leadership in high schools

Kasey is a 9th grader.  He has chewed tobacco since the age of 6 or so he has always claimed to me.  Prior to this year, Kasey was a mouthy, raunchy, mean spirited 13 year old.  He is a big boy for his age and in his home school was know to get violent with authority figures hence his placement in a BOCES program.  Many social assets are missing in his home life.  I have known him for 2 years now.  He is enrolled in a Marine Biology elective class taught by a high school special ed. teacher.  This class is scheduled to go on a field trip to a local fishery tomorrow.  Kasey is a very hardworking student who deserves to go and his teacher is adamant that he should.  However, Kasey also attends classes in Alternative Ed. which is his point of registration and entry.  In Alt. ed. Kasey is on the ineligible list.  He is failing his Living Environments class where he accomplishes very little and is way behind.  In English his grades are far from stellar and motivation seems to be a problem.  Social Studies and Math are not spectacular subjects for Kasey but he is producing as expected for these teachers.  Oh, Kasey does have an IEP. 

It is clear that Kasey is very motivated and has been recognized for his interest in the Marine Biology class because for this teacher, he does good work.  The debate occurred because there were two points of view – one from the vantage point of the Special Ed. teacher that the student should be allowed to go on the trip because he has earned it and one from the Alt. ed teachers pointing to the fact that this field trip will interfere  and reward Kasey when he is on the ineligible list due to missing school work and assignments.  The point well made by the Special ed. teacher is that the eligibility of students who are enrolled in his class is of no importance to him other than the fact that Kasey is a registered Alt. Ed. student.  The teacher bought no stock in the program, cannot subscribe to it because he runs his program in a different building and does not tie his grading or student expectations to anything in the alt. ed. program. 

I know ( as some teachers pointed out) as the Principal, the decision of  whether or not Kasey goes on the field trip is ultimately mine but it is important for us as a faculty to examine all points of view.  We are all advocates of our students.  The special ed. teacher has advocated effectively and eloquently and Kasey gets to go on his field trip. 

This debate has all given us fodder to digest as we begin to plan for next academic year when more students will cross over departmental course offerings.  I believe that by not forcing my opinion, the teachers worked this out themselves, advocated for Kasey both ways and his instructional needs ultimately won over the need to deny and deprive him of an opportunity to learn more about something he really enjoys. 

Points for discussion: 

1.  What is Kasey’s response during the field trip, what is his level of interest and interaction with staff at the Fishery?

2.  Since the field trip has the level of Kasey’s engagement with the Marine Biology class been affected? 

3.  How has Kasey’s benefited in the short term from the field trip?

Kasey will be going to a CSE meeting on 4/25/08 on the table for discussion will be questions about his academic progress in Alt. Ed. and how his current IEP is meeting his needs within the Alternative Education setting. 

“Nimo” is the pseudonym for a 17 year old mentally retarded female student.  She refers to Nimo who remains a fictitious character in her imagination.  Nimo flies around.  He may come to school and fetch her, so that she does not have to deal with school.  He may be good sometimes.  Other times folks are asked if they have seen him. 

Today “Nimo”  attacked the teacher.  This after a simple request ‘please come to class”.  I had to describe the attack today to a CSE chair and parent – Nimo grabbed  the teacher’s neck began squeezing and choking.  Large welts, bruising and torn skin remain on the side of the teacher’s neck. Bloody and red.  The injuries do not require emergency room treatment but none the less,  I am devastated. 

This is a follow up to other types of violence brought about by this student.  A couple of weeks ago she slammed an aide with her open fist.  Both incidents were a result of no provocation.  I suspended her both times.  In the former 5 days OSS the latter 3 days OSS.  In the intervening time between the first attack on the aide in school,  and this latest attack on the teacher, the student assaulted a bus aide.  This incident involved a 2 day bus suspension.  In this case I went on board the bus and asked that the school nurse treat the bus aide and provide documentation.  The school nurse reported that in this incident the bus aide may have had a perforated ear drum. 

Today is Thursday.  Next Tuesday, a manifestation determination and Superintendents hearing will be conducted to determine the next steps in this student’s future.  Present at this hearing will be the student’s Special Education teacher, a general education high school teacher, the student’s counselor/social worker, agency representatives from The Resource Center or Aspire, the supervisor of the special education program, the CSE chair and the hearing officer

Points of consideration.

1.  Is this behavior caused by changes in medication, classroom routines etc.

2.  Is this a 1:8:1 program the appropriate placement for this student if students and staff are in danger of this kind of episodic violence.

3.  Is there a behavior intervention plan in place.

4.  Are outside agencies involved in the care of this student and providing support for the family.

5.  What is the longer range transition plan for this student. 

As of this point, no charges have been placed against the student by the teacher or by all the other adults injured by this student.  Yes, mental competency would be a matter of issue however this would lead the way to other conversations about the students welfare and current educational placement.  The parent did come in and take the student home after receiving a call from the Principal.  The parent was advised of the upcoming superintendent’s hearing as well as parental rights in cases of this sort.  The parent and the teacher commisserated with each other.  The parent apologized and hugged the teacher.  Empathy goes both ways in this case. 

Stay posted.