This is cut and pasted from an earlier post of mine this week. I really want to hear Alonso's thoughts on the fate/future of the neighborhood schools.

We can continue to build small-initiative, charter, magnet, and transformational schools and increase their enrollments, but we still will have large parts of our student population who will not be part of those schools, parents who are uninterested in dealing with their children and/or their education, and learning environments that are chaotic, unsafe,and full of transient, inexperienced teachers.

How do we address that population and those issues?

I’d like to hear some discussion on Special Education within City Schools, especially in regards to autism given the large number of kids now being diagnosed on the spectrum. Given the lawsuit proved that City Schools, at least in the past, did a poor job in educating special needs kids, how do you think they are doing now? With the governor proposing to shift the cost of non-public placement to the city, what are you going to do to make non-public placements not seem like the only viable option for so many autistic kids? Especially for autistic kids who are capable of academic achievement, pull-out and segregated programs (such as PAL) aren’t going to be an acceptable answer for involved and knowledgeable parents. I’d love to see meaningful inclusion, with training and supports, be the norm in City Schools as opposed to nearly impossible to find. IMHO, until you invest the money into making schools inclusive you’re going to be paying your money to non-public special education schools.

This is from a city-wide magnet teacher.

There has been a push to bring larger and larger pools of students into the magnet programs (City, Poly, BSA, etc.). And that is fine, I support that.

The problem comes once we find that some students are unable to perform at an appropriate level at these schools. Whether it be through academics or behavior concerns in the past these students would be transferred out with little if any debate.

Recent history has seen North Ave. fight the magnet schools on this policy. There are schools that focus on special-ed populations, there are schools that focus on populations with behavioral problems why do we fight the schools that wish to focus on the gifted and talented among us?

Again, I agree with bringing in a large Freshman class but North Ave. needs to allow these schools the autonomy to make decisions about its student population and should be more free to transfer students as it sees fit.

At my school, there are teachers here who graduated from here as little as 10 years ago. And during their time two failing grades meant that you did not come back the following year. That is no longer the case.

Aren't we doing these students a dis-service by keeping them in a program in which they are consistently failing even after multiple interventions and remediation?

I am curious as to how our economy will affect BCPSS. I am an art teacher in an elementary level, and have heard a lot of rumors that arts and music positions will be cut. How much job security will there be and how hard will he try to find placement if our jobs are cut?

How are things going at the Alternative Schools?

I want to know what Dr. Alonso is going to do about poor student behavior. As a teacher, do I just have to accept the fact that I am going to be cursed at, threatened, and possibly assaulted every day at my workplace? These students face little to no consequences for their behavior. Are we finally going to do something to allow a little bit of learning to take place in these drug infested war zones we now call City Schools or should I just transfer to one of the surrounding counties like so many teachers before me?

I need the School board need to reduce the number of Ist people in the school because some of them are not efffective in helping teachers to help reduce the budget deficit when looking to cut the budget and look at schools staffing according to enrollment. I think it is not feasible to pay a special education teacher a salary for teacher only 3 students a day just because the students are self-contained when they can be moved to a different school to be serviced. When you are looking where to cut, we need to look at all areas concerning schools and not just cutting positions at North Ave. Sometimes, we are paying salaries to employees are who not benefiting our students .

Not a topic here, but a side note. My Bess filter at work blocks Inside Ed. It seems to only effect me in my building, but as this is starting at 3:30 I may miss it :(.

I'd like someone to ask AAA why, after the staff of TMHS asked him to come to the building on 3 different occasions, he has only sent his office reps? And as a follow up, why he sent us a limp-wristed weak leader when we told him (verbatim) if we don't get a strong principal this year the school will get so much worse (Which it has, 10 fold).

Brandon, it's funny that you mentioned that your school has requested a visit from Dr. Alonso but has not received one. The staff at Mergenthaler has also asked Dr. Alonso to visit our school several times only to have him send his ineffective underlings. We have also requested a new principal but we are stuck with the same incompetent and unprofessional "leader."

Meanwhile, we have hundreds of students who never step foot in a classroom and are allowed to create total chaos. Mergenthaler was once a great school but is now nothing more than a training facility for criminals. I'm sick and tired of having my lessons constantly disrupted because of the same kids over and over again. The worst part of it all is that most of these disruptive students aren't even in my class. They are in the hallway banging on my door, screaming obscenities into my classroom, threatening myself and other students, doing drugs, gambling, selling drugs and other contraband, fighting, vandalizing, etc. Dr. Alonso, what is your problem with removing a very small percentage of students who consistently display poor behavior so that the other students can learn?

I will second James from Hamden's question, but my question has to do with technology.

It's a topic that has been discussed on InsideEd at length, and I'm interested in Dr. Alonso's take on technology in the classroom. Specifically, I am hoping for some explanation on the system's rather severe blocking software, which really makes it difficult for a teacher trying to integrate technology into the classroom to do so successfully. Students in county schools can access really cool blogging software where they can discuss literature; the can access youtube through teacher logins and create really innovative creative projects; teachers can create user-friendly google homepages that allow teachers, students, and parents to access assignments and files. Just yesterday, I tried to find an image of Kent in blocks (an ancient punishment device) from King Lear, so my students could visualize what was happening in the play, but teachers cannot even google image search because of the blocking software. I realize there are legal reasons for some of it, but why is BCPSS subject to much more severe blocking than other school systems?

Sara,

Great idea on the live chat.

Quick question: Will there be a transcription of it? Speaking for myself, 3:00 or 3:30 is a difficult time to be on the internet; my classroom is usually overrun with students during those times.

I'm assuming a live chat on a blog is going to be transcribed by the nature of blogs, or am I getting that wrong? If this is an audio type interaction I'm not sure if it'll make it through work's firewall.

WHO IS available at 3:30? Monday is also SIT, Staff, and SIT committee meetings in schools across the city. Many schools are not out until almost 4:00. There are also clubs, coach classes, and tutoring. This is the perfect example of how North Avenue is out of touch with the daily lives of teachers and students. I am at a prek-8 school and we are busy every day until at least 4:00 with kids and much later as a staff. The "live blog" is a great idea but please convince teachers that AAA really wants to talk to us by holding the blog when we can participate.

Well...good luck finding a time that makes everyone happy - after school there are clubs and activities, during the work day/school day not everybody can get a break and get on a computer for personal stuff, in the evenings there's dinner and homework, on the weekend there's way too many commitments and chores. Honestly, whatever time is fine, just let people ask questions ahead of time (as you have) and read answers when they get a chance. For accessibility transcripts are best if you have audio.

BMORETEACH - I support your issue with the content filter settings. I am a City Schools technology leader whose office is not located at North Ave. I am blocked from accessing the Internet at the same level that schools are blocked.
If you want to be able to blog, create podcast or wikis for your students, you can do so right in your TSS course. The tools have been available for more than a year. Look in the Control Panel to find all of the great tools that are open for use in each TSS course you have control over as the teacher.

I have found some documents online that explain how the Fair Student Funding formula works and realized that my school received extra money after enrollment closed in September.

My question is: what are the plans for providing the community with what the money was spent on once it went to the schools? I have seen no budget for my building and can't imagine that we've spent it all, as we have bought no new supplies (computers, art, textbooks, etc.) this year except one ream of paper per month for teachers.

Also, in regards to what others said about his meetings at schools: Dr. Alonso, you were at the Lake Clifton complex last Tuesday, but our principal only notified four teachers that the meeting was occurring and I didn't find out until afterward. What are your plans to communicate directly with teachers about news like this? I would have been at that meeting if I knew I was invited.

To A Parent-It is not about making someone happy! It is about AAA holding a LIVE blog at a time when teachers can't particpate.Posting a question ahead of time rather defeats the purpose of the concept.

Does Baltimore have any plans for an attendance requirement (such as 20 unexcused absences per year equals an automatic incomplete or failure of a high school course?)

Also, Dr. Alonso, what surprised you most when you moved to Baltimore from New York City?

@bertross -
There was a lot of discussion on TSS in regards to a previous post here. I'd say the general consensus was that it is difficult to use or unusable, but I'll let you read the comments yourself.

Wise educator: I arranged the time for the chat with Dr. Alonso's scheduler. I thought that after school would be a convenient time for teachers to participate (as opposed to noon, which is the typical time most publications hold live chats). I'm sorry it doesn't work for you and others who have written in here. The time was my doing, not Dr. Alonso's. A parent: This will not be an audio chat. You'll see a prompt on the blog's homepage where you can submit a question, and Dr. Alonso's responses will appear as he writes them. I'm checking with our Web folks to make sure the entire text will stay up on the site afterwards. This is all a learning experience for me.

Bertross: I will concur with "a parent" says. My many attempts to use TSS for anything useful have been fruitless. I know of no teachers at my school who use it or know how to use it with any effectiveness. Something apparently has been lost in the training processes. I am pretty tech-savvy and know know how to use a lot of software and sites; I wish BCPSS let us use them.

Dear Mr. Alonso:

What do you think of Baltimore's new Montessori school so far?

Do you have any plans to expand Montessori to other schools in Baltimore?

Are you in contact with the administrators of other public Montessori schools (for example the Montessori Magnet school in Hartford, CT)?

Have you read the book "Children Who Are Not Yet Peaceful" by Donna Bryant Goertz? Given your experience and commitment to reaching our most vulnerable children, I highly recommend it.

Thank you for coming to Baltimore.

I am curious to hear what, if any, sustainability plans are being put in place for those who succeed Dr. Alonso. I'm not anxious that he leaves, as this has been a particularly good time for City schools, but his work style is so unique and intense that it will prove to be difficult to replace once it is gone.

Thank you for this 3-day coverage, Sunday's piece is fantastic. As a teacher, I feel fortunate that The Sun's education coverage is so good.

Sara, thank you again for doing this. Hopefully it will open many doors...

I know there is a lot of talk about behavior management and punishment, and I am extremely curious to see how Alonso plans to resolve the issues.

One major issue that I'm currently seeing (that would be great if you brought up) is with our accountability system. I have worked in 3 schools in the city, and each school had very low suspension rates - because they wouldn't suspend. The principals were so focused on keeping their numbers low that they let any infraction slide so that our school would be seen as a "safe" school - students are not facing ANY consequences! In reality, there were students hitting teachers, desks being thrown, and many students being endangered daily.

What could he do to help this jaded accountability system?

Thrilled your here in Baltimore to make a difference in the lives of children who depend on the public school system to see their potential and advocate for them when no one else will. Our son spent one year in the public school system here and what we learned is that if one set out to design a system that would turn kids off to learning and prepare them for a life in jails/prison, one couldn't design a system better than the Baltimore City Public School System. We encountered incompetent teachers who had been in the system for 30-40 years, who denied our son the learning accommodations to which he was entitled, who greeted the class on the first day of school with "I don't want to be here anymore than you do," who were infuriated with us for being involved parents who recognized their incompetence, etc. We we made the decision to take our son out of the public school, one teacher said we were doing the right thing and then any parent who had the means to get their kid out, should. I'd love to sit down and talk about our experience with you. It was eye-opening and gave all of us, our son included, great empathy for what the children in this city have to endure everyday.

I know numbers matter to you, in terms of enrollment, but when you started the "Great Kids Come Back" initiative, what interventions did you put in place to help those students actually succeed the second time around? They came back to the same environments that failed them, and they failed them because their needs were different or more complicated. Of course there are ways to bring these kids back, but not without actual programming to transition them back. I was disappointed, were you? Any regrets?

And - since I can't join the live chat due to a work-related appointment, I do have a question, based on my comments above: how do you plan on dealing with teachers who park in the right parking places and show up on time, etc (and so get high marks on their evaluations) but are incompetent in the classroom? I was told by the administration that, because of the teachers' union, the most that a principal or asst principal (both of whom were aware of the inadequacies of teachers at their blue-ribbon magnet middle school) could do was administratively transfer these teachers to another BCPSS school.

Discussion topic submitted: THE PROBLEM: "Fix the Nonfunctional TSS Teacher/Parent Education Portal" Good idea, absolutely terrible systemic implementation for core courses material uploading except for MATH all other courses resources content is absent and it's functional sustainability is very weak. CEO Andreas Alonso, CAO Mary Minter, Kathy Volk OAA can promptly fix the problem. THE SOLUTION: If the Information Technology (IT) Dept is given the core course(s) content materials from each of the directors curriulum specialist in Literacy, Science,Social Studies, Foreign & Classical Languages to upload in TSS education portal the fix is in. Assuming as a foundation criteria for "Great Schools" central office operations it's a priority that curriulum specialist do still exsist?
The City Schools (IT) division is in a assist solutions position to say to the Chief of Academics "help me to help you."

For those who have been blocked from this site from within your school: sometimes it depends on the link you click. In some buildings I've worked in, you have to go to the "blogs" link, then on to "Inside Ed"'s generic homepage, rather than clicking a link to a specific post. From that point you're pretty much free to move about within the site. In other buildings you can click on any blog post link without problems.

And, of course, in North Avenue you're not blocked at all. Go figure.

"Anonymous" up above pretty much nicked my question, which I've posted elsewhere. It may be time for us to consider autism programs which have entrance criteria, to allow us to serve some of the higher-functioning students who still require a specialized setting.

I'll offer up another special education question, then: there's word that the special education teams will be fully "unlocked" next year, meaning that schools will be free not to hire an IEP Team Associate. Given that Special Education Coordinators will be gone next year, and that many of the existing Educational Specialists do NOT have prior practical experience in Special Ed, what structures will be in place to ensure that schools receive the staff development and the regular support that they need?

Is it true that Montgomery County one of the richest counties is receiving a $27 million increase in funding? I have found that everyone is either burdened with many serious issues, or lazy and want someone else to do it for them or they are passive and say I will do it later and never get around to do it. There is so much that is wrong can we hear something that is right. We need a leader. This system is not just for one person to fix, it is a time to stand up and to become united. If we do nothing we should expect nothing. Inform us on more things that can be done. May the force be with you.
Mother of three Baltimore City School Students
Carol Conroy

Dr. Alonso,

Do ever make unannounced visits to our schools? It is my opinion that if you're looking to assess a school's culture and effectiveness, informing the principal beforehand will give him/her the chance to ensure the best facade possible, and hide the reality of the school.

Also, what do you look at besides tests scores when judging a school? Enrollment? Student surveys? Teacher surveys? Parent surveys? Interviews with children and staff? Community involvement? After school programs?

Thanks for your time.

Here's the comment I wrote on the Baltimore Sun forum regarding Dr. Alonso that I would like Dr. Alonso to see since I am a graduate from Baltimore City schools:

I totally agree with him, the students of Baltimore City deserves better than what the city and state has been offering in terms of education in this city. As a graduate from Baltimore City schools, I am totally glad that he is angered at the parents who are not involved in their kids education and I support Alonso's belief that poor, minority students stuck in America's underclass are not destined to be stuck there for the rest of their lives. I'm glad that Alonso is the first CEO to actually stand up for the students no matter what and actually confronted parents regarding their inaction to improve the school system. I'm also glad that he's confronting politics and our Governor:

"Last month, he waged a public battle with Gov. Martin O'Malley over proposed cuts in school funding, even though O'Malley is one of two people to appoint the school board. Alonso accused the governor of retreating from a commitment to public education and hurting the neediest school districts to the benefit of wealthier ones. The governor said that was "patently false." "

I'm glad that Alonso has the guts to actually stand up and go against the Governor when it comes to education and actually accused him of "retreating from ... public education and hurting the neediest school districts to the benefit of the wealthier ones." I hope Alonso will go to the General Assembly to accuse them of the same thing and demand more money for the city school system.

I honestly believe that Alonso is the long-awaited CEO that our school system needs to totally improve the education of our children.

Congratulations to the great job that Dr. Alonso has done so far "Test scores are up, the graduation rate is up, and enrollment is up for the first time in 40 years" and I hope this trend will continue into the near future.

Are you aware that some schools are cheating on the MSA testing; meaning you can have a child who tests as proficient or advanced and is 3 years below grade level? How can this be addressed? There should be a way for this to be identified system wide: when children move to a new school and the testing changes from proficient or advance to basic, the tale is told. Why would computer programs not pick this up?

My question for Alonso is: Since you say that a criterion for your sense of competence is the high school graduation rate, doesn't such a criterion conflict with the safety of schools that graduate some students who should be expelled (or "excluded," as you prefer to say)? Why don't you make the safety of the schools a basic priority? The rest of our priorities depend on it.

Unfortunately we Americans worship people with advanced degrees from famous, far-away schools to the point of mistaking these degrees for superpowers, when all we really need is some plain sense. We also worship the language of corporations. This piety explains why some school boards have decided that the word “superintendent” is far inferior to an acronym like CEO. The men and women who have these titles are not simply businesspeople. Their speeches have the cooling intonations, mechanical gestures, evasive platitudes and wide empty grins of careerist politicians. But because they are doctors of education, they expect the public and its educators to listen to them with reverence. And too many of us do.

Alonso--Do you really consider yourself "impolitic," as the Baltimore Sun has called you?

Dr. Alonso,

First, I must commend you on the right-minded, "let's shake things up", course of action that you have taken since your arrival. As a ten year veteran in the city school system, I must confess that this is the first time that I feel things are actually getting better for the entire district, and for that I thank you. As an educator in one of the more successful city-wide high schools, I am troubled by what I consider to be a lowered standard for admission and retention. While the mean composite score for admission has risen, the ability of new classes of Freshmen has been going down - I fear that grade inflation at the middle school level is to blame and we have been repeatedly told by our principal that we have no control over the admissions process. What are your thoughts on allowing magnet schools to create an additional admissions test (essay writing, interview...) like those of the colleges for which we are being asked to train these students? Additionally, once the students arrive we are certainly responsible for their success, but there will always be students that do not pass a class on their first attempt. Unfortunately, the remedy for this problem is a summer school class - where the standards are not nearly as rigorous, or a Novel online class where anyone can submit the student's work from home - the result is a "cleaned-up" report card, but a student who is doomed to another year of falling behind because he or she has not really mastered the skills from the prior year (this is especially crucial in the fields of math and science). What are your thoughts on allowing magnet schools to staff their own summer schools and require those students to attend this more rigorous form of summer school? I expect that these questions will come off as elitist to some of the readers of this blog, but all I am asking for is some autonomy so that the CEO and the many talented individuals of the district can spend their time and energies on those students of the district that NEED their assistance. I am not asking anyone to feel sorry for those kids who will be going to college, but they too are a part of our city and they need to be prepared for the next phase of their journey because I fear that while we may have a high acceptance rate to college, we do not enjoy a high retention rate once they arrive.

Thank you for your service and your time.

What can you do to make teacher evaluations more uniform across the board? The current system allows for too much Principal subjectivity--and it allows for personal issues to come into the evaluation process. For example, in the 5 years I have been in the system, I have been given various reasons for not receiving any more than one proficient a year—the first two years it was because I was a “new teacher,” the next two years, it was because she was waiting to see what my student’s HSAs scores would be, and then when 79% of my students passed the HSA, I was no longer given explanations (please note, I have never been on a PIP or even had one suggested to me). Last year, a new AP was put in charge of evaluations and I was given all proficients as were a few of my colleagues—until the Principal found out and she made that person go back and change the evaluations back to one proficient for everyone. Mine was in teaching—but how can I be a proficient teacher but only a satisfactory planner? Other friends across the city have run into similar issues—or even worse, where every teacher in the building gets proficients--even those who miss weeks at a time, never write a lesson plan, or refuse to participate in any out of class activities such as faculty or parent meetings.

What is most upsetting about this is not that I feel I am the best teacher in the world and deserve these proficients every time, but rather, because of the way our teacher evaluation is handled, it has become a joke and means nothing to most teachers until it is time to look for a job in another district and you have to explain to that district why your evaluations are so poor. The teachers are aware that the evaluation system is biased and are hungry for real feedback and real solutions to the issues we face every day because most of us want to be successful and want our kids to have the best learning experience we can offer them.

Just a side note: is it possible to have some sort of Principal evaluation done by the teachers? In reading this blog every day, I know that our school is not the only school with Principal issues. If we were offered some way—even a TSS survey, that allowed us to comment on the running of our school, maybe some of the Principals would be more apt to listen to these evaluations if approached in this manner rather than closing their door and refusing to listen to teachers at faculty meetings. (and, the annual climate survey does not help this situation—our Principal once referred to it as a chance for teachers to “complain” although she used a much more colorful word).

@anonymous - In my company "360 evaluations" are required for managers above a certain level. The reviewers are anonymous and are expected to provide text to backup any evaluation that's high or low (as opposed to average). The idea is that a cross-section of the different levels of people interacting with the person being evaluated get to give inputs. It would be great if a similar thing could be done for principals in our schools. I think the reviewers should include students, parents, teachers, staff and whoever is considered a supervisor of a principal. These reviews could be compiled together to look for trends and to provide detailed feedback to the principal. The only downside is that the reviewers never get to see what the overall results of the evaluation are since this is an HR matter. Given how critical principals are in the new organization structure, maybe some sort of summary could be given to the entire school body. As a parent who has some amount of choice in selecting schools for my kids, I'd love to have some sort of moderately objective way of comparing school leadership teams.

What are the plans for expanding Pre-K? I think there should be more options for parents who don't fit the [federal] head start criteria.

Dr. Alonso,
What are you going to do about making the children partially responsible for their own education. My husband is a teacher at one of the BCPSS middle schools who is threatened, attacked and disrespected every single day. When he sends the offending child to the office the child is immediately returned to the room with no consequences.

Right now he is so disenchanted with the whole city system that if he did not have to stay (at least for now as he was in grad school and received tuition assistance), he would leave ASAP.

When he asked the principal of his school what should he do about the children and what could the office do to help, he was basically told to keep his mouth shut about the problems that he was having or he could lose his job.

These children don't care, the consequences mean nothing to them and it shows in the administrative staff as well (I don't think they care either), my husband chose to teach in the Baltimore city schools because he felt he was needed there, he was offered jobs in Harford, Baltimore and Carroll counties, but chose the city hoping to help make a difference, now he is counting down his time so he can get out of your school system.

Giving funding control to the principals has only made it worse. Last year at least he could get copies of lesson materials for the students and other needed resources. This year he does not even have text books and was told to pay for the copies himself, that there was no money left. This is utterly ludacris, some one somewhere is sitting fat and happy, while my husband and I are paying for school supplies, above and beyond our property taxes.

I would love to see the issue of cheating on standardized tests addressed. There's cheating on the MSA, yes, as well as benchmark tests, Stanford.. pretty much anything that goes back out to BCPSS or beyond(though I can't speak to the HSA.. it seems the younger the students are the easier it is for teachers to cheat). Sometimes it's just teachers, sometimes the administration is involved. And even when there are huge discrepancies in test scores and classroom performance it's ignored at the school, city, and state levels.

Dr. Alonzo, why has "expulsion" become such a dirty word. The law maintains that every child be given the opportunity for an excellent education. The opportunity is certainly available. If the child refuses to accept this opportunity and take responsibility for his education; if the child is a disruption to the learning environment; if a teenager really doesn't want to take what is being offered, why can't some small percentage of these non-students be expelled? The opportunity is our responsiblity but the education itself is the responsibility of the student. Not every student failure is the fault of a teacher or a principal or a superintendent. Consider the disservice we do to the students and families of the students who try by investing the majority of our energy in those few who reject education and civility.

My questions have to deal with preparing students to survive in the 21st century.

Will a major rewriting of the school systems curriculum be undertaken to address the needs of 21st century learners? The current outdated model does very little to reach out to digital natives.

A. How is the school system going to address the growing disparity (the digital divide)in technology tools that exists from district to district? (Why keep my child in the city schools when I can move and send them to a county school that has many more technological resources?)

B. Also a growing disparity of technology tools, technology support, technology instruction and integration of technology into teaching and learning from school to school within the district?

Technology, it's proper integration into teaching, and it's support seem to be a very low priority for the school system how does the CEO plan to address this issue.

Dear Dr. Alonso,

I have been a City Schools employee for quite a while. I am a career changer with experience in business and nonprofits. I believe you are doing a terrific job and hope that you continue to fight for the children of Baltimore. I also hope you recognize that the vast majority of educators are amazingly dedicated to the success of their students. My questions are as follows:

How do you intend to create a culture of 360 degree communication and evaluation? How can an employee communicate with you or their immediate supervisor without fear? Do you believe in the philosophy of being a servant leader? Have you read about the CEO of Japanese Airlines(JAL) who moves among his employees and has removed his office walls for accessibility?

I do believe in you and what you are doing but want to see you keep pushing the status quo. Thank you for reading this entry.

Dr. Alonso;
I have been very impressed with your efforts to bring our Baltimore schools into line with a more productive operational model than existed before your arrival.

What would you consider to be the most challenging difficulty presenting itself to the school system's success at the moment?

/..Dr. Alonzo,
i ap.preciate all the efforts you are doing for baltimore city schools but i have a concern and that is how can you get fairness with the staff i a parent that see alot of decietful and uncover things happening at Baybrook Elementary Midddle school with payroll and staff not doing their jobs and the teachers are scared to speak up for their rights against the principle it's staff there that shouldnt even be working around the children that curse at the kids belittle them i feel its a lot of people that have love and pasion for the children that need jobs Bay brook need to be investigated but noboby has the nerve to speak up for the kids. i would like to have a meeting with you at your office if that is posible i have several parents and documentation from years back that can verify these allegations. thanks for your time.

Mrs. Charmaine Ward-Jones