Star-Bellied Sneetches and PARCC Testing:
It's 80 Degrees and Here It Comes... - I'm not sure I really see much wrong with this dress code but then, I'm old.
2 hours ago
After the first day of school, all communication from the school stopped. Our son was never provided a progress report until the end of the first grading period. No emails sent to the teachers were returned. Calls and emails to teachers and to the Head of School were not returned. The lack of leadership and quality administration of the school was profound. We discovered that the qualifications of the Head of School were not accurate on the website and were misrepresented in writing. The BASIS San Antonio Parent/Community Facebook page was administered by cyberbully parents. According to children attending the school, the students were kind, respectful and courteous but the parents were bullies to each other and the students. By the end of the school year, mandatory detention for any and all infractions was developed and highly enforced with no oversight by the Head of School.
There is not a requirement /regulation of a nurse at BASIS San Antonio. Our son became ill with the flu in December. Because there was no nurse and no nurse's station, when our son became extremely ill at school, he was sent to the boy's bathroom and was unsupervised by an adult for over 45 minutes while young boys using the restroom walked in and out of the restroom. When I arrived at the school, he was lying on his backpack under the urinals in the boy's bathroom. As a result, our son was placed in the PICU for treatment of pneumonia and the flu and missed three weeks of school.
After my son was found in the restroom, violently ill under the urinals, the Head of School, Tiffany O'Neil, was contacted about what happened to my son on her campus. She was called and emailed repeatedly by both myself and my husband. She finally responded four days after the incident with our son with a call to us after 9 pm.
We have a 22 year old daughter with a terminal illness. I emailed all of our son's teachers/administrators to let them know that our son may need additional support and at times could be sad due to the situation at home. Not one teacher or administrator communicated back. I called and left messages with all teachers. No calls were returned. I contacted Mr. Ross, new Assistant Head of School and he claimed that he received the email but he was transitioning into his new role and just forgot to contact us.
Reading specialist Amy Gehant and reading paraprofessional Elisa Rubeck organize the event annually as a way to mark Read Across America, which falls on Seuss’ birthday, which is Monday. This year they held the celebration early because of state-mandated testing taking place next week.
Are We Closing the School Discipline Gap?
Authors: Daniel Losen, Cheri Hodson, Michael A. Keith II, Katrina Morrison, Shakti Belway
Date Published: February 23, 2015
The main body of this report documents gross disparities in the use of out-of-school suspension experienced by students with disabilities and those from historically disadvantaged racial, ethnic, and gender subgroups. The egregious disparities revealed in the pages that follow transform concerns about educational policy that allows frequent disciplinary removal into a profound matter of civil rights and social justice. This implicates the potentially unlawful denial of educational opportunity and resultant disparate impact on students in numerous districts across the country.
Nearly 3.5 million public school students were suspended out of school at least once in 2011-12.12. That is more than one student suspended for every public school teacher in America. This means that more students were suspended in grades K-12 than were enrolled as high school seniors. To put this in perspective, the number of students suspended in just one school year could fill all of the stadium seats for nearly all the Super Bowls ever played—(the first 45). Moreover, recent estimates are that one in three students will be suspended at some point between kindergarten and 12th grade (Shollenberger, 2015).
If we ignore the discipline gap, we will be unable to close the achievement gap. Of the 3.5 million students who were suspended in 2011-12, 1.55 million were suspended at least twice. Given that the average suspension is conservatively put at 3.5 days, we estimate that U.S. public school children lost nearly 18 million days of instruction in just one school year because of exclusionary discipline.
Loss of classroom instruction time damages student performance. For example, one recent study (Attendance Works, 2014) found that missing three days of school in the month before taking the National Assessment of Educational Progress translated into fourth graders scoring a full grade level lower in reading on this test. New research shows that higher suspension rates are closely correlated with higher dropout and delinquency rates, and that they have tremendous economic costs for the suspended students (Marchbanks, 2015), as well as for society as a whole (Losen, 2015). Therefore, the large racial/ethnic disparities in suspensions that we document in this report likely will have an adverse and disparate impact on the academic achievement and life outcomes of millions of historically disadvantaged children. This supports our assertion that we will close the racial achievement gap only when we also address the school discipline gap.
Suspension rates typically are three to five times higher at the secondary level than at the elementary level, as illustrated in figure 1. Furthermore, the actual size of the racial gap, such as that between Blacks and Whites, is much greater at the secondary level.
The national summary of suspension rate trends for grades K-12 indicates that these rates increased sharply from the early 1970s to the early 2000s, and then more gradually, until they leveled off in the most recent three-year period. We conclude that in this recent period, no real progress was made in reducing suspension rates for grades K-12.
After many years of widening, the gap in suspension rates between Blacks and Whites and between Latinos and Whites narrowed slightly in the most recent time period—that is, the 2009-10 and 2011- 12 school years. The gap narrowed, however, only because of the increase in the White suspension rate. Specifically, 16% of Blacks and 7% of Latinos were suspended in both years, while rates for Whites rose from 4% to 5%.
We next broke down the national trend analysis to the elementary and secondary levels. We only had the necessary data for the three years shown in figure 3. Despite the persistence of deeply disturbing disparities, the good news is that we estimate a slight reduction nationally in suspension rates for Blacks, Latinos, and Whites at the secondary level, along with a small narrowing of the racial discipline gap.