Armed Officers in Schools

Tia Kurtsinger-Edison

I am extremely concerned over this Bill that seems to be targeted to the policing of black and Brown students.  The current security officer policy leaves it up to the district to determine whether they would like armed officers or not in their schools.  Currently, in JCPS there has been a push to remove police from our schools. We supported more restorative practices, trauma informed care, and mental health professionals.  

As a teacher of color, I understand the data has displayed that black and brown students receive more punitive consequences than white students, and we still have not addressed this issue.  I notice year after year our students are coming to us with this invisible backpack that is heavy, and I personally am not trained to effectively help my students. As a result the disproportionate consequence will continue.  

As a Black parent, I have to question the motive of lawmakers and leadership in education when it comes to the urban district student population.  Our kids do not and have not felt safe around armed police officers. My kids witness on the news and social media the mistreatment of a young black man recent graduate from Central high school and how he was treated when pulled over.  Just last weekend, we saw a man getting beat by LMPD on camera downtown. The district and state does not take the trauma of gun violence seriously. They want to tell us how to feel, when in reality, they should be listening to parents and teachers of color.  Trauma informed practices teaches us that guns can trigger the student suffering, yet we are now forcing them to see this every day. The JCBE policy board just met Tuesday and the discussion was two magazines versus three magazines. Sitting in the audience and listening to it was triggering listening to a table of jcps leadership rationale the use of three magazines by saying what if it jams and then the second one jams.  

Fact is mass school shooting does not  occur in urban school districts; over policing of black and brown students does.  

I support districts having the choice to decide if they want their police officers armed or not.  What is the answer when you have a whole school trained in trauma informed care because the students in the school live in a district that has high frequencies of gun violence, and your training says guns are a trigger are we intentionally triggering those students.  Can the district even identify which students are traumatized by gun violence, and if they can’t then this is all just lip service because they really do not care which students to help. Moreover, this is child neglect by the state and local school district and I will advocate parents to figure out what we need to do to charge the state and district with child neglect.

Again, history tells us that modern day policing grew out of the slave patrols and for decades, to this day, there is often an overlap between police and racist terror groups like the Klan. Only today, many of those racists don’t wear white sheets or blue uniforms, they wear camouflage gear and carry semi-automatic rifles, to which we must ask, “to what end?”. Our survival depends on the answer.

This is institutionalized racism at its best out black and brown children will be the ones to suffer at the hands of officers and who is already afraid of them. I am a teacher, mother, step daughter of Bishop Dennis V. Lyons, and Aunt of JCPS students and I will pull my kids and campaign for our community to pull their kids and we home school until they get this fixed. 

This is not to control a shooter situation it to control our babies with fear and our request is to allow the local district to make the decision of having armed officers in their Schools.

So you want to go to Frankfort

Emilie McKiernan Blanton

We are over a third of the way into the Kentucky 2020 General Assembly and we’ve had multiple members up every week to lobby on behalf of public education in Kentucky. As an educator, you can use personal days in order to attend session in Frankfort to watch or meet with legislators. In addition to Frankfort, you can always contact legislators at home in your district or through phone and email. Speaking directly with elected officials who represent you is the best way to help shape policy that affects public education.

If you find yourself in Frankfort or meeting with a legislator, there’s 10 Golden Rules to follow when it comes to lobbing.

1. POLITICS IS CONSUMER-DRIVEN

Help your legislator understand why your position is important to his or her constituents. Fight where the legislator lives through grassroots organizations at home.

2. DO YOUR HOMEWORK

Know your stuff. Understand your issue, the bill you support or oppose, and the legislative process before you approach your legislator. Know who the players are, who decides what, and which issues are hot at the moment.

3. INFORMATION IS POWER

The secret is the distribution of information to legislators and their constituents. Be prepared to give the legislator information he or she can use, including what you are hearing from other legislators and from people back home.

4. A LITTLE PROFESSIONALISM GOES A LONG WAY

Be credible, honest and trustworthy. Never threaten, lie or conceal facts. Stay calm — if you lose your cool, you lose the case.

5. BE POSITIVE

Always make your case without being critical of others’ personalities or motives.

6. THERE ARE NO PERMANENT FRIENDS AND NO PERMANENT ENEMIES

Don’t take your traditional friends for granted. Never write off a legislator just because of party affiliation. Don’t make enemies of legislators — you may need them as friends in the future.

7. BUILD A BOND, NOT A GAP

Research things you might have in common with the legislator. Use shared values to create easy, friendly, frequent communication with legislators.

8. BE A PARTNER

Build coalitions and look for allies among other organizations. Be accessible to legislators and other lobbyists if they have questions or need follow-up information. Become known as a reliable resource.

9. ROME WASN’T BUILT IN A DAY

Aim for consensus rather than for a “victory.” Be willing to settle for making progress toward your goal, getting the bill passed, and fine-tuning it in future sessions.

10. STAY COMMITTED

Remember — you are the expert!! You have a compelling, energizing reason to keep fighting until you get what you need.

Be sure to keep up-to-date using our Legislative Action Center. We have a page for bill summaries for legislation that will affect teachers and students. You can even find scripts to use for bills we have highlighted on #WearRed4Ed Wednesdays.

On Wednesdays We #WearRed4Ed and Call to SUPPORT Governor Beshear’s Education First Budget

Today is #WearRed4Ed and Call Legislators Wednesday! 

We are asking that you CALL or EMAIL your legislators to ask that they SUPPORT Governor Beshear’s education first funding. Use one of the following scripts below when you contact legislators.

Email:


Dear [Senator or Representative] ________________

Hello my name is ______________ and I am a [your position] and [local affiliate like JCTA] and KEA member living in your district. I’m writing to ask that you support Governor Beshear’s education first funding. A meaningful increase in the SEEK formula will be integral in supporting the educational opportunities for our students. Giving teachers a one time pay increase will help with the teacher attrition crisis.

Thank you for your service!

[No time to write?  Click here to send an email.]

_______________

Phone Call:

Be prepared to share your name and address. You can leave a message for ALL legislators or just yours.

I am calling to leave a message for ALL senators and representatives. I am asking that you SUPPORT Governor Beshear’s education first funding in the budget and seek new sources of revenue.

On Wednesdays We #WearRed4Ed and OPPOSE HB350 – The Backdoor Voucher Bill

Today is #WearRed4Ed and Call Legislators Wednesday! 

UPDATE:

Public schools need your help! Legislators are getting dozens of contacts from people who support HB 350 and want to siphon off public education funding and give it to private religious schools. We urge you to contact your legislators daily and tell them to protect public school funding by voting NO on HB 350.


Click here to send legislators an email or call 1-800-372-7181 and leave the following message for ALL legislators:


“I am calling to leave a message for ALL senators and representatives. I am asking that you OPPOSE HB350 and any attempt to create Vouchers or Scholarship Tax Credits.”

Thank you for taking the time out of your day to be an advocate for public education. Together we can make a difference!
https://actionnetwork.org/letters/tell-your-legislators-say-no-the-hb-350?source=direct_link&

We are asking that you CALL or EMAIL your legislators to ask that they OPPOSE HB350- The Backdoor Voucher Bill. Use one of the following scripts below when you contact legislators. Find your legislators here.

Email:

Dear [Senator or Representative] ________________

Hello my name is ______________ and I am a [your position] and [local affiliate like JCTA] and KEA member living in your district. I’m writing to ask that you OPPOSE HB350. Vouchers or Scholarship Tax Credits don’t actually help low income students. Instead they take money desperately needed to provide services required of state government.  

Thank you for your service!

_______________

Phone Call:

Be prepared to share your name and address. You can leave a message for ALL legislators or just yours. The Legislative Message Line is 1-800-372-7181.

I am calling to leave a message for ALL senators and representatives. I am asking that you OPPOSE HB350 and any attempt to create Vouchers or Scholarship Tax Credits.

The Census is coming

Tammy Berlin

The Census is coming.  Are you ready?

The 2020 census is THE most important thing that will happen this year.  Why you ask? The data collected during the census will help determine Congressional districting and federal funding levels for housing, healthcare, transportation, employment, and public education for the next ten years.  With $675 Billion in federal funding at stake, it’s crucial that we get a fair and accurate count of every person.  

The 2010 count came up short.  

An estimated 1 million pre-school aged children were undercounted during the last census.  Those children are in our public schools now, and our schools are not receiving the federal funding allotment for them.  Undercounting our children, especially our pre-school children, is a costly mistake that we cannot afford.  

How can we make sure that every child is counted?  

We need every family to fill out their census form.   Filling out the census is safe and confidential. Federal law protects your census responses.  The information you provide can only be used to compile statistics. Your information may not be shared with immigration or law enforcement agencies, and it may not be used to determine your eligibility for government benefits.  

How and when will the Census take place?

Census forms will be mailed to every US address beginning on March 1, 2020.  You can complete your census using the standard mail-in form, you can complete it online at http://www.2020census.gov, or you can complete it by phone.   Beginning April 9, In-Field Address Canvassers will begin door-to-door canvassing of residences that have not yet responded to the census. These In-Field Address Canvassers will be available to assist you in person if you have trouble filling out your census.  

How can educators get involved?  

  • Participate in SIS Week:  As teachers, you can educate children and parents about the importance of the 2020 Census.  You can be part of the national Get Out the Count movement by participating in Statistics in Schools week, March 2 – 6.  Visit https://www.census.gov/schools to find materials and activities you can use in your classroom.  Now’s the time to plan ahead. How will you teach your students about the census?  
  • Enter the SIS Sweepstakes for a chance to win $500:  Kentucky Youth Advocates is excited to announce the second Statistics in Schools Sweepstakes, a free and easy way for Kentucky teachers to help their school win $500 by using the U.S. Census Bureau’s Statistics in Schools (SIS) materials during the Bureau’s SIS Week (March 2-6, 2020). Four $500 checks will be given to winning schools – one for a Preschool/Kindergarten program, one for grades 1-5, one for grades 6-8, and one for grades 9-12. An additional $500 prize will be awarded to a Jefferson County public school that utilizes the Bureau’s ELL materials.  All you have to do to enter is submit photos or videos of your students using the SIS materials during SIS Week (March 2-6, 2020).  
  • Be a Census Ambassador:  Census Ambassadors promote the 2020 Census and network with other educators to help them understand how to use the SIS materials and participate in Statistics in Schools week.  Kentucky is still looking for Census Ambassadors. Find out how to become an Ambassador by emailing CLMSO.SISambassador@census.gov.

For more information as it becomes available, follow us on the VOTE blog at https://edvotejcta.com/we-count-kentucky/.  

I Know Why Teachers Quit

Shaundeidra Bradford

Twenty- four years and counting

May I be honest with my colleagues for about a page or two? 

It is now a little over 100 days into my twenty-fourth year of teaching. My soul is tired.  Has anything drastic happened in my classroom thus far? No. Yet, the continuous daily battles of the public educator weigh me down almost daily. The lack of respect, the constant need to fight legislature, disrespectful parents and students has finally taken its toll on my morale.

You see, I am passionate about teaching.  I enjoy the thrill of seeing a student’s brain turning as we embrace new concepts in the classroom.  It gives me joy when a student is encouraged by the way I take the time necessary to develop a relationship with each one. I nurture my students beyond the academic initiatives placed before me often times without clear directives. 

I have taught thousands of students throughout the span of my career.  For every victory in the classroom, I can recount a moment of heartbreak.  I am honored to be a seed planter in the lives of now registered nurses, insurance agents, doctors, lawyers, scientists, engineers, musicians, counselors, social workers, police officers, firemen, principals, fellow teachers, etc.  You name the profession and more than likely I have a flourishing flower in that field.  

Yet, my soul is tired.  I think teacher burnout has finally hit my mentality and it has little to do with my student’s overall behavior.  We all know that being a teacher is a noble profession. However teachers are for the most part notably unnoticed when it comes to mental health.  Districts proclaim that the mission is for the greater good of the students, all while failing to realize that the roots of the profession are wilting away. I am overworked with reworded “new” initiatives that do nothing but drain me and pull me away from the passion of teaching. 

The expectation of leadership is for teachers to trust and respect their decision. Yet, those same leaders often refuse to acknowledge the supportive needs of teachers. The words “take care of yourself emotionally” are trotted across the websites yet, where is the support of such wonders within the school walls for educators?  Yes, after twenty-four years of teaching I am now being selfish in saying that I deserve better! It makes no logical sense to me why teachers must continuously battle against the “system” for what is rightfully ours, peace of mind. It’s ironic to me how those who make the decisions on best practices for teachers once sat in classrooms becoming the leaders of today. Now, most chose to ignore the needs of the seed planters that once nourished them. 

A caring teacher has to greet students each day with a smile and new mercies.  As a high school teacher that can mean well over 100 students every day. No matter what the pressures of my personal life are, I must leave them somewhere on the expressway as I drive in to work daily so that I can be my absolute best as a teacher. Now, most days I sit in my truck for about five minutes giving myself a peptalk before going into my school building. My soul is tired.

Students as expected who may not possess the ability to have self-control are able to stay in their zone of the day.  They get to treat us with the lowest levels of respect and we have to forgive and move forward with the job expectations. Where is the place of safety for educators to release all the mental anguish together and be replenished?  I see corporate America providing retreats for employees. We get summers “off” as some would voice. Yes, I take time during the summer to nourish my soul from the harshness of those 187 days. Yet, my soul is tired. I leave work mentally drained knowing that there is no support in the district to build my morale.  The statement “You cannot pour from an empty cup” is true. My cup no longer runs over; it is almost squeaky dry.

Thank you for reading.

The Removal of Black Principals in High Poverty and Trauma Schools

Tyra Walker
Tia Kurtsinger-Edison

The Kentucky Department of Education (KDE) arrives at our schools with clipboard in hand ready to perform their yearly audit. They are there for just a few days observing and looking through IEPs, paperwork, finances, etc. After a few days of the audit, including a few minutes in the classroom, they write up what they observed and decide whether or not the principal is deemed capable of being a leader of their schools with the efforts to improve student achievement. The Kentucky Department of Education’s recommendation was given to the Superintendent and now he has to make the decision to retain or remove the principals. 

One of the many issues that has been brought to my attention is that most of the schools recommended are located in the South End and West End of our school district, with predominantly black and brown students, with low socioeconomic status, with students that have some kind of traumatic experience, and in schools with Black Principals. This is my experience with working with students that deal with trauma, as I work at one of the schools listed in the report. Our babies are dealing with many different emotions due to trauma and they have difficulty expressing how they feel. Therefore, they act out and in ways that sometimes the only thing you can do is hug these babies. Are all of these schools required to teach social skills as a class?   Our school are trauma informed on paper yet not informed when trauma occurs. The district does not have a mechanism for identifying kids in trauma. If someone in the neighborhood gets shot and killed in the street, the school and or principal are not notified unless that person is a student at their school. Violence on one street affects all kids on that street just not just the ones that go to the victims’ school. We need funding to implement a mechanism for identifying students in trauma. We need the system updated to include all educators involved to be notified and all of this cost money. Did all of these principals have what it really takes to address trauma?

The district has provided schools with mental health counselors however, due to the severity of our students in these schools, we need a sense of urgency for more than one mental health counselor. Another concern is that there are some schools with mental health counselors not being utilized. This is due to the parents having private insurance.Therefore, there should be a system in place where some of the mental health counselors without a heavy caseload should go between schools to ensure that students are receiving the assistance they need. Is there an inequity in the caseloads? Is having a TSI or CSI school a contributing factor for this inequitable caseload? 

Our CSI and TSI schools need to have smaller classroom sizes and this would mean more funding for our high need schools. We have 30 plus students in one classroom in what we call a trauma school. This is a system that is setup for destruction because you spend more time putting out fires and deescalating students, and less time teaching or implementing high yielding instruction. There is research and evidence stating smaller classroom sizes helps students learning and sense of belonging, so why is this not a priority in priority schools?  Instead of reassigning principals, we need smaller classrooms and more funding. We need an abundant amount of programs put in place for our minority female students so they feel included. We should be demanding wrap around services not only for the student, but also for the family members. Students are exhibiting trauma, then going home to a distressed caregiver also going through the same trauma. We need to be intentional around identifying students in trauma in real time. 

On Wednesdays We #WearRed4Ed and OPPOSE SB7 – The SBDM Bill

Today is #WearRed4Ed and Call Legislators Wednesday! 

We are asking that you CALL or EMAIL your legislators to ask that they OPPOSE SB7 – The SBDM Bill. Use one of the following scripts below when you contact legislators. Find your legislators here.

Email:

Dear [Senator or Representative] ________________

Hello my name is ______________ and I am a [your position] and [local affiliate like JCTA] and KEA member living in your district. I’m writing to ask that you OPPOSE SB7. Local control is an important part of democracy and that begins with Site-Based Decision-Making councils in schools. Teachers need to be an integral voice on those councils and know that they can’t be forcibly transferred for participating on a school council.  

Thank you for your service!

[No time to write? Click here to send an email.]

_______________

Phone Call:

Be prepared to share your name and address. You can leave a message for ALL legislators or just yours. The Legislative Message Line is 1-800-372-7181.

I am calling to leave a message for ALL senators and representatives. I am asking that you OPPOSE SB7 and any attempt to dilute local control that schools and teachers have.

Stop Removing Our Principals

Emilie McKiernan Blanton

After years of unending audits, JCPS continues to be a target for the state. Another year and another round of principals have been identified as needing to be replaced. At some point, we are going to run out of principals to hire. While some schools in JCPS are free from the shackles of the audit process due to their ability to select their student body, other schools do not have that ability, nor do we want it.

Taking on the task of being a principal in a high poverty school has become a dangerous career move. Choosing to take the job means constant scrutiny from the state and district with pressure to turn the school around. The problem is that you can’t turn a school around. Educators at these supposedly failing schools aren’t bad. It’s unfair and inequitable to try to compare our schools to schools that choose which students are able to attend. In many cases, the administrators are barely given the chance to work at schools before they are audited and found to lack the necessary leadership to run a school. It takes years and consistency for an administrator to establish a climate and culture of the school.

The idea of replacing administrators and staff began during the Race to the Top audits. Schools across Kentucky, but mostly in JCPS, found themselves under the microscope of so-called Education Reformers. The problem with Education Reformers is that they don’t understand that most of the issues inside a school building actually begin outside a school building. Schools traditionally identified as failing, priority, persistently low achieving, comprehensive support and improvement, targeted support and improvement, or any many of rebranding we are calling “this school has an achievement gap” have one thing in common and it’s not bad teachers or bad administrators. It’s poverty.

No amount of musical chairs or shuffled employees will ever fix the gaps caused by poverty. In fact, the lack of consistency caused by the constant churn of school employees can hinder students in these schools. As schools suffer from the constant line of changing faces, the ability to grow and maintain traditions becomes harder. 

Instead of constantly targeting JCPS employees with forced transfers and resignations, the state could seriously help our schools by providing additional support to these buildings. It’s difficult to succeed when you’re left underfunded and constantly worrying about if you will be allowed to keep your job. The students who come in the buildings are not changing. We teach every child that walks through our doors. We need to be able to focus on meeting the students where they are and growing the individual students we have. In order to do that, we need to give administrators a chance to lead instead of questioning their leadership within a couple years of taking on the job.

Consistency and stability are what is best for kids. Local control is what is best for democracy. If an administrator does sincerely need to be replaced, that is a job for our own superintendent and school board to work through. We know our kids. We are the ones who are here. Let us govern ourselves.

On Wednesdays We #WearRed4Ed and Call Legislators for Education Funding

Today is our first #WearRed4Ed and Call Legislators Wednesday! 

We are asking that you CALL or EMAIL your legislators to ask that they prioritize education funding. Use one of the following scripts below when you contact legislators. Find your legislators here.

Email:

Dear [Senator or Representative] ________________

Hello my name is ______________ and I am a [your position] and [local affiliate like JCTA] and KEA member living in your district. I’m writing to ask that you prioritize education funding. Education is the foundation of our commonwealth and it should be fully funded for our future! Our children deserve the best education and that means funding and new sources of revenue.

Thank you for your service!

_______________

Phone Call:

Be prepared to share your name and address. You can leave a message for ALL legislators or just yours. The Legislative Message Line is 1-800-372-7181.

I am calling to leave a message for ALL senators and representatives. I am asking that you prioritize education funding in the budget and seek new sources of revenue.