Postive Climate and Discipline Advisory Committee
The district is looking for new members for this committee. The deadline is November 15th.
This might be a good time to talk about discipline issues in our schools. What have you seen at your school, good and bad, in how teachers and principals handle discipline issues? What do you think would help - more strategies, more cultural competencies, stricter discipline (if you think it is lax), uniforms?
One issue that came up recently was the interaction between Hale's principal, Jill Hudson, and a student who had recently returned from suspension. As in any situation where there is conflict and physically interaction, there seems to be a variety of versions of what happened. (I'll have to read the police report.) But one report said that the student had been showing something to other students on a cell phone (and apparently the student either was not supposed to have a phone at school or what was being shown was inappropriate) and Ms. Hudson intervened. One report says that she "taunted" the student in some way. Most people say that the student did indeed chase her down a hall and she either stumbled to the ground in an effort to get away from the student or was pushed.
I bring this up as an example of issues around bringing back students from suspension and expectations when they return, policies around cell phone use at school by students, etc.
My throw-out thought is that discipline has to be consistent and fair. Expectations need to be set at the start of the school year and there needs to be follow-thru.
However, in fairness to teachers and principals, is that sometimes it isn't the time to follow-thru. As parents we all know there are situations where we'd like to take the time to discipline our children but save it. We pick our battles.
So what may look - to other students - like unfair treatment could be the case of a teacher who has seen other instances of misbehavior and has picked this time to enforce the policy. Many times there is a backstory before an incident that others don't know about and it may look like a teacher or principal is overreacting.
But the record is clear - our district has a record of disproportionality of discipline to students of color and that needs to be addressed immediately. I am disappointed that we have not heard more about this issue from the Superintendent.
This might be a good time to talk about discipline issues in our schools. What have you seen at your school, good and bad, in how teachers and principals handle discipline issues? What do you think would help - more strategies, more cultural competencies, stricter discipline (if you think it is lax), uniforms?
One issue that came up recently was the interaction between Hale's principal, Jill Hudson, and a student who had recently returned from suspension. As in any situation where there is conflict and physically interaction, there seems to be a variety of versions of what happened. (I'll have to read the police report.) But one report said that the student had been showing something to other students on a cell phone (and apparently the student either was not supposed to have a phone at school or what was being shown was inappropriate) and Ms. Hudson intervened. One report says that she "taunted" the student in some way. Most people say that the student did indeed chase her down a hall and she either stumbled to the ground in an effort to get away from the student or was pushed.
I bring this up as an example of issues around bringing back students from suspension and expectations when they return, policies around cell phone use at school by students, etc.
My throw-out thought is that discipline has to be consistent and fair. Expectations need to be set at the start of the school year and there needs to be follow-thru.
However, in fairness to teachers and principals, is that sometimes it isn't the time to follow-thru. As parents we all know there are situations where we'd like to take the time to discipline our children but save it. We pick our battles.
So what may look - to other students - like unfair treatment could be the case of a teacher who has seen other instances of misbehavior and has picked this time to enforce the policy. Many times there is a backstory before an incident that others don't know about and it may look like a teacher or principal is overreacting.
But the record is clear - our district has a record of disproportionality of discipline to students of color and that needs to be addressed immediately. I am disappointed that we have not heard more about this issue from the Superintendent.
Comments
Off topic, but not fully:
What about that Level 4 designation for Special Ed with OSPI? Do you have any information about that?
curious
As far as disproportionality for students of color, that plays out differently for different groups/subgroups. Students who are Asian American, for example have a lower risk ratio(0.25:1)for discipline than students who are white, while students who are Pacific Islander have a rate similar to students who are African American (4.5:1) and students who are Native American(3:1). Students who have been identified as receiving special education services have a risk ratio of 5:1.
I will respond to the Level 4 designation for Special Ed with OsPI in the Friday open thread, as it is off topic here.
Besides, LEV says "we have all the answers". Why bother with a piddling hidden SPS committee when this is LEV's current main reason for existence? They'll be sure to let the district know how to tackle the problem. Guess whose advice the district will then follow (if it listens at all).
DistrictWatcher
Also, if SPS assigns a minder (I'm sure that's not the official term) to a student to ensure the safety of other students when a previously disciplined student is allowed to return to an SPS school, is there increased liability on the district if that kid hurts another student on school grounds during school hours?
My son told me last week that a couple of kids who have been expelled (not suspended) from his middle school have later been allowed to return. One of these kids was assigned a minder by the district, possibly to manage possible violence. Tragically, yesterday the minder wasn't there, and the kid seriously injured another student during class (concussion/trip to hospital, etc).
I'm wondering what the district's responsibility is for this, and how to prevent this type of situation from occurring again.
-concerned
Gen Ed Mom
What you say resonates with me especially this year. My child, despite being gentle and sweet, get the cold shoulder because she wants acceptance. Makes me want to take her out of the school that I have supported from day one. Today she tells me "I'm going to try and be even nicer so that they will talk to me."
This in spite of my proactive efforts to foster an atmosphere of respect and acceptance of differences.
There's nothing like older kids modeling to help same age peers change their attitudes. Mirmac, maybe you can suggest to your principal some possibilities for eight grader(s)doing mentoring for your daughter and others. This can also be a way for a big school to develop a better sense of community. Even with an excellent principal and teachers, a large school (most middle schools) can lose the sense of support that some kids desperately need.
Also, Gen Ed mom, thanks for your thoughtful and very informative comment.
--enough already
Gen Ed Mom
This is an issue that I hold very dear to my heart. Every time I see a teacher try to discipline a "difference" out of a child, I am filled with grief, and I see it all of the time. It begins with holding kids in from recess or sticking them in the hallway during class. Today I witnessed a special education student (who struggles socially) be excluded from a "Roots of Empathy" class because he was being too disruptive. The irony of his removal during THAT class was completely lost his teacher. I was in tears. Many of my colleagues seem completely stumped when it comes to dealing with behavior- punishment and exclusion (with a hefty dose of shaming) are often their only tools for dealing with children who struggle to sit, listen and perform. Our teachers need more training, and a great deal of it. I wish I could be on this committee.
TS
Gen Ed Mom
This is what causes sleeplessness and hopelessness, this treatment of our special needs students.
reader
I'm sorry you're dealing with this. I know that feeling of helplessness when a child isn't happy. Short-term I've looked for outside activities that my child enjoys and is good at. That success - and having something to look forward to - can be helpful.
I'm lucky to be in a building with an understanding principal, and no, I did not keep quiet. He will respond, I am certain.
Unfortunately, the committee is meeting on a day of the week that does not work with my schedule.
TS
Admin doesn't want their discipline numbers to go up, so the kid has to be completely off the wall before you can send them out to the office to pull themselves together.
Waiting for McCleary!!!
open ears
the top! That's sad, sad, sad. Who can work under those conditions? No wonder there is not a "positive climate". There is no trust! And no support! No wonder kids act out.
Gen Ed Mom
http://www.seattleschools.org/modules/cms/pages.phtml?sessionid=&pageid=229258
I hope I am misunderstanding what you said: a kid was expelled, allowed to return to the same school, and then sent another kid to the hospital? That ... should not happen.
jsh