Does the Wire Really Represent Baltimore City Schools?

On Tuesday, April 3rd, I walked into school in the morning and I saw four large "WIRE" signs at the elementary school across the street from Vivien T. Thomas. Clearly, the producers of the show were filming an episode of the Wire for next season, and it made me think of a recent video I had seen on an ABC Video Podcast. Click below to watch:

http://abcnews.go.com/Video/playerIndex?id=2607274

This is a pretty incredible video that tries to determine whether or not our City schools are really as troubling as The Wire documents them to be. I have mixed feelings about this video. On one hand, I watch it and think that the ideas are right on. However, on the other hand, I find myself feeling rather troubled by the racial tones and stereotypes of the video. When I see videos like this, I unfortunately believe that it's these productions that uphold the standard stereotypes of our schools. It makes me want to write an editorial that defends our students and tell the public that even though there are aspects of these ideas in our schools, not all students represent the portrayed population.

Again, though, I fall back on the other side. Our schools are sort of a disaster. Even with the glimmers of hope, there are so many facets of the school system that are completely failing. The section of the video that really rings true occurs when the narrator discusses the fact that our students don't bring anything to or from school (books, paper, etc...). Now this is certainly not EVERY student, but it is a significant enough number to be relatively true. What really struck me was the narrator's claim, "Even the students know that it's [the schools and the educational system] a lie." Do the students know? Do they have ideas of what they're missing out on? Do they understand the achievement gap?

What I do appreciate about The Wire is its ability to attempt to be as truthful as possible about our schools and Baltimore communities. While there is a bit of "hollywoodizing," for the most part, the producers have experienced the system and are relying on personal testimonies. I optimistically believe that they are trying to expose the deficiencies of the system so that public outrage will stimulate reforms.

Overall, I'm willing to admit that our schools are in a great need of help. If it takes a show like The Wire to bring on change, then so be it. However, if shows like The Wire only work to uphold outsiders' views of the system and maintain a belief of hopelessness, then it's certainly taking the wrong steps. I hope that other teachers have an opportunity to express their views about such matters, for it's the stakeholders involved that are going to be the most influential in bringing Baltimore City schools to a place where they can truthfully offer all Baltimore students an excellent education.

Eagerly Anticipated Changes in Standardized Testing for Special Education Students???

Yesterday, I was particularly interested in reading an article regarding major revisions of No Child Left Behind's testing standards for special education students.
http://www.baltimoresun.com/news/education/bal-nclb0404,0,1157759.story?coll=bal-education-top
In the article, Nancy Zuckerbrod explores the changing nature of standardized exams to accomodate a broader range of struggling learners. Whereas the first accomodation only addressed students with severe learning disabilities, supporting ten percent of the population, now students who work with disabilities, such as dyslexia, are now also accomodated. Thirty percent of the special education population is now supported within standardized testing with on-going discussion about how to make the exams even more accesible for students with learning disabilities.
Looking at NCLBs expectations for students, I support the push for accountability and high standards for all student. I also feel that these changes in testing are necessary for the wide range of diverse learners in the education system. While I fully support accomodations, I do not believe that standards need to be lowered for students with learning disabilities, only adjusted. All students should work at their own level of rigor.
This topic is an on-going discussion (debate might be a more appropriate word) within my school regarding the High School Assessment (HSA). Specifically, the discussion/debate centers around the rigor of our English classes for special education students. One special education teacher insists that the test is changing to accommodate all our lower-level learners and, therefore, we can't expect to teach the same material as we would to our regular education students. In other words, we don't need to worry about this year's test because our students will have an easier exam to take next year. Of course, the response to this teacher's position is adamant that few changes will be made to accommodate this population of students and, therefore, we need to infuse our instruction with greater rigor in order to ensure that students have all the tools necessary to meet the expectations outlined for this school year. I'm confident that I am not alone in similar team dichotomies.
As hard as I try to build a callus against lowered expecations, working within a system that allows teachers to excuse educational practices because changed testing standards justifies lowered standards is disheartening. Already, the curriculum and resources are "too advanced" and "inaccessible" for students in some of these classes. Note: This information is shared as I'm watching these same students, who cannot access the text, reading from the teacher's curriculum bookshelf. While I support the move to accomodate all learners, I'm disheartened by the potential for abuse. Will students be excused from rigorous work because teachers believe the testing level will drop to a "more manageable," elementary level standard? What is a system to do with teachers whose expectations are six grade levels behind their standard?

Why dosen't the City care about science (or social studies for that matter)?

Being middle school science teacher has its challenges and I expect them from the students, however I seem to get more from the city and administration. Middle school science and social studies are the red-headed step-children of academics. I say this because we aren’t considered important enough to have our students everyday for a full year. The argument was because they aren’t tested subjects, however this mentality sends a negative message to the students. This argument is also null and void since science is a tested subject as of this year.

The biggest issue is the city’s mandated schedule for science and social studies. At my school last year we were on a semesters, but saw the students everyday. This had to change since the students second semester would not get the amount of material needed before MSA. However the solution was AA, BB alternating Fridays as the class schedule. The issue with this is I can go 5 days and not see a group of students. This does not work well when we are in the middle of a lab or preparing for a lab to do the following class period. As much as I try to plan around the schedule, it doesn’t always work out. My students this year don’t feel like they are learning anything and I have noticed a much lower retention rate of the information.

I am now hearing unofficially that the schedule will change again next year to math and language arts staying at 90 minute class periods and the rest will be 45 minutes. I don’t understand why all the classes can’t be viewed as equally important. The skills of reading, writing and mathematics are done in other classes especially science, so why can’t we have our students the same amount of time? I think we could easily have all 70 minutes classes and be able to achieve the high standards we aim for. With this schedule every teacher would see every student everyday and there would be plenty of time to get a solid lesson taught and completed, also giving science teachers ample time to complete laboratory activities. Whatever is decided, they need to remember that science and social studies are also considered core classes and need to be treated that way.

Further musings on the new gang violence prevention program

Like a previous post, I too was recently informed via staff meeting about the impending changes aimed at curtailing issues of gang violence. Again, similar to Erin, I was extremely pleased at the possibility of an in school suspension. Suspension, as it currently stands, is essentially a reward for many children. It is a legitimate excuse to not have to come to school and hang out at home. In fact, when a student recently asked me how long spring break was and I replied with ten days he blurted out, "oh! it'll be like I got suspended."
In school suspension works in middle school because being removed from a social setting is an effective punishment for the age group. Isolation and strict, structured guidelines work. So thank you in advance to BCPSS for taking a positive step.

This brings me back to the fact that widespread, systemic, meaningful change in urban schools does not need to be profound, unusual or flashy. In fact, it is these simple solutions - in school suspension - that are needed. I honestly believe we know what works in schools, we just need to effectively implement them.
American Educator just published an article on taking a real approach to failing schools where they basically called for giving the most money, staff, resources, expertise and attention to the schools that are failing. It's nothing earth shattering. We are not reinventing the wheel here. We know the problems, but we also have a pretty good idea of what works. Lets get back to basics in a real, committed way. I think we'd be surprised at our success.

Incentives in One Baltimore City School

A few weeks ago at our monthly staff meeting, we had an outside presenter who was discussing our school's Positive Behavior Interventions Systems (PBIS). He discussed the incentives that students receive that help motivate them to be successful in classroom and other school settings. Off-handedly the presenter asked our principal what types of incentives she has in place for her staff. Her reply was a very cold "It comes once every two weeks, that's what they get."

I think was one of the few staff members who heard the comment. I was APPALLED. This woman touts a system that promotes positive behaviors and culture for her students but then basically says that the only thing her teachers need to worry about is their paycheck. I found this very unsettling. My principal feels that we don't want, need or maybe deserve positive support, something I feel any good administration gives. As a staff we have, countless times, discussed the implications and benefits of multi-layered reward systems for our students. Why can't we do something so simple as using the "Teacher of the Month" parking space as a way to recognize hard work? Could there not be notes given to teachers who are working hard and succeeding?

But, really, why should I be so concerned with a little praise or thank you when there's a paycheck coming in a few days? I know that any type of motivation system for teachers would be a challenge though. My principal has been in my classroom three times, for a total of about 10 minutes, over the course of two years and as I speak with co-workers it seems that this is the rule rather than the exception.

Our administrators continue to complain about teachers taking sick days but then refuse to tell the teachers when none of the three administrators will be in the building. I've even been told that "it's none of [my] business when the administrators are here." Are you serious? It greatly affects my day and certain consequence systems I have in place.

I know that this phenomenon is certainly not unique to my school or my job, but that doesn't make it any less personal for me. All people need more to motivate them to than just a paycheck, at least in the long-term. I think that Baltimore City and my principal in particular could benefit from keeping this in mind. Teachers will never stay in a system that doesn't appreciate their hard work in many ways.

A solution to school gangs and violence.

According to the Baltimore Sun article, “Schools to Combat Gangs”, Baltimore City is going to set aside more funding to help eliminate violence within the middle and high schools. The main point of the extra funding is to better educate the students on gangs, to staff the schools with more police officers and hall monitors, and to make more in school suspension programs within the schools.


Baltimore city needs to take a stronger stance on gangs with in the schools. The article suggested that gang prevention program to be started in middle school. As a 6th grade teacher, many of the students have already formed their opinions of gangs at this time. Gang prevention needs to be started earlier in the students life, they need to start it before the students have opinions on gangs. My school has a gang problem but a prevention program, would not be useful. Many of the students that I teach at 6th grade have already formed their opinion of gangs, making them sit through a class on gangs would not help eliminate them from joining a gang or prevent the gang problems from starting in the school. The students need to be educated on gangs at younger ages so that the allure of gang life is never glamorous to them. They also could try to implement more after school activities for students more likely to join a gang.
The article also stated that more money would be available for schools to hire more police and hall monitors. This will help eliminate some of the violence problems with in the schools but it has to be the right people for the job. Not just anyone can come become a good hall monitor, especially in middle school. In my two years at my middle school we have had 12 different hall monitors. Right now we have three; one of the three does an excellent job. He walks around the school and come running when there is a problem. Most importantly he doesn’t become friends with the students. The other two hall monitors and the hall monitors we have had in the past, they have become friends with the students. The hall monitors can be a huge asset to a school and help to significantly lower the violence and keep gang activity to a minimum in schools if they do their job correctly. They need to circulate the school and make their presence felt with in the halls. They also need to be firm and consistent with the rules and consequences of the school when dealings with the students. The problem that the two hall monitors in my school have is that they are not consistent. They have become friends with some students who they allow to get away with more and are harsher on the students they are not friends with. The other problem that my school has, along with others, is that the administration refuses to suspend anymore students. My administration has said that we have too many suspensions and we won’t be suspending any more students. This means that the students are able to fight each other and face no consequences. My school refuses to give out anymore suspensions because they don’t want to be listed as persistently dangerous. This goes back to being consistent with the rules and consequences that the school has. It is very hard to end a violence problem when the students realize there is no consequence for fighting.


Baltimore’s solution to end gangs and violence in schools has some potential; however it has to be done correctly. If Baltimore city starts looking now for hall monitors and trains them correctly over the summer they could become very helpful at preventing violence and gang problems from starting next school year. Same with the in school suspension programs that the article suggested they were going to start. This would help to alleviate the issues of not being able to suspend all the students who deserve to be suspended.

Article:
http://www.baltimoresun.com/news/education/bal-md.ci.violence01apr01,0,4993662.story?coll=bal-education-utility