Not On My Bus

School buses have Hillsborough parents fuming - St. Petersburg Times

They say a picture is worth a thousand words.

Here is a picture: "LMAO".

I would assume everyone has heard about the busing fiasco. There has been enough finger pointing to go around that no glove could fit and would again vindicate OJ.

I understand that a large majority of the public doesn't read the information sent to them. I get that side of the mess. What is lost to most people is that even when the public does read the information sent to them, it doesn't take much to see that the information provided isn't adequate nor sufficient.

In other words, are we to believe that if every parent had read and understood the information sent to them about the transportation issues, none of these issues would have occurred?

I read my letter last January and bought my bus last Valentine's Day so I would be ready in August's first day of school.

Enough about me.

In the above link provided by "The Gradebook", there is a sentence that got my attention:

"Gina Hammons is hearing horror stories from friends about their children being teased, and drivers not attuned to their special needs. She knows five people having problems, including a driver who simply refused to pick up a special needs child at the stop.

After we get passed the "isolated incident" defense, if this really did happen (and I believe it did), what is the rest of this story?

Was the driver being responsible to recognize that she could not meet the needs of the disabled student because there were not enough supports and related services written into the well designed IEP drawn up by the special education experts?

Or, was the driver discriminating against a disabled person because the driver thought that is was not his/her job to provide service to a disabled student?


This sentence may say it all: "Throwing everybody on the same bus and not preparing the drivers, not preparing the parents."


The key word in that phrase is "preparing". I know that every IEP written in the HCPS is very comprehensive and is carefully designed to meet the individualized needs of the student (said with sarcasm). I wonder why the bus driver wasn't told about the IEP? I wonder why the ESE specialist didn't make it a point to inform the driver? I wonder if the Principal knows that the IEP must be implemented?

Just wandering.

Mothers support parents of special-needs children

The challenge to parents of children with disabilities is found everywhere.

The disregard to the Federal law IDEA is rampant.

Keeping the majority of everyone within the public education ignorant of the true intent of IDEA is rampant and by design.

There is an almost a universal reaction by all educators when they are presented the actual words of IDEA and the actual context of the Procedural Safeguards and what "rights to a free and appropriate education (FAPE)" that the federal law is supposed to provide for special education students.

Obtaining what these "rights" are is a difficult task.

*********************



Mothers support parents of special-needs children
By Paulette Lash Ritchie, Times Correspondent
In print: Thursday, August 28, 2008



When Kaitlyn Pierce was 8 years old, she was diagnosed with dyslexia and dysgraphia. Her mother, Nikki Pierce, didn't know what to do.

She researched federal and Florida laws pertaining to special-needs students so she could learn what her child's rights were and how to ask for them.

Kaitlyn is now 9 and in fourth grade at Chocachatti Elementary School. She uses technology to help her with her writing, which is affected by dysgraphia. Pierce said it wasn't until she educated herself to learn how to ask that her daughter was able to get what she needed.

Stacy Walsh is a parent with a son, Gavin, 9, who has Asperger's syndrome, a mild type of autism. He's a fourth-grader at Challenger K8.

She was organizing an autism awareness walk and contacted Pierce. "After that we just kind of clicked. Stacy and I got involved together at the end of the last school year," Pierce said.

Both women now coordinate the Special Students of Hernando Support Group. She and Walsh work with the Hernando County School Board as a community partner with the exceptional student education department.

"Our goal is to educate parents on the proper procedures to get what is appropriate for them," Pierce said.

Nikki Pierce lives in Spring Hill with her husband, Todd, a firefighter; Kaitlyn; and Kyle, an 8-year-old Chocachatti third-grader.

Stacy Walsh lives in Brooksville with her husband, Harry, who works in communications; Gavin; and Savanna, 11, a sixth-grader at Challenger K8.

When she started, Pierce formed the Dyslexia and Related Learning Differences Support Group. She realized, though, that parents of children with all kinds of special needs had to deal with the same issues, so the group was changed to Special Students of Hernando Support Group.

Pierce and Welsh have a Web site with contact information, related links, event notices and other information.

"We are here to help support and educate parents on their student's (child's) rights in the educational system. We are not attorneys — we are parents helping parents. We are all at various stages in our children's educational career and are willing to help other parents who may feel 'lost in the system,' " Pierce and Walsh say on their site, www.specialstudentsofhernando.com.

Nikki Pierce can be reached at nikki@specialstudentsofhernando.com and at (352) 584-5512. Stacy Walsh is at stacy@specialstudentsofhernando.com and (352) 232-1239.

They said they are happy to help any parent, caregiver or educator with questions. Both are volunteers.

"The primary focus of Special Students of Hernando is education of the Federal Special Education laws (IDEA: Individuals with Disabilities Education Act, Section 504: Civil Rights Law, and similar). We want to help parents form a productive relationship with their child's school while understanding the correct process and procedures under the law. We want to see children obtain the most appropriate education, regardless of their disabilities or learning differences," the women state on their site.

The women are advertising a January conference sponsored by Special Students of Hernando and the Hernando County School Board Exceptional Student Education Department.



>>Fast facts

Weightslaw Special Education Law & Advocacy

A two-day conference for parents, educators, advocates, attorneys and professionals

9 a.m. to 4:30 p.m. Jan. 16-17, 2009, GlenLakes Country Club, Weeki Wachee.

For information, go to www.specialstudentsofhernando.com.

Low Expectations Overcome With A $1 Pledge.

Dollar's Worth Stretched By Teen's Triumphs, Achievements

I like Mr. Otto although I have never met him.

I want to thank him for this article.

Read the reader comments. There is nothing more true that low expecations within our special education system is one of our society's most moral shortcomings.

And that't not just me talking. Just talk to parents of kids with disabilities that understand what they are up against and what it takes to overcome the system.

SPARC 2008

From my friend Melissa:

"Hello Friends,

Welcome back to school! I hope each and every one of your children have a wonderful school year! As school starts, we don’t want you to forget about registering for SPARC 2008!

www.standadvocates.org SPARC 2008- It’s Going to Be Great!

Saturday, September 20, 2008 8:00am – 5:00pm

Fitzgerald Middle School

Largo, Florida

Only $25.00 until 9-13-08

Hotel rate of $89.00 is only guaranteed until 9-1-08…. So book before then!!!


And….… just when I think things can’t get any better!!! We have had several new updates for SPARC 2008 this past week!


Early Steps has informed me that if you are enrolled in the Early Steps program, they will scholarship you up to $150.00 to attend SPARC. That can be used for the registration fee, mileage reimbursement, or childcare fees. You need to contact Paula Keyser at Early Steps at 727-767-6705 for details.

Lampert’s Home Therapy of Largo, Florida has generously donated a $2000.00 discount off of his “Therasuit Therapy Sessions” See Below: www.lampertshometherapy.com


For the door prize we are donating $2000 off of an Intensive Therapy session utilizing the TheraSuit Method. This session will include 3 hours of intensive therapy a day, five days a week, for 3 weeks for a total of 45 hours. This session will be performed by a licensed occupational and/or physical therapist certified in the TheraSuit Method. Regular price for an Intensive Therapy session is $4500. The lucky winner will need to pay the balance ($2500) before beginning the session. This session is for children aged 10 years old and younger.


Voice Factor, has generously donated a $1000.00 piece of equipment for those with OT and Speech delays….. see below. www.voicefactor.com


We are providing a high-end voice recognition system & digital recorder valued at $1000.00 worth of technology!!!!


Two of our youngest presenters, Sarabeth and Rachel who debuted at SPARC 2007, presented at Family Café this year, have developed their own website for siblings of those with disabilities.

I would encourage you to visit their new website at www.sibland5.ning.com ; You ladies rock!!!!

Come and see them again at SPARC 2008!!!


We are getting extremely close to not being able to provide bags and shirts for those not registered. Only the first 500 paid registrants are eligible for guaranteed bag, shirt and lunch from Capogna’s Dugout in Clw.


Log onto www.standadvocates.org and get registered today! Also click on the door prize tab and see the great items you have a chance on winning!!!!


Only 27 days until the conference and 20 days left to register on line!!!!! Last clue to post 9-1-08.


As always, Please forward this information to anyone you feel who would be interested.



Thank you!!!!!!!!!! See you next month."

Tropic Thunder Promoting Sterotypes

A copy of the reponse from the great state of Florida regarding a movie that mocks disabilities.

Please read for content and see if he addressed the issue.



"Dear Ms. Whitehead:



Commissioner of Education Dr. Eric J. Smith asked our office to respond to the electronic message dated August 13, 2008. Your message, sent on behalf of the Statewide Advocacy Network on Disabilities (STAND) and FRIENDS –Support, Inc., expressed concern that students may choose to bring merchandise to school that contains offensive language related to a new film, “Tropic Thunder.” In particular, you requested that school districts prohibit the presence of all such merchandise under anti-bullying laws and regulations. We are pleased to respond on behalf of the Commissioner.



While we certainly understand your concern, Florida law provides district school boards with the authority to adopt programs and policies to ensure safety and welfare. These programs and policies may impose dress-related requirements if the district school board finds that those requirements are necessary for the safety or welfare of the student body or school personnel [Section 1001.43(1)(b), Florida Statutes (F.S)]. In order to access "" >Section 1001.43, F.S., please visit http://www.flsenate.gov/Statutes/index.cfm?App_mode=Display_Statute&Search_String=&URL=Ch1001/SEC43.HTM&Title=-%3E2008-%3ECh1001-%3ESection%2043#1001.43.



On July 31, 2008, DOE released a model policy against bullying and harassment in accordance with Senate Bill 669. This model policy provides further guidelines for districts but does not replace current policies prohibiting bullying and harassment. Within this model policy, there is language about the belief that “setting standards of student behavior should be established cooperatively through interaction among students, parents/legal guardians, staff and community members producing an atmosphere where students grow in self-discipline.” The model policy may be found at http://info.fldoe.org/docushare/dsweb/Get/Document-5066/k12-2008-92a.pdf.



As far as bullying and harassment policies and training, the DOE has spent several years providing bullying and harassment prevention training and information. This year was the third year ofFlorida’s Bullying Prevention Conference. Florida has adopted the U.S. Department of Health and Human Services, Health Resources and Service Administration (HRSA) campaign “Stop Bullying Now” as a Florida campaign. Additional bullying prevention activities may be found on DOE’s Web site at http://www.fldoe.org/safeschools/. On this site, you will also find the district contacts for Safe and Drug-Free Schools. We are providing Brooks Rumenik, Director of the Office of Safe Schools, with a copy of this e-mail in order to make her aware of our correspondence with you.



As you probably know, on June 13, 2008, Governor Crist signed into law Senate Bill 856. This bill created Section 1003.4205, Florida Statutes, entitled “Disability History and Awareness Instruction.” The law requires districts to designate the first two weeks of October as Disability History and Awareness Weeks. The law also encourages school districts to provide disability history and awareness instruction with a goal toward facilitating better treatment for individuals with disabilities, especially for youth in school, and increased attention to preventing the bullying or harassment of students with disabilities. An additional goal is to encourage increased self-esteem and expectations for individuals with disabilities, thereby promoting more students with disabilities to seek postsecondary education and employment. The Bureau will be working to provide resources for school districts to support Disability History and Awareness Weeks.



Thank you for contacting the Commissioner with your concerns. If we can be of additional assistance, please contact Kathy Burton, Program Specialist, by telephone at (850) 245-0478 or by electronic mail at kathy.burton@fldoe.org.



Sincerely,





Bambi J. Lockman, Chief

Bureau of Exceptional Education

and Student Services



BJL/kbs



cc: Brooks Rumenik

Kathy Burton

Are ESE Personnel, including teachers, being made Patsies?

No place else in our society that I know of places scrutiny on the English language to the degree that is found in the language of the law. When Congress reauthorizes IDEA every four years, if one reads the commentary found in the Federal Code of Regulations 34 CFR Parts 300 and 301, one will see how much time and effort one word can be parsed. The commentary adds meaning to the intent of the law and provides a sense of interpretation. The commentary is considered a part of the law.

Follow the links on HCPS ESE website to their compliance paper. Find where it says that a student must be found "eligible" for occupational therapy (look at the chart columns and it says "Program / Eligibility Requirements")

I question the usage of the word "eligibility" in the context that a student already found eligible for special education and related services (these two words go together when you read the law) must then be found "eligible" for a "related service".

Everyone should question it.

Please, someone give me the legal reference that demonstrates that there is a double elgibility criteria.


TITLE 20 > CHAPTER 33 > SUBCHAPTER I > § 1401 Definitions

Title 20 of the US Code as currently published by the US Government reflects the laws passed by Congress as of Jan. 2, 2006.


(3) Child with a disability
(A) In general
The term “child with a disability” means a child—
(i) with mental retardation, hearing impairments (including deafness), speech or language impairments, visual impairments (including blindness), serious emotional disturbance (referred to in this chapter as “emotional disturbance”), orthopedic impairments, autism, traumatic brain injury, other health impairments, or specific learning disabilities; and
(ii) who, by reason thereof, needs special education and related services.
(B) Child aged 3 through 9
The term “child with a disability” for a child aged 3 through 9 (or any subset of that age range, including ages 3 through 5), may, at the discretion of the State and the local educational agency, include a child—
(i) experiencing developmental delays, as defined by the State and as measured by appropriate diagnostic instruments and procedures, in 1 or more of the following areas: physical development; cognitive development; communication development; social or emotional development; or adaptive development; and
(ii) who, by reason thereof, needs special education and related services.

Nothing in there says anything about Occupational Therapy.

Next we would look here TITLE 20 > CHAPTER 33 > SUBCHAPTER II > § 1414. Evaluations, eligibility determinations, individualized education programs, and educational placements - and find:

(4) Determination of eligibility (my emphasis) and educational need
Upon completion of the administration of assessments and other evaluation measures—
(A) the determination of whether the child is a child with a disability as defined in section 1401 (3) of this title and the educational needs of the child shall be made by a team of qualified professionals and the parent of the child in accordance with paragraph (5); and (make sure you read the rest, but for the purpose of this discussion about "eligibility", I left it off.)

If we pay attention, the 1414 (4)(A) references the above 1401(3) and specifically uses the words "determination of eligibility".

Nowhere in this discussion do we see anything about Occupational Therapy (or Physical Therapy or a lot of other related services).

Following along with our quest for information we look at Federal Register / Vol. 71, No. 156 / Monday, August 14, 2006 / Rules and Regulations page 46782

and we finally find the use of "Occupational Therapy" under definition of Related services:
§ 300.34 Related services.
(a) General. Related services means
transportation and such developmental,
corrective, and other supportive services
as are required to assist a child with a
disability to benefit from special
education, and includes speechlanguage
pathology and audiology
services, interpreting services,
psychological services, physical and
occupational therapy, recreation,
including therapeutic recreation, early
identification and assessment of
disabilities in children, counseling
services, including rehabilitation
counseling, orientation and mobility
services, and medical services for
diagnostic or evaluation purposes.
Related services also include school
health services and school nurse
services, social work services in schools,
and parent counseling and training.
(b) Exception; services that apply to
children with surgically implanted
devices, including cochlear implants.
(1) Related services do not include a
medical device that is surgically
implanted, the optimization of that
device’s functioning (e.g., mapping),
maintenance of that device, or the
replacement of that device.
(2) Nothing in paragraph (b)(1) of this
section—
(i) Limits the right of a child with a
surgically implanted device (e.g.,
cochlear implant) to receive related
services (as listed in paragraph (a) of
this section) that are determined by the
IEP Team to be necessary for the child
to receive FAPE.
(ii) Limits the responsibility of a
public agency to appropriately monitor
and maintain medical devices that are
needed to maintain the health and
safety of the child, including breathing,
nutrition, or operation of other bodily
functions, while the child is transported
to and from school or is at school; or
(iii) Prevents the routine checking of
an external component of a surgically
implanted device to make sure it is
functioning properly, as required in
§ 300.113(b).
(c) Individual related services terms
defined. The terms used in this
definition are defined as follows:
(1) Audiology includes—
(i) Identification of children with
hearing loss;
(ii) Determination of the range, nature,
and degree of hearing loss, including
referral for medical or other professional
attention for the habilitation of hearing;
(iii) Provision of habilitative
activities, such as language habilitation,
auditory training, speech reading (lipreading),
hearing evaluation, and speech
conservation;
(iv) Creation and administration of
programs for prevention of hearing loss;
(v) Counseling and guidance of
children, parents, and teachers
regarding hearing loss; and
(vi) Determination of children’s needs
for group and individual amplification,
selecting and fitting an appropriate aid,
and evaluating the effectiveness of
amplification.
(2) Counseling services means services
provided by qualified social workers,
psychologists, guidance counselors, or
other qualified personnel.
(3) Early identification and
assessment of disabilities in children
means the implementation of a formal
plan for identifying a disability as early
as possible in a child’s life.
(4) Interpreting services includes—
(i) The following, when used with
respect to children who are deaf or hard
of hearing: Oral transliteration services,
cued language transliteration services,
sign language transliteration and
interpreting services, and transcription
services, such as communication access
real-time translation (CART), C-Print,
and TypeWell; and
(ii) Special interpreting services for
children who are deaf-blind.
(5) Medical services means services
provided by a licensed physician to
determine a child’s medically related
disability that results in the child’s need
for special education and related
services.
(6) Occupational therapy—
(i) Means services provided by a
qualified occupational therapist; and
(ii) Includes—
(A) Improving, developing, or
restoring functions impaired or lost
through illness, injury, or deprivation;
(B) Improving ability to perform tasks
for independent functioning if functions
are impaired or lost; and
(C) Preventing, through early
intervention, initial or further
impairment or loss of function.

How an ESE student becomes "eligible" for Occupational Therapy (?)

Trying to make sense of words, because they are important.

I really need some help on this one.

How does a student become "eligible" for occupational therapy under the Individuals with Disabilities Education Act (IDEA)?

All answers appreciated. Take nothing for granted.

I have just read something that may interrupt my enjoyment of the Buc's game and the PPV Ultimate Fight.

I need some validation quick before my head explodes.

A Fort Lonesome Evidence-Based Practitioner

If you don't know where Fort Lonesome is, look 9 miles east of Wimauma on CR 674. It looks a lot different than it did in 1953. But it is still 9 miles east of Wimauma.


Who would have thought that a country cracker would become an Evidence Based Practitioner. I may not be one yet, but I am pretty far down the railroad tracks. Having been a mental health counselor and then owner/operator/teacher/"behavior specialist" of a pre-school for 30+ years provides a base of experience. Having been the parent of a multiple disabled kid for 24+ years provided a real life learning environment that far surpassed any classroom or practicum experience by far.

I've lived it 24/7 for 24+. And I am still learning and thriving.

I don't know if I can claim to be a validated Evidence Based Practitioner, but I am getting close.


Click on the link and then click on what an Evidence Based Practitioner is. Center for Evidence-Based Practice: Young Children with Challenging Behavior - Resources

And then click on the link to see what I will have after some professional tweaking: Program Practices for Promoting the Social Development of Young Children and Addressing Challenging Behavior.

What should be noted is that the key to providing a successful path for children is to develop their social-emotional skills, for without these skills, educational benefit is severely hampered, no matter what the "educational setting" is. What should be noted is that the key to developing adequate social-emotional skills means the children must have a nurturing and responsive relationship with the caring adults.

What should be noted is that evidence based research shows that it costs less money (time and effort) to build a strong relationship than the time required to implement more elaborate and time consuming strategies. Read the link "The Teaching Pyramid: A Model for Supporting Social Competence and Preventing Challenging Behavior in Young Children".

So word to the professionals that are in charge of the business of educating our children: Working on nurturing and responsive relationships with children and their parents is cheaper and provides better results.

Unlike this approach.

Two New ESE Administrators

In yesterday's Tampa Tribune, buried under the title of USF Charter School Changes Name, Management we find:

"The board also appointed: Joyce Wieland to general director of exceptional student education;
and
"Maryann Parks to supervisor of exceptional student education,...."

When I look at the current HCPS Exceptional Student Education Department's list of administrators, I note that there is the existing position of "general director", but I do not see the existing position of "supervisor of exceptional student education". I note there are 11 titles of "supervisors", but each seems to have a specific area.

Is this a new position of "supervisor of exceptional student education"?


Since I am curious about their background, my research brings me this information:

2003-2004
DALE MABRY ELEMENTARY Principal: JOYCE WIELAND

and then next we have

"Back to School 2005
For seven new principals, an inside look......They are...... Joyce Wieland, Westchase Elementary."

This leads one to wonder what type of ESE experience Ms. Wieland has to promote her to "Director of ESE"?

My research on Maryann Parks shows that she is the current ESE Dist. Resource Teacher on the same HCPS website.

I could not find any other information about her.

I wonder what their collective backgrounds are that qualifies them for their new positions.

Starting Another Journey

I have spent most of my blogging time over on my PRO on HCPS site and reading The Gradebook. Plus keeping up with Goader.

And I found a blog that has some interesting comments about special education.

I have a backlog of notes on ideas to write about but keep putting them off. I imagine when something happens to trigger my need to vent, I will at least have some notes to fall back on to help me.

The final decision on the Whitehead vs. HCPS should be coming out soon. There will be as much about this case that will never be known as was in the last one. As with a lot of things within the world of public education, there seems to be more focus on issues away from education that impede education.

My wife and I own a couple of pre-schools and have done so for 33 years. Each school has two national accreditations. We used to receive many children with disabilities referred to us by District personnel. We had a reputation for being able to meet their needs, with supports and services of course. I am not sure if the drop off of referrals was due to my parental support to successfully advocate for these appropriate supports and services to be continued within the public school classroom after the student left us.


My company is starting a new endeavor which could go on for several years. The more I learn, the more I realize how to learn more. We are starting a partnership with The University of South Florida's Program-Wide Positive Behavior Support Project.

Our letter of acceptance from the Project Director states we were "competitively selected from numerous applicants in the community. Because of the commitment of your staff to quality early education practices, their interest in adopting evidence-based practices and the strong administrative leadership of your program your center truly excels."

Sounds good to me. As long as I don't commit the sin of being arrogant and recognize when I am ignorant, I will take an accolade now and then.

I will take this moment to expose an ironic event within HCPS. In the past, some IEP meetings that I attended in support of a parent were held up while the District (not Hillsborough) researched whether or not I was a lawyer. Hillsborough, on the other hand, once brought an attorney to an IEP along with their top Directors involved in Special Education (SpEd and Staffing and Compliance)while the parent only had me. At the subsequent IEP meeting, the parent brought me and her lawyer. Upon introductions, the HCPS attorney stated he was only there for the IEP because the parent had brought legal council to the IEP meeting and added something to the effect that he thought attorneys shouldn't be at IEP meetings because they impeded the IEP process.

The parent's astute lawyer then asked the question of the HCPS lawyer "Were you at the last IEP meeting?" to which the HCPS lawyer said "yes". The parent's lawyer asked "did the parent have legal council at that IEP meeting that you were present?"......to which the HCPS lawyer had to say "no".

Catharsis is good for the soul.

I look forward to my new endeavor. I know at least one of the leading educators behind this project at FMHI. There were several from FMHI involved in the development of the Superintendent's Advisory Council on Special Education for HCPS. It would be interesting to see what the return was on their time invested.

The significance of this program is the statistical information that shows that in 2005, pre-school children were 3.2 times more likely to expelled from public pre-school programs than students in K-12 programs(Gilliam, 2005), pg 3, [Fox, L, Jack, S., & Broyles, L (2005). Program-Wide Positive Behavior Support: Supporting Young Children's Social-Emotional Development and Addressing Challenging Behavior. Tampa, Florida: University of South Florida, Louis de la Parte Florida Mental Health Institute.]

I don't want to be part of the problem of the public education system. I am well aware of the discussions that say that "private schools" can pick and choose their "raw material". The recent discussions on The Gradebook about the status of the three Hillsborough schools that have been cited by the state to be closed next year if they don't show improvement has been a concern of mine. It appears from the public comments on that blog that it is a consensus of many people that the reason for these school's failure is "the public".

Let's assume that is true. Then what is the answer? Kick the public out? Just accept it as "it is what it is"? While we have all heard about "early intervention", this program advocates for "early prevention". "Mental health providers are actively engaged in supporting the social-emotional development of Head Start children through skill development and ongoing instruction". [ibid. pg 12]

The high school setting is not a conducive place to develop the pre-adolescent and adolescent social-emotional skills needed to benefit from the educationally focused setting. I get that part of the equation. What I don't get is when people say "our public schools are not baby sitters" and "it is up to the parent to prepare the kids for school" and "the kids should come to school with the right mindset to sit in class and learn" and "teachers should not have to teach character, that is the parent's job".

I then want to ask what is the purpose of extra curricular programs such as athletics, band, chorus, cheer leading etc. How do those prepare a student to receive educational benefit from the classroom. If evidence-based research shows that social-emotional development is the key to any and all later education, and if the public school system wants more return for their dollar, then maybe there needs to be a revamping of the way our public school system sees it's purpose. All of the time and money spent on educational reform may be like trying to reform a Model T Ford.

Kicking schools out of the system seems a bit odd. My less-than-trusting perspective of the school system tells me that "grades" will be manipulated to deal with this problem. I sarcastically predict that next year we will see GPA's of 9+ (don't we already have 8+). My logic on this is that in order to manipulate the low grades to a "higher level", the high grades will again be artifically inflated. It is already happening, so how could I be wrong? Time will tell.