Tonya Bah’s response to Superintendent Hite’s comment which you can view in the video at the end of her testimony.
My response to Dr. Hite’s remarks are as follows:
When our local public schools, Jay Cooke, John Wister and Huey were served up on a platter by your Superintendents, I was in attendance. Poverty permeates the air with a thick, unforgiving fog and you ignored it.
The instructions shared across the room “by the District” that (Parents) could choose which Charter provider they preferred, not whether they wanted to remain Public or Move to a Community School, made it abundantly clear where you, “Dr. Hite” stood. Has something suddenly changed?
You don’t get a pass because you sit next to Commissioner Wilkerson and talk about restorative practices a year later. You did us harm! You know or either don’t know and don’t care, about the lack of transparency in Charter Schools. It’s your job to know, you are a Paid Superintendent, you’ve not fooled everyone.
Parents have testified about this new Digital curriculum, you know, the one that does not address concerns of literacy, trauma or mental illness. You promote 21st Century Schools as if they’re solutions to unfunded mandatory Uniforms, piss poor drinking water and Certified Teachers shortages in our dilapidated buildings.
Dr. Hite, you do not get a pass. You say you want to assist us with Restorative Practices and you understand our needs but you pushed Charter providers down the throats of some of the most impoverished communities! When you took our Schools, you began the demise of our communities. When you allowed Leeds to close and turned it into a Special Admit school “Hill Freeman” (because we really need another obstacle to accessing local education in our community) you really demonstrated awareness for the area’s challenges, again, you get NO pass. Pretend all you want, not to know about the divisive Digital Curriculum, imbedded assessments and data mining pushed onto our Children during your watch. Kenderton Parents were at the mercy of the SRC advocating for their Special needs children and you didn’t even show up for the scheduled meeting. We’re keeping score. If this is you caring, than we better run for our lives when you stop!
Blood on our hands, blood, anytime we sit on our concerns for our children, but you don’t understand that and you do not get a pass for not being intuitive.
Experienced, trained, certified Teachers, have been carrying multiple responsibilities and roles that aid in the mental health and welfare for our babies for decades, even after their contract was canceled. This will not be the case once you’re done Privatizing our district. No pass! Restorative practice is the least you could provide considering the harm you have regularly done! You know very well Charter providers will not make that a budget item. No pass!
The transcript of Tonya Bah’s testimony.
From the Philadelphia School District’s Education Center:
On Wednesday, March 29, 2017 at The District’s Education Center at 440 N. Broad Street. As always, we are offering a morning session that will begin at 10:00 amand an evening session that will begin at 5:00 pm. Children are welcome to attend and a light meal will be served.
In this upcoming workshop, The Office of Curriculum and Assessment will provide resources that will assist families with understanding the purpose of standardize tests, overview of PA Core Standards, testing accommodations and modifications, opt-out testing procedures, and resources and test-taking tips to help prepare your child for success on the test.
We will also be raffling a movie gift cards and other prizes during the workshop.
We don’t need workshops on assessments and standardized test we need restorative practice and help in what our students are receiving pushed forward as curriculum.
We need help with Mental Health concerns!
You might call it a silent epidemic.
Up to one in five kids living in the U.S. shows signs or symptoms of a mental health disorder in a given year.
So in a school classroom of 25 students, five of them may be struggling with the same issues many adults deal with: depression, anxiety, substance abuse.
And yet most children — nearly 80 percent — who need mental health services won’t get them.
Whether treated or not, the children do go to school. And the problems they face can tie into major problems found in schools: chronic absence, low achievement, disruptive behavior and dropping out.
Experts say schools could play a role in identifying students with problems and helping them succeed. Yet it’s a role many schools are not prepared for.
Educators face the simple fact that, often because of a lack of resources, there just aren’t enough people to tackle the job. And the ones who are working on it are often drowning in huge caseloads. Kids in need can fall through the cracks.
The reality: Many families do not know what to look for. Sometimes a serious problem can be overlooked as “just a phase.” But it’s those sudden changes — angry outbursts, declining grades, changes in sleeping or eating — that can signal problems. When something unusual crops up, families can keep in close touch with the school.
From NPR Education
The role: During the week, many students see their teachers even more than their own families. Teachers are in a prime spot to notice changes in behavior. They read essays, see how students relate with other kids and notice when they aren’t paying attention.
The reality: Teachers already have a ton on their plates. They’re pressured to get test scores up, on top of preparing lessons and grading assignments. Plus, many teachers receive minimal training in mental health issues. But when they do see something concerning, they can raise a flag.