"5. Homeland Security Academy"

The airport screeners of tomorrow aren't so good at following rules, eh? Maybe they were trying to sneak bottled water into class.

But do a high number of suspensions indicate a bad school or a good school? Does a good school suspend more kids because it is actually enforcing discipline and/or does a bad school suspend fewer because it is letting the inmates run the asylum?

Good article! Somebody needs to hold the administration accountable for the policy. It's true that the numbers may look good, but they don't always tell the whole story--good questions Marc! It is imperative that we do not lose sight of the whole picture and let people (who have their own self-interest) cherrypick the numbers. Perhaps, we could come up with another set of metrics before declaring the current policy a success.

There are many factors that go into making a good school, and I'm not sure I understand all of them with the limited experience I have. But some of them are pretty evident:

Kids WANT to come to school when it is good. It becomes a more powerful voice than the many other factors that are pushing their sense of self-definition. At a good school, there is a powerful ("magnetic") influence— one that makes kids feel good about themselves, believe in themselves, strive to develop their mind and spirit.
As I've said elsewhere before, good schools are not accidental: they are works of art by master painters who all craft together. They know what they're working towards, have a clear vision of the end result and the brush strokes, pigmentation, shading, etc, needed to get there. They have a sketch of what it will look like that forms the backdrop of the canvas. And they've studied with the masters. There is a "chief artist" on board directing and guiding.
The best form of classroom management is a good lesson. Fast paced, differentiated and scaffolded according to the needs of the learner. Kids get caught up in exploring new worlds, asking and answering significant questions that matter. I'm really coming to the place in my teaching career where I'm less concerned about students "mastering" a set of well defined materials. I feel more successful when the students leave my room with more questions, and I have modeled strategies and helped them acquire skills that they can use for the whole life.

This is all a vicious cycle: education is the path out of poverty...an empowerment. Yet poverty is what drags education down. How do we get out?

By the way, why do Elementary Schools even get on the list? I hear sometimes of how the kids are running the asylums, but come one people— if we can't get 5-11 years olds under control....wondering!

For the sake of argument, and because I enjoy reading the debate that ensues after one of my more "spirited" comments (Bill, are you reading?), let me say the following:

The school where I worked when a teacher in BCPSS is on the "Top 10 List" of schools with the highest suspension rates. And quite frankly, knowing about the current state of affairs in most city schools, I am quite proud of my school for continuing to suspend when warranted, even if it increases our numbers. After reading the article Ms. Neufeld wrote, I can't help but wonder how many of my colleagues working in the schools have had to endure being blatantly cussed at, ignored, threatened, or worse by students who run their school because the administrator's have no backbone and don't want to end up on any ill-titled lists.

Sue (in a post on another thread) and Voice make excellent points: Sue points out we need some INTENSIVE counseling and conflict management courses in our schools - but until that is fully and successfully implemented, suspensions are one of the only current ways to maintain a pleasant and safe LEARNING environment for all the students.

And Voice, I absolutely LOVED your post - you wrote very poignantly and raised excellent points. Ultimately, even in a well run school, if you have a bad teacher up there it makes no difference. But I would add to your writing (and forgive me, I don't have your skill in prose), that even the best teacher with the most awesome plans needs a school with a leadership (administration) that is willing to back them up 100% with discipline.

Thanks Artie...I totally agree. There are long-term fixes (outside of most of our control) and short-term fixes. Sara: the issue is mixed-- on the one hand, as Alonzo has said-- the answer is not always suspensions. And in a system that has suspended the Special Ed kids just to avoid having to deal with them-- this is a civil rights issue. But on the other hand, students who do whatever they want and get away without consequences, then become emboldened.

Artie & Voice -

No debate coming from me today. I'm sitting in the boat with you all. Voice, fantastic points. I especially agree with the concept that the best management plan is a great lesson. Unfortunately when teachers get thrown 3 preps with three different grade levels those lessons pretty impossible to readily create.

I'm on the fence about suspensions, as Voice points out. Kids ABSOLUTELY want to come to school. When they are suspended they may present an attitude as though they're happy about it but they are not. I'm very much in favor of in-school suspension, especially if it allows options for students to receive counseling et al. Interesting point very worth considering. I wonder how possible this is? Rather than sending a kid home to an empty house (parents/guardians at work) - maybe additional development programs would be worthwhile... I don't know if I like labeling counseling as "punishment" for disrespect and insubordination, but it's absolutely a worthwhile thought.

Anyone know of anywhere in the city that this is an option? I'd love to see if there's a place that takes this approach. Instead of suspending, maybe in-school anger management would be feasible (not just a paraprofessional that lets kids talk on their cell phones through the day). Ideas anyone?

In-school Suspensions are difficult because there usually is no allocation of staff for this.

Today two students in one of my classes got into it, and I was able to separate them before it went to a physical situation. They spent almost the entire day with School Police and Administration, and I really think progress was made. But when you begin to go very far with so many of these kids, you quickly find out that they've got so many issues at home (drugs, drinking, one parent, abuse, homelessness, gang activity, pressure to stay home and care for younger children so parent can go to work, etc. etc.).

At some point schools are overburdened: the mission focus shifts from education to social services, something most teachers and administrators are not equipped to handle either professionally or legally.

BTW, perspective on this can be gained from Ruby Payne's book, I think the title is "Understanding Children from Poverty."

the schools dedicated to serving individuals with behavior problems are not on the list. they also seem to be passed over for concerns about ayp.

Be very careful with Ruby Payne. Her ideas are just her own observations, and they rely heavily on a deficit-model (what is wrong with Those Kids) and on stereotypes about low-income families and communities that she has garnered through anecdotes (not systematic research).

A fair (I think) critique of her work:
http://www.rethinkingschools.org/archive/21_02/fram212.shtml

I am appalled with Dr. Alonso's stance on suspension. He considers insubordination a minor offense but it has major consequences in the classroom. The tone of the school is set the first week of school. If a student refuses to follow directions or disrespects a teacher and is immediately allowed back into that classroom, then that class is gone. All of the other students see that they can treat teachers any way that they want and there will be no serious consequences. Why should they do their work or behave? They don't have to because there is no consequence for doing so. Not all students will behave poorly though. They will just be in an environment that is incredibly hard to learn in. The students that come to school day in and day out who genuinely want to learn are the students who are screwed the most.

How can a child that committed arson be allowed back into the school where they committed the crime? How a can child be allowed back into the school where they assaulted a teacher? These are just two examples of events that happen all too often in Baltimore City public schools. And people wonder why their is a teacher shortage. It absolutely amazes me how little Dr. Alonso cares about principles, teachers, paraprofessionals, and especially students.

This is for sure an interesting debate, and as one of the people here who has expericence on the top ten list. I think that the problem stems from adult-student relationship. At some of these schools, you would be amazed(or maybe not) at some of the reasons students are suspended. Yes, we must disclipine young people for bad behavior, yet we never find the root of the behavior and we continue to impose disclipine. It's a vicious cycle at the schools, and some administrators need to understand that cycle.

Suspension are classified by offense, and by state law, and BCPSS policy, there is a chart of offenses. Most times, students are suspended, the offense is listed as "other". Which may be anything from sleeping in a class, not comming to school in a $25 uniform shirt, running in the hallways, to the more serious stuff.

When are we taking the time to figure out WHY????
Why is 60% of a student population not wearing a uniform. Why are students disrespecting their teachers?
Why do kids set fires??????

To me this says that the administrators who are suspending at these schools need a gut check. If a student does not want to come to school on time(truant), and when they come they misbehave(or not) they get suspended. Then the wonder why the graduation rates are dismal. They are sending a clear message that they do not want the student here. The most interesting thing is that a very small amount of these suspenions( for one of the schools on the list) are repeat offenders.

So I ask what is the price? When as educators do we give up on our kids? When is enough? What happens if we all just give up hope and faith, and just chalk up our schools to "those darn kids"!!!!!!!!!!!!