First Person

This week's safe schools snippets

The Bully Project logoThe Bully Project tells it like it is

A powerful new documentary that premiered at Tribeca captures the awful lives of bullied and tormented kids across America. The director talks to Louis Jordan about how he hopes it will stop such behavior. Read more about it in the Daily Beast.

Suicide  prevention program held in Denver

Have you ever been in a situation in which someone has died by suicide? An adult? A child? A teenager? Have you wished there was something you could’ve done? 
safeTALK helps to create suicide-safer communities. safeTALK is a three-hour training for everyone (age 16 and older) in the community designed to ensure that persons with thoughts of suicide are connected to helpers who are prepared to provide first aid interventions.

safeTALK is designed to be used in organizations and communities where there are already ASIST-trained caregivers. Suicide alert helpers are part of a suicide-safer community.  Most people  with thoughts of suicide go unrecognized-even though most all are, directly or indirectly, requesting help. Without safeTALK training, these invitations to help are too rarely accepted, or even noticed. With more suicide alert helpers, more people with thoughts of suicide will get connected to the intervention help they want. Suicide alert helpers are part of a suicide-safer community.

Trainers for the workshop are Timothy Brown (Lincoln music teacher) and Lori Hoffner, both registered Suicide Intervention Skills Trainers.
 The event will be held from 8:30 a.m. to noon Saturday, May 7, at Lincoln Elementary School, 710 S. Pennsvylvania St. For more information, visit www.LivingWorks.net.

Adams 12 Five Star offering free sports physicals

ADAMS COUNTY – Parents in Adams 12 Five Star Schools know just how important it is to get a comprehensive physical for their student athletes.  They remember earlier this year when 17-year-old Matthew Hammerdorfer collapsed during a rugby game in Larimer County and died.

That’s why they are so glad that Adams 12 Five Star Schools has partnered with the Children’s Hospital to offer free sports physicals that include a thorough cardiovascular evaluation. Check out FOX31.

Berthoud schools talking about bullies

Schools in Berthoud are teaching anti-bullying messages, leaders from the four buildings said Tuesday. Read more in the Loveland Reporter-Herald.

Colo. anti-bully bill approved

Without additional debate, the Senate this morning voted 23-10 for final passage of House Bill 11-1254, the anti-bullying proposal. The measure now returns to the House for consideration of Senate amendments. The Senate also voted 33-0 to pass House Bill 11-1121, which bars people with certain felony convictions from non-licensed jobs at schools. Read more in Education News Colorado.

D-11: Burglary suspect got in school door that didn’t latch

A side school door that didn’t close all the way, and thus did not lock, allowed an unarmed burglary suspect to dash through Madison Elementary School last week trying to evade police, said Elaine Naleski, spokeswoman for Colorado Springs School District 11. Read more in the Colorado Springs Gazette.

Two students face arson charges in Lakewood

Two Dunstan Middle School students are facing arson charges in a connection with an April 10 fire that burned more than 2 acres, including trees and a wooden fence, Lakewood police said today. Read more in the Denver Post.

Eaglecrest H. S. student expelled after knives found in car

AURORA – Lenny Torres’ life was turned around in an instant. He was driving with a friend on April 20 when administrators at Eaglecrest High School asked to search his car. Read more at 9NEWS.

Former Broomfield H.S. coach guilty of assaulting student

A former Broomfield High School teacher and wrestling coach was found guilty of sex assault against a student Tuesday, following an investigation that began in April 2010. The Broomfield Police Department began investigation Travis Masse, 29, after receiving information that he was involved in an inappropriate relationship with a student. Check out the KWGN report.

Middle school students sickened by prescription drug

LONE TREE – Four students at Rocky Heights Middle School in Douglas County got sick Friday after taking an unidentified prescription drug. According to Douglas County Public Schools, one of the students brought pills to school and the group swallowed the drugs. Watch the 9NEWS report.

Investigators stumped over high school teacher’s murder

KIOWA – The case of murdered high school teacher Randy Wilson has stumped investigators. DNA evidence has been collected from the scene, but investigators don’t know who it belongs to. Watch the CBS4 report.

First Person

I spoke with our governor during his TNReady listening tour. Here’s what I hope he heard.

PHOTO: TN.gov
Tara Baker raises her hand to talk during Gov. Bill Haslam's Sept. 4 roundtable discussion about state testing challenges. An assistant principal at Nashville's McGavock High School, Baker was among about 150 educators invited to participate in Haslam's six-stop "listening tour," which began Aug. 31 in Knoxville and ends Sept. 18 in Gibson County.

As the testing coordinator for a large high school in Nashville, I was in the eye of the proverbial storm this spring as tens of thousands of Tennessee students slogged through technical snafus and breakdowns in the state’s return to online testing.

It was ugly.

The daily stops and starts sucked the joy of learning right out of our school community. And the testing platform was not the only thing that broke down. Students were frustrated to the point of tears after their hard work disappeared behind a spinning blue cursor.

Students and their teachers should never feel that level of exasperation and futility.

That’s why I was thrilled to be invited — along with about 150 other educators from across Tennessee — to troubleshoot testing problems with Gov. Bill Haslam this month during his six-stop “listening tour” on TNReady, the assessment that’s now entering its fourth year.

I wanted the governor and his education commissioner, Candice McQueen, to know just how bad testing went at my school, and to hear observations and ideas from ground zero for moving forward.

I talked about our school’s disappointment and tears as we persevered through a rocky start, with already overtested students exasperated by what felt like unending technical difficulties. “They were defeated,” I told the governor. “It crippled us before we really ever got started.”

I shared how only 36 out of 500 students in our English III classes were able to successfully submit their essays for one part of their online exam. Imagine working for over an hour to read and examine an article and construct an in-depth response, only to have your computer freeze or shut down before you could finish. Our sophomores had more success, but we still had almost 150 incomplete submissions in that class after multiple attempts. The stories were similar for students in Integrated Math, Chemistry, and U.S. History. While I can’t know for sure, I believe the intensity of the problems contributed significantly to our school being rated recently at the state’s lowest possible level for academic growth — a devastating blow to me and my colleagues.  

The governor’s 90-minute roundtable discussion, held in a middle school media room in the town of Franklin, was cathartic for many of us present at the fourth listening tour stop. We realized that we were not alone in our frustrations and concerns.

PHOTO: TN.gov
Educators in Middle Tennessee participate in the governor’s fourth roundtable discussion at Freedom Middle School in Franklin.

Gov. Haslam and Commissioner McQueen listened intently, and I was grateful for the opportunity to share my school’s experience. But a lot of ideas and emotions were compressed into a relatively short amount of time. At the end of the day, here’s what I hope they heard:

We spend too much time on testing and not enough on educating students. Teachers talked about using class time to take practice tests in the fall, the long three-week testing window in the spring, and the sheer number of tests that students are required to take.

We should still test; we just have to do it better. Teachers want valid data. We want useful and meaningful feedback. But we need to know that the information provided is a true representation of what our students know. And we should be able to accomplish that with shorter, more thoughtful tests that cut down on subparts, testing times, and the number of questions. The current testing regimen isn’t working. It stresses out our students, teachers, and families.

We are not ready for online assessments in Tennessee. Computer-based testing generates faster results, but it introduces many factors that currently are beyond school or district control. Dead batteries, network updates, lack of internet connectivity and bandwidth — these are not things that schools can regulate with certainty, and they directly impact testing. Most importantly, until we have enough computers so that every student has one-to-one access to a device, we should have other options and school-level contingency plans in place. This could mean having paper backups on hand or quickly available.

Teachers and test administrators need to know the plan! As the link with our stakeholders, we need training to make sure the information that we provide students and parents is correct. It’s our job to promote the assessments to the community but, to do that, we should completely understand the process and be appropriately trained, including what to do when things go wrong.  

Tests need to reflect the diversity of our students. Reading selections should be varied to address students’ abilities, experiences, and lifestyles. For example, Jane Eyre is not relatable to any of my urban high school students. Could we pull from some high-interest contemporary novels, such as Jason Reynolds’ “Long Way Down,” about a black teenager whose brother dies in a shooting?

PHOTO: TN.gov
Gov. Bill Haslam listens during his Sept. 4 roundtable discussion. An advisory team is using the feedback to develop principles and recommendations for consideration by his and the next administration.

This school year, the stakes are higher than ever to get testing right. No one has confidence in last year’s scores or results. How could they when we learned on the third day of testing that the scores wouldn’t count? And this wasn’t our first rodeo with TNReady problems, either. For the new school year, we must get it right to rebuild confidence in the assessment. To the state’s credit, the Department of Education already has made some good moves — for instance, bringing aboard ETS, a reputable testing company, and planning stress tests for online assessments in the fall and spring. I welcome the on-the-ground input of 37 educators serving as our state’s new TNReady ambassadors, as well as steps to improve customer service before and during the next round of testing.

But will it be enough? The above list of concerns represents what I heard at this month’s roundtable discussion and from other educators, too.

Thanks for listening, Gov. Haslam. I hope that yours and the next administration consider this a call to action.

A former English teacher, Tara Baker is an assistant principal at McGavock High School, a 2,400-student learning community in Metropolitan Nashville Public Schools.

First Person

We’ve come a long way in addressing student stress and trauma. I could use help, too.

PHOTO: Jose M. Osorio/Chicago Tribune/TNS via Getty Images

There’s an old adage, “You can’t pour from an empty cup.” But as a paraprofessional in Chicago, my cup is almost drained.

Each day, I provide academic, emotional, and behavioral support for over 200 students. The amount of mental and emotional energy it takes to calm a single student down, redirect or remove them from the class, and provide appropriate consequences is overwhelming — even with experience — when there are 11 other six-year-olds in a classroom that need my help.

Related: Chicago teachers, take our back-to-school survey

I look forward to coming to work in the morning, but by the time I get home, I barely have the energy to make my own dinner or plan activities for the next day. I tune out almost everything and everyone. While I love what I do, it is hard.

This heavy responsibility affects my mental health and the health of all educators, and it certainly impacts our ability to properly teach and support students. In the wake of Chicago’s teacher assistant layoffs this summer, my colleagues and I have dealt with the added stress of job uncertainty, too.

But we haven’t acknowledged the effects of that stress on educators, and we aren’t equipped with support to manage it.

The good news is that we are having a conversation about the effects of stress and trauma on our students. I’ve watched advocates successfully push for change: Educators for Excellence-Chicago, an educator-led organization I am involved with, brought some of these issues to light last June. Since then, we have held citywide problem-solving forums in partnership with the district’s Office of Social Emotional Learning and successfully advocated for the passage of two school state resolutions to ensure that student trauma is appropriately recognized throughout Illinois.

The recent focus on social-emotional learning — also known as “soft skills” — in our classrooms is also helping schools better prepare students for challenges that no child should face, but many do.

Those challenges are real: In my classroom, one student is a caregiver for his parent, another has lost multiple siblings to gun violence, and many others have parents that work long hours and are rarely around. These experiences have a considerable impact on their learning; often, students don’t have the tools to cope with this stress, and so they express their frustration by acting out in disruptive ways.

And yet, amid all this advocacy for our students’ mental health, we neglect our own. I worry that without a healthy state of mind, educators can’t offer their best teaching and attention to students, perhaps causing additional harm to kids already dealing with heavy burdens outside of school.

I don’t think it has to be this way. If more funding was allocated to our schools for student counseling, it would allow educators more time to focus on teaching. Our schools could provide social and emotional support to our students and staff to help them learn coping mechanisms. We would be able to hold self-care activities for the entire school. Support staff could give students and parents tools to support them outside of school.

To ensure students’ well-being, we need our own help.

Dr. Martin Luther King Jr. said it best: “Whatever affects one directly, affects all indirectly. I can never be what I ought to be until you are what you ought to be. This is the interrelated structure of reality.” Student and educator mental wellness are deeply interconnected, and we all must make sure we help educators be the best they can be for their students.

Shakita Smith is a teacher’s assistant at Pablo Casals School of Excellence in Humboldt Park. She is also a member of the Chicago Teachers Union and Educators for Excellence, a national teacher policy and advocacy organization.