There Is That Word "Arrogance" Again

In today's Tribune, we find this:

Parents Get Crash Course In Hubris 101

At the very end of the editorial, there is the word that I use a lot when I talk about the HCPS:

"They say it takes a village to raise a child. Apparently in Hillsborough, a few arrogant administrators will suffice."

I wonder if the editors will get a visit like Mr. Otto did here:
"Administrators Need Love, Too, I Suppose"

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

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.

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

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?