SchoolsIt was a meeting in stark contrast to the previous board discussion on the issue of truancy. The meeting was such a stark contrast to the point where people were openly shaking their heads wondering why the original meeting in September had to go as poorly as it did.
To her credit, Pam Mari, Davis Joint Unified School District Director of Student Services admitted that the previous conversation did not go as well as was hoped. However, she suggested that communications have drastically improved.
As so often seems to be the case, there was a miscommunication about expectations. She seemed to believe that the board already knew what was going on with regards to truancy, when in fact they clearly did not. It should be noted of course, that this was her first presentation in her present position. Nevertheless, the entire incident underscores the need for communication to occur at a high level.
Unlike the September meeting, Pam Mari was flanked by Lt. Darren Pytel of the Davis Police Department who was able to clarify the role of the police as it relates to issues of truancy. Also present were Trease Peterson, the Youth Intervention Specialist, and representatives from the Yolo County Probations department and the Yolo County DA’s office (Patty Fong).
Lt. Darren Pytel made it clear to the public that the use of the term “sweep” meant something different to the police than to the public. To the public the perception was that they would go around town and attempt to round up youths who might not be in school. “We have no intent to do that.” Instead, they have found that a lot of high school students, when being truant, end up hanging around in the park next to school. If this is the situation they encounter then they approach the students with a consensual stop and ask them where they should be. According to Lt. Pytel, most students are fairly honest about what they should be doing.
Chronic truancy is also linked to criminal behavior and substance abuse.
Currently they are allowed by the education code to return the students to school. This does not constitute an arrest, and nothing is placed on the record or legal action taken, however, they do intend to notify the public.
Pam Mari laid out what amounts to seven levels of intervention based on the severity and persistence of the problem. (See the slides from the powerpoint presentation).
These range from preliminary steps to make contact with parents and students at the low levels of the policy to home visits in the middle levels, to full legal action at the high levels.
Police involvement begins at level three where a visiting team of the Davis Police Department Youth Specialist or an officer and a school administrator attempt to visit the home of a consistent truant. This is a consensual visit whereby the policy have no authority to enter the home. They can enter only by consent. They are limited to attendance issues and prefer to have school personnel present. There is a letter that would be deliver to the student or parent and they then follow up with a certified letter to the home.
At the level five, the student is classified as an “habitual truant” and is generally referred by the Yolo County District Attorney’s office to a Truancy Mediation program. Finally level six is where formal legal action occurs where by a notice-to-appear in court is present and the students and parents can face legal action.
It should be noted of course that level six only occurs after the previous five steps, it does not seem likely that this would ever be implemented unless the parents are being almost intentionally neglectful. Assuming that they follow through with the first five steps as diligently (as it appears on paper) they should be able to avoid full legal action.
On the other hand, Pam Mari remarked that the first letter finally went out last week, and this letter went to 45-55 Davis High School Students, which seems to me, a very large number of students who would have enough of a truancy problem that they required a first letter.
Board member Tim Taylor – who had expressed some concern at the previous meeting – expressed that he was both happy and impressed with the thought and explanation that went with this.
Taylor remained concerned about one aspect, and that is about how this process works and what criteria was applied for students to be brought back to school. Lt. Pytel explained that mostly the police made consensual contacts with people, cruising around and stopping kids who appeared of school age to ask them where they are supposed to be. Chief Black clarified with me that this largely occurred around the school itself but occasionally went into the broader community. However, it was not a large scale community-wide effort and was also not generally focused during times when students would have legitimate reasons to be about–such as during lunch or at the end of the day when some students had no classes or other arrangements.
The question of suspension came up. It seemed contradictory to Tim Taylor, Jim Provenza, and Gina Daleiden that suspension was a viable punishment for a student who was being truant. There was concern expressed, since suspension was the only punishment laid out in the policy code. Pam Mari suggested that it was largely counterintuitive, but said that every so often it makes sense. She suggested that two students had been subjected to this over the course of her tenure, in over 1000 cases. Tim Taylor pressed this point, suggesting that there may be reasons for suspension in addition to truancy, but does not understand why the punishment for not going to school would to keep the student from going to school.
Board member Keltie Jones suggested a scenario where a good student might blow off a single class that bored them; however, this does not seem to be a very likely scenario for habitual truants.
Jim Provenza eventually read from the education code which suggested looking for alternatives to suspension and detention. There also seemed to be a consensus to deemphasize suspension but not take it completely off the table.
In general, there was concern about how to handle the academic component of this. Two problems that are foreseen is that students may be reluctant to go back to school after missing considerable class due to being so far behind. Trease Peterson approached me after the agenda item to explain that they have given this dilemma considerable thought and have attempted to incorporate it into the broader program, so that students are not simply left with a sense of hopelessness.
Additionally, there was concern about the district policy whereby suspensions automatically mean coursework would become a zero. For students to suffer an academic punishment for behavioral problems, again seems counterintuitive. Many of the students who would be truant or suspended for other purposes, are likely to have enough academic problems to begin with.
Superintendent Richard Whitmore, who was in his final meeting as interim Superintendent, said that his single biggest regret was that they did not address that particular issue.
The issues that were not raised were SARB (School Attendance Review Board) which was multi-jurisdictional, and the issue of portable PDA devices and their use on campus.
However, for the most part, the key issues got raised, the school board had considerable buy-in to the process, and again one has to wonder why these things have to be so difficult. Had the initial presentation occurred like this, much anguish and confusion would have never materialized. Hopefully this is a lesson learned.
—Doug Paul Davis reporting
“….cruising around and stopping kids who appeared of school age “
This presentation sounds an awful lot like damage-control rhetoric. Policies that were most troubling have been dressed-up in more palatable language but are still in
place with their clear potential for abuse.
“….cruising around and stopping kids who appeared of school age “
This presentation sounds an awful lot like damage-control rhetoric. Policies that were most troubling have been dressed-up in more palatable language but are still in
place with their clear potential for abuse.
“….cruising around and stopping kids who appeared of school age “
This presentation sounds an awful lot like damage-control rhetoric. Policies that were most troubling have been dressed-up in more palatable language but are still in
place with their clear potential for abuse.
“….cruising around and stopping kids who appeared of school age “
This presentation sounds an awful lot like damage-control rhetoric. Policies that were most troubling have been dressed-up in more palatable language but are still in
place with their clear potential for abuse.
It was clear that the program presented provides the framework for not only addressing truancy, but intervention for students clearly at-risk. It is my understanding that there is still work being done to flesh out the services that can be offered to students to help them address personal growth issues, connect to school and achieve academically.
I don’t think that parents are complaining that their students are being contacted by the police and brought back to school. The students might not like it, but they need to be in school. The ones that are off campus legally need to take steps to educate themselves about how to deal with consensual police encounters. (Just a note: The Police Department put on an educational session focusing on juvenile law last week in response to student requests for this and there was not one student in attendance.)
Resolving how to help the student catch up academically is on the top of the list and the schools need to set aside old non-working policies, such as assigning automatic zeros to work assigned during absences and suspensions, and institute new policies that will work. The biggest challenge will be to communicate these changes to the faculty and staff and get their buy in.
This program is new stuff for the District and the community. To have the District, the Police Department, Probation, and the DA’s Office all there in agreement about a (mostly) non-punitive plan to help students at-risk was a sight to see.
This discussion led quite nicely into a discussion about the disciplinary policies (suspensions) in the school district and there seems to be a plan to address this next. While the Truancy Intervention Program doesn’t directly address the achievement gap in the District, it is a good assumption that habitual truants are, as Pam Mari put it, in the gap.
It was clear that the program presented provides the framework for not only addressing truancy, but intervention for students clearly at-risk. It is my understanding that there is still work being done to flesh out the services that can be offered to students to help them address personal growth issues, connect to school and achieve academically.
I don’t think that parents are complaining that their students are being contacted by the police and brought back to school. The students might not like it, but they need to be in school. The ones that are off campus legally need to take steps to educate themselves about how to deal with consensual police encounters. (Just a note: The Police Department put on an educational session focusing on juvenile law last week in response to student requests for this and there was not one student in attendance.)
Resolving how to help the student catch up academically is on the top of the list and the schools need to set aside old non-working policies, such as assigning automatic zeros to work assigned during absences and suspensions, and institute new policies that will work. The biggest challenge will be to communicate these changes to the faculty and staff and get their buy in.
This program is new stuff for the District and the community. To have the District, the Police Department, Probation, and the DA’s Office all there in agreement about a (mostly) non-punitive plan to help students at-risk was a sight to see.
This discussion led quite nicely into a discussion about the disciplinary policies (suspensions) in the school district and there seems to be a plan to address this next. While the Truancy Intervention Program doesn’t directly address the achievement gap in the District, it is a good assumption that habitual truants are, as Pam Mari put it, in the gap.
It was clear that the program presented provides the framework for not only addressing truancy, but intervention for students clearly at-risk. It is my understanding that there is still work being done to flesh out the services that can be offered to students to help them address personal growth issues, connect to school and achieve academically.
I don’t think that parents are complaining that their students are being contacted by the police and brought back to school. The students might not like it, but they need to be in school. The ones that are off campus legally need to take steps to educate themselves about how to deal with consensual police encounters. (Just a note: The Police Department put on an educational session focusing on juvenile law last week in response to student requests for this and there was not one student in attendance.)
Resolving how to help the student catch up academically is on the top of the list and the schools need to set aside old non-working policies, such as assigning automatic zeros to work assigned during absences and suspensions, and institute new policies that will work. The biggest challenge will be to communicate these changes to the faculty and staff and get their buy in.
This program is new stuff for the District and the community. To have the District, the Police Department, Probation, and the DA’s Office all there in agreement about a (mostly) non-punitive plan to help students at-risk was a sight to see.
This discussion led quite nicely into a discussion about the disciplinary policies (suspensions) in the school district and there seems to be a plan to address this next. While the Truancy Intervention Program doesn’t directly address the achievement gap in the District, it is a good assumption that habitual truants are, as Pam Mari put it, in the gap.
It was clear that the program presented provides the framework for not only addressing truancy, but intervention for students clearly at-risk. It is my understanding that there is still work being done to flesh out the services that can be offered to students to help them address personal growth issues, connect to school and achieve academically.
I don’t think that parents are complaining that their students are being contacted by the police and brought back to school. The students might not like it, but they need to be in school. The ones that are off campus legally need to take steps to educate themselves about how to deal with consensual police encounters. (Just a note: The Police Department put on an educational session focusing on juvenile law last week in response to student requests for this and there was not one student in attendance.)
Resolving how to help the student catch up academically is on the top of the list and the schools need to set aside old non-working policies, such as assigning automatic zeros to work assigned during absences and suspensions, and institute new policies that will work. The biggest challenge will be to communicate these changes to the faculty and staff and get their buy in.
This program is new stuff for the District and the community. To have the District, the Police Department, Probation, and the DA’s Office all there in agreement about a (mostly) non-punitive plan to help students at-risk was a sight to see.
This discussion led quite nicely into a discussion about the disciplinary policies (suspensions) in the school district and there seems to be a plan to address this next. While the Truancy Intervention Program doesn’t directly address the achievement gap in the District, it is a good assumption that habitual truants are, as Pam Mari put it, in the gap.
That was an incomplete list of levels. Where is the double secret probation level?
I’m not sure what the policies were when I attended DHS in the late 90’s but I missed about 3 classes a day my entire senior year. I had taken 7 periods from 7th grade to 11th grade so by the time I reached senior year I only needed 4 classes to graduate. Thus I skipped the other classes I had to sign up for so I could get more hours in at my job.
How long have these current truancy policies been in place?
That was an incomplete list of levels. Where is the double secret probation level?
I’m not sure what the policies were when I attended DHS in the late 90’s but I missed about 3 classes a day my entire senior year. I had taken 7 periods from 7th grade to 11th grade so by the time I reached senior year I only needed 4 classes to graduate. Thus I skipped the other classes I had to sign up for so I could get more hours in at my job.
How long have these current truancy policies been in place?
That was an incomplete list of levels. Where is the double secret probation level?
I’m not sure what the policies were when I attended DHS in the late 90’s but I missed about 3 classes a day my entire senior year. I had taken 7 periods from 7th grade to 11th grade so by the time I reached senior year I only needed 4 classes to graduate. Thus I skipped the other classes I had to sign up for so I could get more hours in at my job.
How long have these current truancy policies been in place?
That was an incomplete list of levels. Where is the double secret probation level?
I’m not sure what the policies were when I attended DHS in the late 90’s but I missed about 3 classes a day my entire senior year. I had taken 7 periods from 7th grade to 11th grade so by the time I reached senior year I only needed 4 classes to graduate. Thus I skipped the other classes I had to sign up for so I could get more hours in at my job.
How long have these current truancy policies been in place?
Currently, there is no requirement for students to sign up for 7 classes. Seniors sign up for only the classes that they need to graduate. Even so, since you were on track to graduate, you would not have been placed on the intervention list, even with your missed classes (it had to affect your GPA in the end, didn’t it?).
I don’t know what you are referring to as “double secret probation” level.
Again, the old policies (the last 10-20 years) could only be described as benign neglect. The laws have been in place, but there hasn’t been a strategic program to address it. With increased attention on achievement gap, graduation rates, failing or at risk students, there is more attention being given to things like truancy, how discipline is being used (suspensions), etc.
Currently, there is no requirement for students to sign up for 7 classes. Seniors sign up for only the classes that they need to graduate. Even so, since you were on track to graduate, you would not have been placed on the intervention list, even with your missed classes (it had to affect your GPA in the end, didn’t it?).
I don’t know what you are referring to as “double secret probation” level.
Again, the old policies (the last 10-20 years) could only be described as benign neglect. The laws have been in place, but there hasn’t been a strategic program to address it. With increased attention on achievement gap, graduation rates, failing or at risk students, there is more attention being given to things like truancy, how discipline is being used (suspensions), etc.
Currently, there is no requirement for students to sign up for 7 classes. Seniors sign up for only the classes that they need to graduate. Even so, since you were on track to graduate, you would not have been placed on the intervention list, even with your missed classes (it had to affect your GPA in the end, didn’t it?).
I don’t know what you are referring to as “double secret probation” level.
Again, the old policies (the last 10-20 years) could only be described as benign neglect. The laws have been in place, but there hasn’t been a strategic program to address it. With increased attention on achievement gap, graduation rates, failing or at risk students, there is more attention being given to things like truancy, how discipline is being used (suspensions), etc.
Currently, there is no requirement for students to sign up for 7 classes. Seniors sign up for only the classes that they need to graduate. Even so, since you were on track to graduate, you would not have been placed on the intervention list, even with your missed classes (it had to affect your GPA in the end, didn’t it?).
I don’t know what you are referring to as “double secret probation” level.
Again, the old policies (the last 10-20 years) could only be described as benign neglect. The laws have been in place, but there hasn’t been a strategic program to address it. With increased attention on achievement gap, graduation rates, failing or at risk students, there is more attention being given to things like truancy, how discipline is being used (suspensions), etc.
I don’t know what you are referring to as “double secret probation” level.
There is a human being alive over the age of 10 who has never seen Animal House?
I don’t know what you are referring to as “double secret probation” level.
There is a human being alive over the age of 10 who has never seen Animal House?
I don’t know what you are referring to as “double secret probation” level.
There is a human being alive over the age of 10 who has never seen Animal House?
I don’t know what you are referring to as “double secret probation” level.
There is a human being alive over the age of 10 who has never seen Animal House?
Ya double secret probation is a reference to the movie Animal House.
It did affect my GPA, but GPA does not realy matter in high school when all you can afford to go to is community college.
Ya double secret probation is a reference to the movie Animal House.
It did affect my GPA, but GPA does not realy matter in high school when all you can afford to go to is community college.
Ya double secret probation is a reference to the movie Animal House.
It did affect my GPA, but GPA does not realy matter in high school when all you can afford to go to is community college.
Ya double secret probation is a reference to the movie Animal House.
It did affect my GPA, but GPA does not realy matter in high school when all you can afford to go to is community college.
Students who are chronic truants cannot reasonably be placed back in regular classrooms. Instead, they have usually been shuffled off into certain classes designed for “problem kids”. And there they stay, stigmatized, those with learning disabilities lumped in with behavioral problems.
Then the trouble really begins. Those with learning disabilities become the targets for the bullies with behavioral problems. Criminal assaults go on in these classrooms, while the teacher stands by helplessly and watches.
Think this doesn’t happen in Davis? Think again. My son was assaulted in the classroom while the teacher stood by and did nothing, and on high school graduation day as well. Not until the police became involved and an arrest was made did something finally get done about the physical and emotional bullying.
My son had a learning disability which DHS was never willing to address. Only when he arrived at Sac City did he finally get the assistance he so desperately needed. He also got immense help when he transferred to UCD from Sac City. My son just graduated with a UCD Bachelor’s Degree and is happily job hunting.
As a former teacher, I have been on both sides of the education fence. What needs to be done is to separate out those kids who have learning disabilities, from those who have behavioral problems because of family situations or drug and alcohol problems. Put the bullies together in the same small classroom, don’t mix slow learners in with troublemakers. And if you are a teacher, you know exactly what I mean.
Separate classes have to be given for those with learning disabilities; separate classes have to be given for those with behavior problems/alcohol or drug use. Class size ratios for these students must be no more than ten to one, and probably requires more like five to one, sometimes one on one. Specialized teachers need to be provided for those with learning disabilities. Specialized teachers need to be provided for those with behavioral problems/drug alcohol dependency.
Every teacher knows that they spend 90% of their time on 1 or 2 students in the classroom who cannot conform their behavior to what is appropriate. For years, schools have been given the mandate that they must provide a public education to every child. However, nothing says they have to provide every child with a public education within the same classroom.
This is nothing new – King High provides a special teaching space for those students who cannot learn in the conventional classroom setting. And I am not suggesting the transferral of chronically truant students to King High – that would end up messing up everything they are trying to achieve there.
There are some kids that need specialized teachers on a more individualized basis. And the city is going to have to decide how much money it is willing to expend to truly end the truancy problem – or whether they would prefer to expend funding on other things (high administrative salaries, for instance).
Out-of-school suspensions DO NOT WORK, particularly for the truant student. In-school detentions, THAT ARE NOT VERY PLEASANT, DO WORK. If a chronically truant student, who does not have a learning disability, is made to sit in a classroom with nothing else to do other than read the book put in front of him/her; if this in-school suspension or detention class is manned by a no-nonsense authority figure (preferably a large male) who instills respect and will brook no opposition; and the troublemaker is consistently rounded up and taken to in-school suspension or detention again and again, so that he/she knows that is where they will end up on any given day…truancy as we know it will end.
In the school district where I used to teach many years ago, a new African-American vice principal arrived. Most of the faculty were white teachers. All of us had thoughts this new administrator only got his job because being black was the current politically correct thing to do. We learned better very quickly. This guy really knew his stuff when it came to disciplining kids!!!
First thing he instituted was in-school detentions in the mornings before school. As a student, if you were stupid enough to do something to get an in-school detention, this is what happened. The student had to show up in the cafeteria as soon as they got off the schoolbus. Teachers were out in front to make sure this occurred. Next, all students on in-school detention had to line up and face a cafeteria wall. And there they had to stand, staring at that wall, for fifteen minutes. The Vice-Principal made sure of it, because he stood right behind them to make certain his edicts were carried out. Guess what??? Behavior problems started to decrease. No one wanted an in-school detention.
And by the way, in case any of you don’t get this game, suspensions the way they are run now become a “heads I win, tails you lose” proposition for the truant student. Truants love to play cat and mouse with police and school officials, a “catch me if you can” mentality. If you cannot catch them, truants win. If you catch them and force them into the classroom with other students, so they can visit with friends and show off as the class clown or worst troublemaker, truants win again.
Drag the truant to school ignominiously by the scruff of the neck (figuratively speaking) and isolate them until they conform their behavior to what is expected, and you are much more likely to have success. Especially if you hold out the possibility of individualized instruction tailored to their specific needs. But catching them is not always easy.
And by the way, a lot of these kids feel defeated even before they enter the classroom – because a lot of teachers have preconceived notions about “slow learners”. There is no reason why almost 99.99% of our children cannot receive a basic education. I cannot tell you how many countless times I have heard a teacher say “Oh, that kid will never be able to learn, he/she is too slow”. If the teacher does not believe in the child, how can you expect students to believe in themselves?
Students who are chronic truants cannot reasonably be placed back in regular classrooms. Instead, they have usually been shuffled off into certain classes designed for “problem kids”. And there they stay, stigmatized, those with learning disabilities lumped in with behavioral problems.
Then the trouble really begins. Those with learning disabilities become the targets for the bullies with behavioral problems. Criminal assaults go on in these classrooms, while the teacher stands by helplessly and watches.
Think this doesn’t happen in Davis? Think again. My son was assaulted in the classroom while the teacher stood by and did nothing, and on high school graduation day as well. Not until the police became involved and an arrest was made did something finally get done about the physical and emotional bullying.
My son had a learning disability which DHS was never willing to address. Only when he arrived at Sac City did he finally get the assistance he so desperately needed. He also got immense help when he transferred to UCD from Sac City. My son just graduated with a UCD Bachelor’s Degree and is happily job hunting.
As a former teacher, I have been on both sides of the education fence. What needs to be done is to separate out those kids who have learning disabilities, from those who have behavioral problems because of family situations or drug and alcohol problems. Put the bullies together in the same small classroom, don’t mix slow learners in with troublemakers. And if you are a teacher, you know exactly what I mean.
Separate classes have to be given for those with learning disabilities; separate classes have to be given for those with behavior problems/alcohol or drug use. Class size ratios for these students must be no more than ten to one, and probably requires more like five to one, sometimes one on one. Specialized teachers need to be provided for those with learning disabilities. Specialized teachers need to be provided for those with behavioral problems/drug alcohol dependency.
Every teacher knows that they spend 90% of their time on 1 or 2 students in the classroom who cannot conform their behavior to what is appropriate. For years, schools have been given the mandate that they must provide a public education to every child. However, nothing says they have to provide every child with a public education within the same classroom.
This is nothing new – King High provides a special teaching space for those students who cannot learn in the conventional classroom setting. And I am not suggesting the transferral of chronically truant students to King High – that would end up messing up everything they are trying to achieve there.
There are some kids that need specialized teachers on a more individualized basis. And the city is going to have to decide how much money it is willing to expend to truly end the truancy problem – or whether they would prefer to expend funding on other things (high administrative salaries, for instance).
Out-of-school suspensions DO NOT WORK, particularly for the truant student. In-school detentions, THAT ARE NOT VERY PLEASANT, DO WORK. If a chronically truant student, who does not have a learning disability, is made to sit in a classroom with nothing else to do other than read the book put in front of him/her; if this in-school suspension or detention class is manned by a no-nonsense authority figure (preferably a large male) who instills respect and will brook no opposition; and the troublemaker is consistently rounded up and taken to in-school suspension or detention again and again, so that he/she knows that is where they will end up on any given day…truancy as we know it will end.
In the school district where I used to teach many years ago, a new African-American vice principal arrived. Most of the faculty were white teachers. All of us had thoughts this new administrator only got his job because being black was the current politically correct thing to do. We learned better very quickly. This guy really knew his stuff when it came to disciplining kids!!!
First thing he instituted was in-school detentions in the mornings before school. As a student, if you were stupid enough to do something to get an in-school detention, this is what happened. The student had to show up in the cafeteria as soon as they got off the schoolbus. Teachers were out in front to make sure this occurred. Next, all students on in-school detention had to line up and face a cafeteria wall. And there they had to stand, staring at that wall, for fifteen minutes. The Vice-Principal made sure of it, because he stood right behind them to make certain his edicts were carried out. Guess what??? Behavior problems started to decrease. No one wanted an in-school detention.
And by the way, in case any of you don’t get this game, suspensions the way they are run now become a “heads I win, tails you lose” proposition for the truant student. Truants love to play cat and mouse with police and school officials, a “catch me if you can” mentality. If you cannot catch them, truants win. If you catch them and force them into the classroom with other students, so they can visit with friends and show off as the class clown or worst troublemaker, truants win again.
Drag the truant to school ignominiously by the scruff of the neck (figuratively speaking) and isolate them until they conform their behavior to what is expected, and you are much more likely to have success. Especially if you hold out the possibility of individualized instruction tailored to their specific needs. But catching them is not always easy.
And by the way, a lot of these kids feel defeated even before they enter the classroom – because a lot of teachers have preconceived notions about “slow learners”. There is no reason why almost 99.99% of our children cannot receive a basic education. I cannot tell you how many countless times I have heard a teacher say “Oh, that kid will never be able to learn, he/she is too slow”. If the teacher does not believe in the child, how can you expect students to believe in themselves?
Students who are chronic truants cannot reasonably be placed back in regular classrooms. Instead, they have usually been shuffled off into certain classes designed for “problem kids”. And there they stay, stigmatized, those with learning disabilities lumped in with behavioral problems.
Then the trouble really begins. Those with learning disabilities become the targets for the bullies with behavioral problems. Criminal assaults go on in these classrooms, while the teacher stands by helplessly and watches.
Think this doesn’t happen in Davis? Think again. My son was assaulted in the classroom while the teacher stood by and did nothing, and on high school graduation day as well. Not until the police became involved and an arrest was made did something finally get done about the physical and emotional bullying.
My son had a learning disability which DHS was never willing to address. Only when he arrived at Sac City did he finally get the assistance he so desperately needed. He also got immense help when he transferred to UCD from Sac City. My son just graduated with a UCD Bachelor’s Degree and is happily job hunting.
As a former teacher, I have been on both sides of the education fence. What needs to be done is to separate out those kids who have learning disabilities, from those who have behavioral problems because of family situations or drug and alcohol problems. Put the bullies together in the same small classroom, don’t mix slow learners in with troublemakers. And if you are a teacher, you know exactly what I mean.
Separate classes have to be given for those with learning disabilities; separate classes have to be given for those with behavior problems/alcohol or drug use. Class size ratios for these students must be no more than ten to one, and probably requires more like five to one, sometimes one on one. Specialized teachers need to be provided for those with learning disabilities. Specialized teachers need to be provided for those with behavioral problems/drug alcohol dependency.
Every teacher knows that they spend 90% of their time on 1 or 2 students in the classroom who cannot conform their behavior to what is appropriate. For years, schools have been given the mandate that they must provide a public education to every child. However, nothing says they have to provide every child with a public education within the same classroom.
This is nothing new – King High provides a special teaching space for those students who cannot learn in the conventional classroom setting. And I am not suggesting the transferral of chronically truant students to King High – that would end up messing up everything they are trying to achieve there.
There are some kids that need specialized teachers on a more individualized basis. And the city is going to have to decide how much money it is willing to expend to truly end the truancy problem – or whether they would prefer to expend funding on other things (high administrative salaries, for instance).
Out-of-school suspensions DO NOT WORK, particularly for the truant student. In-school detentions, THAT ARE NOT VERY PLEASANT, DO WORK. If a chronically truant student, who does not have a learning disability, is made to sit in a classroom with nothing else to do other than read the book put in front of him/her; if this in-school suspension or detention class is manned by a no-nonsense authority figure (preferably a large male) who instills respect and will brook no opposition; and the troublemaker is consistently rounded up and taken to in-school suspension or detention again and again, so that he/she knows that is where they will end up on any given day…truancy as we know it will end.
In the school district where I used to teach many years ago, a new African-American vice principal arrived. Most of the faculty were white teachers. All of us had thoughts this new administrator only got his job because being black was the current politically correct thing to do. We learned better very quickly. This guy really knew his stuff when it came to disciplining kids!!!
First thing he instituted was in-school detentions in the mornings before school. As a student, if you were stupid enough to do something to get an in-school detention, this is what happened. The student had to show up in the cafeteria as soon as they got off the schoolbus. Teachers were out in front to make sure this occurred. Next, all students on in-school detention had to line up and face a cafeteria wall. And there they had to stand, staring at that wall, for fifteen minutes. The Vice-Principal made sure of it, because he stood right behind them to make certain his edicts were carried out. Guess what??? Behavior problems started to decrease. No one wanted an in-school detention.
And by the way, in case any of you don’t get this game, suspensions the way they are run now become a “heads I win, tails you lose” proposition for the truant student. Truants love to play cat and mouse with police and school officials, a “catch me if you can” mentality. If you cannot catch them, truants win. If you catch them and force them into the classroom with other students, so they can visit with friends and show off as the class clown or worst troublemaker, truants win again.
Drag the truant to school ignominiously by the scruff of the neck (figuratively speaking) and isolate them until they conform their behavior to what is expected, and you are much more likely to have success. Especially if you hold out the possibility of individualized instruction tailored to their specific needs. But catching them is not always easy.
And by the way, a lot of these kids feel defeated even before they enter the classroom – because a lot of teachers have preconceived notions about “slow learners”. There is no reason why almost 99.99% of our children cannot receive a basic education. I cannot tell you how many countless times I have heard a teacher say “Oh, that kid will never be able to learn, he/she is too slow”. If the teacher does not believe in the child, how can you expect students to believe in themselves?
Students who are chronic truants cannot reasonably be placed back in regular classrooms. Instead, they have usually been shuffled off into certain classes designed for “problem kids”. And there they stay, stigmatized, those with learning disabilities lumped in with behavioral problems.
Then the trouble really begins. Those with learning disabilities become the targets for the bullies with behavioral problems. Criminal assaults go on in these classrooms, while the teacher stands by helplessly and watches.
Think this doesn’t happen in Davis? Think again. My son was assaulted in the classroom while the teacher stood by and did nothing, and on high school graduation day as well. Not until the police became involved and an arrest was made did something finally get done about the physical and emotional bullying.
My son had a learning disability which DHS was never willing to address. Only when he arrived at Sac City did he finally get the assistance he so desperately needed. He also got immense help when he transferred to UCD from Sac City. My son just graduated with a UCD Bachelor’s Degree and is happily job hunting.
As a former teacher, I have been on both sides of the education fence. What needs to be done is to separate out those kids who have learning disabilities, from those who have behavioral problems because of family situations or drug and alcohol problems. Put the bullies together in the same small classroom, don’t mix slow learners in with troublemakers. And if you are a teacher, you know exactly what I mean.
Separate classes have to be given for those with learning disabilities; separate classes have to be given for those with behavior problems/alcohol or drug use. Class size ratios for these students must be no more than ten to one, and probably requires more like five to one, sometimes one on one. Specialized teachers need to be provided for those with learning disabilities. Specialized teachers need to be provided for those with behavioral problems/drug alcohol dependency.
Every teacher knows that they spend 90% of their time on 1 or 2 students in the classroom who cannot conform their behavior to what is appropriate. For years, schools have been given the mandate that they must provide a public education to every child. However, nothing says they have to provide every child with a public education within the same classroom.
This is nothing new – King High provides a special teaching space for those students who cannot learn in the conventional classroom setting. And I am not suggesting the transferral of chronically truant students to King High – that would end up messing up everything they are trying to achieve there.
There are some kids that need specialized teachers on a more individualized basis. And the city is going to have to decide how much money it is willing to expend to truly end the truancy problem – or whether they would prefer to expend funding on other things (high administrative salaries, for instance).
Out-of-school suspensions DO NOT WORK, particularly for the truant student. In-school detentions, THAT ARE NOT VERY PLEASANT, DO WORK. If a chronically truant student, who does not have a learning disability, is made to sit in a classroom with nothing else to do other than read the book put in front of him/her; if this in-school suspension or detention class is manned by a no-nonsense authority figure (preferably a large male) who instills respect and will brook no opposition; and the troublemaker is consistently rounded up and taken to in-school suspension or detention again and again, so that he/she knows that is where they will end up on any given day…truancy as we know it will end.
In the school district where I used to teach many years ago, a new African-American vice principal arrived. Most of the faculty were white teachers. All of us had thoughts this new administrator only got his job because being black was the current politically correct thing to do. We learned better very quickly. This guy really knew his stuff when it came to disciplining kids!!!
First thing he instituted was in-school detentions in the mornings before school. As a student, if you were stupid enough to do something to get an in-school detention, this is what happened. The student had to show up in the cafeteria as soon as they got off the schoolbus. Teachers were out in front to make sure this occurred. Next, all students on in-school detention had to line up and face a cafeteria wall. And there they had to stand, staring at that wall, for fifteen minutes. The Vice-Principal made sure of it, because he stood right behind them to make certain his edicts were carried out. Guess what??? Behavior problems started to decrease. No one wanted an in-school detention.
And by the way, in case any of you don’t get this game, suspensions the way they are run now become a “heads I win, tails you lose” proposition for the truant student. Truants love to play cat and mouse with police and school officials, a “catch me if you can” mentality. If you cannot catch them, truants win. If you catch them and force them into the classroom with other students, so they can visit with friends and show off as the class clown or worst troublemaker, truants win again.
Drag the truant to school ignominiously by the scruff of the neck (figuratively speaking) and isolate them until they conform their behavior to what is expected, and you are much more likely to have success. Especially if you hold out the possibility of individualized instruction tailored to their specific needs. But catching them is not always easy.
And by the way, a lot of these kids feel defeated even before they enter the classroom – because a lot of teachers have preconceived notions about “slow learners”. There is no reason why almost 99.99% of our children cannot receive a basic education. I cannot tell you how many countless times I have heard a teacher say “Oh, that kid will never be able to learn, he/she is too slow”. If the teacher does not believe in the child, how can you expect students to believe in themselves?
DHS parent & former teacher:
I couldn’t disagree with you more.
All in attendance at the School Board meeting understood the need for services rather than threats & punishment as these tactics have been used in years past, have not worked and are demeaning to staff and students alike. Believe me, if a local administrator tried the “line up and stare at the wall” tactic, parents would hit the roof. Discipline – detentions, assignments, community service – is part of the new intervention plan for truant students as well as after school and weekend study to catch up with their classes. Alternative educational placement is offered (King, DSIS, Einstein) when and where appropriate.
It is time to try something that might work.
DHS parent & former teacher:
I couldn’t disagree with you more.
All in attendance at the School Board meeting understood the need for services rather than threats & punishment as these tactics have been used in years past, have not worked and are demeaning to staff and students alike. Believe me, if a local administrator tried the “line up and stare at the wall” tactic, parents would hit the roof. Discipline – detentions, assignments, community service – is part of the new intervention plan for truant students as well as after school and weekend study to catch up with their classes. Alternative educational placement is offered (King, DSIS, Einstein) when and where appropriate.
It is time to try something that might work.
DHS parent & former teacher:
I couldn’t disagree with you more.
All in attendance at the School Board meeting understood the need for services rather than threats & punishment as these tactics have been used in years past, have not worked and are demeaning to staff and students alike. Believe me, if a local administrator tried the “line up and stare at the wall” tactic, parents would hit the roof. Discipline – detentions, assignments, community service – is part of the new intervention plan for truant students as well as after school and weekend study to catch up with their classes. Alternative educational placement is offered (King, DSIS, Einstein) when and where appropriate.
It is time to try something that might work.
DHS parent & former teacher:
I couldn’t disagree with you more.
All in attendance at the School Board meeting understood the need for services rather than threats & punishment as these tactics have been used in years past, have not worked and are demeaning to staff and students alike. Believe me, if a local administrator tried the “line up and stare at the wall” tactic, parents would hit the roof. Discipline – detentions, assignments, community service – is part of the new intervention plan for truant students as well as after school and weekend study to catch up with their classes. Alternative educational placement is offered (King, DSIS, Einstein) when and where appropriate.
It is time to try something that might work.
“All in attendance at the School Board meeting understood the need for services rather than threats & punishment as these tactics have been used in years past, have not worked and are demeaning to staff and students alike.”
Sharla,
I think the former teacher’s comments went right over your head. His/her point was spot on. Treat truants as individuals and don’t lump them in with others who have different needs or agendas. Most importantly, create a program which meets that child’s needs. I’m amazed at how off-point and frankly pathetic your reply to the former teacher was. Unbelievable.
“All in attendance at the School Board meeting understood the need for services rather than threats & punishment as these tactics have been used in years past, have not worked and are demeaning to staff and students alike.”
Sharla,
I think the former teacher’s comments went right over your head. His/her point was spot on. Treat truants as individuals and don’t lump them in with others who have different needs or agendas. Most importantly, create a program which meets that child’s needs. I’m amazed at how off-point and frankly pathetic your reply to the former teacher was. Unbelievable.
“All in attendance at the School Board meeting understood the need for services rather than threats & punishment as these tactics have been used in years past, have not worked and are demeaning to staff and students alike.”
Sharla,
I think the former teacher’s comments went right over your head. His/her point was spot on. Treat truants as individuals and don’t lump them in with others who have different needs or agendas. Most importantly, create a program which meets that child’s needs. I’m amazed at how off-point and frankly pathetic your reply to the former teacher was. Unbelievable.
“All in attendance at the School Board meeting understood the need for services rather than threats & punishment as these tactics have been used in years past, have not worked and are demeaning to staff and students alike.”
Sharla,
I think the former teacher’s comments went right over your head. His/her point was spot on. Treat truants as individuals and don’t lump them in with others who have different needs or agendas. Most importantly, create a program which meets that child’s needs. I’m amazed at how off-point and frankly pathetic your reply to the former teacher was. Unbelievable.
To All,
45 to 55 truants? That is not a high pecentage compared to the total number of students in DHS.
A way to solve the problem is to remove them from the system thereby freeing up 90% of the teachers time.
This also allows the serious students,(the majority),freedom from interupption by the bully’s and jerk-offs in the classroom. If the predator,(aka bully), and poorly behaved are then taught separately the parents should be charged,(according to income), for the extra attention required for the bully’s and clowns.
If any of the above mentioned still continue their poor behavior they are not deserving of the efforts of the school system and taxpayer and should be removed from the system. At this point they will most likely accelerate to the lower level of life where they were wanting to go in the first place. Once there they would have the opportunity to return to school after a lot of hard work and a demonstrated change in behavior. You cannot let the tail wag the dog.
To All,
45 to 55 truants? That is not a high pecentage compared to the total number of students in DHS.
A way to solve the problem is to remove them from the system thereby freeing up 90% of the teachers time.
This also allows the serious students,(the majority),freedom from interupption by the bully’s and jerk-offs in the classroom. If the predator,(aka bully), and poorly behaved are then taught separately the parents should be charged,(according to income), for the extra attention required for the bully’s and clowns.
If any of the above mentioned still continue their poor behavior they are not deserving of the efforts of the school system and taxpayer and should be removed from the system. At this point they will most likely accelerate to the lower level of life where they were wanting to go in the first place. Once there they would have the opportunity to return to school after a lot of hard work and a demonstrated change in behavior. You cannot let the tail wag the dog.
To All,
45 to 55 truants? That is not a high pecentage compared to the total number of students in DHS.
A way to solve the problem is to remove them from the system thereby freeing up 90% of the teachers time.
This also allows the serious students,(the majority),freedom from interupption by the bully’s and jerk-offs in the classroom. If the predator,(aka bully), and poorly behaved are then taught separately the parents should be charged,(according to income), for the extra attention required for the bully’s and clowns.
If any of the above mentioned still continue their poor behavior they are not deserving of the efforts of the school system and taxpayer and should be removed from the system. At this point they will most likely accelerate to the lower level of life where they were wanting to go in the first place. Once there they would have the opportunity to return to school after a lot of hard work and a demonstrated change in behavior. You cannot let the tail wag the dog.
To All,
45 to 55 truants? That is not a high pecentage compared to the total number of students in DHS.
A way to solve the problem is to remove them from the system thereby freeing up 90% of the teachers time.
This also allows the serious students,(the majority),freedom from interupption by the bully’s and jerk-offs in the classroom. If the predator,(aka bully), and poorly behaved are then taught separately the parents should be charged,(according to income), for the extra attention required for the bully’s and clowns.
If any of the above mentioned still continue their poor behavior they are not deserving of the efforts of the school system and taxpayer and should be removed from the system. At this point they will most likely accelerate to the lower level of life where they were wanting to go in the first place. Once there they would have the opportunity to return to school after a lot of hard work and a demonstrated change in behavior. You cannot let the tail wag the dog.
And then just put them in jail?
And then just put them in jail?
And then just put them in jail?
And then just put them in jail?
anonymous 6:20 pm:
The only thing I agree with is individualized instruction that is appropriate for the student. Not all truants are “bullies” and “troublemakers.” You would be surprised what the District and Police are finding when they do these home visits.
His description on disciplinary measures that should be leveled against truant students is what I disagree with. “Get tough on crime” tactics, “scared straight” programs, boot camps, isolation, etc. to not only fail to reduce juvenile misbehavior, but actually cause juvenile delinquency to increase, per actual statistics.
This blog is about the dark underbelly of Davis. How our community has treated at risk kids, kids who are not high achievers, in this town is as dark as it gets.
anonymous 6:20 pm:
The only thing I agree with is individualized instruction that is appropriate for the student. Not all truants are “bullies” and “troublemakers.” You would be surprised what the District and Police are finding when they do these home visits.
His description on disciplinary measures that should be leveled against truant students is what I disagree with. “Get tough on crime” tactics, “scared straight” programs, boot camps, isolation, etc. to not only fail to reduce juvenile misbehavior, but actually cause juvenile delinquency to increase, per actual statistics.
This blog is about the dark underbelly of Davis. How our community has treated at risk kids, kids who are not high achievers, in this town is as dark as it gets.
anonymous 6:20 pm:
The only thing I agree with is individualized instruction that is appropriate for the student. Not all truants are “bullies” and “troublemakers.” You would be surprised what the District and Police are finding when they do these home visits.
His description on disciplinary measures that should be leveled against truant students is what I disagree with. “Get tough on crime” tactics, “scared straight” programs, boot camps, isolation, etc. to not only fail to reduce juvenile misbehavior, but actually cause juvenile delinquency to increase, per actual statistics.
This blog is about the dark underbelly of Davis. How our community has treated at risk kids, kids who are not high achievers, in this town is as dark as it gets.
anonymous 6:20 pm:
The only thing I agree with is individualized instruction that is appropriate for the student. Not all truants are “bullies” and “troublemakers.” You would be surprised what the District and Police are finding when they do these home visits.
His description on disciplinary measures that should be leveled against truant students is what I disagree with. “Get tough on crime” tactics, “scared straight” programs, boot camps, isolation, etc. to not only fail to reduce juvenile misbehavior, but actually cause juvenile delinquency to increase, per actual statistics.
This blog is about the dark underbelly of Davis. How our community has treated at risk kids, kids who are not high achievers, in this town is as dark as it gets.
“Sharla, I think the former teacher’s comments went right over your head. His/her point was spot on. Treat truants as individuals and don’t lump them in with others who have different needs or agendas. Most importantly, create a program which meets that child’s needs. I’m amazed at how off-point and frankly pathetic your reply to the former teacher was. Unbelievable.”
Exactly. Don’t take my ideas out of context, Sharla. Read more closely. I don’t want to abandon truant students or put them into boot camp as you insinuated. I want to make school more relevant for them. You cannot lump together learning disabled students with those who have drug alcohol problems or personal problems at home. We are not addressing learning disabilities enough – specialized teachers and classrooms are required, along with specific testing. Those students with alcohol or drug problems cannot be lumped in with other students – their brains are apt to be too fuzzy to learn until they get rehab assistance.
Typically, students who are chronically truant have serious problems that the ordinary classroom teacher cannot address – because they do not have the time nor expertise. To bring a chronic truant into a normal classroom setting is a recipe for disaster – and I know because I have been there, done that as a former eighth grade math and science instructor. As a former teacher in a tough neighborhood, I get it, you don’t.
Suspension does not work for truancy. It’s “counterintuitive” as one School Board candidate put it – because it is the WRONG SOLUTION. Unpleasant in-school detentions that isolate troublemakers from the normal student population and classroom setting DO WORK. It allows those 99% of the students who want to learn the appropriate atmosphere to do so.
Once the problem kids are isolated, there needs to be an assessment of why they are going off track. If there is a learning disability, it needs to be addressed as early as possible. If it’s a drug problem, then the school needs to send the student to an appropriate rehab facility…something that is beyond the school system to provide for. Schools cannot be expected to provide students on drugs and/or alcohol a hospital-like facility for that sort of thing. These students need to be re-routed more appropriately.
Those truants with severe family problems need counseling services and a supportive atmosphere to overcome their situation. But all of this takes a School Board with the will to separate truants away from the normal student population, make an assessment as to what the problem may be, AND GET TRUANTS THE INDIVIDUALIZED HELP REQUIRED.
And if you believe this is being done at DHS currently, then you must believe in the Easter Bunny and Santa Clause. It takes tight budgeting, a firm commitment, careful thinking outside the box – none of which has occurred thus far. We just had a School Board try and close down the best ELS program in Davis by slating Valley Oak for closure. Now don’t you think there is some correlation between the truancy problem and kids that have trouble speaking English?
“Sharla, I think the former teacher’s comments went right over your head. His/her point was spot on. Treat truants as individuals and don’t lump them in with others who have different needs or agendas. Most importantly, create a program which meets that child’s needs. I’m amazed at how off-point and frankly pathetic your reply to the former teacher was. Unbelievable.”
Exactly. Don’t take my ideas out of context, Sharla. Read more closely. I don’t want to abandon truant students or put them into boot camp as you insinuated. I want to make school more relevant for them. You cannot lump together learning disabled students with those who have drug alcohol problems or personal problems at home. We are not addressing learning disabilities enough – specialized teachers and classrooms are required, along with specific testing. Those students with alcohol or drug problems cannot be lumped in with other students – their brains are apt to be too fuzzy to learn until they get rehab assistance.
Typically, students who are chronically truant have serious problems that the ordinary classroom teacher cannot address – because they do not have the time nor expertise. To bring a chronic truant into a normal classroom setting is a recipe for disaster – and I know because I have been there, done that as a former eighth grade math and science instructor. As a former teacher in a tough neighborhood, I get it, you don’t.
Suspension does not work for truancy. It’s “counterintuitive” as one School Board candidate put it – because it is the WRONG SOLUTION. Unpleasant in-school detentions that isolate troublemakers from the normal student population and classroom setting DO WORK. It allows those 99% of the students who want to learn the appropriate atmosphere to do so.
Once the problem kids are isolated, there needs to be an assessment of why they are going off track. If there is a learning disability, it needs to be addressed as early as possible. If it’s a drug problem, then the school needs to send the student to an appropriate rehab facility…something that is beyond the school system to provide for. Schools cannot be expected to provide students on drugs and/or alcohol a hospital-like facility for that sort of thing. These students need to be re-routed more appropriately.
Those truants with severe family problems need counseling services and a supportive atmosphere to overcome their situation. But all of this takes a School Board with the will to separate truants away from the normal student population, make an assessment as to what the problem may be, AND GET TRUANTS THE INDIVIDUALIZED HELP REQUIRED.
And if you believe this is being done at DHS currently, then you must believe in the Easter Bunny and Santa Clause. It takes tight budgeting, a firm commitment, careful thinking outside the box – none of which has occurred thus far. We just had a School Board try and close down the best ELS program in Davis by slating Valley Oak for closure. Now don’t you think there is some correlation between the truancy problem and kids that have trouble speaking English?
“Sharla, I think the former teacher’s comments went right over your head. His/her point was spot on. Treat truants as individuals and don’t lump them in with others who have different needs or agendas. Most importantly, create a program which meets that child’s needs. I’m amazed at how off-point and frankly pathetic your reply to the former teacher was. Unbelievable.”
Exactly. Don’t take my ideas out of context, Sharla. Read more closely. I don’t want to abandon truant students or put them into boot camp as you insinuated. I want to make school more relevant for them. You cannot lump together learning disabled students with those who have drug alcohol problems or personal problems at home. We are not addressing learning disabilities enough – specialized teachers and classrooms are required, along with specific testing. Those students with alcohol or drug problems cannot be lumped in with other students – their brains are apt to be too fuzzy to learn until they get rehab assistance.
Typically, students who are chronically truant have serious problems that the ordinary classroom teacher cannot address – because they do not have the time nor expertise. To bring a chronic truant into a normal classroom setting is a recipe for disaster – and I know because I have been there, done that as a former eighth grade math and science instructor. As a former teacher in a tough neighborhood, I get it, you don’t.
Suspension does not work for truancy. It’s “counterintuitive” as one School Board candidate put it – because it is the WRONG SOLUTION. Unpleasant in-school detentions that isolate troublemakers from the normal student population and classroom setting DO WORK. It allows those 99% of the students who want to learn the appropriate atmosphere to do so.
Once the problem kids are isolated, there needs to be an assessment of why they are going off track. If there is a learning disability, it needs to be addressed as early as possible. If it’s a drug problem, then the school needs to send the student to an appropriate rehab facility…something that is beyond the school system to provide for. Schools cannot be expected to provide students on drugs and/or alcohol a hospital-like facility for that sort of thing. These students need to be re-routed more appropriately.
Those truants with severe family problems need counseling services and a supportive atmosphere to overcome their situation. But all of this takes a School Board with the will to separate truants away from the normal student population, make an assessment as to what the problem may be, AND GET TRUANTS THE INDIVIDUALIZED HELP REQUIRED.
And if you believe this is being done at DHS currently, then you must believe in the Easter Bunny and Santa Clause. It takes tight budgeting, a firm commitment, careful thinking outside the box – none of which has occurred thus far. We just had a School Board try and close down the best ELS program in Davis by slating Valley Oak for closure. Now don’t you think there is some correlation between the truancy problem and kids that have trouble speaking English?
“Sharla, I think the former teacher’s comments went right over your head. His/her point was spot on. Treat truants as individuals and don’t lump them in with others who have different needs or agendas. Most importantly, create a program which meets that child’s needs. I’m amazed at how off-point and frankly pathetic your reply to the former teacher was. Unbelievable.”
Exactly. Don’t take my ideas out of context, Sharla. Read more closely. I don’t want to abandon truant students or put them into boot camp as you insinuated. I want to make school more relevant for them. You cannot lump together learning disabled students with those who have drug alcohol problems or personal problems at home. We are not addressing learning disabilities enough – specialized teachers and classrooms are required, along with specific testing. Those students with alcohol or drug problems cannot be lumped in with other students – their brains are apt to be too fuzzy to learn until they get rehab assistance.
Typically, students who are chronically truant have serious problems that the ordinary classroom teacher cannot address – because they do not have the time nor expertise. To bring a chronic truant into a normal classroom setting is a recipe for disaster – and I know because I have been there, done that as a former eighth grade math and science instructor. As a former teacher in a tough neighborhood, I get it, you don’t.
Suspension does not work for truancy. It’s “counterintuitive” as one School Board candidate put it – because it is the WRONG SOLUTION. Unpleasant in-school detentions that isolate troublemakers from the normal student population and classroom setting DO WORK. It allows those 99% of the students who want to learn the appropriate atmosphere to do so.
Once the problem kids are isolated, there needs to be an assessment of why they are going off track. If there is a learning disability, it needs to be addressed as early as possible. If it’s a drug problem, then the school needs to send the student to an appropriate rehab facility…something that is beyond the school system to provide for. Schools cannot be expected to provide students on drugs and/or alcohol a hospital-like facility for that sort of thing. These students need to be re-routed more appropriately.
Those truants with severe family problems need counseling services and a supportive atmosphere to overcome their situation. But all of this takes a School Board with the will to separate truants away from the normal student population, make an assessment as to what the problem may be, AND GET TRUANTS THE INDIVIDUALIZED HELP REQUIRED.
And if you believe this is being done at DHS currently, then you must believe in the Easter Bunny and Santa Clause. It takes tight budgeting, a firm commitment, careful thinking outside the box – none of which has occurred thus far. We just had a School Board try and close down the best ELS program in Davis by slating Valley Oak for closure. Now don’t you think there is some correlation between the truancy problem and kids that have trouble speaking English?
Sharla and dhs former teacher and parent,
Sharla, This town has a dark underbelly only in your mind. If you had grown up as and where I did you would think Davis is DisneyLand.
Parent and Teacher,
Some of the truants can’t speak English because their parents can’t. Their parents cannot teach them math, history, geography or anything else because their country of origin did not educate them. Yeah, you guessed it they’re ILLEGAL IMMIGRANTS. And now they are here and that makes all of us responsible to pay and work for their education. Is it fair? What do you think?
Sharla and dhs former teacher and parent,
Sharla, This town has a dark underbelly only in your mind. If you had grown up as and where I did you would think Davis is DisneyLand.
Parent and Teacher,
Some of the truants can’t speak English because their parents can’t. Their parents cannot teach them math, history, geography or anything else because their country of origin did not educate them. Yeah, you guessed it they’re ILLEGAL IMMIGRANTS. And now they are here and that makes all of us responsible to pay and work for their education. Is it fair? What do you think?
Sharla and dhs former teacher and parent,
Sharla, This town has a dark underbelly only in your mind. If you had grown up as and where I did you would think Davis is DisneyLand.
Parent and Teacher,
Some of the truants can’t speak English because their parents can’t. Their parents cannot teach them math, history, geography or anything else because their country of origin did not educate them. Yeah, you guessed it they’re ILLEGAL IMMIGRANTS. And now they are here and that makes all of us responsible to pay and work for their education. Is it fair? What do you think?
Sharla and dhs former teacher and parent,
Sharla, This town has a dark underbelly only in your mind. If you had grown up as and where I did you would think Davis is DisneyLand.
Parent and Teacher,
Some of the truants can’t speak English because their parents can’t. Their parents cannot teach them math, history, geography or anything else because their country of origin did not educate them. Yeah, you guessed it they’re ILLEGAL IMMIGRANTS. And now they are here and that makes all of us responsible to pay and work for their education. Is it fair? What do you think?
If the police was “….cruising around and stopping kids who appeared of school age ” to help then it was the right thing to do. But if the police was using this for an excuse to bother certain kids then it would be a problem
If the police was “….cruising around and stopping kids who appeared of school age ” to help then it was the right thing to do. But if the police was using this for an excuse to bother certain kids then it would be a problem
If the police was “….cruising around and stopping kids who appeared of school age ” to help then it was the right thing to do. But if the police was using this for an excuse to bother certain kids then it would be a problem
If the police was “….cruising around and stopping kids who appeared of school age ” to help then it was the right thing to do. But if the police was using this for an excuse to bother certain kids then it would be a problem
I don’t believe that kids want to get their parents in trouble. Parents you must realize that your kids is cutting school for a reason. To help your kids you will have to put the time and effort to find that reason.Trust me parents there is nothing in Davis that can stop the criminal justice system from having your kids “BUT YOU” PLEASE HELP YOUR KIDS. THEY REALLY NEED YOUR HELP WHILE LIVING IN DAVIS. “THE DAVIS POLICE OFFICERS IS TIGERS AND YOUR KIDS IS THE PREY
I don’t believe that kids want to get their parents in trouble. Parents you must realize that your kids is cutting school for a reason. To help your kids you will have to put the time and effort to find that reason.Trust me parents there is nothing in Davis that can stop the criminal justice system from having your kids “BUT YOU” PLEASE HELP YOUR KIDS. THEY REALLY NEED YOUR HELP WHILE LIVING IN DAVIS. “THE DAVIS POLICE OFFICERS IS TIGERS AND YOUR KIDS IS THE PREY
I don’t believe that kids want to get their parents in trouble. Parents you must realize that your kids is cutting school for a reason. To help your kids you will have to put the time and effort to find that reason.Trust me parents there is nothing in Davis that can stop the criminal justice system from having your kids “BUT YOU” PLEASE HELP YOUR KIDS. THEY REALLY NEED YOUR HELP WHILE LIVING IN DAVIS. “THE DAVIS POLICE OFFICERS IS TIGERS AND YOUR KIDS IS THE PREY
I don’t believe that kids want to get their parents in trouble. Parents you must realize that your kids is cutting school for a reason. To help your kids you will have to put the time and effort to find that reason.Trust me parents there is nothing in Davis that can stop the criminal justice system from having your kids “BUT YOU” PLEASE HELP YOUR KIDS. THEY REALLY NEED YOUR HELP WHILE LIVING IN DAVIS. “THE DAVIS POLICE OFFICERS IS TIGERS AND YOUR KIDS IS THE PREY