Showing posts with label discipline. Show all posts
Showing posts with label discipline. Show all posts

Monday, March 30, 2009

VALLEY CAMPUSES ADDED TO SCHOOL-BASED PROBATION PROGRAM

The Probation Department will place officers at three high schools and a middle school in hopes of stemming gang violence in the Valley. The program is already in place at 120 L.A. County schools.

By Molly Hennessy-Fiske | LA Times

 

March 30, 2009 - In an effort to combat gangs and prevent teenagers from being arrested, Los Angeles County officials are stationing more juvenile probation officers at local public schools.

Probation Chief Robert Taylor and Supervisor Zev Yaroslavsky appeared Friday at the Boys & Girls Club of San Fernando Valley in Pacoima to announce that they were adding three high schools and a middle school in the area to probation's School-Based Supervision program.

"The younger we can get them, the easier it is to mold them and channel them in a positive direction," Yaroslavsky said.

Taylor noted that more than 3,300 youths are in detention at the county's 22 juvenile halls and camps.

"To reduce that, you have to get to them before they're in custody," Taylor said. "We know you can't just treat the youth -- you have to treat the family as a whole."

The schools added to the program are Birmingham Senior High in Van Nuys, John F. Kennedy High in Granada Hills, Panorama High in Panorama City and Charles Maclay Middle in Pacoima.

It will cost $579,000 to send a probation officer to each school and provide computer equipment and clerical support, according to Yaroslavsky spokesman Joel Bellman. Bellman said the money comes from a portion of a federal grant for juvenile justice.

School-Based Supervision has placed probation officers at 90 high schools and 30 middle schools countywide since 2000, said Paul Vinetz, a program director. The program serves 13- to 18-year-olds in and out of probation and has a budget for this fiscal year of $14.5 million.

"We're enhancing the presence in the Valley because of the increase in gangs around Pacoima," Vinetz said at Friday's meeting at the Boys & Girls Club. "Just this morning we saw some gang graffiti near here, crossing each other out. Our campuses are safe havens."

Although crime in the Valley has decreased in recent years, about 16 gangs still operate in the area and one of the best ways to combat them is by reaching youths before they become involved, said Los Angeles Police Capt. Joe Curreri. Community leaders praised the program.

"We endorse this approach," said the Rev. John Lassigne of Mary Immaculate Catholic Church in Pacoima. "Any solution to gang violence has to address the family, the school and the home."

Saturday, December 13, 2008

Sandy Banks: JORDAN HIGH PRINCIPAL FINDS A FORMULA FOR SUCCESS

Sandy Banks

Under Stephen Strachan, students wear uniforms, it takes a C to pass and a 'fifth-year senior' program is bringing dropouts back.

Sandy Banks| Columnist in Los Angeles Times

 

LAUSD, principal, Watts

Mel Melcon / Los Angeles Times: Stephen Strachan, principal of Jordan High School in South Los Angeles, is surrounded by students during lunch period on December 10.

December 13, 2008 -- You can blame the failure of Los Angeles' latest school superintendent on racial politics, an incompetent school board or a bureaucracy impervious to reform.

But you can't sell that to Stephen Strachan.

Strachan is the principal at Jordan High in Watts. Like Supt. David Brewer, Strachan thinks big and is brimming with self-confidence.

But unlike Brewer, Strachan has managed to move beyond summits and slogans to remake a high school long considered one of the district's worst.

I met Strachan two years ago -- about the time Brewer arrived in Los Angeles. I visited Jordan High because I wanted to know what it was like running a school that bordered one of the city's most dangerous housing projects.

Back then, I found a school in the beginning stages of change, thanks to a $1.5-million Gates Foundation grant, a committed faculty and staff, and a principal who is as tough as the school's bulldog mascot suggests. This week, I went back to Jordan to find out what has happened on the campus in the two years Brewer has been at the district's helm.

:: In Alberta Henderson's math class, the window shades stay down. "You look out that open window and you see the projects," she explained. She wants her students to think of where they can go, not where they are from.

Her classroom is plastered with mathematics posters. One wall headlined "Habits of the Mind" is full of students' essays about the importance of managing impulsive behavior in class and life.

I watched her teach a ninth-grade algebra class -- an area in which Jordan students do better than the districtwide average. Last year, 78% of Jordan High ninth-graders passed algebra, compared with less than 50% of students at schools with similar demographics.

With her broad gestures and corny jokes, Henderson radiated enthusiasm from the front of the class. And if her students didn't seem quite so delighted -- it is algebra, after all -- they were polite, engaged and on-task.

Each student had a small, white dry-erase board to work equations and answer questions. When Henderson gives the cue, they raise their boards for her to check. She passes out raffle tickets at the beginning of class and when she asks a question, she reaches into a glass jar for a ticket stub, then calls out the winner's number for an answer.

Henderson came to Jordan two years ago because she wanted to teach the kind of student she once was. She grew up "in the hood" in St. Louis. "I was a teenage parent, had a husband who was in a gang, my mother got shot when I was 13," she said. "These kids are wounded. I know what that means."

A mother of two grown children, Henderson spent 21 years in middle management at Kaiser before becoming an elementary school teacher six years ago. Moving to Jordan was "a culture shock," she said.

"I wanted to quit almost every day for the first few months. I thought, 'Are they sending me all the incorrigibles?' . . . Dr. Strachan convinced me to stay."

When I left Henderson's class, I roamed the campus. That alone is a sign of Strachan's confidence; there are few things more dangerous for a principal than an unescorted reporter on a mission.

In the school's College and Career Center, I found student body President Zindy Valdovinos and yearbook editor Valeria Vega, both 17-year-old seniors with their sights on college. Valeria hopes to attend Mount Holyoke; Zindy is still deciding.

I asked what changes they'd seen in four years at Jordan.

"Now, there are a lot of teachers here who say, 'You can be something,' " said Zindy. "They encourage you to come to school, give you a reason to come to class."

Teachers are accountable to their students, Valeria added. "If they're not doing what they should, you can complain and Dr. Strachan will do something about it."

Valeria's younger sister attends Markham Middle School, where an assistant principal was charged last spring with sexually assaulting a student. "That couldn't happen at Jordan," she said. "There was this one teacher here who made inappropriate remarks. The students complained and it stopped."

Strachan told me he tries to empower teachers and students. "In assemblies, I tell the kids, 'You have a right to be respected, just as you have to respect your teachers and you have to respect each other.' "

But the principal is no miracle worker. Students told me that some classes are still rowdy, there are too many pregnant girls on campus and it's hard to get the schedule you want.

"But we have a lot more clubs than we used to, and students are more involved," Valeria said. She tutors classmates after school "and it's crowded sometimes. Kids actually want to learn. They'll say, 'Give me another problem!' because they get it. They like that."

Strachan ticked off a list of changes on campus in the last two years: Students wear uniforms. Teachers have common planning periods. It takes a grade of C -- no Ds allowed -- to pass a course. A "fifth-year senior" program is bringing dropouts back.

And the all-male academy idea that Brewer spent two years studying and planning to implement? Strachan launched his four years ago. In June, every student in the program graduated, and all but one went on to college.

But those are not just feel-good stories. Jordan's test scores are rising much faster than the district's average. Yet they still have so far to go.

In last Saturday's column, I took Brewer to task, wondering how much he really cares about the students in the district he was paid to run. I'll never really know because he will be stepping down at the end of the month. He talked a good game, but his record is painfully thin.

Yes, Brewer had obstacles: a financial crisis, a micromanaging school board, an uncooperative union and a mayor hellbent on seizing control. What he lacked was a sense of urgency.

Maybe if Brewer had seen the fallout from failing schools up close and personal, he would have realized what's at stake. If he had sat through a student's funeral, gone to court to keep a girl out of jail, counseled grieving boys after their friends got shot, or wooed back one dropout who'd given up, he would have known -- as Strachan does -- that two years is too much time to waste.

Monday, November 03, 2008

3 from the Homeroom: ROONEY REDUX

 

The Homeroom

all by Howard Blume, Times Staff Writer

 

Lawsuit alleges school officials knew about suspected molester

08:57 AM PT, Nov 3 2008 - A recently filed lawsuit claims that senior Los Angeles school officials knew that an assistant principal remained a molestation suspect when they assigned him to a Watts middle school last year.

The lawsuit contradicts assertions by senior LAUSD administrators. They have denied knowing that police believed that Steve Thomas Rooney, 40, posed a risk to other girls. These administrators have contended that they thought Rooney had been cleared by police and by the central district offices.

Rooney quickly got into trouble after arriving at Markham Middle School in September 2007; he faces molestation-related charges involving two students from that school and two from a previous assignment. He has denied wrongdoing.

The new litigation, filed by Michael Hopwood -- a district employee who is also a former elected member of the Compton school board -- calls into question an internal report on the Rooney episode commissioned by the school district. The report, by the law firm Pillsbury Winthrop Shaw Pittman,  is examined in today’s Times.


(see: Report cites mistakes in L.A. Unified's handling of suspected child molester, following)

also:


The report by the law firm has been used by Supt. David L. Brewer to assert that no current district employee is directly to blame for sending Rooney to Markham. In particular, Brewer defended Carol Truscott, who heads one of the district's eight geographic areas.

In preparing the report, the law firm interviewed 28 people, but missed  Hopwood, an operations coordinator under Truscott who has now come forward with explosive allegations in a lawsuit filed last month.

In his lawsuit, filed in Los Angeles Superior Court, Hopwood alleges job discrimination and retaliation for, among other things, protesting Truscott's decision to return Rooney to a school site.

Hopwood, an elected member of the Compton school board in the 1990s, contends that he met with Truscott and Anthony Armendariz, another operations coordinator, in the summer of 2007 to discuss the handling of Rooney. At the time, Rooney, an assistant principal at Fremont High in South Los Angeles, had been removed from contact with students because police were investigating both a gun-brandishing charge and possible sexual improprieties. But no sex charge was filed, and the gun charge was dropped because the girl at the center of the case wouldn’t testify against Rooney.

In the lawsuit, Hopwood alleges that he urged Truscott not to return Rooney to a campus, but that Truscott responded that “she would not have a ‘non-productive’ administrator.” Hopwood also charges that after police arrested Rooney for allegedly molesting two girls at Markham, Hopwood claims that Truscott warned him “that he must be loyal to her in the Rooney matter.”

Truscott could not be reached for comment on the lawsuit, but in the law firm’s report she denied knowing that police investigators continued to suspect that Rooney was a sexual predator. And in a statement to The Times, she said that “had the full law-enforcement details been shared with me, I would have acted differently. Anyone who knowingly puts children in danger should be fired.”

Hopwood and Armendariz declined to be interviewed.

-- Howard Blume

 

Outside review on molestation episode gets bad marks

08:55 AM PT, Nov 3 2008 -- A report into how a man suspected of sexual misconduct was returned to contact with students received mostly poor grades from those who reviewed it at The Times' request.

Former assistant principal Steve Thomas Rooney, 40, faces molestation-related charges involving four students — two from Markham Middle School in Watts and two from Foshay Learning Center in South Los Angeles, where Rooney had previously worked. He has denied wrongdoing.

After Rooney’s March arrest, the LAUSD hired an outside law firm -- Pillsbury, Winthrop, Shaw, Pittman -- to review Rooney’s path to Markham.

The report has been used as the basis for imposing no apparent substantial discipline on any current district employee. But the report has obvious shortcomings, said district and law enforcement sources. Some of these issues are outlined in a today's L.A. Times article, but there are others.

One is the range of interviews conducted by the law firm.

As an example, the law firm accepted the contention by members of the Employee Relations and the Staff Relations departments that they did not know Rooney was suspected of sexual misconduct. They said they knew only of a gun charge against Rooney and insisted that their contacts with police never mentioned anything else.

The law firm never verified the accounts of these departments with police, according to the list of interviews conducted.

Employee Relations was responsible for tracking criminal cases involving district employees. Staff Relations was responsible for advising officials regarding these employees once an investigation had concluded. Neither department raised concerns about Rooney being returned to contact with students.

In fact, if these L.A. Unified employees had contacted detectives or reviewed documentation related to the investigation, they could not have missed that the inquiry was primarily a sexual-misconduct investigation, law enforcement sources said.

Almost all sources spoke on the condition that their names would not be used. The district employees noted that they were unauthorized to speak. Some law enforcement sources also were not authorized, and they emphasized the importance of maintaining a good personal and departmental working relationship with the school system.

One person who commented was A.J. Duffy, head of United Teachers Los Angeles. He questioned why the gun charge by itself didn’t warrant an internal review. Rooney was originally arrested in February 2007 for allegedly brandishing a gun at the stepfather of a student.

“That’s an issue that should be taken with the greatest degree of seriousness,” Duffy said. “If they didn’t, that shows how bad they are at doing their jobs.”

Moreover, at least two Fremont teachers had complained about alleged outbursts of anger from Rooney on the job.

Others took issue with the report’s focus on former district Chief Operating Officer Dan Isaacs. The report criticized Isaacs for not telling everything he knew about the police investigation of Rooney in a brief memo Isaacs sent to the Board of Education, L.A. schools Supt. David L. Brewer and 11 other top officials.

Isaacs sent out the memo at the time of Rooney’s February 2007 arrest, and about five months before his own retirement. At that point, Rooney’s job status remained in limbo; he was being kept out of contact with students in a desk job at the local district office.

In a recent interview, Brewer named only Isaacs as a person deserving blame for the Rooney episode.

“You cannot lead and manage by memo,” said Brewer, who had a cool relationship with Isaacs. “The chief operating officer walks out of the door, and it was a single point of failure. He had the information and nobody else had it.”

One on-the-record defense of Isaacs and his memo came from Michael O’Sullivan, president of Associated Administrators of Los Angeles, which represents L.A. Unified administrators.

“The content of that memo was extraordinarily well done,” said O’Sullivan, who has hired Isaacs to work part-time for the association. “It does not give unnecessary information. It simply states the facts. It was the typical heads-up memo. And it went to everyone who should have it.”

Another matter that drew critical response was the report's handling of who, if anyone, was responsible for making sure Rooney was fit to return to a campus. The report ultimately faults no one directly, although it acknowledges district policy stipulating that the local district superintendent (Carol Truscott) and an employee's immediate supervisor were responsible for a follow-up probe. In this context, Truscott's underling Greg Braxton supervised Rooney after he was pulled from Fremont High in South Los Angeles. (Braxton has since become the principal at the new Roybal Learning Center.)

The relevant policy is laid out in Bulletin 3357, adopted in October 2006. It states that an employee’s administrator and the local district superintendent should conduct an internal investigation once a law enforcement inquiry or trial has ended with no conviction. That’s because such an employee may still deserve to be fired, face other discipline or pose a threat of some sort.

As described briefly in today’s Times article, the law firm’s report accepted Truscott’s and Braxton’s contention that they never saw the 2006 policy.

A couple of district sources, who were not directly involved in the Rooney case, insisted that they too were unaware of the 2006 policy. Others found that contention difficult to believe.

Still, administrators aren’t supposed to conduct probes that parallel or precede police investigations, because that can undermine police work, said former district general counsel Kevin Reed.

The problem, he added, was that some administrators took the admonition not to interfere with police matters too far. To clarify matters, the district adopted a sexual harassment policy in 2004.

Sexual harassment, as defined, includes inappropriate “conduct of a sexual nature.” And the policy stipulates that “as soon as the law-enforcement agency completes its investigation,” administrators are responsible for “conducting a prompt investigation into whether sexual harassment had occurred.”
Thus, anyone who missed the 2006 policy should at least have been aware of the 2004 sexual harassment policy.

Twice a year, administrators must certify in writing that they have reviewed the sexual harassment policy as well as rules pertaining to the reporting of child abuse.

One reason for the 2004 policy — and its repeated review — was to instill the notion that all employees must take personal responsibility for the safety of children. No one should assume that keeping children away from harm is someone else’s job.

But even with the 2004 policy, not everyone seemed to be getting the message. The 2006 policy was necessary, Reed said, because there was “an incomplete understanding” that once a criminal prosecution ceased, administrators must ensure that it’s appropriate to return an employee to contact with students.

In other words, Truscott and Braxton were perhaps far from alone in their mistaken understanding of how they should proceed.

In the wake of the Rooney incident, Brewer has centralized the management of employees under a cloud, an adjustment that Braxton commended.

“I am glad the district has instituted a policy for returning people to schools that involves a series of checks and screenings at the central district level,” Braxton wrote in an e-mail to The Times. “This is where many of us had always understood it to be.”

Similarly, Truscott noted: “As tragic as this is, it has resulted in stronger protections for the children.”

The new system may be improved as far as tracking and managing these cases, but it moves in a different direction than insisting on individual responsibility at all levels, which Reed was trying to accomplish.

-- Howard Blume

Monday, May 07, 2007

UNDISCIPLINED LAUSD: Students and teachers are being punished by L.A.'s policies -- and lack thereof -- for dealing with behavior problems.


LA TIMES EDITORIAL

May 7, 2007 -- THE DAYS WHEN school was taught "to the tune of a hickory stick" are over, thankfully. Whacking unruly or unprepared kids is no way to teach. Yet when it comes to discipline in Los Angeles schools nowadays, the hickory stick has given way to a metaphorical egg noodle.

The result is that behavior problems frustrate teachers and hinder motivated students in many L.A. schools. A recent California survey commissioned by the state's Department of Education found that teachers leave the profession primarily because of discipline issues —disruptive students and, occasionally, rude parents.

Consider the following: A boy sexually harassed a girl at Marina del Rey Middle School last year, so his teacher reported his behavior to his mother. Mom's response? She burst into the classroom and gave everyone the finger.

Then there's the case of the Audubon Middle School teacher in South Los Angeles who took a laptop computer away from a boy. The student responded by overturning his desk and screaming at the teacher. Veteran public school educators will shrug — uncivil behavior is par for the course.

In 1994, the L.A. Unified School District recognized the need for a uniform discipline policy to deal with cases such as these. The district, in a typical display of alacrity, is just now, 13 years later, getting around to implementing one. What it's come up with is as weak as it is late. The policy calls for teachers to praise positive behavior rather than resorting to punishment. Critics say it's too soft. Departing school board member David Tokofsky aptly calls it the "34 strikes and you're out" policy.

Worse, implementing the plan will take three to five years. That's way too long, and it ensures that many more teachers, weary of their jobs and harassed by students, will leave the district, deepening its malaise.

Studies show that well-run schools have a few items in common: Their administrators walk the campus. Their students help set campus rules, and those rules are enforced. Teacher discipline is backed up by principals, and principals' actions are supported by the central office.

Charter schools have an advantage in this area, with leeway to boot unruly students (and their parents) that regular schools lack. Nonetheless, some of their methods can be adapted.

Steve Barr, founder of Green Dot charter schools, contends that discipline must be strictly and consistently applied. Green Dot, for instance, bars gang members, regardless of their academic aptitude. One brilliant, straight-A student was required to leave, Barr said, because his presence endangered others by gang members coming to look for him after school.

This leads to an aspect of discipline reform that L.A. Unified should consider — removing troublesome or troubling students to either a different part of the campus or a separate location entirely. Discipline policies embraced by New York City schools allow for this, and it frees teachers to teach.

It also shows that school officials, from the top down, are serious about school rules. Without that, teachers leave and schools fail.

+++++

LETTERS: School discipline, but how?

May 13, 2007 - Re "Learning discipline," editorial, May 7

The editorial misrepresents the efforts of the LAUSD to improve its district discipline policy. This policy does not eliminate any established disciplinary procedures for addressing disruptive behavior, but it emphasizes proactive strategies for defining, teaching and supporting appropriate student behaviors. This approach, which is well grounded in research, has been successfully implemented in districts nationwide and is recognized by the U.S. Department of Education as an effective practice.

Unfortunately, the editorial board has taken a stance that harsher punishment is the only answer to disruptive behavior. The board has only to look to the recent findings of the gang violence report to see that punishment has not been successful. Public education has an obligation to teach and model the appropriate social behaviors that will help students to be contributing members of our society.

DONNALYN JAQUE-ANTÓN

Executive officer

Educational Services

L.A. Unified School District

Too often we hear "educrats" and politicians debate school reform without mentioning the civic responsibilities of students and parents. Each new proposal paints itself as the panacea that will bring excellence to education, yet our schools continue to struggle not for excellence but for simple adequacy.

Although few reasonable people would wish a return to the days when teachers brought rulers down across students' knuckles, it is clear that something must be done to persuade students to respect their teachers, themselves and their peers by behaving appropriately in the classroom. And parents must step up and accept their responsibilities.

I suggest that California expand its network of continuation schools and put some teeth back into school discipline policies by suspending or expelling the most disruptive students. And if our school administrators cannot summon the courage to stand up to furious parents and banish these students, perhaps it is time we jettisoned the administrators. We need to get serious about the real problems in our schools. Recess is over.

NEAL STANIFER

Bakersfield

Your editorial suggests that L.A. Unified remove "troublesome or troubling students" from regular schools and place them in separate locations, referring to discipline policies "embraced" in New York. But these policies have generated anger from parents, students and advocates in New York, denying students their human rights to high-quality education, dignity and equity.

Many discipline sites and so-called Second Opportunity Schools in New York provide no real instruction and create environments that resemble detention facilities. African American and Latino students are disproportionately targeted. Advocates for Children of New York has a class-action lawsuit pending in part concerning inadequate services for students with disabilities in these alternative sites.

To make L.A. Unified safer and more productive, schools need better training and support for staff to prevent and resolve conflict, along with access to mediation and counseling to address the causes of student behavior and keep kids in school.

ELIZABETH SULLIVAN

Education program director

National Economic and

Social Rights Initiative

New York

I taught in a district adjacent to Los Angeles for 30 years and faced situations that you wrote of in your editorial on L.A. schools' discipline policy. I am gratified that you recognize the need for better classroom discipline because without an orderly environment, teachers cannot teach and kids cannot learn. Improving discipline would do more to raise test scores than any other thing done to fix our schools.

GEORGIE GRUTBO

La Habra Heights