December 16th, 2006, this group of which I was a part of hit rock bottom. The rest, as they say, is history.
As with any profession, I recognize there are levels of experience and capabilities. I had the expectation that if I voiced my concerns and demonstrated repeatedly what was happening that there would be attention paid to what I was complaining about. Instead, the focus was on me being a malcontent, troublemaker and naysayer.
Having grown up in a very rural part of Hillsborough County, I have had the benefit of knowing many people who have been employed in the local school system over the last 50 years. Some of them were my school mates. Many of the ones who have risen to the highest ranks possible were teachers at the high school I attended. Some of them I knew, some of them I did not. I probably would have never recognized the significant number of how many future administrators were directly tied to that particular school had it not been for particular circumstances in my life that afforded me that information.
I fondly remember my days as a student. I believe I can still name all of my first 8 elementary school teachers and one of my principals. I remember the challenge through the years of trying to get the highest score on the tests. My rivals were a couple of girls. In the third grade, a boy from out of state moved in to our area, at which point I had a male rival.
My high school years were memorable. My attendance record for my 12 years in school was excellent and was close to perfect one year. Despite my relative lower economic status and family dynamics, I was able to participate in several extra curricular activities. I was involved in both academics and sports. I played baseball (12-0 in our conference in my senior year), 1st chair trumpet player and played bass clef sousaphone, was undefeated in 1st chair chess club, drum major and school mascot, 99 percentile in aptitude assessment, a two year member of NHS and was voted “most likely to succeed”.
One of my memorable days was a Saturday in which I played sousaphone in a Concert Contest at Chamberlain in the morning, played a baseball game at Turkey Creek in the mid day (knocked in the winning run either in the last inning or may have been an extra inning), and then went to Sarasota to fulfill my Drum Major duties in a night parade.
I say all of this because one would think that I would be an ambassador for the school system that did so much for me. I held the teaching profession and school administrators in high regard for many years when my kids entered the system. There was a period of about 10 years that I continued to see the professional behavior and mutual respect between parent and school personnel. In 1990, circumstances started to change.
Along with the continued professionalism by many, it took six years of repeated incidents that demonstrated to me that there were a few people who I had to deal with, regardless of which school my son was in that could not be trusted. Along with them, there unfortunately were different key people in three of the 4 sites that repeatedly demonstrated actions and words that were repeatedly shown to be disingenuous.
Despite my many efforts to collaboratively and honestly communicate, these efforts were not reciprocated. On December 16th, 2006, this group of which I was a part of hit rock bottom. The rest, as they say, is history.
As with any profession, I recognize there are levels of experience and capabilities. I had the expectation that if I voiced my concerns and demonstrated repeatedly what was happening that there would be attention paid to what I was complaining about. Instead, the focus was on me being a malcontent, troublemaker and naysayer.
Friday, September 7, 2007
Who is Robert? Where did he Rule?
I have learned not to question coincidence. I knew there was a HCPS workshop on cable last night, but never intended to watch it. Somehow, just before the discussion about the Merit Pay debacle, I passed through the channel, saw a familiar face and decided to watch for a minute. I was shocked that there was actual "Board discussion". I so wish I had seen the beginning. I was not at the TV that records. I was so mesmerized at the dialog it took a few minutes to decide to record it.
While there is much to be said about the Merit Pay debacle, I was more intrigued with the discussion about the Parliamentary issues the Board grappled with. I have had the experience of being on a District Council Board. After the first meeting, I immediately bought a book - "Robert's Rules of Order". I had no clue what they were, but I quickly realized there was one member in the group who knew them, and he wielded a lot of influence through the use of the "rules". I started reading the book, and kept it with me for the two or less years I was involved.
Which brings me to last night. This is the second recent revelation I have had about the "non-knowledge" (ignorance always sounds so negative despite the proper use) of the Board as a group to either independently know or collaboratively use "the rules of the game". From my Little League coaching days, I would much rather play a team whose coach knew the rules. Otherwise, I always looked like a jerk having to protest this, challenge that, show the rule book to everybody, and interrupt the flow of the game to try to maintain the integrity of the game.
I was quite surprised that the School Board attorney offered that there already is a template used by other counties that the Board could analyse and adopt to fit their needs to better address issues of getting and receiving information. My surprise was not about the attorney, my surprise was the fact that our Board did not have these procedures in place.
We continuously hear from the Board and the Superintendent the accolades of HCPS. Yet there is obviously issues at hand that have not been dealt with in an open and honest manner. The use of the word "disconnect" and insinuations that some Board members "didn't get it" is more a denigrating commentary about the Board as a whole than the member it was directed at.
We now seem to be on a track that hopefully will lead to more sound direction. But one must ask the question - how can a system that proclaims to be so advanced be so far behind in best practices.
While there is much to be said about the Merit Pay debacle, I was more intrigued with the discussion about the Parliamentary issues the Board grappled with. I have had the experience of being on a District Council Board. After the first meeting, I immediately bought a book - "Robert's Rules of Order". I had no clue what they were, but I quickly realized there was one member in the group who knew them, and he wielded a lot of influence through the use of the "rules". I started reading the book, and kept it with me for the two or less years I was involved.
Which brings me to last night. This is the second recent revelation I have had about the "non-knowledge" (ignorance always sounds so negative despite the proper use) of the Board as a group to either independently know or collaboratively use "the rules of the game". From my Little League coaching days, I would much rather play a team whose coach knew the rules. Otherwise, I always looked like a jerk having to protest this, challenge that, show the rule book to everybody, and interrupt the flow of the game to try to maintain the integrity of the game.
I was quite surprised that the School Board attorney offered that there already is a template used by other counties that the Board could analyse and adopt to fit their needs to better address issues of getting and receiving information. My surprise was not about the attorney, my surprise was the fact that our Board did not have these procedures in place.
We continuously hear from the Board and the Superintendent the accolades of HCPS. Yet there is obviously issues at hand that have not been dealt with in an open and honest manner. The use of the word "disconnect" and insinuations that some Board members "didn't get it" is more a denigrating commentary about the Board as a whole than the member it was directed at.
We now seem to be on a track that hopefully will lead to more sound direction. But one must ask the question - how can a system that proclaims to be so advanced be so far behind in best practices.
Saturday, September 1, 2007
You can't make this stuff up
Copied from "the gradebook"
http://blogs.tampabay.com/schools/2007/08/who-got-merit-p.html?cid=81351013#comment-81351013
"Did all of the Adminitrator's and ex-administrators including Board and ex-Board member's kin folk get the merit pay?
Speaking of that - wouldn't it be great to see the family trees growing in the District. Along with a statistic of the average salary of a "tree member" compared to average person in same position and tenure?
A few recognizable names: Alonso,Barrington,Bookman,Cimino(2),Davis(alot, but any connected to Jack?),Franklin,Greco,Hildebrand(2), Ippolito,Kinsey(2)Lamb(2),Lennard(2),McClellan,Otero(2),Strickland(2).
Posted by: Jim August 31, 2007 at 07:14 PM
looks like this guy picked up on names of present or ex administrators, Board members and Division Directors.
How does one go about doing a genealogy study, ferreting out those who have married into other names, etc. What a study that would be.
http://blogs.tampabay.com/schools/2007/08/who-got-merit-p.html?cid=81351013#comment-81351013
"Did all of the Adminitrator's and ex-administrators including Board and ex-Board member's kin folk get the merit pay?
Speaking of that - wouldn't it be great to see the family trees growing in the District. Along with a statistic of the average salary of a "tree member" compared to average person in same position and tenure?
A few recognizable names: Alonso,Barrington,Bookman,Cimino(2),Davis(alot, but any connected to Jack?),Franklin,Greco,Hildebrand(2), Ippolito,Kinsey(2)Lamb(2),Lennard(2),McClellan,Otero(2),Strickland(2).
Posted by: Jim August 31, 2007 at 07:14 PM
looks like this guy picked up on names of present or ex administrators, Board members and Division Directors.
How does one go about doing a genealogy study, ferreting out those who have married into other names, etc. What a study that would be.
Thankfully someone has the fortitude to enforce freedom of speech.
This has been copied from http://soundoffandbeheard.blogspot.com/2007/08/superintendents-evaluation.html
It appears that virgin cynic is a teacher that has been blocked from reaching a School Board member's blog.
Modern technology will change the playing field for those who derive their power by controlling the flow of information.
"virgin cynic said...
While I am able to read your postings, my ability to read or leave a comments is BLOCKED! This is a recent change.I tried today, Friday, during my lunch period.Not sure I like that Ms. Griffin but I am willing to listen to why this may have been changed.
August 31, 2007 9:00 PM
April Griffin said...
Virgin Cynic,I had my site unblocked by the IT department a while back and was told it had been taken care of. I told them this site was a tool to interact with my constituents, including staff. Staff should be able to communicate with a school board member without any roadblocks. Blocking it is hampering my ability to do the job I was elected to do and I will take care of this problem.Thanks for the heads-up, April
September 1, 2007 9:23 AM
It appears that virgin cynic is a teacher that has been blocked from reaching a School Board member's blog.
Modern technology will change the playing field for those who derive their power by controlling the flow of information.
"virgin cynic said...
While I am able to read your postings, my ability to read or leave a comments is BLOCKED! This is a recent change.I tried today, Friday, during my lunch period.Not sure I like that Ms. Griffin but I am willing to listen to why this may have been changed.
August 31, 2007 9:00 PM
April Griffin said...
Virgin Cynic,I had my site unblocked by the IT department a while back and was told it had been taken care of. I told them this site was a tool to interact with my constituents, including staff. Staff should be able to communicate with a school board member without any roadblocks. Blocking it is hampering my ability to do the job I was elected to do and I will take care of this problem.Thanks for the heads-up, April
September 1, 2007 9:23 AM
Friday, August 31, 2007
Click here: Vision Thing Too Much For 'Kumbaya' Set
Mr. Otto has had his finger on the pulse of the District for a long time. He has been the voice of question about the HCPS, or is it HCDS, long before it was a hot item.
He needs more backup from his company such as they have done this week. Over the years, it has been difficult to not believe that Mother Trib has provided ostensible support to the "Kumbaya Sets" by not ferreting out to see if there really is a fire when there is smoke all around.
Mr. Otto has had his finger on the pulse of the District for a long time. He has been the voice of question about the HCPS, or is it HCDS, long before it was a hot item.
He needs more backup from his company such as they have done this week. Over the years, it has been difficult to not believe that Mother Trib has provided ostensible support to the "Kumbaya Sets" by not ferreting out to see if there really is a fire when there is smoke all around.
Thursday, August 30, 2007
Hillsborough's National Reputation -is it safe?
http://floridaschoolboss.spaces.live.com/blog/cns!1E56463A3B8792CF!471.entry
For anyone who has watched or attended the school board meetings, there is a predictable sequence, based on the agenda. Until recently, there was never any disagreement or challenges to any one. The only sharp abrupt words were to the public speakers. If there was a hint of needing further information, it was asked for almost apologetically. How can a group that large ever pull that off for 20 or 30 years? There has to be something behind the great curtain.
This was today's Tribune editorial:
Bad Behavior On School Board Will Hold Hillsborough Back
The Tampa Tribune
Published: August 30, 2007
"Even the most patient school teacher would not stand for the bad behavior shown by some members of the Hillsborough County School Board.
Temper tantrums and slamming doors. Snide remarks, innuendo and peer pressure.
What is this, a junior high or the governing body of the nation's ninth largest school district?
The board's split became clear in two recent events: Tuesday's disastrous team-building workshop and the schizophrenic evaluation of Superintendent MaryEllen Elia.
In both cases, the majority showed no clue about how to give honest, constructive feedback. And if board members can't agree on where the district stands, how can they agree on where it needs to go?
The board's infighting gives the public little confidence that it can significantly improve outcomes. Given its poor high school graduation rate and the fact that most graduates must take remedial classes to enter a community college, Hillsborough's school board needs a laser-like focus on improving the fundamentals.
Yet a workshop meant to build relationships dissolved within an hour after April Griffin, the newest board member elected in November, said she lacked trust. Griffin had been criticized the previous week for questioning the process of appointing administrators.
Veteran board member Candy Olson said 'we all came in with things we wanted to change' before understanding how the system works.
Funny thing about this board. Senior members like to tell junior members how things work.
Too often, their insight comes with a subtext of 'back off.'
When Jennifer Faliero first joined the board, she, too, complained about roadblocks, lines that couldn't be crossed and a culture that perpetuates the status quo. Yet five years later, she led the charge in telling Griffin to change her style or 'you need to resign.'
Faliero, who has moved out of her district in violation of the law while she grapples with a divorce, was out of line. Elevating an argument to fever pitch does little to help the board help students.
Following the rebuke, Griffin stormed out, slammed the door and never returned. While it's understandable that she'd need a few minutes to compose herself, it was unprofessional to leave the meeting altogether. It raises questions about her ability to deal with adversity - a trait politicians need to succeed in public life.
Faliero and Griffin clearly don't like each other because of past political battles, but it is improper for them to carry this baggage into the boardroom.
While Tuesday was messy, more concerning was the board's wildly divergent evaluation of Elia.
Griffin scored Elia so poorly that you would think she wanted the superintendent fired - though she joined her colleagues in unanimously voting to extend the superintendent's contract.
Meanwhile, Chairman Jack Lamb, member Carolyn Kurdell and Faliero gave the superintendent such over-the-top scores that they must have missed Elia's missteps in changing school boundaries, altering high school teaching schedules, failing to administer performance reviews and selecting leaders for the transportation and purchasing departments.
The evaluation - one of the most important documents the board produces all year - reflects neither Elia's specific accomplishments nor the improvements needed. In his assessment, Lamb hardly completed a sentence. Only Doretha Edgecomb and Olson gave thoughtful, helpful insight.
The community doesn't want board members to act in lockstep. But it does want this board to get about the business of improving public education. To make it happen, members should leave their petty differences on the playground where they belong."
For anyone who has watched or attended the school board meetings, there is a predictable sequence, based on the agenda. Until recently, there was never any disagreement or challenges to any one. The only sharp abrupt words were to the public speakers. If there was a hint of needing further information, it was asked for almost apologetically. How can a group that large ever pull that off for 20 or 30 years? There has to be something behind the great curtain.
This was today's Tribune editorial:
Bad Behavior On School Board Will Hold Hillsborough Back
The Tampa Tribune
Published: August 30, 2007
"Even the most patient school teacher would not stand for the bad behavior shown by some members of the Hillsborough County School Board.
Temper tantrums and slamming doors. Snide remarks, innuendo and peer pressure.
What is this, a junior high or the governing body of the nation's ninth largest school district?
The board's split became clear in two recent events: Tuesday's disastrous team-building workshop and the schizophrenic evaluation of Superintendent MaryEllen Elia.
In both cases, the majority showed no clue about how to give honest, constructive feedback. And if board members can't agree on where the district stands, how can they agree on where it needs to go?
The board's infighting gives the public little confidence that it can significantly improve outcomes. Given its poor high school graduation rate and the fact that most graduates must take remedial classes to enter a community college, Hillsborough's school board needs a laser-like focus on improving the fundamentals.
Yet a workshop meant to build relationships dissolved within an hour after April Griffin, the newest board member elected in November, said she lacked trust. Griffin had been criticized the previous week for questioning the process of appointing administrators.
Veteran board member Candy Olson said 'we all came in with things we wanted to change' before understanding how the system works.
Funny thing about this board. Senior members like to tell junior members how things work.
Too often, their insight comes with a subtext of 'back off.'
When Jennifer Faliero first joined the board, she, too, complained about roadblocks, lines that couldn't be crossed and a culture that perpetuates the status quo. Yet five years later, she led the charge in telling Griffin to change her style or 'you need to resign.'
Faliero, who has moved out of her district in violation of the law while she grapples with a divorce, was out of line. Elevating an argument to fever pitch does little to help the board help students.
Following the rebuke, Griffin stormed out, slammed the door and never returned. While it's understandable that she'd need a few minutes to compose herself, it was unprofessional to leave the meeting altogether. It raises questions about her ability to deal with adversity - a trait politicians need to succeed in public life.
Faliero and Griffin clearly don't like each other because of past political battles, but it is improper for them to carry this baggage into the boardroom.
While Tuesday was messy, more concerning was the board's wildly divergent evaluation of Elia.
Griffin scored Elia so poorly that you would think she wanted the superintendent fired - though she joined her colleagues in unanimously voting to extend the superintendent's contract.
Meanwhile, Chairman Jack Lamb, member Carolyn Kurdell and Faliero gave the superintendent such over-the-top scores that they must have missed Elia's missteps in changing school boundaries, altering high school teaching schedules, failing to administer performance reviews and selecting leaders for the transportation and purchasing departments.
The evaluation - one of the most important documents the board produces all year - reflects neither Elia's specific accomplishments nor the improvements needed. In his assessment, Lamb hardly completed a sentence. Only Doretha Edgecomb and Olson gave thoughtful, helpful insight.
The community doesn't want board members to act in lockstep. But it does want this board to get about the business of improving public education. To make it happen, members should leave their petty differences on the playground where they belong."
Finally -someone has questioned the information
Click here: School Nurses Alarmed Over Shrinking Staff, Rising Needs
If this story is correct, then this is an example of obfuscation by the District, and finally someone has dug a little deeper.
So the question remains - How long will Tanski last in her position? Telling the truth outside the system could have it's effects, only the wrong ones.
List Of Nurses Turns Up 'Placeholders'
Despite the cutbacks, Nelson Luis, who oversees health services, said he is confident children are safe and schools are covered.
"No child's going to go without care," Luis said. "I'm convinced we are doing what we need to be doing - with less people, with cutbacks."
Luis, the district's general director for student support and federal programs, said Monday morning that there is a health professional at every school. On Tuesday morning, he produced a list showing at least one person's name beside each school. Luis said the list was valid as of last week, although subject to change.
The first name The Tampa Tribune checked out was Tanski. The list shows her as the sole health care provider assigned to the South County Career Center.
"I don't even know where that is," Tanski said Tuesday. Her assigned schools are Dowdell Middle and Clair-Mel and Palm River elementary schools, with Summerfield Elementary added this year, she said.
Gallogly said late Wednesday that the list remains "fluid" and is being revised. Tanski's name was listed next to the career center as a "placeholder." There is a nurse at the school, Gallogly said, but she teaches there and is not employed by her department."
If this story is correct, then this is an example of obfuscation by the District, and finally someone has dug a little deeper.
So the question remains - How long will Tanski last in her position? Telling the truth outside the system could have it's effects, only the wrong ones.
Wednesday, August 29, 2007
Another view of the HCPS spat
Click here: Team Building Turns Ugly For School Board
From Mother Trib. The most interesting quote to me is when Faliero say's "I am entitled to my opinon". I am trying to get the picture. Griffin voices her opinion, and Faliero says get with the program or resign. So Griffin must be entitled to her opinion, but just leave after you say it.
From Mother Trib. The most interesting quote to me is when Faliero say's "I am entitled to my opinon". I am trying to get the picture. Griffin voices her opinion, and Faliero says get with the program or resign. So Griffin must be entitled to her opinion, but just leave after you say it.
Tuesday, August 28, 2007
HCPS Board Spat
http://blogs.tampabay.com/schools/2007/08/hillsborough--2.html?cid=80895545#comment-80895545
I wasn't there. I don't know what was said nor how it was said. But trouble has been brewing, and now it is at a high simmer. Having watched the last Board meeting and saw and heard what was said, and since I recorded it, I have replayed certain parts so I can see it more clearly, I have a question. There were specific comments made during the meeting and the word "disconnect" was used. At least twice the Superintendent made a point that if any Board member had any questions about issues, they should come to her "first". I assume "second" is speaking about it to the public.
Since that meeting, the information came out about Ms. Faliero not living in her respective area. First the St. Pete Times and then the Tampa Tribune reported it with seemingly different perspectives, even if one just read the headlines. I may have missed what responsibility the local Board has to govern their own regarding this matter, but I haven't seen it.
So today, Ms. Faliero apparently asks/tells? Ms. Griffin to resign.
Now to my question: Had Ms. Griffin or Ms. Valdes taken the same action as Ms. Faliero and moved temporarily and initially denied it to the press, and then asked/told another Board member to resign, would the local administration be more open about sanctioning them?
I wasn't there. I don't know what was said nor how it was said. But trouble has been brewing, and now it is at a high simmer. Having watched the last Board meeting and saw and heard what was said, and since I recorded it, I have replayed certain parts so I can see it more clearly, I have a question. There were specific comments made during the meeting and the word "disconnect" was used. At least twice the Superintendent made a point that if any Board member had any questions about issues, they should come to her "first". I assume "second" is speaking about it to the public.
Since that meeting, the information came out about Ms. Faliero not living in her respective area. First the St. Pete Times and then the Tampa Tribune reported it with seemingly different perspectives, even if one just read the headlines. I may have missed what responsibility the local Board has to govern their own regarding this matter, but I haven't seen it.
So today, Ms. Faliero apparently asks/tells? Ms. Griffin to resign.
Now to my question: Had Ms. Griffin or Ms. Valdes taken the same action as Ms. Faliero and moved temporarily and initially denied it to the press, and then asked/told another Board member to resign, would the local administration be more open about sanctioning them?
Sunday, August 26, 2007
What are Hillsborough's numbers on Teacher Retention?
http://www.nea.org/teachershortage/index.html
Attracting and Keeping Quality Teachers
A historic turnover is taking place in the teaching profession. While student enrollments are rising rapidly, more than a million veteran teachers are nearing retirement. Experts predict that overall we will need more than 2 million new teachers in the next decade.
This teacher recruitment problem, which has reached crisis proportions in some areas, is most acute in urban and rural schools; for high-need subject areas such as special education, math and science, and for teachers of color.
Teacher compensation is a significant deterrent to recruitment. Teachers are still paid less than professions that require comparable education and skills. Teachers still are not valued and respected to the extent of their actual contributions to society.
Keeping teachers in profession is part of the puzzle
But solving the teacher shortage is not strictly a numbers game. Much has been said about the need to bring more young people into the teaching profession. But too little attention has been paid to holding onto the quality teachers already hired—both the beginning teachers as well as the more seasoned ones.
The statistics for turnover among new teachers are startling. Some 20 percent of all new hires leave the classroom within three years. In urban districts, the numbers are worse—close to 50 percent of newcomers flee the profession during their first five years of teaching.
New teachers overwhelmed, don't get enough help
Why do new teachers leave? They say they feel overwhelmed by the expectations and scope of the job. Many say they feel isolated and unsupported in their classrooms, or that expectations are unclear.
In education today, the first-year teacher is typically assigned to the same tasks, in and out of the classroom, as a long-time veteran. Quality mentoring programs for all first-year teachers are vitally important. Mentoring enables them to learn “best practices” from seasoned professionals, and research shows that new teachers who participate in induction programs are nearly twice as likely to stay in the profession as those who don't.
It is unacceptable for teachers to be assigned out-of-field. Such assignments are a disservice to students and teachers alike.
NEA believes all teacher retention efforts must begin with the recognition of the complexity of teaching. And that means we must give teachers the time they need to plan and confer with their colleagues. Provide them with the mentors and professional development they need. Reduce class size so they can devote more time to each student. To meet the growing demand for teachers, first we must do more to keep the good teachers we already have."
Does anyone know the true stats on HCPS (or HCDS) teacher retention?
Attracting and Keeping Quality Teachers
A historic turnover is taking place in the teaching profession. While student enrollments are rising rapidly, more than a million veteran teachers are nearing retirement. Experts predict that overall we will need more than 2 million new teachers in the next decade.
This teacher recruitment problem, which has reached crisis proportions in some areas, is most acute in urban and rural schools; for high-need subject areas such as special education, math and science, and for teachers of color.
Teacher compensation is a significant deterrent to recruitment. Teachers are still paid less than professions that require comparable education and skills. Teachers still are not valued and respected to the extent of their actual contributions to society.
Keeping teachers in profession is part of the puzzle
But solving the teacher shortage is not strictly a numbers game. Much has been said about the need to bring more young people into the teaching profession. But too little attention has been paid to holding onto the quality teachers already hired—both the beginning teachers as well as the more seasoned ones.
The statistics for turnover among new teachers are startling. Some 20 percent of all new hires leave the classroom within three years. In urban districts, the numbers are worse—close to 50 percent of newcomers flee the profession during their first five years of teaching.
New teachers overwhelmed, don't get enough help
Why do new teachers leave? They say they feel overwhelmed by the expectations and scope of the job. Many say they feel isolated and unsupported in their classrooms, or that expectations are unclear.
In education today, the first-year teacher is typically assigned to the same tasks, in and out of the classroom, as a long-time veteran. Quality mentoring programs for all first-year teachers are vitally important. Mentoring enables them to learn “best practices” from seasoned professionals, and research shows that new teachers who participate in induction programs are nearly twice as likely to stay in the profession as those who don't.
It is unacceptable for teachers to be assigned out-of-field. Such assignments are a disservice to students and teachers alike.
NEA believes all teacher retention efforts must begin with the recognition of the complexity of teaching. And that means we must give teachers the time they need to plan and confer with their colleagues. Provide them with the mentors and professional development they need. Reduce class size so they can devote more time to each student. To meet the growing demand for teachers, first we must do more to keep the good teachers we already have."
Does anyone know the true stats on HCPS (or HCDS) teacher retention?
Friday, August 24, 2007
Our Board member under question
http://www.sptimes.com/2007/08/24/Hillsborough/Move_may_violate_stat.shtml
This story does not sit well for those of us who have little faith in the system. This lack of faith was built on many, many many isolated incidents.
How can I believe that my representative who used to live in the "stereotype of your choice of southeast Hillsborough county" and now lives in the "stereotype of your choice of Davis Island" has southeast Hillsborough County at heart. I so much want to believe in the people I vote for.
I might as well have voted for someone that has been entrenched in the status quo of the system and represents the District instead of the people who vote them in.
Lets see, to drive from Davis Island to the ROSSAC building, I would cross through uh, uh, well I would cross over a short bridge in Tampa, and then a couple of blocks, turn right on Kennedy and voila - at work.
Now the whole evaluation comments make sense.
Click here: http://www.sdhc.k12.fl.us/boardagenda/pdfs/BD20070821_264/Attch_20070821_264_E8.01A.pdf
Had this been out in the open, the whole perspective would be different along with the amount of empathy.
Oh me of little faith with just a broad brush to paint with.
This story does not sit well for those of us who have little faith in the system. This lack of faith was built on many, many many isolated incidents.
How can I believe that my representative who used to live in the "stereotype of your choice of southeast Hillsborough county" and now lives in the "stereotype of your choice of Davis Island" has southeast Hillsborough County at heart. I so much want to believe in the people I vote for.
I might as well have voted for someone that has been entrenched in the status quo of the system and represents the District instead of the people who vote them in.
Lets see, to drive from Davis Island to the ROSSAC building, I would cross through uh, uh, well I would cross over a short bridge in Tampa, and then a couple of blocks, turn right on Kennedy and voila - at work.
Now the whole evaluation comments make sense.
Click here: http://www.sdhc.k12.fl.us/boardagenda/pdfs/BD20070821_264/Attch_20070821_264_E8.01A.pdf
Had this been out in the open, the whole perspective would be different along with the amount of empathy.
Oh me of little faith with just a broad brush to paint with.
Thursday, August 23, 2007
As soon as they retire, they are hired back.
Click here: http://www.sdhc.k12.fl.us/boardagenda/pdfs/BD20070821_264/Attch_20070821_264_E8.01D.pdf
Mr. Hamilton I thought just recently retired. He now is associated with the HBEC group in Pensacola.
They are being paid $65,000 to assist the District.
Who say's the District does not know how to hire outside help when they can't do it themselves.
Mr. Hamilton I thought just recently retired. He now is associated with the HBEC group in Pensacola.
They are being paid $65,000 to assist the District.
Who say's the District does not know how to hire outside help when they can't do it themselves.
What is HRMD? How would we know if it is followed
Did anyone catch this one?
At the Board meeting of 8/21/07, after the vote for the principal of Gary Adult school, there was a bit of action on the floor. Ms. Valdes brought up a concern about hiring the right people for the school . Ms. Griffin chimed in with a concern also. There was some bantering back and forth at some point Ms. Edgecomb asserted that they could not have found a better person for the job than the person that was just voted on to be principal.
Both Valdes and Griffin said their concerns were not about the new principal. They alluded to concerns about the hiring process. Then Dan Valdez jumped in to clarify things. He basically said that the HRMD was followed as it always has been.
Ms. Valdes again said that hiring policies and procedures should be followed at all times.
Sooooo, the question is, why would two Board members be concerned about the hiring practices? How does the public know if the District is following the HRMD?
Where is our investigative agency to protect the public, if the Board can not?
At the Board meeting of 8/21/07, after the vote for the principal of Gary Adult school, there was a bit of action on the floor. Ms. Valdes brought up a concern about hiring the right people for the school . Ms. Griffin chimed in with a concern also. There was some bantering back and forth at some point Ms. Edgecomb asserted that they could not have found a better person for the job than the person that was just voted on to be principal.
Both Valdes and Griffin said their concerns were not about the new principal. They alluded to concerns about the hiring process. Then Dan Valdez jumped in to clarify things. He basically said that the HRMD was followed as it always has been.
Ms. Valdes again said that hiring policies and procedures should be followed at all times.
Sooooo, the question is, why would two Board members be concerned about the hiring practices? How does the public know if the District is following the HRMD?
Where is our investigative agency to protect the public, if the Board can not?
Saturday, August 18, 2007
The Law of Large Numbers vs. Isolated Incidents
mClick here: Opinion: Today's Letters: Vouchers can be a tool to aid struggling parents
I assume that since Bill Maxwell is a black man, there is less hue and cry over his opinions.
Click here: Opinion: Vouchers can't help if black parents won't
How did the concept of vouchers ever start?
Was it because parents wanted another alternative because the educational system was not working for them? Was their perception based on personal opinion through personal experience?
Was it because capitalists saw a way to make money? These capitalists proceeded with a propagandized marketing scheme to falsely claim that the public education system was failing so that education money, through the voucher scheme, would end up in their pockets?
What is the truth? Is the public education system doing what it was designed to do? Yes or No?
One thing we do know is that the public education system is a huge bureaucracy. One thing we do know is that the first goal of a bureaucracy is to maintain it's existence. One thing we do know is that bureaucracies deal with large numbers of kids and base decisions on statistics of these large numbers. Bureaucracies could care less about isolated incidents because of the negligible effect it has on what they focus on.
Parents deal with a statistically very small set of kids. They base their decisions on these 'isolated incidents" because that is their job. Their primary responsibility for their children is to "maintain their existence". Parents could care less about the large numbers because they have little meaning for what their child is experiencing right now.
What we are witnessing is the struggle between each of these entities to maintain their existence. They are each fighting for what is most important to them. Since there is a forced relationship between parent and Public School, the business adage that the customer is always right does not play out. Indeed, it has been the mantra of many school personnel that, in regards to who knows best about education be it school or parent, the school personnel are "the experts" and the parent is too ignorant to know what is best for them. This is the same concept that fuels increasing government responsibilities - the ignorant masses do not know what is best for them.
What is not honestly dealt with is that the bureaucracy is fighting for money using education as the article of trade - the parent's are fighting for education using money (vouchers) as the article of trade.
I assume that since Bill Maxwell is a black man, there is less hue and cry over his opinions.
Click here: Opinion: Vouchers can't help if black parents won't
How did the concept of vouchers ever start?
Was it because parents wanted another alternative because the educational system was not working for them? Was their perception based on personal opinion through personal experience?
Was it because capitalists saw a way to make money? These capitalists proceeded with a propagandized marketing scheme to falsely claim that the public education system was failing so that education money, through the voucher scheme, would end up in their pockets?
What is the truth? Is the public education system doing what it was designed to do? Yes or No?
One thing we do know is that the public education system is a huge bureaucracy. One thing we do know is that the first goal of a bureaucracy is to maintain it's existence. One thing we do know is that bureaucracies deal with large numbers of kids and base decisions on statistics of these large numbers. Bureaucracies could care less about isolated incidents because of the negligible effect it has on what they focus on.
Parents deal with a statistically very small set of kids. They base their decisions on these 'isolated incidents" because that is their job. Their primary responsibility for their children is to "maintain their existence". Parents could care less about the large numbers because they have little meaning for what their child is experiencing right now.
What we are witnessing is the struggle between each of these entities to maintain their existence. They are each fighting for what is most important to them. Since there is a forced relationship between parent and Public School, the business adage that the customer is always right does not play out. Indeed, it has been the mantra of many school personnel that, in regards to who knows best about education be it school or parent, the school personnel are "the experts" and the parent is too ignorant to know what is best for them. This is the same concept that fuels increasing government responsibilities - the ignorant masses do not know what is best for them.
What is not honestly dealt with is that the bureaucracy is fighting for money using education as the article of trade - the parent's are fighting for education using money (vouchers) as the article of trade.
Friday, August 17, 2007
Teachers Principals School Board Anthropologist Sociologist
Click here: Northoftampa: North of Tampa: Hormones, transition, peer pressure and more cause discipline problems
If you are short on time, read the above one first.
I am assuming that the decision makers have a background in anthropology and sociology. Both of those disciplines have an understanding of the behavioral influences on populations brought on by overpopulation and mixing of cultures.
I know that law enforcement has been brought in (reactive). Is there any consultation with the above mentioned professionals (proactive) ?
I applaud the District for at least being honest that there is a problem. I encourage the District to look outside themselves to gain insight. Trying hard is an element of success, but must be with done with true analysis of one's efforts. The sincerity of the intent is not a justification for not reaching one's goal.
Click here: Hillsborough: School discipline hits some kids more
Click here: Citytimes: Tampa: Middle school misbehavior gains new attention
Click here: Brandontimes: Brandon: Students on the brink of adolescence all too often at the center of schools' discipline woe
If you are short on time, read the above one first.
I am assuming that the decision makers have a background in anthropology and sociology. Both of those disciplines have an understanding of the behavioral influences on populations brought on by overpopulation and mixing of cultures.
I know that law enforcement has been brought in (reactive). Is there any consultation with the above mentioned professionals (proactive) ?
I applaud the District for at least being honest that there is a problem. I encourage the District to look outside themselves to gain insight. Trying hard is an element of success, but must be with done with true analysis of one's efforts. The sincerity of the intent is not a justification for not reaching one's goal.
Click here: Hillsborough: School discipline hits some kids more
Click here: Citytimes: Tampa: Middle school misbehavior gains new attention
Click here: Brandontimes: Brandon: Students on the brink of adolescence all too often at the center of schools' discipline woe
Tuesday, August 14, 2007
The Training of Coded Language-Another Brush, Another Incident, but keeping out of legal jeopardy
I spoke of the coded language that is taught in IDEA training meetings. I have spoken about obfuscation of the law by those who should know. The following is straight from a publication that is developed by the District for the District.
______________________________________________
http://www1.sdhc.k12.fl.us/~ese.dept/communicators/ESEComm1104.pdf
From : THE EXCEPTIONAL COMMUNICATOR November-December, 2004 Vol. 4 No. 4
WHAT NOT TO SAY AT IEP MEETINGS !
When parents make requests at IEP meetings there are some things that you shouldn’t say in
response; using these phrases could place the district in legal jeopardy if the parent files for
due process later on:
We can’t do… - We don’t believe…
No student gets more than… It would cost too much to…
It would take too much... We don’t do…
We never do… We only do…
Instead, show you’re listening by asking:
Where did you hear about that ?
Which IEP goals do you see that addressing ?
Do you have data on that ? Can you get us information?
Have we described what we’re doing in the program we’re using ?
________________________________________________________
This speaks volumes to one who understands the game. I don't care who wrote it. But it is pretty clear that the focus is on protecting the system -gate keeping if you will.It also clearly says to "show you are listening by asking...." as to "show you are listening by answering the question or addressing the issue".If one honestly looks at these feigned "listening strategies" it is no wonder that the special education realm is frustrating for all. I continually hear about teacher retention and the teacher shortage in special ed. Dealing with students and parents is a hell of task. But dealing with a system that "shows you are listening" does not work.
______________________________________________
http://www1.sdhc.k12.fl.us/~ese.dept/communicators/ESEComm1104.pdf
From : THE EXCEPTIONAL COMMUNICATOR November-December, 2004 Vol. 4 No. 4
WHAT NOT TO SAY AT IEP MEETINGS !
When parents make requests at IEP meetings there are some things that you shouldn’t say in
response; using these phrases could place the district in legal jeopardy if the parent files for
due process later on:
We can’t do… - We don’t believe…
No student gets more than… It would cost too much to…
It would take too much... We don’t do…
We never do… We only do…
Instead, show you’re listening by asking:
Where did you hear about that ?
Which IEP goals do you see that addressing ?
Do you have data on that ? Can you get us information?
Have we described what we’re doing in the program we’re using ?
________________________________________________________
This speaks volumes to one who understands the game. I don't care who wrote it. But it is pretty clear that the focus is on protecting the system -gate keeping if you will.It also clearly says to "show you are listening by asking...." as to "show you are listening by answering the question or addressing the issue".If one honestly looks at these feigned "listening strategies" it is no wonder that the special education realm is frustrating for all. I continually hear about teacher retention and the teacher shortage in special ed. Dealing with students and parents is a hell of task. But dealing with a system that "shows you are listening" does not work.
How do we know this does not happen here? Oh me of little faith.
Click here: Broward school district ties with tech consultant questioned -- South Florida Sun-Sentinel.com
A long-standing relationship between the Broward school district and its top technology consultant underscores weaknesses in the school system's ethical safeguards, the South Florida Sun-Sentinel has found
"Board members are now asking about the relationships between the school system and vendors. Should former school district employees be allowed to work for vendors they dealt with as government officials? Should high-ranking district officials, including volunteers who sit on advisory boards, be banned from accepting free trips from vendors?"
I guess it is our faith in God -oops - leaders that this kind of stuff doesn't happen in a deep rooted system such as ours. Does the Tribune have investigative reporters similar to the South Florida Sun-Sentinel. Is there a watchdog group of any kind around here. Not that anyone should be policing the District, but just making sure there weren't any isolated incidents like this.
A long-standing relationship between the Broward school district and its top technology consultant underscores weaknesses in the school system's ethical safeguards, the South Florida Sun-Sentinel has found
"Board members are now asking about the relationships between the school system and vendors. Should former school district employees be allowed to work for vendors they dealt with as government officials? Should high-ranking district officials, including volunteers who sit on advisory boards, be banned from accepting free trips from vendors?"
I guess it is our faith in God -oops - leaders that this kind of stuff doesn't happen in a deep rooted system such as ours. Does the Tribune have investigative reporters similar to the South Florida Sun-Sentinel. Is there a watchdog group of any kind around here. Not that anyone should be policing the District, but just making sure there weren't any isolated incidents like this.
Wrong for 35 years
Click here: Hillsborough: Your kid's teacher? Connect the dots
"We've been doing it wrong for 30 years," said Debi Veranth, the director of administration tasked with fixing this most unlikely back-to-school bungle.
Several weeks ago, Veranth learned that postal regulations prevented the district from sending such personalized information with its bulk mailing rates.
The policy is nothing new. In fact, she said someone in the school district's mail room recently discovered a notice to this effect. It's dated 1972."
It is 2007 today - my math tells me it is closer to 35 years -but who is counting. Perhaps there is a chink in the cavalier attitude of "that's the way we have always done it so it must be right".
Perhaps there will be more professional standards being kept. I wonder what would have happened if a discontented parent would have pointed it out to them. Or a new teacher. Do you think the system would have taken an honest look at the law and took an honest look at their policies and procedures?
Where are the compliance officers and how much are they being paid?
Meanwhile, parents will be blamed for being too dumb to follow the instructions, as if they have been told the same thing for 35 years and still don't get it.
"We've been doing it wrong for 30 years," said Debi Veranth, the director of administration tasked with fixing this most unlikely back-to-school bungle.
Several weeks ago, Veranth learned that postal regulations prevented the district from sending such personalized information with its bulk mailing rates.
The policy is nothing new. In fact, she said someone in the school district's mail room recently discovered a notice to this effect. It's dated 1972."
It is 2007 today - my math tells me it is closer to 35 years -but who is counting. Perhaps there is a chink in the cavalier attitude of "that's the way we have always done it so it must be right".
Perhaps there will be more professional standards being kept. I wonder what would have happened if a discontented parent would have pointed it out to them. Or a new teacher. Do you think the system would have taken an honest look at the law and took an honest look at their policies and procedures?
Where are the compliance officers and how much are they being paid?
Meanwhile, parents will be blamed for being too dumb to follow the instructions, as if they have been told the same thing for 35 years and still don't get it.
Monday, August 13, 2007
Get Your Fat Ass Off The Bus -But Buy a Pepsi When You Get To School
There have been comments made that walking to school would be a solution to the obesity condition of elementary children. Can we assume that is for their parent's benefit also?
The HCDS is attempting to cut costs. One method they have chosen to accomplish this is to change the current situation in Wimauma Elementary. If you have never been to Wimauma in the last few years, use your best stereotype image of an area that looks predominately like what a migrant worker community would look like. If one wants to do a comparison, drive to Immokalee or Belle Glade. I would be interested to see how many operative vehicles there are for the children and their caregivers. I assume we have heard the pathetic stereotypical stories about how many migrant workers live in a trailer. When I drive through there I see a lot of trucks and vans - but not many family sedans. If I made a prejudiced decision without fact finding, I would assume that the women and children have less access to vehicles, making the assumption again that it would be women walking the children to school.
In the 50's and 60's, the south side and the first two or three blocks to the north of CR 674 was inhabited by white people. Past the third block north was inhabited by black people. The present elementary school was then a 1-12th grade school. When East Bay (what is now Eisenhower)opened somewhere in 1956-57?, then Wimauma became a 1-8th grade school. Somewhere around 1966 or 1967, Wimamua was integrated. Just for history sakes, EBHS played their Varsity Basketball games at Wimauma until the current EB High School was built.
Over the years, the Hispanic population now is predominate where the whites were, including the main corridor. The significance of the corridor is that is where the businesses are located. In a migrant community, where the businesses are is where groups of people congregate. If one looks, these businesses are related to food or work opportunities - either with the on site business or to be picked up to "go to the field".
History lesson over. Back to today. What interests me is that HCDS recently hired a new person to oversee the "transportation problems" that apparently are undisputed. However, the new person, as far as I can tell, is not involved in this issue with Wimauma. So, we basically have the same decision makers that we have had all along. One must earn one's money, and to cut cost for the company is certainly one way to do that.
It has been stated (by the way, I will be glad to provide links for anyone who wants to verify or dispute my references, and please send me the info if I get it wrong) that the state's guidelines recommend no busing within a two mile radius. My understanding is that means the State will not pay the District for any busing the District provides within the two miles. Fair enough. If that is truly the issue, then why don't our school leaders lead with that premise, and stick with it? Sounds good to me - "I don't make the rules - I just enforce them.".
The problem is, as I see it, is that it is not a rule. The District has chosen in the past to provide what is now termed "courtesy busing". I assume this term is to let everyone know they have been getting a free ride out of the kindness of the now not so kind hearts. Once again fair enough. Business is business.
To the fat comments that are not related to the issue. First of all, how far does one look around at their colleagues when discussing how fat some one is? Secondly, how does one take the moral stand on health under one issue, but eschews it under another issue:("We have an obligation to provide healthy food and we have an obligation to teach about healthy diets, but I don't think the schools have the responsibility of being the food police." http://www.sptimes.com/2003/08/31/Perspective/Pepsi_high.shtml
The answer has to be money. "...... And I don't think schools should be expected to turn up their noses at ($4 million a year)." http://www.sptimes.com/2003/08/31/Perspective/Pepsi_high.shtml
I can not locate a number for how much the County would have saved in cutting the bus service in Wimauma. I wonder if anyone knows.
The HCDS is attempting to cut costs. One method they have chosen to accomplish this is to change the current situation in Wimauma Elementary. If you have never been to Wimauma in the last few years, use your best stereotype image of an area that looks predominately like what a migrant worker community would look like. If one wants to do a comparison, drive to Immokalee or Belle Glade. I would be interested to see how many operative vehicles there are for the children and their caregivers. I assume we have heard the pathetic stereotypical stories about how many migrant workers live in a trailer. When I drive through there I see a lot of trucks and vans - but not many family sedans. If I made a prejudiced decision without fact finding, I would assume that the women and children have less access to vehicles, making the assumption again that it would be women walking the children to school.
In the 50's and 60's, the south side and the first two or three blocks to the north of CR 674 was inhabited by white people. Past the third block north was inhabited by black people. The present elementary school was then a 1-12th grade school. When East Bay (what is now Eisenhower)opened somewhere in 1956-57?, then Wimauma became a 1-8th grade school. Somewhere around 1966 or 1967, Wimamua was integrated. Just for history sakes, EBHS played their Varsity Basketball games at Wimauma until the current EB High School was built.
Over the years, the Hispanic population now is predominate where the whites were, including the main corridor. The significance of the corridor is that is where the businesses are located. In a migrant community, where the businesses are is where groups of people congregate. If one looks, these businesses are related to food or work opportunities - either with the on site business or to be picked up to "go to the field".
History lesson over. Back to today. What interests me is that HCDS recently hired a new person to oversee the "transportation problems" that apparently are undisputed. However, the new person, as far as I can tell, is not involved in this issue with Wimauma. So, we basically have the same decision makers that we have had all along. One must earn one's money, and to cut cost for the company is certainly one way to do that.
It has been stated (by the way, I will be glad to provide links for anyone who wants to verify or dispute my references, and please send me the info if I get it wrong) that the state's guidelines recommend no busing within a two mile radius. My understanding is that means the State will not pay the District for any busing the District provides within the two miles. Fair enough. If that is truly the issue, then why don't our school leaders lead with that premise, and stick with it? Sounds good to me - "I don't make the rules - I just enforce them.".
The problem is, as I see it, is that it is not a rule. The District has chosen in the past to provide what is now termed "courtesy busing". I assume this term is to let everyone know they have been getting a free ride out of the kindness of the now not so kind hearts. Once again fair enough. Business is business.
To the fat comments that are not related to the issue. First of all, how far does one look around at their colleagues when discussing how fat some one is? Secondly, how does one take the moral stand on health under one issue, but eschews it under another issue:("We have an obligation to provide healthy food and we have an obligation to teach about healthy diets, but I don't think the schools have the responsibility of being the food police." http://www.sptimes.com/2003/08/31/Perspective/Pepsi_high.shtml
The answer has to be money. "...... And I don't think schools should be expected to turn up their noses at ($4 million a year)." http://www.sptimes.com/2003/08/31/Perspective/Pepsi_high.shtml
I can not locate a number for how much the County would have saved in cutting the bus service in Wimauma. I wonder if anyone knows.
Subscribe to:
Posts (Atom)
Posts
