leadership in high schools

Yesterday I took an afternoon call from an irate parent.  She wanted to let me know that despite a CPS call to her door last Friday, April 4, 2008 she and members of her family were not condoning sexual misconduct on the part of her 14 year old daughter and for that matter nor was a boyfriend’s family!.  She wanted me to know that she was angry that people in the school would report her to Child Protective Services, believing these actions could have taken place with her knowledge and consent. 

Any time a mandated reporter, that is anyone working in schools or around youth, believes that child neglect, abuse, sexual misconduct etc is being imposed on a child and causing harm to body and mind, a report must be filed.  The report is completely confidential.  One has to call a toll free number and answer concise questions posed by the initial investigator.  If the case is warranted, a number will be assigned to the case and paper work needs to be filled out by the complainant.  The paper work is kept in school offices or the Nurses Office. 

I myself have made several reports and have always left work knowing that the authorities are investing the complaint that day.  It is better to err on the side of caution because this is the law and the life of a child is precious.  Parents may get irritated or angry but I for one would always like to know if my child was in harms way.  I would rather know that my child was feeling victimized or abused that not.   Children feel safe in schools so they talk openly.  It is in this climate that many children have revealed the sadness and despair of their lives.   Schools have been at the forefront of improving the quality of life for many students because of the mandated reporting that is required of all personnel.  Abuse and neglect cannot be ignored.  Remember, children and the elderly are the most vulnerable in our society. 

Read your School’s Code of Conduct to discover more about the responsibilities of Teachers and Staff toward protecting our students. 

Christian F. is an 11th grade student.  He has been educated at our BOCES center for close to 5 years.  He was referred first to an Alt. Ed. middle school program.  He was then classified and moved to a 1:6:1 high school setting.  Presently, he is enrolled in a CTE course.  At his CSE meeting recently he voiced the need to return to his home school for his senior year.  His home school is annually rated very high in all achievement and academic ratings throughout our local area and when compared to districts of similar size throughout NYS.  Whereas as all the pitfalls were explained to him -no friends in the senior class, course work that might intimidate and overwhelm, no familiar routines and people to fall back on, dreaded home-work in the home school, Christian was adamant at the meeting that this was a now or never decision. 

Christian knows what is at stake as listed above.  He also knows that he has earned the right to return to his home school and if he cannot put to test all that his teachers have taught him and this BOCES has inculcated in him, his experiences these past few years have taught him nothing.  He will be going on a half day visitation to his home school on April 30th, 2008.  His home room and program teacher would have accompanied him, but his home school wants him to fly “solo” and do it without any supports.  It is with a certain amount of hesitation that we prepare to set Christian asail in his 12th year of school, his success however, that which he has accomplished even to this point, is a celebration of all the personal investment his teacher have made in him.  The BOCES has accepted Christian’s desire to finish out his final year in his home school.  The BOCES knows that this will always be a safe haven for him but at the same time recognizes that when the commitment is made to “fly the coop”  a return would be a set back and a failure for Christian, it could possibly mean delayed graduation.  Christian is due to graduate in 4 years with his 2009 cohort.  We shall follow this story. 

At the present time, Christian is a member of Student Council and will be representing the student body of Hewes at the Comprehensive Health Forum later this month. 

Math is currently taught by two instructors, one in Special Ed and the other in Alternative. Ed.  Math is a difficult subject to master especially when students have had sporadic bouts of learning by which I mean, their education has been interferred with by families moving from one district to another, learning disabilites etc. 

We at the Hewes Center have found that in growing the High School program in Special Education, students have entered high school without the pre-requisite math foundations so the teacher has had to go back and start building foundations in the subject which should ordinarily have been started in middle school.  In Alternative Education, the students have  arrived in the program with poor or under developed math skills with a foundation in place but one that essentially to weak to build on hence, practice and re-teaching are the norms of the day.  We are indeed fortunate that the Alt. Ed. math teacher can teach a higher level math curriculum as well as offer math electives like computer applications this year. ( Next year we plan on offering a Robotics class)  The math program taught by this teacher is all computer driven and controlled allowing each learner to develop at his/her own pace with maximum support from the teacher. 

Given the two scenarios above, the two math instructors are focused on planning for next academic year and looking to examine ways in which to challenge students in math foundations through elective classes and integrated learning.  We believe that co-teaching in some time away in the future for the math department at Hewes Center.   Perhaps with the addition of a highly qualified math teacher in the high school rotation next year, within a 1:8:1 model, we can plan for a math instructional program that is more diverse and meets the needs of greater groups of students.  These are the ideas that will be deliberated this week,  as our two math instructors and consultant teacher, sit down, view what level 2 co-teaching looks like and begin to envision how instruction-ally we can meet the needs of all high school students in both programs. 

Through a grant administered via Cornell Cooperative Extension in Chautauqua County, the High School English and Social Studies department at the Hewes Center will be receiving 20 novels titled Lincoln at Gettysburg.  This is in celebration of Lincoln’s 200th birthday and will include his famous address at Gettysburg.  Our High School students will be able to study the writing of Lincoln in the Fall of 2008.  This will be a joint venture that will be exploited instruction-ally to expose students to the wealth and foundations of this Nation, its democracy, sacrifices of her people and sheer brilliance of our founding fathers. 

I remember reading the Gettysburg address when I was in High School and have always marvelled that so many folks take so easily this nation and its democracy for granted.   Having lived under the specter of a fledgling democracy still very much in its infancy, I for one have always marvelled at the richness of this country’s government and political foundations.  The opportunity to expose our students to further teaching and study of this subject, is so personally enriching for me.  None of this would be possible without the enthusiam and support of our English and Social Studies teachers – Jim, Cindy, Phyllis and Greg. 

Thanks to the Model Transition Program in place for High School students at the Hewes Center, 4 students will be visiting Jamestown Community College all day tomorrow 4/9/08 with their consultant teacher Rose Dorey and the Coordinator of the MTP grant, Jennifer Clark. The Model Transition Program is a state department of education funded intiative which has granted the Erie 2 CC Boces together with Lake Shore and Silver Creek Central School Districts over $700,000 for the next 3.5 years.  The grant is administered  in conjuction with VESID with program advisement, support and training from  Cornell University and State University College of New York at Buffalo. 

 The students are one 9th grader, Ben R., two 11th graders Julio Z and Cody A, and one 12th grader Danielle J.  The two 11th graders are both students of Career and Technical Educaton so will graduate with extra college credit in math, science and english as a result of the accreditation agreement between the CTE division of Erie 2 Chautuaqua Cattaraugus BOCES and Jamestown Community College.  As a result these two CTE students will have a leg up on their college counterparts in terms of college credits and will be accruing savings because of this in terms of college tuition and time spent on an Associates Degree which JCC awards.  Of note is the fact that the CTE department of this BOCES has various other articulation agreements with colleges and universities. 

The purpose of this visit to to expose our students to the college entry process and get them to consider college as an educational extension to their high school years.  It is our goal within the Alternative and Special Education High School program to expand the opportunities for skills development and job readiness of our students.  All students who are eligible for help and support through this state wide grant, are classified special needs students who have a 504 Plan or an IEP.