the "lesbian safe sex" pamphlet is wrong-wrong-wrong

Alright, I am on a Mission from God.

The Comment left on the earlier thread, apparently written by a high school student, takes it as a given that the "Woman to Woman" brochure is real and valuable and contains important information for young gay women to learn.

That thing has to go.

At least one IUFSD student has apparently been misled by the brochure into thinking that the claims it makes are accurate.

They are not.

a 2nd child tries to tell the principal about the pamphlets

I learned today that a second child, a 6th grader, also tried to tell the principal that the brochures were "bad" or "inappropriate" in some way. The principal brushed him off with some form of dismissive hand gesture.

My friend, the clinical psychologist, told me that the principal's refusal to take these children seriously is especially bad. She says that, regardless of the wording the kids used, these children were trying to tell the principal that they knew they shouldn't be reading the pamphlets. They were appealing to the leader of their school for help.


healthfair

managing middle school students

This Comment, from Doug, describes exactly what has happened at the middle school:

The bad news is that the school just took a major hit to its credibility with the students. The punishment was a joke and was seen by the students to be a joke. This will dramatically reduce the ability of the school to make credible threats or implied threats, both of which are critical to discipline.

Nothing destroys discipline like badly managed punishment, especially when the punishment is seen by its targets as unjust.

The principal's ability to lead and/or manage the kids was already in tatters before the Health Fair, as should be apparent. You can see him becoming ever more punitive, ever more rule-bound. The principal's letter about the dance is extraordinary - 18 rules cited altogether, including a brand new rule which is that parents have to park their cars and enter the building on foot to pick up their criminal children.

For the record, Ed has always said the same thing. One of the reasons he dislikes character ed is that the kids invariably think it's a joke. Ed says principals, teachers, and professors should never give students a reason to find them foolish.

The administration of our school - certainly the principal - seems to have no awareness that respect can't be granted in an employee contract. Respect must be earned. The contract gives you the power to punish the kids, make new rules, enforce 18 rules at the dance, etc., etc.

The contract does not give you the respect or even the consent of the children and parents upon whom you enforce the rules.

If you don't earn respect, sooner or later you will have to go.

As to the 18 rules for the dance, I sent an email asking whether there is also a 19th, unlisted rule stating that parents can't chaperone their children's dance.

No answer.

To find out, I will have to call his secretary and set up a meeting.

This is crazy.


healthfair

invitation to the dance

Friday, October 12: Health Fair

Friday, October 12: backpack letter re: school dance (see below)

Saturday, October 13: principal passes buck to Director of Health & P.E.

Monday, October 15: students report to cafeteria at lunchtime to serve group punishment reflection

Monday, October 15: Director of P.E. apologizes and explains to middle school parents

Wednesday, October 17: t/k

October 12, 2007

Dear Parents,

The first dance of the year for the students of IMS is on Friday, October 19, 2007. The dance runs from 7:30 to 9:30 P.M. These dances are chaperoned by the administration and staff of IMS. Only students living in the district who are in middle school may attend (a permission slip is required for students who are not at IMS). Contact the main office for further information.

The dance will take place in the Maher gym. Students should enter and exit through the door located by the student drop off area in front of the gym. The doors open at 7:20 and the dance begins at 7:30. Doors are normally closed at 7:45 and no one else will be admitted after 7:45 unless arrangements have been made via a note given to the principal prior to the evening of the dance.

The students are not permitted to leave the dance before 9:30 unless they are personally picked up by a parent or guardian who comes into the gym hallway to meet the child. Once a student leaves the dance he or she will not be readmitted. Parents should pick up students promptly at 9:30 P.M. at the drop off area in front of the gym building.

Admission to the dance is $3.00. Students may purchase tickets beginning Monday, October 15th in the morning at the school store or during lunch in the school lobby. Students may also purchase tickets at the dance, but they will have to wait in line to do so. Students who purchase tickets ahead of time must present the ticket at the dance in order to be admitted. They will not have to wait in line unless they have lost their ticket. However, if a ticket is lost, a new one will have to be purchased. Beverages and baked goods will be on sale. Children do not need more than $5.00 for the evening and should keep the money with them during the dance. All proceeds from the dance are used for Student Activity projects.

Backpacks are not allowed into the dance. Coats will be left in the library for the duration of the dance and students will not be allowed to return to the library at any time during the dance. Since there is no safe place for valuables to be left, students should leave valuables at home. The school cannot be responsible for money and/or valuables left in coat pockets.

Our dances are well supervised by the staff from 7:20 to 9:30. Parents are asked to pick up children promptly. Also, your child needs to know how to contact you while at the dance should the need arise for you to be called. If you have questions please feel free to call the school office.

Sincerely,

J.W.

Principal


black and Hispanic students in a Natl School of Excellence
news from nowhere, redux
meanwhile, somewhere in a parallel universe
things my child learned about gay women in school this week
also playing in a parallel universe
email to the principal, part 2
further
ktm-2 readers make up a word problem for IMS
profiles in courage
new talent at the forum
my tax dollars at work
character education emergency
invitation to the dance

healthfair

help desk - math survey

The district has sent middle school parents a survey that needs to be rewritten. Some of the questions are fine, but ... well, you'll see the problem when you read.

The two most wrongheaded questions are these:

4. I am able to comfortably assist my son/daughter with math homework.
Strongly Disagree _ Disagree _ Agree __ Strongly Agree _

11. I believe the math curriculum is preparing my son/daughter for success on the New York State Assessments.
Yes
No

How should I revise this?

What questions would appear on a math survey that asked the questions I want to answer?

9-12 MATH PROGRAM PARENT SURVEY - FALL 2007
(Please return surveys by October 26, 2007)

To assist us in the evaluation of our math program, please take the time to complete this survey. Please return this survey in a sealed envelope to your child's Math teacher.

1. What grade is your son/daughter in school? (Indicate more than one response if appropriate)
Grade 9
Grade 10
Grade 11
Grade 12

2. The District has provided adequate communication regarding the 6-8 math program.
Strongly Disagree _ Disagree _ Agree _ Strongly Agree _

3. My son/daughter has a positive attitude towards math.
Strongly Disagree _ Disagree _ Agree _ Strongly Agree _

4. I am able to comfortably assist my son/daughter with math homework.
Strongly Disagree _ Disagree _ Agree __ Strongly Agree _

5. The amount of math homework is acceptable/appropriate.
Strongly Disagree _ Disagree _ Agree_ Strongly Agree _

6. I am regularly apprised of my son/daughter's performance on math assignments and/or assessments.
Strongly Disagree _ Disagree _ Agree _ Strongly Agree _

7. My son/daughter is adequately challenged in math.
Strongly Disagree _ Disagree _ Agree _ Strongly Agree _

8. I understand the concept of writing in the content area.
Strongly Disagree _ Disagree _ Agree _ Strongly Agree _

9. If applicable, enrichment opportunities for math are provided for my son/daughter.
Strongly Disagree _ Disagree _ Agree _ Strongly Agree _

10. If applicable, remedial assistance in math is provided for my son/daughter.
Strongly Disagree _ Disagree _ Agree _ Strongly Agree _

11. I believe the math curriculum is preparing my son/daughter for success on the New York State Assessments.
Yes
No

12. I am clear about the expectations that the teacher has for my child in Math.
Yes
No

13. I employ a private math tutor for my son/daughter.
Yes
No

14. I utilize the District web site to learn information about the math curriculum.
Yes
No

15. My feedback about my child's learning strengths and needs in Math is valued.
Strongly Disagree _ Disagree _ Agree _ Strongly Agree _

16. My participation in my child's learning is valued in this school system.
Strongly Disagree _ Disagree _ Agree _ Strongly Agree _

17. I think there is evidence that my child's performance in Math is improving over time.
Strongly Disagree _ Disagree _ Agree _ Strongly Agree _

18. What are some examples of this evidence?

19. Please use this space for additional comments.

Thank you for your valuable input!
(Results will be available by November 15th)

character ed emergency

Monday's group punishment (did I mention the group punishment? That would be the one meted out to the kids on Friday after they'd run amok at the Health Fair & then -- who could have predicted this? -- gotten rowdy at the Assembly held immediately afterwards) ..... Anyways, the group punishment proceeded as planned on Monday. The entire school reported to the cafeteria at lunchtime instead of going outdoors to play and hang-out, as they normally do. As instructed, they came bearing pencil and paper, and were given a Problem-Solving character-ed exercise to complete.

Which is really pretty remarkable when you think about it.

Over the weekend I sent all concerned a copy of my board attorney friend's explanation of group punishment, an exegesis so clear, and so obviously composed by a real live attorney, that it would certainly strike fear in my heart if I were a principal planning a three-grade group punishment in a town filled to overflowing with attorneys.

But, no.

The group punishment proceeded as planned.

Why?

Because it wasn't a group punishment.

It was a group reflection. So many of the students had been "inappropriate" that the principal felt they needed to reflect on their actions.

At the time that this characterization arrived (I figured that's what it would be, group punishment masked as character ed), I just so happened to be visiting with a friend who is a clinical psychologist.

This is what she had to say:

Whether or not Mr. W. defines a “group reflection” as punishment, most people would recognize that keeping children from any portion of their recess is experienced as a punishment by the child. The technical term for this is time out from reinforcement. The fact that Mr. W. does not recognize his action as a punishment calls into question his judgment. If he does recognize his action as a punishment, but has chosen to call it a “reflection,” this calls into question his honesty.

Furthermore, the decision to pair a behavior the school wants to increase, i.e. writing, with a negative consequence will only serve to make the first behavior less frequent.

Finally, transparency in disciplinary matters is as important to managing children as it is to managing a school district. Trust fails when authority figures say one thing and mean another.

So: group punishment, bad.

Group reflection, also bad.

At this point, the character ed situation around here is fast becoming an emergency. It has to go.

Scenes from the group reflection:

• One student, handed the Problem Solving sheet by a teacher, said politely, "No thank you" and continued walking. Teacher didn't follow.
  

• Another student filled in the various sections of the Problem Solving sheet with random terms. Egg was one, as I recall. Also global warming.
  

• One of my favorite kids in the school wrote, under the section where the kids were supposed to come up with ways to prevent inappropriate behavior at an assembly from happening again, "Stop having guest speakers."

• C.'s picks: "Set up torture chambers" and "Have disruptive students fight each other to the death."
  

• My favorite of the lot: "Extend the poetry section in ELA."
  

When that last kid showed his answer to the math teacher, the math teacher laughed.

I love Irvington kids (I love some of the teachers, too). If I had to run a school full of Irvington kids - or any middle school kids anywhere on Earth - they'd chew me up and spit me out. But I love them.

Back when we all did our middle school survey (was that just a month ago??) I had to fill in a section tell some things I liked about the school.

I wrote, "the peers."


black and Hispanic students in a Natl School of Excellence
news from nowhere, redux
meanwhile, somewhere in a parallel universe
things my child learned about gay women in school this week
also playing in a parallel universe
email to the principal, part 2
further
ktm-2 readers make up a word problem for IMS
profiles in courage
new talent at the forum
my tax dollars at work
character education emergency
invitation to the dance



healthfair

my tax dollars at work

Have I mentioned I've become a small-l libertarian here in my old age?

Well, I have.
And not a moment too soon.


black and Hispanic students in a Natl School of Excellence
news from nowhere, redux
meanwhile, somewhere in a parallel universe
things my child learned about gay women in school this week
also playing in a parallel universe
email to the principal, part 2
further
ktm-2 readers make up a word problem for IMS
profiles in courage
new talent at the forum
my tax dollars at work
character education emergency
invitation to the dance


healthfair

profiles in courage

I'm the guy taking the blame.


black and Hispanic students in a Natl School of Excellence
news from nowhere, redux
meanwhile, somewhere in a parallel universe
things my child learned about gay women in school this week
also playing in a parallel universe
email to the principal, part 2
further
ktm-2 readers make up a word problem for IMS
profiles in courage
new talent at the forum
my tax dollars at work
character education emergency
invitation to the dance


healthfair

ktm readers "make up a word problem" for Irvington

Liam earned $1.00 on Monday, $2.00 on Tuesday, $4.00 on Wednesday, $8.00 on Thursday,
Appropriate response: Does Liam have enough money to buy a dental dam on Friday?

There are 6 cookies. _____ children could have _____ cookies each.
Appropriate response: Can the children catch HIV from sharing cookies?

In my hand I have 9¢.
Appropriate response: Where is my other hand?

by Tex



the 8 percent solution

That last one is particularly apropos.

I learned from one of C's friends today that a bunch of the 8th grade boys grabbed the drunk driving bumper stickers off one of the tables -- message: 0.8% Don't Blow It! and plastered them on their crotches.

The 6th grade boys and girls, some of whom are as young as 10 years old, were present for this.

Tomorrow the entire school -- all 3 grades -- has lunchtime detention, or so it appears. Some kids think the whole school has detention; one kid I talked to thought he had lunchtime detention but his brother did not; other kids have no clue at all.

The most likely story appears to be that the principal said to the assembled 3 grades, after the nutrition speaker had finished stirring them up over their lousy eating habits and their weight, "Come rain or shine, everyone's in the cafeteria on Monday. Bring pencil and paper."

This is a familiar form of group punishment for Mr. Principal, keeping kids indoors for lunch.

I interpret "bring pencil and paper" to mean that the kids will have an "opportunity" to "problem-solve," as they did last February, re: bomb threats. (Students, We've had a number of bomb threats on our MS/HS campus. We would like you to use the Problem Solving Steps from our character education problem, Social Decision Making and Problem Solving, to find a solution to this ongoing problem. etc.)

Or maybe not.

Who can say?

Administration is on radio silence.


healthfair


black and Hispanic students in a Natl School of Excellence
news from nowhere, redux
meanwhile, somewhere in a parallel universe
things my child learned about gay women in school this week
email to the principal, part 2
ktm-2 readers make up a word problem for IMS
profiles in courage

further

Ed said, yesterday morning, "I don't know what a dental dam is, and I am the son of a dentist."

Well, Ed, this is your lucky day.

One of ktm-2's very own, Vicky S, has Googled the answer.

black and Hispanic students in a Natl School of Excellence
news from nowhere, redux
meanwhile, somewhere in a parallel universe
things my child learned about gay women in school this week
also playing in a parallel universe
email to the principal, part 2
further
ktm-2 readers make up a word problem for IMS
profiles in courage
new talent at the forum
my tax dollars at work
character education emergency
invitation to the dance


healthfair

email to the principal, part two

Sat Oct 13, 2007 12:21 am

Dear Mr. Witazek:

We would greatly appreciate being supplied with copies of all of the brochures made available to middle school students at today’s Health Fair.

Thank you very much.

Catherine J. & Ed Berenson

.....................

On 10/13/07 8:24 AM, "Joseph Witazek" wrote:

Mrs. Johnson:

Artie (Arthur) McCormmack, our director of Health and PE, coordinated the Health Fair. He would be the person most likely able to get this information to you. I have cc'd him on your request.

Respectfully,

Joe Witazek

.....................

Sat Oct 13, 2007 9:09 am

Thank you, and I will cc the Forum on your prompt response.

I am sorry to learn that Artie McCormmack has elected to expose children as young as age 11 to this material. Nevertheless, as principal of the middle school, you are responsible for our children’s education.

I’m sure you’re aware, as I am told by a parent who is quite upset, that teachers were nervously steering students away from the table containing graphic material concerning HIV and other STDs, cautioning them not to take the brochures unless they “needed” them.

Another parent tells me that a child in your school said to you, “Mr. Witazek, there’s a lot of sex in here.”

May I ask, what was your response to this child?

What steps did you take to protect our children?

And, what is your philosophy on family choice when it comes to presenting sexually explicit material in schools?

Should families be warned in advance that their children will be exposed to sexually explicit material?

Should families have a right, on days when sexually explicit material will be presented at school, to ask that their children pursue their normal educational program instead?

And, finally, do you believe this material was appropriate for the children and families you serve?

Catherine Johnson

.....................

Sat Oct 13, 2007 11:52 am

Hello Mr. McCormmack:

Principal Witazek tells us that, as coordinator of the “Health Fair,” you are “the person most likely able to get this information to you.”

We would appreciate your providing to us copies of all material made available to IUFSD students at the Health Fair, including copies of all sexually explicit material.

Thanks very much.

Catherine Johnson & Ed Berenson


black and Hispanic students in a Natl School of Excellence
news from nowhere, redux
meanwhile, somewhere in a parallel universe
things my child learned about gay women in school this week
also playing in a parallel universe
email to the principal, part 2
further
ktm-2 readers make up a word problem for IMS
profiles in courage
new talent at the forum
my tax dollars at work
character education emergency
invitation to the dance


healthfair

things my child learned about gay women in school this week

It took me awhile to process the "Woman to Woman" brochure.

At first, reading through all the the hand-anal touching folderol, my primary reaction was: ewwwww. (A pal of ours, coming to the hand-anal passage in the middle of a conversation about the instructional leaders of our schools, said, "That's what they do inside their offices all day.")

So that was my first thought. Ewwww.

My second thought was: huh?

Gay women need to use dental dams, Saran Wrap, or "a square cut out of a latex glove or condom" in order to have safer sex?

Safer than the highly dangerous "unprotected" sex they were having?

Now that seemed wrong.

I distinctly recall, at least I think I distinctly recall, joshing with gay friends - that would be gay female friends - about lesbian sex being safer than heterosexual sex. Also, I distinctly do not recall hearing tell of epidemic levels of HIV in gay women.

Naturally, this led me to think I needed to Google up a fact or two about the health concerns of gay women. At first, I resisted the impulse. I resisted because I am tired of spending my time Googling facts to counter the many non-facts purveyed by the instructional leaders of my high-performing school district.

Inevitably, however, my inquiring nature got the better of me, and within minutes I had discovered the CDC Fact Sheet on HIV/AIDS among Women Who Have sex with Women. It was just as I suspected.

This post to the Irvington Parents Forum resulted:

The “Woman to Woman” flier raises another issue, which is that the district has provided students with “information” that is misleading at best, damaging and false at worst. To my way of thinking, the Woman to Woman brochure is hurtful to gay women.

Here is the CDC on the subject of female-to-female sexual transmission of HIV:

To date, there are no confirmed cases of female-to-female sexual transmission of HIV in the United States database (K. McDavid, CDC, oral communication, March 2005).

I will copy this to G.F., who I’m sure had no idea IMS and IHS were planning to teach students that gay women should use dental dams and Saran Wrap to protect themselves from HIV.

Personally, I would strongly prefer that the middle school say no more on these subjects. Here at home, my husband and I will explain to our son that this material amounts to scaremongering at the expense of gay women and nothing more.

One last thing.

I talked to my sister, who was taught sex education in the 1970s in her Masters Program.

She said that a brochure like the Woman to Woman flier will cause children of a certain age -- children whose mothers are gay, or children whose friends' mothers are gay -- to think, "Mommy's going to die" or "My friend's mommy is going to die."

She's seen this reaction many times in children learning about cigarette smoking at school. Kids whose parents smoke are scared to death; if their parents don't smoke, but their friends' parents do, they're frightened for their friends.

So this is U.S. public education, K-12.

Can't teach math, can't teach the disadvantaged kids.

But scaring children and filling their heads with images of dripping, discharging penises and gay women frolicking in Saran Wrap..... that's a go.

Thanks, guys.


black and Hispanic students in a Natl School of Excellence
news from nowhere, redux
meanwhile, somewhere in a parallel universe
things my child learned about gay women in school this week
also playing in a parallel universe
email to the principal, part 2
further
ktm-2 readers make up a word problem for IMS
profiles in courage
new talent at the forum
my tax dollars at work
character education emergency
invitation to the dance

healthfair

also playing in a parallel universe

I had no idea how many "health" brochures the kids had been given, and didn't find out 'til I went upstairs to watch a George Lopez show on the subject of parents of SPED kids railing at their school boards (really!)

Here, from "If You Are a Man...STD?"

Know the Signs

For a man, these are warning signs of STD:

• Need to urinate (pee)
  

• Burning and pain when you urinate
  

• Drip or discharge from the penis
  

• Discharge could be white and watery or yellowish and thick
  

• Sores, bumps or blisters near or on penis, testicles or mouth.”
  

C. has yet to go out on his first date.

And now, thanks to Principal Joe Witazek, formerly of Albany School 18, he has, in his mind's eye, images of dripping, discharging penises to associate with sexual relations and first love.

Thanks, Principal.


black and Hispanic students in a Natl School of Excellence
news from nowhere, redux
meanwhile, somewhere in a parallel universe
things my child learned about gay women in school this week
also playing in a parallel universe
email to the principal, part 2
further
ktm-2 readers make up a word problem for IMS
profiles in courage
new talent at the forum
my tax dollars at work
character education emergency
invitation to the dance

healthfair

news from nowhere redux

Interesting goings-on in Irvington here and here.


black and Hispanic students in a Natl School of Excellence
news from nowhere, redux
meanwhile, somewhere in a parallel universe
things my child learned about gay women in school this week
also playing in a parallel universe
email to the principal, part 2
further
ktm-2 readers make up a word problem for IMS
profiles in courage
new talent at the forum
my tax dollars at work
character education emergency
invitation to the dance
healthfair