How Safe Are Our Children?

So, now the school district has decided that video cameras are a good idea in the high school? When we asked why these were only being installed in the "special education" classrooms this past Spring, we were told it because they only had enough money to put them in these classes. Did it have anything to do with the complaint filed by one of the aides against a special education teacher, who was cleared of any wrongdoing, but nonetheless is no longer working in a job that she loved? When we pointed out that there were more incidents in the hallways, gym classes, cafeteria and even in the lavatories, we were categorically rebuked and my spouse was made to look foolish for suggesting that cameras were needed in the above mentioned locations.

And now, at last night's board meeting, we were informed that "security consultants" were being contacted and that they were looking for the best deals on security cameras and that they should be able to be tied into the existing intranet system in the school. Why does it take events like those that have happened in the past few weeks to finally get our administrators to take action? Couldn't an effective discourse on the subject taken place when the idea of cameras in certain classrooms was being proposed? It is the old "lock the barn door after the cows are out" mentality that seems to permeate our community at times.

Tim Connors, the speech and drama teacher/coach at the high school presented a letter signed by 71 teachers asking the board to provide three concrete steps in an attempt to rectify the current problems at the high school (and it does run into the junior high, as well). The three primary that he conveyed on behalf of the teachers were:
1. The installation of video monitoring cameras in the appropriate locations throughout the school, including entrances/exits, hallways, and cafeteria among other places and the installation of metal detectors at entrance points;

2. Stricter and consistent disciplinary actions for students that disregard conduct codes and school regulations, this would include expulsions where indicated;

3. The training of security personnel to monitor the school, including additional support personnel.

The teachers have indicated their willingness to work with the administration in an attempt to curtail, and potentially eliminate the onslaught of potentially harmful actions by certain students (and in at least one case a parent and other adult).

The disruption for our students is unprecedented in the eighteen years that we have been residents of this community, including having two children graduate from FHS and one currently attending the school. Not only do I not wish to see any harm come to her, but neither do we wish to see any student, teacher or staff member injured, or worse. The illicit actions of a few are creating an atmosphere of fear, distrust, and in no way is conducive to teaching our children. How can one learn when there is constant distress and duress?

Going the Extra Mile

Just read this post from the Freeport School District Newsletter. There are definitely some exemplary teachers and "retired" teachers in our district. Heidi Downing is one such example. I was fortunate enough to have a daughter, who had her for a teacher. A good time to accenutate the positive:


Hooray for Heidi
From the Desk of Danielle Summers, Principal of Center School
Early last week (two weeks ago), Heidi Downing* subbed for Barb Kerr in the
afternoon. Students were finishing up, a quite intense and extensive, project.
On Thursday, Heidi was on her way to Rockford to spend time for herself by shopping.
(That is what retirement is all about.)
On the way, Heidi became more and more upset by the article she read in the paper that morning. The article was information on the Equity Data Presentation from Wednesday night. What bothered her most was the information on the district’s African American males and how they begin to fall behind early in their school careers. Heidi turned her car around and came to Center School. From subbing earlier in the week, she knew three African American boys were behind in a project. She spent three hours working with these boys to complete their project. The finished project was amazing. In addition to the project, Heidi read the equity article with the boys and talked about the young African American man on the front page, who is a former HAPP student and who has accomplished much.

It is that kind of dedication to students and desire to see students succeed that makes our district so wonderful. And especially makes Heidi so wonderful.
Heidi: Thank you so much for making a difference!

* Heidi retired from the school district a few years ago after a dedicated career as a teacher, HAPP leader, FEA leader and strong proponent for equity issues. Thankfully, she remains involved in our school district.
There are a number of such examples that often are overlooked due to the other issues within our district. I still question the wording of the administration in their response to the high school falling below the state standards, "because of the special needs" children and their test scores. As the parent of a child with "special needs" who cannot take standardized tests due to a low intelligence quotient, how does this factor into the scoring by the state. Are all children with IEP's put into the same category? Does a child with ADD or ADHD, who can test with certain accommodations get put into the same category as a child with severe mental retardation or altered cognitive abilities? How are these differences accounted for within the district and with state standardized tests, that are used to determine state funding for the schools?

No Chiild Left Behind has been a blatant failure for our district and for the country. There is no way that one standard can be used for all students.