School Stories

Zero Tolerance & Luzerne County

2010-03-03T06:35:00.000-08:00

Kudos to Sen. Baker for 'questioning the worthiness of zero tolerance' (see item from Cathleem Palm, The Advocate's Agenda, below) considering references to it in the Luzerne County case. (Also, I'd like to know in what PA school district the Secretary thinks Zero Tolerance has proven effective. Has anyone seen that study?)
-Sheila

Sen. Baker used some of her time at the PDE appropriation hearing this PM to bring up the Luzerne County injustices by asking about the worthiness of “zero tolerance” policies. She said she felt that the policy is, in part, what triggered many youths involvement in the juvenile justice system.

The Secretary said that zero tolerance makes some sense and that it is effective in PA because it “rightfully” puts the “discretion” with the Superintendent. He also said that the Luzerne situation was one “of morality” and “doing the right thing” somewhat dismissing the role/contribution of zero tolerance argument of Sen. Baker.

The senator agreed even as she said that you can only agree as much as you remember that it was “not an isolated incident” in Luzerne.

But Zero Tolerance MAKES no sense!

2010-02-24T08:30:00.000-08:00

My favorite quote from this story below comes from Kenneth Trump, National School Safety and Security Services consulting firm, who said zero tolerance policies can work if "common sense is applied." When we realize -- there is NO COMMON SENSE to Zero Tolerance! - Sheila, PCCY

Girl's arrest for doodling raises concerns about zero tolerance

CNN) -- There was no profanity, no hate. Just the words, "I love my friends Abby and Faith. Lex was here 2/1/10 :)" scrawled on the classroom desk with a green marker.
Alexa Gonzalez, an outgoing 12-year-old who likes to dance and draw, expected a lecture or maybe detention for her doodles earlier this month. Instead, the principal of the Junior High School in Forest Hills, New York, called police, and the seventh-grader was taken across the street to the police precinct.
Alexa's hands were cuffed behind her back, and tears gushed as she was escorted from school in front of teachers and -- the worst audience of all for a preadolescent girl -- her classmates.
"They put the handcuffs on me, and I couldn't believe it," Alexa recalled. "I didn't want them to see me being handcuffed, thinking I'm a bad person."

Cool courses for parents!

2009-07-30T06:33:00.000-07:00

Given the high correlation between a student's liklihood for success and the level of success at which their parents exist, I think it appropriate to share these August courses with School Stories readers. These courses come from the Parent and Community Resource Center, 440 North Broad Street, First floor. RSVP @ 215-400-PCRC (7272)

Ongoing:
FREE GED Class
Tuesdays and Thursdays in the Meehan Conference Room at 5:30 p.m. by the Center for Literacy.

SPECIAL REGISTRATION FOR NEW IMMIGRANT STUDENTS
Monday through Friday, each day between 9 am and 2 pm. Interpreters and translation services will be available to assist in getting students registered for school.

11th 2:30 – 3:30 pm Primerica, Financial Services
We help families with money management in the areas of: Life insurance, Debt, Investments (IRA, emergency funds, college funds). We offer a FREE Financial Need Analysis that will help families have a road map to their financial goals. If they need more detail let me know and I'll get it to you.

12th 1:00 – 3:00 pm Reading Strategies
Joanne Eggleston, Office of Specialized Services
Learn reading strategies to help your child with reading and comprehension skills.

12th 5:30 – 7:00 pm W.H.Y. (What Hinders You/Youth?) Series, Part II –
Beyond Intelligence, More than the Eye Can See - Pearline Sturdivant
This workshop will give parents an understanding of how their student learns from a
wide range of intellect. Parents will be given a view of how Gardner's Multiple
Intelligences are effective when understanding how their child learns.

14th 2:30 - 3:30 pm Philadelphia HUNE - Advocacy: A Way of Life
Provides insight into special education advocacy and gives tips on what to expect from advocates and how to effectively work with them.

19th 1:00 – 3:00 pm Math Interventions
Joanne Eggleston, Office of Specialized Services
Learn strategies to help and encourage interest in math.

22nd 9:00 am- 12:00 pm Philadelphia Right to Education’s Early Intervention/Welcome Program
Families of children with special needs who are transitioning from the Early Intervention system to the Philadelphia School District are invited to attend and provided with information about the services and supports offered by the Office of Specialized Instructional Services.

New East Falls high school to host parent meeting

2009-07-28T06:48:00.000-07:00

The new high school opening in East Falls is interested in meeting this week with parents in the area about the new school.

Contact Patti Brennan if you live in the 19127, 19128 or 19129 area code and are interested. Brennan wrote on parent partners that, "If you have a child currently in elementary school and live in the above zip codes and are willing to be part of an innovative plan that will require a monthly committment from you but will transfer into an exciting high school option for your child - contact me at pb19128@ymail.com or 215-483-0592."

Criminalization of Student Misbehavior: A Case Study

2009-03-12T12:37:00.000-07:00

As part of the PCCY's effort to advocate against criminalization of student behavior in schools, we are posting this and other first-person accounts of discipline responses in our schools. Below are accounts -- addressed to Comprehensive High Schools Regional Superintendent Michael Silverman -- from both the grandmother and student in this incident, whose names are being withheld. We are awaiting a record of the officer's side of the story. But based on the information here, how do you think all parties could have handled this incident differenty? a previously reviewed suspension report makes no reference to assault or weapon. -Sheila Simmons, Education Director, PCCY

February 17, 2009

Dear Mr. Silverman:

Please be advised that my name is (name withheld). I am the grandmother and legal guadian of (name withheld).

I was called on February 11, 2009 by Officer (name withheld) SPO (school police officer), to inform me that she would be suspending my granddaughter and sending her home. I in turn asked her how long should I expect her to be coming home? She replied, "as soon as I complete her paperwork." This phone call took place before 10:00 a.m. I waited all day to no avail. I ran an errand and returned home at approximately 3:30 p.m. When my 12-year-old granddaughter informed me that a message on the answering machine left instructions for me to pick (name withheld) up from the 39th police district.

Sir I am irate and outraged -- but not amazed or surprised due to the direction that our world is going in. The adults as well as the children use profanity and have unacceptable behaviors. I also realize that we are living in a different day and age. But aren't the prisons filled and overflowing enough, that we don't have to start going into the schools to advance the quota for the future? This is a way of preparing and getting our children ready for the future (for prison).

I could clearly understand if (name withheld) had a weapon or was in a serious fight with another student on a daily basis. Presently, I had been communicating with Ms. Davis and Ms. Chakavarity regarding (name withheld) mouthyness and not staying in her seat. I informed them that (name withheld) and her sister had just gotten involved in an after school program with the Dawn Staley Foundation at the Zion Baptist Church located at Broad and Venango Streets. I am constantly involved and ready to communicate with teachers if and when they call me. (name withheld) is not a problem at home. She is mouthy at times. I never have to wake her up at 6:00 a.m. in the morning to be on time for school. She performs her chores with minimal problem.

I frankly believe that I should have been given a call to be able to come in and have a conference, before the Officer allowed this to escalate. I further believe that the Officer may have a poor self image and feels that the children do not respect her due to her weight problem.

When I was in school, being arrested was unheard of. You usually had to do something serious and dangerous or have a weapon or something. (name withheld) is not in a gang, not did she endanger anyone else. I assure you, that I was not there. However, I do know my granddaughter very well. If she used profanity, it is because she had good teachers including her mother and other adults. I do not use profanity, however, the last time I checked, it was not against the law.

Sincerely,
(name withheld)

Dear Mr. Silverman,

My name is (name withheld). I attend Simon Gratz High School. On Wed., Feb. 11, 2009, I was arrested and suspended.

The first day I met Officer (name withheld), I walking down the hall and some girl said something smart (not my friend that I was walking with). I said to my friend, "I will beat you up." We turned around and Officer (name withheld) was there. She looked as us crazy. I said, "No I wasn't talking about you." She replied, "I know you who you were talking to, her (referring to the girl I didn't know who had made the smart comment)." I said, "Who?" She said, "That girl right there." So me and my friend kept walking as I said to my friend, "I was talking to you." Officer (name withheld) assumed I was talking and referring to her. I thought it was over and done. When Officer (name withheld)saw me a couple minutes later and told me to come there. I went and somehow she put me in a lead(sic)-lock and tripped me.

Afterwards I got up, my friend was laughing and we just left. I saw Officer (name withheld) again in the lunchroom, she said come here and I did not go because of what she had done to me on the third floor. "Come here!" I replied " No, I'm not coming. I'm scared." People were telling me to go ahead, but they had not seen when she tripped me. She said, "You know what, come to my office you getting an EH42." I went into her office and she talked to me. She said, "My own family don't dissrespect me and I'll be damn if I let you disrespect me." So once she finished talking to me she dismissed me from her office and I left. As the days go by everytime she sees me she says, "Why are you on my floor?" I will show her the hall pass she will rip it up and say, "You no longer have a hall pass go to class." I will say smart remarks and walk away.

On the day we had a pep rally everyone was confused about what classes to go to. I had a couple minutes until my lunch, but Ms. Brice announced for everyone to go to the class they would normally be in. So I went to the third floor (Ms. Yaich's class) but no one was there. So I was about to go back to the auditorium and I saw Officer (name withheld). She said, "Go to class." I replied, "No one is in my classroom, I don't know where to go." As I was telling her why I was in the hallway, she was paying me no attention. Then she said, "Come on Mr. Schreulder we go!" She gripped me up and threw me on the elevator.

When we were on the elevator, she got in my face and said, "This job don't mean Sh** to me. I will FU** you up, for real." I did not reply. I just was smirking. She took me to the academy leader (Mr. Schreulder) and told him about me. He talked to me and told me to go to lunch.

One day we were getting our report cards so the bell rang at 2:30 p.m. (15 minutes early). I came to the third floor to get my belongings to head home. Everyone is coming out of their classes to go home and she comes over to me and say, "Why are you on my floor?" I say nothing back, and she says it again. I said, "Miss, it is after school, I'm coming from my locker." She said, "Get off my floor." I'm like, it's after school, the bell already rang." Then I got my belongings and left. She still was talking, I said, "Bye girl." She said, "Do you want me to tell you something that's going to hurt your feelings?" But I just went down the steps.

Now on February 11, 2009, is when she suspended me and got me arrested. The bell rang; I'm going to my 4th period class (which is on the 3rd floor). I see Officer (name withheld), everyone is in motion in the hallway, and she comes to me and says, "Get to class." I walk on talking to a friend. I said, "I'll see you at lunch." Officer (name withheld) said, "If you come down there, you are going home for three days." I said to my friend, "Never mind, I'll see you in 5th period." So I'm walking along, she still saying go to class as I'm walking. I was walking and talking with my friend when she came over to me and gripped me up and threw me against the wall and put the handcuffs on me. She took me to the school police office and wrote me up. She was throwing everything out of my bag looking for my school I.D., as I was telling her that it was not in there. Once she was done throwing my belongings around, she said, "Where is your I.D." I said, "It is in my wallet." She took my I.D. and filled out the paperwork. After the paperwork was done, Officer (name withheld) was ready to take me to the exit door. My belongings were still scattered around, when I asked her, "Could she get my belongings." She looked at me and said, "Come on!" I put my back against the wall waiting for her to get my items, and she started to grip me up as I was snatching away. The police officer who was also in the office at that time said, "Take her to the district, Serg wants his office clear anyway!" Officer Burton again went to fill out additional paperwork. And the 39th police district came and I was transported.

Sincerely,
(name withheld)

A Word on 'Safety First'

2008-12-11T11:29:00.001-08:00

This perspective, featured in a Letter to the Editor in the Friday, Dec. 5, 2008, Philadelphia Inquirer, is worth considering as we continue to navigate how best to address behavior and discipline in Philly schools. -- Sheila

Re: "Safety first," editorial, Monday:
While I agree in principle that the Philadelphia School District needs to send a clear message to troublemakers by expelling them or transferring them to alternative schools, I am not sure enough people truly appreciate the scale of this challenge. As a student teacher in an affluent suburban district, I could issue an index-card-sized referral slip to a disruptive student and send him or her to the office, no questions asked. In Philadelphia, where I taught for six years, referral forms measured a full 8½ by 11 inches and had to be completed in triplicate. Furthermore, a teacher was expected to exhaust other strategies - a detention, calling home, etc. - before referring a student. Indeed, a sure way to curry disfavor among administrators was to send disruptive students to them a bit too often.
Ronald L. ZiglerAbingtonrlz2@psu.edu

Talking Teacher Equity and Quality

2008-12-02T12:44:00.000-08:00

If you're looking for an opportunity to discuss issues of teacher quality and equity, here's a great evening co-sponsored by the Philadelphia Student Union and others in the Southwest community.

Community Forum on Teacher Quality & EquityOn Tuesday, December 9th at 6:00 p.m. at the Kingsessing Recreation Center in Southwest Philadelphia, the Philadelphia Student Union and other community-based organizations will be holding a Community Forum on issues of Teacher Quality and Equity.

This open forum will feature Dr. Heidi Ramirez of the School Reform Commission, as well as representatives of the School District of Philadelphia and the Philadelphia Federation of Teachers. The goal of the forum is to hear about current practices of teacher hiring, distribution, training, and retention, and to explore questions and suggestions from parents, students and other community members to inform district policy as well as contact negotiations.

*The bulk of the meeting will be devoted to open questions and discussion from the community.*

Co-sponsored by Philadelphia Student Union, Healthy Family, Healthy Life, Inc., Vernard Johnson, Walnut Hill Community Association, Southwest Action Collaborative. In conjunction with the School District of Philadelphia and the Philadelphia Federation of Teachers. For more information contact:info@phillystudentunion.org(215) 471-5970

CLARIFYING ZERO TOLERANCE

2008-11-14T09:02:00.000-08:00

The District shared the information below with principals to "help guide in the implementation and understanding of our zero tolerance policy." -- Sheila

· Any weapon or firearm case will be referred for expulsion from the District (this includes guns, BB guns, pellet guns, firearms and simulated firearms)
· Student Assault on Staff/Adult will be referred for expulsion from the District
· Multiple offender assault on another student(s) will be referred for expulsion (must be charged with aggravated assault by the Police/D.A.) Purpose is to target the identified leaders and remove to mitigate further incidents.
· Knives, cutting instruments, and box cutters/similar types will be referred for expulsion given circumstances.
· Drugs – amounts that are for distribution and if less than “5” (sic) string together the totality of the circumstances and the repeat possession/personal use for referral Level 2 and expulsion.
· We MAY suspend for 10 days. The consent decree gives us the ability to do so, but it is not to be used in every case. While the letter sets out the violations when Principals may suspend for 10 days, those areas are so broad that there needs to be further clarification. Students who commit egregious acts of violence should be suspended for 10 days. However, there are many cases of alleged assaults, that may not rise to that level and require ONLY five-day suspensions. In addition, all weapons violations do not rise to the level of needing a 10-day suspension. A kid, who brings a box cutter to school from work or in error, may need only to be suspended for five (5) days. Please follow the Discipline Procedure Manual Process.
· While a child is suspended, it is CRUCIAL that work is being sent home with them.
· Principals must hold parent conferences for students being suspended. At the parent conference, if they have determined that the violation is serious enough to warrant a 10-day suspension and an EH-21, then they need to tell the parent that they may recommend expulsion. The only people who make the decision on whether to proceed with a hearing are the Superintendent or her designee. It is premature and inaccurate for the Principals to be telling kids they are expelled. The final decision to expel can only be made by the SRC after a full hearing.
· The Principal must submit the documentation for a transfer or expulsion to the Alternative Education Region within 48 hours.
· Interim placements are to be used only when the student staying in the school creates a safety issue for the school. The default position is that pending a hearing for expulsion or a disciplinary hearing, the student remains in their regular school. It may be the case that in many cases where 10-day suspensions are recommended and expulsion or a transfer are recommended; the student does need the interim placement.
· It is crucial that the Behavior/Performance Review be completed thoroughly and accurately before discipline action is taken so that we are in compliance with “child find” provisions of the IDEA.

Grandmother: Police record for student with lighter

2008-11-14T07:48:00.000-08:00

This word came to us from a Philly grandparent. We're checking on details and will keep you posted! -- Sheila

Just got a call from (a grandmother), Grand daughter was arrested…in handcuffs and spent 12 hours at the police station…because she used a lighter at school. She was charged as a felon at the Youth Study Center: “She did wrong, but this is ridiculous!”

Zero Tolerance in N.E. PA

2008-11-10T09:28:00.000-08:00

This story came to us from Honesdale, PA:

Hello! My name is Marilyn I am the mother of a wonderful 15 yr. old former high school student at Honesdale HS in Honesdale PA. On April 2,2008 my son went to school as usual but the events that followed were forever to scar him and our entire family. A student that had been caught doing grafiti in one of the school bathrooms was caught in the act, was brought to the office and he decided to say that my son had helped him,( my son has never been in trouble, has never even had a detention) my son was pulled out of class 1st period, brought to the office and sat next to the accused student, they knew each other from Math class. This student said to my son "just say that you did it and we will go to detention together" my son told him that he had not done anything and that he would have no part in this. My son was then called int o the vice principals office he denied having part in this. When they came out the vice principal told the other student that my son said he had nothing to do with the incident, at that time this student started crying and screaming and ran out trying to get out of the building he was brought back at which time he must have realized he was in a hot seat and said "OK, he did not help me but he sells drugs". ( our nightmare began!) my son was brought into the vice principals office with another teacher that was in the office helping the v. principal he was drilled frisked called names and told that if he did not admit to this that he would be brought to a judge and he would be put away. My son kept asking for me to be called they said when you tell the truth! His locker was torn apart his books were shaken( my son has an IEP, he has an anxiety disorder, no one was called from sp.ed, no nurse no police no parent! At 12:30pm I was called at home and told that my son was caught selling drugs, I flew to the school 13 miles, I asked if they had searched and where were the drugs? No drugs were found they said but he admitted to it. I could not believe it, I know better. I was scared I did not know my rights, we were told that the police would not be called (I asked) I thought they were been kind. If it was today I would have screamed to the top of my lungs and said "CALL THE COPS" When we got in the car my son explained the truth. We got a lawyer,advocates, he was given 180day expulsion, it was recinded, my son was however not allowed to return he now goes to connections academy cyber school.
Isolated, afraid here sits a now 10th grader violated by a system that is blind and obsesed with Zero Tolerance. Naturally there is more horror to this story, I don't want to bore you so I gave just the star events.
Thank-You for reading and good luck with your work, we are living proof of the damage caused by zero tolerance. Thanks again, it helps me to be able to share this life changing unfair event.
sincerely Marilyn

Response to Expulsion Policy

2008-10-22T09:49:00.000-07:00

Many community members who had been in discussion with the District about improving discipline policies and the disciplinary transfer process were surprised to learn that the District's new expulsion policy reportedly resulted from the findings of the School Safety Advisory Committee. No such conversation ever took place during SSAC discussions. Some of these members responded with an email to the District:

October 20, 2008

Although representatives from our organizations served for many months on the School Safety Advisory Committee, we were surprised to learn of the request by the School District for new expulsion schools, and that this new request is in some way related to recommendations set forth by the Committee. The topic of expulsion as discussed in committee meetings was understood to refer to state and federal guidelines around weapons, and the need for greater clarity for case-by-case decision-making. We believe any endorsement of a new expulsion policy and heightened Zero Tolerance policy is a distortion of the endorsements of the committee. Since many members of the community were engaged in this committee, we believe it is important to clarify the record to assure the maintenance of trust between the School District and entities it often refers to as “partners” in the education of Philadelphia children.

Sincerely,
Deborah Gordon Klehr, Education Law Center
Sheila Simmons, Public Citizens for Children and Youth
Alan Liebowitz, Education attorney, former principal
(added Oct. 22) Rhonda McKitten, Bob Listenbee, Defender Association of Philadelphia
Rev. LeRoi Simmons, Germantown Clergy Initiative

Alternative Education Task Force (task force proposal was accepted by SSAC):
Venard Johnson, Director, S.E. Pa. Network For Family Health, Education & Welfare

Teachers Wanted?

2008-10-16T07:31:00.000-07:00

If you think our kids are the reason behind not enough high-quality teachers landing in Philadelphia classrooms, check out this email below . . . - Sheila

I am writing in response to Kristen Graham's piece, in which you were quoted, on the vacancy crisis in the School District of Philadelphia. I applied for a teacher position in Philadelphia a year ago. I have tenure, permanent PA certification in 2 areas, a doctoral degree and 10 years of teaching experience.

I interviewed last year on Halloween and was placed on two eligibility lists a few weeks later, hoping to return to the classroom after being home with my children for 4 years. I figured with my qualifications and experience combined with last year's teacher shortage I would be hired in a short time. I did not receive an offer for employment until 2 weeks ago! Not only do I already have a job I love, teaching at St. Joseph Pro-Cathedral School in East Camden, NJ, I find it appalling that the School District of Philadelphia is offering jobs to teachers in October. Are they unaware that school started over 6 weeks ago?

Many people felt I was crazy for turning down a position that would have paid more than double my current salary, but I do not wish to be part of a system that's bureaucracy is collapsing under its own weight. I would be fearful that it would be impossible to make a difference in the academic lives of children who so desperately need it.

Kathleen Dianora Duffy, Ed.D.
Haddon Township, NJ

Bumps in road on contract negotiations

2008-09-22T06:46:00.000-07:00

Teachers snipe at district's ideas
Apart on key issues as deadline nears
By MENSAH M. DEAN- Philadelphia Daily News

Contract negotiations are finally getting testy between the Philadelphia School District and the city teachers' union, nearly eight months after the two sides started talking.
In a caustic, one-page letter sent to 16,000 union members late last week, Philadelphia Federation of Teachers President Jerry Jordan said that district officials say that they want reforms in public, but have failed to translate such talk into contract proposals.
"They talk about increased safety personnel, the need for libraries that are properly staffed and art and music teachers in every school," Jordan wrote. "They talk about improved professional development and support for teachers and staff.
"But across the table, they are not willing to put into the contract any language that addresses these serious issues." Click here for full story

.

The "Big Give"

2008-09-22T06:25:00.000-07:00

-Opportunity for giving . . .
Help kids succeed
Bucks County Courier Times
With school back in session, many parents have sent their children off in newly purchased school clothes, armed with new backpacks filled with supplies. But for many local families struggling to make ends meet, it's a much different story.

More than 130,000 children and families in the Greater Philadelphia region live below the poverty level. They desperately need basic items like clothing and school supplies — all things many folks may take for granted. By digging in our closets, attics or storage areas and donating our gently used or new items, those of us who are in a more secure financial position can make a big impact on those in need throughout our community.

My colleagues and I at Shire Pharmaceuticals encourage everyone in Bucks County and the region to participate in Shire's “BIG GIVE” event benefiting Cradles to Crayons, a nonprofit organization that directly helps children and families in need. Start a local drive at your schools, church, synagogue or business and collect new and gently used children's clothes, baby items, school supplies and other items. Your donations to Cradles to Crayons go to other non-profits such as The Children's Hospital of Philadelphia and school districts across the region, which fill specific requests from families and children in need.

Due to the generosity of our neighbors in Bucks County and from across the region, children who need our help the most get the resources they need — clothes, shoes, school supplies and more — to better succeed in school and life.

Find out more information about Cradles to Crayons and starting a local community drive by logging on to cradlestocrayons.org.

Scott Applebaum
Shire Pharmaceuticals
Holland

Is it About Kids Or Standards?

2008-09-04T13:18:00.000-07:00

I spend my summers in a small coastal fishing village. I frequently hear gunshots at night, but they never scare me. Now I’m back in Philly where I occasionally hear gun- shots in the daytime, and they always scare me. 
I wasn’t even home yet when I turned on the radio to get a traffic report. The news told of a child killed at 2:00 A.M (though it was not a gunshot). They gave the address and I immediately knew the child was student where my wife teaches, five blocks down the street from me. The next day it was confirmed. 
Today I helped my wife set up her room and then left past the two bullet holes in her doorway. They fortunately had arrived on a weekend about three years ago. I drove down the street past a student’s home where last year her father was assassinated, and walked to my room, past the memorial for one of my students who died from a mis-diagnosed illness last spring. 
I have to wonder what happened. I used to feel safe at my school, a high achieving school where students behaved and learned. We went five years at one point without a fight in our 7th and 8th grades. We had the second highest growth in achievement citywide in 2003-2004. We made PVAAS in every grade in 2006-2007, and we made AYP in 24/25 categories in 2007-2008. For all that success we are considered a failing school. 
I was at the gym last Sunday, and lo and behold a former student came up and greeted me. He didn’t have to. He could have snuck out without me seeing him. Instead he enthusiastically approached me. I had only seen him once since I had removed him from graduation on graduation day, so I really didn’t know what to expect. I knew back then I had done the right thing, and now this young man, on the brink of receiving a Division 1 Scholarship, has reaffirmed this. Two students have called me since I’ve returned home, and parents have come to visit me, and still I sit here near tears, full of hope and fear. I know for every one I reach, there is one where my grasp will slip.
(This posting was submitted by a Philadelphia teacher)

To Read more:
http://teacherscount.wordpress.com/2008/08/28/its-supposed-to-be-about-the-kids-stupid/

Arts education in the spotlight

2008-08-21T07:45:00.001-07:00

Arts education -- long on the decline nationwide -- continues to find its way back into Philadelphia's public schools. Recent staffing changes have generated a number of news stories. On Aug. 13, a coalition sent the following letter to the School Reform Commission:

Good afternoon.

We are writing to once again commend you for your actions in halting the declining presence of the arts in public education. We are a group of organizations and individuals who recognize the important role of the arts in improving the lives of children in the region. We first came together earlier this year at a large public meeting sponsored by the William Penn Foundation at the Constitution Center. In building this Arts for Children and Youth Initiative, we hope to work with you to advance arts in the lives of the city's children through a broad multi-year, multi-level public /private campaign.

We were very pleased this spring to learn of the District's plans to increase the number of teachers of the arts in the schools this year so that all schools will be able to provide some arts exposure and opportunity to students. We are concerned, however, that the District maintain the necessary administrative capacity to realize the potential of this major step forward.

We applaud your commitment and that of Dr. Ackerman to put as many resources as possible in the classroom but we also recognize the need for an adequate infrastructure to secure real progress.
Thank you for your consideration.

Sincerely yours,

Shelly Yanoff, Executive Director, Public Citizens for Children and Youth
Gretchen Elise Iversen, PCCY, Picasso Project Coordinator
Emily Byrne, OMG Center for Collaborative Learning
Meg Long, OMG Center for Collaborative Learning
Kevin Dow, President, Philadelphia Cultural Fund
Susan A. Segal, Program Officer, Lincoln Financial Foundation
Rob Davidson, Program Manager, VH1 Save the Music Foundation
Allan L. Edmunds, Executive Director, Brandywine Workshop
Jan Norman Ph.D. , National Director of Education, Research and Professional Development Young Audiences, Inc.
Evelyn Eskin, Picasso Project Advisory Committee Chair
Germaine Ingram
Peggy Amsterdam, President, Greater Philadelphia Cultural Alliance
Denise Kinney, Executive Director, MUSICOPIA
Hazami Sayed, President, Al-Bustan Seeds of Culture
James Undercofler,President and CEO,The Philadelphia Orchestra Association
Glen Knapp, Executive Producing Director,Philadelphia Young Playwrights
Mark Huxsoll, Director, Temple University Music Preparatory Division
Lucy Tobin, Director of Education, The Philadelphia Shakespeare Festival
Jane Golden, Mural Arts Program
Erin Elman, Dean of Continuing Studies, The University of the Arts
Amy Sarner Williams, Executive Director, The Clay Studio, provider of the "Claymobile" outreach program
Thora Jacobson, Chief Operating Officer, Philagrafika
Barbara Bassett, Philadelphia Museum of Art
Maureen Sweeney, Director of Education,Philadelphia Theatre Company
Tracy Broyles, Executive Director, Spiral Q Puppet Theater

Cc: Dr. Arlene Ackerman, Superintendent of Schools

Teacher blog: 'What's a Community to Do?'

2008-08-05T12:33:00.000-07:00

PCCY's School Stories is not the only blog browsed by members of the local education community. One of our readers wanted to bring attention to this posting from TeachersCount blog -- certainly food for thought:

What’s a Community to Do?
As August nears its midpoint and teachers, parents, and students all begin to think about school, we must ask ourselves, how will it be different, how will it be better?
Sadly I can think of nothing our community has done to improve our schools. Two years ago 74% of first graders at my school were significantly below reading grade level when they entered school. Last year it was 88%. No where has this problem been addressed, but the public clamors for teacher accountability. Doesn’t parental accountability come first? If a child is arriving at school behind what exactly is the teacher’s responsibility?
(click here to read entire post)

In addition, our friends at Philadelphia Public School Notebook plan to join the blogging community this fall with its own blog, for which planning will begin this month. We wish them much success!

Constitution Center: 'What do you want to hear from our next president?"

2008-07-21T10:09:00.000-07:00

The National Constitution Center wants to know what one thing Americans yearn to hear from the next President when he gives his inaugural address on January 20th. The Center is asking people to write down those desired presidential words, using a Web page they’ve developed. Responses will be displayed in an exhibit at the center, discussed in a December program with famous speechwriters, and if, all goes well, sent to the next president’s speechwriting team to be reviewed as the winner of the election prepares his Inaugural Address. To take part, click here.

This item from United Way of Southeastern PA's "What Matters This Week 7/21/08."

Let's hope 'terms and conditions' are transparent!

2008-07-18T08:57:00.000-07:00

Among the legislative items featured in a recent edition of the Education and Policy Leadership Center's Notebook was a summary of Section 2502.46, which "requires the Philadelphia School District to submit annual reports to PDE on the use of state funding for partnership schools. The reports will include information on the number of students attending each partnership school, the total dollar amount to be paid to each school by the District and the specific terms and conditions agreed to for such payments, and the total costs actually paid by the District to each partnership school. Additionally, the law requires the District to provide an explanation if a difference exists between the costs actually paid and costs agreed to for each partnership school as well as an accounting of where the unexpended dollars were utilized."

Shakeup of disciplinary school system underway

2008-07-17T09:17:00.000-07:00

by Dale Mezzacappa, Philadelphia Public School Notebook
Acknowledging for the first time that only seven percent of students sent to privately managed disciplinary schools successfully return to regular schools in a given year, District officials are revamping contracts this summer to require the providers to collect more data and show evidence that students are progressing toward graduation. (click here for full story).

Successful Schools in Philly

2008-04-22T07:15:00.000-07:00

Good school stories.

I mentioned to a friend that I had visited some great schools recently as part of a PCCY "successful schools" project. My friend turned to me and said, "In Philadelphia?" Ouch. Yes...in the Philadelphia public schools! Each time I walked away thinking, "Everybody should see this place!" and "Who wouldn't want their kids to go here?" Calm places, active, engaged classrooms and well-behaved youngsters. Teachers and other staff comfortable with visitors, even the principal hanging around their rooms. Folks were proud of what they were doing. There were interesting similarities among them:
-Stable principals and staff with a "let's figure this out together" mentality
-Lots of work being put into using available resources to keep class sizes small and let teachers talk and plan together
-Multiple partnerships with outside organizations to bring in additional resources.
-Lots data that’s now available put together so that is useful, not just a pile of paper and numbers.

Each was also unique:
Meade, near Temple, has developed terrific partnerships with organizations to make sure arts are a big part of the school program.
Fairhill, in a large Latino neighborhood, has nurtured strong relationships with its parents, sponsoring meetings to help families out with their needs, developing a strong trust in the school's ability to take good care of their kids.
Kearny, on the edge of Northern Liberties, finds creative, fun, ways to push literacy and higher order thinking skills while using all of its resources to keep class sizes small.
E.M. Stanton persistently reviews benchmark data, to inform not only the instructional practices, but also to empowering students to be in control of their own successes.

We have to wonder why schools like this are not only highlighted more often, but why their "secrets" are not shared more with others. A lot depends on the quality of leadership. Are we doing the best at helping these good leaders grow more? How many other fine schools are out there that never get “their day in the sun?”

AFT Article About First-Year Teacher

2008-03-24T06:25:00.000-07:00

According to the American Federation of Teachers article below, "roughly 40 to 50 percent of new teachers leave the profession within five years." With so many new teachers often assigned to our most challenging schools, we hope this perspective
gets worthwhile consideration:

FIRST YEAR TEACHERS ABOVE ALL MUST KNOW TO AVOID 2ND FLOOR BATHROOM

On her first day as a high school English teacher in a large urban public school, a new teacher expected to be greeted by the principal or chairperson, guided to her classrooms and provided with what she considered to be the essentials (schedule, curriculum, rosters and keys), writes an anonymous second-year teacher for American Educator.

Instead, she was provided with only a piece of paper with two numerical codes and a warning not to use the women's bathroom on the second floor. After frantic inquiries, she learned that the codes signified that she would be teaching 9th and 10th grade English. She then asked a question that, two years later, has yet to be answered: "what is taught in 9th and 10th grade English?"

In response, all she received was a list containing more than 20 books per grade and was told to select six books from the appropriate list and teach one book every six weeks. As her colleagues scrambled to inspect their classrooms, one experienced teacher kindly informed the neophyte that they wouldn't receive books for the first month, so she should try to do poetry. This led to the inevitable and also unanswered question: "what does 'do' poetry mean?"

Before she had a chance to find out, her students arrived eager to know what was expected. So she reproduced the same vague responses that she was given. She felt sorry for her students that day and each day after because this was not the education they were intended to receive.

When she hears the commonly cited statistic, that roughly 40 to 50 percent of new teachers leave the profession within five years, she wonders how many of those departures could be avoided if teachers were provided with clear and achievable expectations.
http://www.aft.org/pubs-reports/american_educator/issues/spring2008/newteacher.htm

Ending "Cradle-to-Prison" pipeline

2008-03-21T08:35:00.000-07:00

Our schools too often are places that contribute to the "Cradle-to-Prison Pipeline." This intiative below sets higher expectations for our children and youth:

The Youth PROMISE Act focuses on putting an end to what experts at the Children’s Defense Fund have termed the “Cradle to Prison Pipeline.” Unfortunately, too many of our nation’s children – and particularly minority children – are born under circumstances that, without sufficient intervention, place them on a trajectory to prison. Yet, credible research and studies show that we can intervene and place these youth on a "cradle to college" trajectory.

A vital piece of the "cradle to college pipeline" is education. The Youth PROMISE Act would ensure that education entities are provided with the assistance they need to redirect youth at risk of adverse criminal justice involvement. These grants would also allow communities to fund a variety of education-based programs, including Early Head Start, Head Start, after school programs, mentoring programs, conflict resolution skills training, sports, arts, life skills, employment and recreation programs, summer jobs, summer recreation programs, alternative school resources for youth who have dropped out of school or demonstrate chronic truancy, and education programs for pregnant teens and teen parents.

More information on the Youth PROMISE Act is available at: http://www.house.gov/scott/hotissues_youthpromiseact.shtml.

Henry parents examine school choice

2008-03-19T08:34:00.000-07:00

What factors do parents consider in choosing an elementary or middle school for their child? And how does this differ among schools? A survey by Mt. Airy’s Henry School parents offers a glimpse. Nearly 200 responses were collected, and one clear indication emerged: “Families in Northwest Philadelphia are very serious about choosing” schools.

You can download the full report from http://whatmatters.uwde.org/henry.pdf.

Here’s a summary from United Way’s “What Matters” report:

Henry School parents surveyed
In October 2007, The Henry Group, an informal group of parents whose children attend Mt. Airy’s C.W. Henry School or are considering sending their children to the school, surveyed families in the Mt. Airy community to understand how they choose elementary and middle schools. The group was interested in the demographics of the respondents, and how these differed between Henry families (those who did/do send their children to Henry) and non-Henry families (those who did not choose Henry), as well as the factors driving school choice, and how these differed between Henry and non-Henry families. The group also surveyed the participants on how Henry and non-Henry families feel about Henry School, and whether the Henry Group meetings were helpful in making school decisions.
A total of 192 survey responses were collected and yielded the following information:
Demographics. Despite differences in race and income level, there were few significant demographic contrasts between the Henry families and the non-Henry families.
Factors in School Choice. In general, Henry and non-Henry families sought the same characteristics in elementary and middle schools. The survey indicates that both populations were comparable in their school selection criteria as well as in their demographic profiles.
Henry School Rated. There were several areas in which Henry and non-Henry families rated Henry school similarly (such as opportunities for parental involvement). There were also areas
in which Henry and non-Henry families rated factors dramatically differently (such as teacher quality). The preliminary conclusion is that there are substantive attributes and liabilities which
attract or deter all families. The survey results also indicate that Henry School may want to address promotion and perception as well.
Henry Group Meetings. Most of the respondents who attended the Henry Group meetings found them very or somewhat useful.
The group says that its initial findings suggest that families in Northwest Philadelphia are very serious about choosing elementary and middle schools; that Henry School has strengths as well as practical and promotional challenges; and that the Henry Group meetings have helped families explore school choices. They are sharing their survey results in the hope that the survey provides useful information to Henry School, Henry School families, the Mt. Airy community, the School District of Philadelphia, and the new mayor and administration.

Tracking Violent Incidents in Schools

2007-11-02T07:00:00.000-07:00

How violent are our school kids?

According to District figures, rates of violent incidents vary widely among academic regions.

One region counted enough serious incidents to merit transfer to a disciplinary school for one in every nine of its high-school students. Called the “Restructured Schools/EMO region,” it also reported 115 threats (verbal and written) by students in elementary school grades also worthy of a discipline assignment.

The fact that these are our youngest children, in Kindergarten through 5th grade, would seem to give the impression that such a high rate of threats would be unique among serious incidents. Except that assaults by elementary-school children make up the largest sect of any category. Schools reported more than 1,600 “Level 2” assaults from elementary school children, compared with 1,500 from high-schoolers.

Ironically, Philadelphia’s school district doesn’t really have schools into which troubled elementary school children – unless they’re diagnosed with a mental condition – can even be transferred into. So that would mean the schools themselves are addressing the behavioral health needs of these students. Are they?

Looking at these figures – which were shared with the Alternative Education Task Force as part of its charge to examine both disciplinary and non-disciplinary alternative school slots – open the door to lots of questions:

• Is the EMO/Restructured Schools region (with nearly 28,000 students) too big in size to handle all those problems?
• Is that region’s incidents commensurate with the behavioral supports the schools, students and staffs in that region receive?
• When a whopping 115 incidents in one region are verbal and written threats by elementary school students, isn’t that an indication that there’s an attitude problem somewhere? (Whether that “where” is the schools or the homes is another question)

While the EMO/Restructured Schools region (not be confused with the original Restructured Schools region) reported the most “serious/Level 2” incidents (1,854), it was followed by the East Region with 1,122. The fewest incidents (540) were reported from the Northwest Region, although percentage-wise, the Northeast fares well, with 773 incidents, but nearly 28,000 students.

Judging what happened in Cleveland

2007-10-11T08:51:00.000-07:00

Let’s hope that Wednesday's shooting at SuccessTech Academy in downtown Cleveland doesn’t result in the traditional, knee-jerk reaction that has made metal detectors the sole response to violence in schools, and an increase in disciplinary school slots the answer to all our questions about what to do with troubled youth.

The Cleveland Plain Dealer this morning reported that 14-year-old shooter Asa Coon in previous years had been ordered to undergo psychological testing, had attempted suicide and was prescribed two medications. Burns to his arms and scratches on his forehead signaled domestic abuse and thus had forced a call to the Department of Children and Family Services. Asa was released from probation after five months without incident.

But his fight prior to that shooting should have been considered an “incident,” for which mere suspension for such a troubled youth was a shallow answer.

Let’s hope that the chorus of “why’s” that are sure to follow this shooting, also incorporate the role adults played in this 14-year-old’s access to two revolvers and a duffel bag of ammunition.

But I fear it will instead increase our salacious appetite for one-size-fits-all punishments of students, and more expulsions of kids for carrying a pencil sharpener and a finger nail file, considered "weapons" by some Philadelphia administrators and officials.

And while we’re assessing blame, let’s give credit to the Cleveland school system and the Gates Foundation for what they did right around SuccessTech – for building a small school with small, manageable class sizes, for motivating its population of mostly minority, low-income kids to reach high expectations, and for graduating 94 percent of its students. Here’s hoping that those kids, that school and the rest of us will grow and not shrink in appropriate reaction to this incident.

How do we reach teacher equity?

2007-09-21T09:30:00.000-07:00

(Choose a suggestion in the poll to the right or provide your own suggestion below.)

The effort to get quality teachers into traditionally hard-to-staff schools has been so contentious, one proposal nearly led to a strike when teachers’ contracts were last negotiated. Previous initiatives have not exactly proven effective. What will?

Answer the poll to the right and/or post your own comments.

Germantown leads Top 10 schools in disciplinary assignments

2007-09-17T10:45:00.000-07:00

While no one disputes that a number of Philly schools can be dangerous places, it is unusual that only Philly schools make it on the "persistently dangerous schools" list. For years, places like Chicago and the entire state of California claimed to have zero persistently dangerous schools. Is there help for these schools other than the promise of being able to move even more of their students into slots at the alternative disciplinary schools?

According to District figures, Germantown High School assigned a whopping 126 students to disciplinary schools last year. That's almost twice the number of the next nearest competititor for these slots (Fels High, with 72 assignments). Interestingly enough -- Olney West, as well, had 72 disciplinary school assignments, while Olney East, located in the other half of the same Olney High building, reported 27 assignments! Here's a list of the other schools who crack the Top 10 in Disciplinary School Assignments: No. 3: Northeast High (64); No. 4: Roberto Clemente Middle (61); No. 5: South Philadelphia High (59); No. 6: George Washington High (58); No. 7: Warren Harding Middle (51); No. 8: Laura Carnell (43); No. 9: West Philadelphia High (40); No. 10: Overbrook High (34).

Bache-Martin: 42 students in 1 class!

2007-09-14T08:04:00.000-07:00

Not sure if you caught Mike Benner's excellent Metro story on overcrowding at Bache-Martin. His article, headlined "Class size confusion," definitely contradicts the District's "Back-to-School Preparations" report to the School Reform Commission on Sept. 12. It read, "The District has allocated 55 teaching positions toward eliminating split classrooms. There are now no split classrooms." Hmmmm.

Class size confusion
Mixed info from district as overcrowding remains
by Mike Benner / Metro Philadelphia

SEP 12, 2007

NORTH PHILADELPHIA. Parents at Bache-Martin Elementary School have been telling the Philadelphia School District since May that something needed to be done about the high number of fifth graders in a single classroom.

District officials, they say, told them not to worry; the number surely wouldn’t be as high as they thought.

But when school started on Monday, the fifth graders of Bache-Martin piled into their classroom. All 42 of them.

“The district knew about the 42 kids in fifth grade because I’ve been telling them about it since last school year,” said principal Marion McCloskey-Mueller, whose school is also forced to split a single class between its first and second grade students.

Bache-Martin currently uses a reading teacher to help with fifth grade, and hopes to get a new teacher today. There was still a split classroom at of the end of school yesterday.

Two top-ranking district officials offered differing takes yesterday. Cassandra Jones, the district’s chief academic officer, said there were no split classes in the entire district and said overcrowding at Bache-Martin was no longer an issue, while interim-CEO Tom Brady acknowledged the problems.

“It was the first day of school, you can’t expect to have that taken care of immediately, we’ll have it taken care of by the end of September,” Brady said yesterday. He also said that the district will anticipate and correct the problem before school begins next year.

The district plans to have the necessary number of teachers in place at each school in the district by the end of September through a process called “teacher leveling.”

Some parents worry damage may be done by then.

“It takes a month to give us the teachers we need,” said Anthony Ingargiola, vice president of Bache-Martin’s home and school association. “They wonder why kids in these environments don’t make Annual Yearly Progress.”

Regrettable loss of school aides

2007-08-31T06:30:00.000-07:00

The layoffs revealed in this story below are really regrettable. Some schools are so big and diverse, having additional adults in the building and whose job is to monitor hallways and carry-out other essential tasks is a big loss.

Posted on Fri, Aug. 31, 2007
Phila. schools lay off 53 more aides
By Susan Snyder
Inquirer Staff Writer
The Philadelphia School District this week sent layoff notices to 53 teacher assistants and other aides, raising the ire of their union.

Thirteen are nonteaching assistants who help maintain order in hallways among other tasks, and 40 are teacher assistants with varying jobs.
"These were due to budget decisions at the school level," district spokeswoman Barbara Farley said yesterday.

In Philadelphia, principals are allotted budgets and have some leeway in how to spend the money.

Farley said the layoffs were not part of the district's effort to erase the remaining $20 million deficit in its $2.18 billion budget.

District enrollment is expected to dip by about 8,000 this school year, but Farley could not say how many of the layoffs were due to fewer children and how many to schools' deciding "they wanted to use their money differently." Some schools may have found other ways to deal with the tasks performed by the assistants, she said.

District officials, who expect to start school Sept. 10 with about 166,000 students, also had no information yesterday on how many schools the layoffs affected or how much money they would save.

The layoffs raised the total for assistants and aides this summer to 129, district officials said.
Jerry Jordan, president of the Philadelphia Federation of Teachers, said the layoffs would mean fewer adults in schools and more chances for disruption.

"With the loss of the NTAs, we're ripe for some very, very serious problems in the area of school safety," Jordan said. "These are the people who help to inform school personnel that there's going to be a fight after school or there's going to be a problem in the lunchroom."
The union also expressed concerns this week about teacher vacancies.

"The way you open your building, that sets a tone," Jordan said. "With the lack of the appropriate number of teachers and the elimination of support staff, we've got some real concerns."

As of yesterday, the district had 121 vacancies, down from 134 last year, said Shawn Crowder, senior vice president of human resources.

Special education, math and science are among the areas short of teachers, she said.
The district expects to start school with about 60 vacancies, Crowder said. Last school year opened with 43.

The human-resources office will work through the week, including tomorrow, to get as many new teachers as possible ready for the classroom, she said.

Contact staff writer Susan Snyder at 215-854-4693 or ssnyder@phillynews.com.

Got meter money?

2007-08-14T12:15:00.000-07:00

I don’t know about you, but I’m wondering how much of the additional revenue that the Philadelphia Parking Authority will collect from newly increased meter rates will go to Philadelphia schools.

Remember . . . six years ago, the Parking Authority was moved from local to state control on the promise that a more efficiently run agency could generate millions more in dollars that would be transferred to the Philadelphia School District?

A portion of the new savings – up to $45 million annually – would go to our schools. That was later revised to require that excess “on-street parking funds” beyond the first $25 million be transferred.

But funding hasn’t quite materialized as planned. In 2004, the authority provided a one-time transfer of $4 million to schools, spurring State Rep. James Roebuck last month to finally pose, “Where is the other money that was promised in 2001?”

Roebuck -- also chair of the House Education Committee – last month introduced a resolution that would require a legislative audit of the Authority (House Resolution 367 now sits in committee).

Although the Authority has yet to show that it’s managing money so much more efficiently that it can deliver on its failed financial promises, that hasn’t stopped it from pursuing even more revenue. On the recommendation of the City Planning Commission and the Benjamin Franklin Parkway Council, costs for parking at meters on a three-block stretch of the Parkway and streets in Center City from Market Street south to Walnut Street are now or due to double in price.

And get this – one newspaper reported that Linda Miller, senior director of facilities and public affairs for the Parking Authority, said the Authority doesn’t know how much revenue the new regulations are expected to bring in! Now that’s efficient, profit-minded fiscal management for you!

I think the local media should press the Authority a little harder to come up with an answer on expected revenues – at least so we’ll know how much more money our city’s chronically under-funded school system will continue to miss out on.

PCCY and Student Union take on SEPTA

2007-08-13T09:44:00.000-07:00

PCCY and the Philadelphia Student Union, through the Public Interest Law Center of Philadelphia, recently filed a suit against SEPTA, challenging the proposed elimination of transfers as likely to seriously handicap struggling Philadelphia school students. The Philadelphia Tribune reported on it in its Aug. 10th newspaper.

SEPTA suggests extending transfers
Cutting fee was to aid agency's deficit

By Eric Mayes
Tribune Staff Writer

At the request of lawyers for the Southeastern Pennsylvania Transportation Authority, the use of transfers will be continued until Aug. 17.

In a hand-delivered letter Thursday to Judge Gary DiVito, attorney Thomas S. Biemer asked the court to "maintain the status quo" saying that SEPTA officials had conferred with the city and the "city does not oppose this request."

The move comes as a growing number of litigants are calling for SEPTA to keep the transfers.
Two organizations representing the city's youth this week joined the protest against SEPTA's proposal to eliminate transfers.

Attorneys for the Philadelphia Students Union and the Philadelphia Citizens for Children and Youth both filed briefs on Wednesday asking DiVito to reject the Southeastern Pennsylvania Transportation Authority's proposal.

They joined the suit just a day before a deadline set earlier in the week by DiVito. On Monday, after two days of testimony, the judge delayed making a ruling telling attorneys for the city and the transit agency they had until Thursday to sum up their arguments on paper. A ruling was initially expected today.

The city sued SEPTA calling a portion of its recent fare-restructuring package racist, discriminatory and illegal. In late June SEPTA boosted fares 11 percent and announced that it would drop its $.60 transfers in this month. By eliminating the transfers, officials hoped to save the agency, which faced a $129 million deficit, about $11 million.

Shelly Yanoff, executive director of Philadelphia Citizens for Children, said axing the transfers would seriously handicap students who are already struggling.

"We believe that charging for transfers will, in fact, really hinder Philadelphia school children in serious ways. We're making it harder for them to stay in school; it doesn't make sense," she said.

"Especially since more than three quarters are low income and more than three quarters are children of color. It really is very bad for them. They're making it more difficult for them to attend school."

In papers submitted to the court by the Public Interest Law Center for PCCY and the students union estimated about 15,000 students would be hit by the plan.

One family, used as an example in court papers, would see transportation costs rise from $20 a week to $50 a week for two children.

Attorney Michael Churchill said SEPTA has the power to voluntarily reverse its decision. SEPTA officials have denied that, saying the transit agency would have to hold new public hearings before it could change course.

"They have the power to reconsider without holding a new fair hearing, certainly they can have a temporary emergency provision to withhold this decision," Churchill said.

Yanoff said she personally has met with transportation officials for a long time trying to forestall fare increases or the cutting of transfers but they have not been receptive to her pleas, nor has City Council.

"We have not been able to make a difference by testifying or by urging City Council to take action so we're using any means necessary that are legal," she said. "There is a time when we have to say what exactly do we want."

Churchill said that by joining the suit, the groups added to the voice of the city's underprivileged to "help emphasis its importance and the hardship that would flow to students and minorities and low-income persons who currently use the paper transfer system."

In most Pennsylvania cities and many large U.S. cities, transportation to and from school is free. Budget constraints have led school officials to adopt other methods here.

"We don't have enough money, so that's where they cut," Yanoff said.

Eye on Restructured Schools

2007-07-12T07:24:00.000-07:00

Kudos to Keith Newman for his Letter to the Editor (see below) in Wednesday’s Inquirer on the failings of the 'Diverse Provider Model' and successes of the District's own creation, the 'Restructured Schools Model.' (Yet, which model lives on in our children's academic careers, and which was sent to the "Graveyard of Philly School Reform Models?") In any event, thanks, Keith, for keeping the issue in the spotlight!

SAYING ONE THING ... (Letter to Editor, Philadelphia Inquirer, July 11, 2007)
In a letter June 25, members of the Philadelphia School Reform Commission said they were "focused on balancing the budget without injuring key reforms already in place, such as the movement to smaller high schools, smaller class sizes, teacher certification, and the extended-day program." It would be wonderful if all this were true, but sadly it isn't.

The School Reform Commission initiated the "Diverse Provider Model" to try different solutions for a stubborn problem. For this it should be praised. But of these diverse solutions one stood out - the Office of Restructured Schools, which was responsible for 16 of the most obstinate schools. It demonstrated improvement far above other reform models, including charter schools.

Yet it was eliminated, while failed models, such as Edison, continue to receive extra funding. We can thank the SRC for demonstrating what works. Now we need someone who can implement what we've learned.

Keith Newman
Philadelphia

The writer, a teacher in the district, is a member of the Parents United advocacy group.
(Philadelphia Inquirer, Wed., July 11, 2007, Philadelphia Media Holdings,
http://www.philly.com/inquirer/opinion/20070711_Letters_to_the_Editor.html)

WHERE WE WERE / WHERE WE'RE GOING . . .

2007-06-28T08:02:00.001-07:00

Well, Gang -- the decisions have been made: Education Managers have been renewed, cuts have been announced and pink slips have flowed. Here are two questions for you:
1). Before budget woes cut into efforts to reform our schools’ ever-familiar cycle of failure, what was the best change you saw at the schools in your community?
2). What improvements are you worried might now disappear?