Lee's Summit R-7 School District: Letter From A Parent

Lee's Summit R-7 School District: Letter From A Parent

Lee's Summit R-7 School District: Lee's Summit School Board Members

Lee's Summit R-7 School District: Lee's Summit School Board Members



These are members of our school board.  They vote on salaries for retired teachers and current employees.  Can we honestly say that they don't have a conflict of interest.  When they investigate procedure violations are they really objective?  Isn't it time that someone is on the board that can really make a change in this district and help it live up to the reputation that they have?  How many of you moved here because of their excellent reputation and then realized you made a major mistake?  I can name dozens of families.

Ron Baker

PresidentRon Baker was elected to the Board of Education in April 2009, is currently serving as president and previously served as vice president. He retired in 2001 after working for 36 years in the R-7 School District. During his career, he taught science at the high-school and middle-school levels, Mr. Baker is married to Serece Baker, a retired R-7 science teacher. 

Jack Wiley

Vice President
Mr. Wiley and his wife, Suzanne, a teacher in the R-7 School District

Phyllis Balagna

MemberShe taught English and theatre arts for five years, with two of those at LSHS.

Chris Storms

Member
His family includes his wife, Audra, a third-grade teacher at Summit Pointe Elementary

Bob White

Member
Mr. White retired from the Lee’s Summit R-7 School District in 2007 after a 33-year career. Within R-7, he worked as director at Summit Technology Academy, as assistant principal at Pleasant Middle School and Lee’s Summit High School and as a language arts teacher. A Lee’s Summit resident, he has been married for 42 years to Candy White, a retired R-7 teacher. They have a son, Kevin White, a special-education teacher at LSHS; a daughter-in-law, Mitch White, a substitute aide; 

Please Contact This Committee

SB 657 would not allow the Administrative Hearing Commission (who now conducts the due process hearings) to use contracted support services who were on previously contractors to dese.  The bill also would not allow dese to contract with the administrative hearing commission.
This bill is now in this committee: http://www.senate.mo.gov/14info/comm/fina.htm
Please contact those committee members to encourage support.

Teacher records autistic boy stuck in chair - WNEM TV 5

Teacher records autistic boy stuck in chair - WNEM TV 5



GOODRICH, MI (WNEM) -

An 11-year old autistic child gets his head stuck in a classroom chair but instead of helping, the teacher recorded it. 

Officials say the teacher, Nicole Mcvey, recorded it all on her cell phone as the rest of the class stood by. The incident happened in a fifth grade classroom at Oaktree Elementary in Goodrich last November. 

You can hear the teacher ask him if he wants to get tasered and then the principal comes in referring to it not being an emergency. He resigned shortly after.

At a meeting Monday night, parents rallied behind her at the school board meeting.

Patrick Greenfelder was hired by the boy's family as the incident has sparked so much controversy in the community.

Greenfelder says the teacher is on paid administrative leave while private tenure hearings debating her future take place.

Late last year the board voted to fire her.

Goodrich Superintendent Scott Bogner sent TV5 this statement.

Under Michigan's tenure law, that teacher has a right to a private hearing of any charges against her.  The district is obligated to respect that right and will not discuss specifics of this case.

Greenfielder says the incident happened in November and the community has rallied behind teacher without seeing this video. At the Goodrich school board meeting, parents continued to stick by her.

We're told the boy was stuck in the chair for roughly ten to fifteen minutes. 

His parents' attorney says they are considering a lawsuit against the school district, but they want to wait and see how the tenure hearings playout for the teacher involved.

Attorney Greenfelder has told me that the video was distributed to not just school staff, but to the friends of the principal and teacher who were not school staff. He says this is a violation of the Family Educational Rights and Privacy Act (FERPA) and contradicts the argument that this was a "teaching moment."

The Turner Report: Joplin R-8 Board member arrested for drunk driving

The Turner Report: Joplin R-8 Board member arrested for drunk driving



The Missouri Highway Patrol arrested Joplin R-8 Board of Education member Philip M. Willcoxon, 47, Joplin, for drunk driving and speeding at 9:50 p.m. Friday night in Newton County.

The charge was a misdemeanor. Online court records do not indicate any previous marks on Willcoxon's record.

Willcoxon, who serves as CEO of the Ozark Center, has served two three-year terms on the Board of Education, first being elected in April 2008. He did not choose to seek a third 

Blue Springs parents reach landmark settlement after bullied son commits suicide - KSHB.com

Blue Springs parents reach landmark settlement after bullied son commits suicide - KSHB.com

BLUE SPRINGS, Mo. - The parents of a Blue Springs, Mo., boy who killed himself after being bullied reached a landmark settlement with the school district and another parent over their son's death.

Kim Scarlett and Randy Myers filed the wrongful death lawsuit on behalf of their 12 year-old-son Brandon. In 2007, Brandon hanged himself in the family home. His parents believe he was driven to suicide because of the constant tormenting he faced in school.

"He seemed normal, Brandon, that day he died. He seemed perfectly normal. Watching TV. Just a normal day. Eating cereal. Talked about having a cup stacking contest at school. Was I going to go to it? I said yes," Scarlett said. "Just shocked to come home to that."

The lawsuit alleged the Blue Springs School District did not properly train employees in preventing bullying, failed to protect Brandon from bullies and allowed bullying to flourish in the district.

Brandon was born with a cleft palate and had undergone several operations to correct it. As a result, he also had a speech impediment and had difficulty pronouncing some words. The family's lawsuit, which was filed in federal court, accused the district of failing to give Brandon the help he needed to correct the impediment and also failing to stop harassment from other students.

The lawsuit highlighted several incidents of bullying. One incident happened while Brandon was a third grader at John Nowlin Elementary. His parents claim Brandon told them several students threatened him during recess saying they were going to "fill up the hole" in his face.

They said those same students held Brandon down while other students shoved dirt and grass in his mouth and nose. The lawsuit alleged not a single teacher came to Brandon's aid.

RELATED | Blue Springs settlement could have national impact http://bit.ly/QUQjzz

Court documents also state Brandon was harassed throughout his fourth grade year. When his parents confronted the school district, they said school district employees told them there was no bullying problem at the school.

Brandon was allowed to transfer schools, but his parents said the bullying continued. It came to a head when the father of another child drove his child to the Myers home and vandalized it.

On February 22, 2007, Brandon left a suicide note saying he was tired of his life. He then hanged himself.

Attorneys for the Myers family said information they uncovered showed the district purposefully hid and destroyed evidence in the case. That evidence included a writing journal and writing portfolio which they believe would have provided details about their son's abuse.

The financial terms of the settlement are confidential. However, the school district is required to institute an annual Bullying Awareness Day within all district buildings.

Two administrators are also required to undergo additional off-site bullying awareness training.

"Money will never, ever, ever undo what has been done and the goal of this lawsuit was not ever money. It was always to affect change and send a message that children are precious commodities and they absolutely have to be protective," said Daniel Thomas, attorney for the Myers family.

In addition, the father who drove his son to the Myers home was ordered to write a letter of apology to Kim Scarlett and Randy Myers.

41 Action News contacted the Blue Springs School District, which referred us to their attorney. He told us by email he would not be providing a comment about the settlement.

The Myers family has several events planned to raise attention to the problem of bullying in schools. You can read more about their upcoming events at www.buckthebulliesforbrandon.org.

Lawsuit Against School District Alleges Mistreatment of Child With Autism | NBC Southern California

Lawsuit Against School District Alleges Mistreatment of Child With Autism | NBC Southern California

The parents of an 11-year-old boy with autism have filed a lawsuit against the Orange Unified School District on allegations of physical and psychological abuse.

The lawsuit alleges that 5th grade student Andrew Ashline was "taken down" - restrained by a teacher at Palmyra Elementary School for crying, an act of discipline that the parents believe went too far.

"Two person, floor prone, for over 12 minutes. On our 50-pound child," his mother Joanna Ashline said.

WATCH: Boy With Autism, Trash Man Share Special Moment

An autism expert says there are times when a child can be restrained, such as if they are posing a threat to themselves or to others. Andrew’s parents say that is not the case in the situation that occurred during the 2012-2013 academic school year.

"Unfortunately, you’re dealing with an individual who cannot speak for himself. He literally cannot come home and say, 'this is happening to me,'" Joanna Ashline said.

READ: Autistic Teen Uses Tech to Break Silence

Andrew can’t speak and communicates only through an iPad. That iPad was also allegedly taken away from him. Andrew’s parents said that in attempt for their son to bring attention to himself, he began scratching himself.

"(Andrew) was scratching at his face all over. The stress that was he was enduring was manifesting in self-mutilation," his father Michael Ashline said.

READ: Bike Specially Made for Girl With Autism Stolen

The allegations were brought to the attention of Andrew’s parents by an aide at the school.

The Ashlines are now suing the Orange Unified School District. Their attorney says it’s the only way to find out exactly what happened in the classroom.

According to autism expert Jess Block-Nerren the legal battle the Ashlines are fighting won't help parents of other autistic children.

"There’s this saying that if you’ve met one child with autism, you’ve met one child with autism. And the reason why is because all of our kids are different," Block-Nerren said.

Andrew has moved to another school. His parents say the scratching stopped a few weeks later.

"He’s entitled to go to school like all the other kids and be safe," Michael Ashline said.

WATCH: Autism Fights Brings Surprising Bond

Orange Unified School District says they take all allegations of abuse seriously. In this case, however, they don’t believe the teacher mistreated Andrew.

"The district investigation found no evidence of teacher misconduct. Throughout the process, the district worked with the parents to ensure that the student received appropriate placement and services," Superintendent Michael Christensen said in a statement.

Orange Police were called in to investigate the matter and their investigation is complete.

Video Shows Principal Dragging Kindergarten Students | NBC Connecticut

Video Shows Principal Dragging Kindergarten Students | NBC Connecticut

A Connecticut schools administrator said Friday that a video showing a principal dragging two young students down a hallway should have led to the principal's firing.

The videos, made public this week, show Tisdale School principal Carmen Perez Dickson dragging two kindergartners through the halls on different occasions, according to Sandra Kase, chief administrative officer for Bridgeport schools.

Both were in the spring of 2012.

The Board of Education investigated the incidents, and in October 2013 it voted to suspend Dickson for six months, rather than fire her, something Kase had recommended.

"The board did not exactly agree with us, so the action that was taken was not what we recommended. If I saw the same evidence and saw the same video today, we'd support the same recommendation we made at the time," Kase said.

Video of the children being dragged was provided to NBC Connecticut by the mothers of the students involved.

Board members were divided on the punishment for Dickson. Leticia Colon voted to have her fired.

"Children go to school to learn and to be respected and we are an example. And if we start to bully, then we can't expect much from these children. They will learn to bully others," Colon said.

Dickson's attorney said her client's actions were within Board of Education policy guidelines in using reasonable force.

Dickson will return from her six-month suspension next month, but she will not return as principal at Tisdale School, according to Kase.

Healthy Schools

Healthy Schools

Missouri

Last Updated: 3/30/2012

Bullying/Harassment:Revised statute 160.775 (2009) requires every district to adopt an antibullying policy. Policies must treat students equally, not contain specific lists of protected classes who are to receive special treatment, and must contain a statement of the consequences of bullying. Each district's policy must require district employees to report any instances of bullying which the employee has first hand knowledge and must address training of employees.

Revised Statute 160.261 (2008) includes harassment as an "act of violence" that requires mandatory reporting by school administrators to the appropriate law enforcement agency. Harassment includes the following: (1) Knowingly communicating a threat to commit a felony to another person, thereby frightening, intimidating or causing emotional distress to such other person, (2) When communicating with another person, knowingly using coarse language offensively, thereby putting such person in reasonable apprehension of offensive physical contact or harm, (3) To knowingly frighten, intimidate or cause emotional distress to another person by anonymously making a telephone call or any electronic communication ("cyberbullying"), (4) Knowingly communicating with another person who is, or purports to be, seventeen years of age or younger, and in doing so recklessly frightening, intimidating or causes emotional distress, (5) Knowingly making repeated unwanted communication to another person, and (6) Engaging in any other act with the purpose to frighten, intimidate or emotionally distress another person.

Cyberbullying: Revised Statute 160.775 (2009) includes states that bullying may consist of physical actions, or oral, including cyberbullying, electronic, or written communication, and any threat of retaliation for reporting of such acts. The statute requires every district to adopt an anti-bullying policy. Revised Statute 160.261 (2008) includes harassment as an "act of violence" that requires mandatory reporting by school administrators to the appropriate law enforcement agency. This includes knowingly frightening, intimidating or causing emotional distress to another person by anonymously making a telephone call or any electronic communication ("cyberbullying").

Hazing: No state policy addressing elementary or secondary schools.

2 Mo. Principals Accused Of Not Reporting Violence | KMBC Home - KMBC Home

2 Mo. Principals Accused Of Not Reporting Violence | KMBC Home - KMBC Home

PARK HILLS, Mo. —Two eastern Missouri middle school principals are expected to face misdemeanor charges, alleging they violated the Missouri Safe Schools Act by failing to report violence.

The Park Hills Daily Journal reported that St. Francois County prosecutor Jerrod Mahurin plans to charge Central Middle School's principal and vice principal. As of Wednesday morning, formal charges have not been filed.

A probable cause statement said school resource officer Craig Newberry learned that a 14-year-old boy struck a 12-year-old girl in the buttocks with his knee, causing a fractured tail bone. The incident happened at the school on March 29 and was not reported to police by either principal.

The Safe Schools Act requires administrators to report an act of violence as soon as reasonably practical to police. Last week, a detective spoke with both the principal and vice principal. Both said they were aware that the girl had been injured by the boy, but did not report it.

The probable cause statement said the vice principal told police her own daughter had been playing with the same boy, causing bruises to her arm. The vice principal said she spoke to the boy earlier in the day on March 29 - before the 12-year-old girl was hurt - and told him to keep his hands to himself.

Central superintendent Desi Mayberry said a district review found the injury happened during horseplay and wasn't an assault that needed to be reported under the Missouri Safe Schools Act.

Mayberry said if prosecutors choose to press charges then all teachers and principals in the county are at risk of criminal charges every time a student gets hurt while under their care.

But Mahurin said he will prosecute any case necessary to protect victims, especially children.

Read more: http://www.kmbc.com/2-Mo-Principals-Accused-Of-Not-Reporting-Violence/12257844#ixzz2tsZ5PIVR

Does your school have a secret history of abusing disabled children? Find out here - National special education | Examiner.com

Does your school have a secret history of abusing disabled children? Find out here - National special education | Examiner.com



Missouri
1. North Mercer R3, Mercer, MO (Seclusion Room: Closet converted to seclusion room)
2. Underwood Elementary School, Lee’s Summit R-7 School District, Lee’s Summit, MO (Seclusion: Child kept in closet for most of a month)

How Do They Sleep At Night?

Tuesday, August 9, 2011

Sometimes I sit and relive the past four years. I think of all of the tears, anger, frustration, fear, anxiety, and hurt that my family has gone through. Then I think of all of the other families that are going through the same thing. Their lives being destroyed while they sit back and helplessly watch it happen.

One thing always comes to mind. How do the people that are paid with my tax dollars sleep at night? How can they destroy the life and future of another human being and then take their paycheck? How can they hug their children while they are destroying the lives of other children?

I was raised in the 60s and the 70s. My parents were strict and taught us to be honest, caring, and loving human beings. We were taught that you never progress in life without hard work, integrity, honor, and respect. You never hurt others or lie.

I wonder what the parents our of teachers, principals, superintendents, legislators, and school board officials taught their children. Would they be disgusted by the things that their children do to innocent children? Would they be dismayed that their children care about nothing more than self promotion and the almighty dollar? Would they be proud that their children are successful because they are robbing children of their future? My parents would disown me. They would not tolerate the behavior that I see every day.

I have been to many school meetings and sat across the table as these people have lied, cheated, and stolen my child's future. I have seen my legislator sell out my child to further his political career and then lie about it and call me a politcal stalker. I am powerless to stop them. They have all of the power and my hard earned tax dollars have bought it for them.

How many lives are going to be destroyed before this is stopped? How many people are willing to stand up for their children no matter what the consequences are? I am. I have been for four years. Its a lonely journey and I invite you to join me.

What Bills Has He Filed To Protect Our Children?

  “Fighting and advocating for individuals with disabilities is my highest legislative priority,” says Grisamore.


Has Representative Grisamore filed any bills that would protect our children from bullying by teachers and administrators?  Kansas has a bill for that. Has he filed a bill that would allow for cameras in classrooms?  Has he filed a bill to protect students from restraint and seclusion?  What has he really done for individuals with disabilities?  Maybe he has refrained from these bills because he would lose endorsements and donations.  We know that when the going gets tough he will vote "Present".  He didn't quit when he threatened to.

EFFERSON CITY, Mo. — In an email to a few senators and House leadership this morning, Rep. Jeff Grisamore, R-Lee’s Summit, threatened to resign from the remaining year of his final House term.

Rep. Jeff Grisamore, R-Lee’s Summit

Grisamore’s email indicated that if House bills 717 and 727, or “at least SCS HCS HB 727” were not passed out of the Senate today and sent back to the House to be truly agreed, he would be resigning.

“If these bills — 717 & 727 — die in the Senate after the Disabilities Omnibus was vetoed last year, I see no reason to remain in office as I am unnecessarily being blocked from making a difference for our most vulnerable citizens, with my disabilities legislation being vetoed last year and unnecessarily being left to die in the Senate this year,” Grisamore said in the email.

HB717 is the omnibus package for children and family, and HB727 is the omnibus package for persons with disabilities. Grisamore is the chair of the Children, Families and Persons with Disabilities committee.

“My highest legislative priority is to advocate for Missouri’s neediest citizens-vulnerable seniors, at-risk women and children and especially individuals with physical, developmental and mental health disabilities,” Grisamore told The Missouri Times Friday.

The email came after the there was no action taken and the Government Accountability and Fiscal Oversight Committee meeting cancelled Friday morning on the two bills.

Sen. Mike Parson, R-Bolivar, the Chair for Government Accountability and Fiscal Oversight — the committee the bills would have been heard from this morning — said he was one of the multiple senators to receive the email.

“He expressed that this issue was of the utmost importance to him personally and professionally,” Parson said. He added that as far as the threat to resign, he’d “let the email speak for itself.”

Grisamore said his passion to fight for individuals with disabilities is driven by the death of his daughter, Rebekah, who died 10 years ago at 18 days old because of complications from Prader-Willi Syndrome.

“To have passed [House Bill] 555 — the first Disabilities Omnibus in Missouri State History — in 2011 at 5:55 p.m. on the last day of session was a historic advancement for individuals with disabilities,” Grisamore said. “Last year’s veto in [House Bill] 1900 was disappointing. We have an opportunity to still get [House Bill] 727 across the finish line. The House is ready to truly agree and finally pass it as soon as the Senate sends it to us.”

If Grisamore resigns and Rep. Jason Smith were to be elected to Congress, the Republicans could lose their historic supermajority and would be unable to override the governor’s vetoes without vote from the Democratic caucus.

In an afternoon press release Kansas City’s Downtown Rep. Mike Talboymakes a good point about GOP double speak when it comes to the interests of families and children. Check it:

Grisamore Votes To Cut Millions from Domestic Violence and Sexual Abuse Programs Cuts result in a 50% reduction to existing funds for services

Jefferson City, MO— In a 6-5-1 vote Rep. Jeff Grisamore voted “present” allowing the passage of millions in cuts to domestic violence and sexual abuse programs. The amendment, which came before the appropriations committee on health, mental health and social services, called for a 50% reduction to state funding of Domestic Violence and Sexual Abuse programs.

“Missouri families are tired of politicians that say one thing while in district and do another in Jefferson City. Jeff Grisamore, through a simple “no” vote could have blocked $2.3 million from being taken away from women and children who are victims of some of the most heinous acts imaginable. Instead, after party pressure, he took the cowardly and reprehensible approach by voting “present”, allowing the cuts to pass and that is shameful,” said House Democratic Leader-elect, Representative Mike Talboy (D-Kansas City).

The cuts would take over $2.3 million from Domestic violence programs, which is over 50% of the budget. Even worse they would take over $1.6 million away from Children’s Division Field Staff which could lead to a loss of accreditation. The vote also zeroed out the line item for Women and Minority Health Programs and cut over $9.5 million from FQHC. In addition, the state Child Care Assistance program, which Grisamore says he supports and wishes to expand, had the line item of $13.6 million dollars completely cut. The zeroing out of those funds means Missouri loses out on $38 million of federal assistance to the program as well. All together the cuts would result in over $51 million taken away from these services. [...]

READ MORE: Tony’s Kansas City: Kansas City State Rep. Talboy Calls Lee’s Summit Grisamore Cowardly For Domestic Violence and Sexual Abuse Program Cuts!!!.

  Copyright secured by Digiprove © 2010

My Representative Will Not Correspond With Me

My Representative, in the Missouri House, will not communicate with me because I have used his communications to expose his lies.  I keep his communications so when he changes his story I have proof of his original story.  Therefore, he refuses to communicate with me.  Here is an example of what he has sent to the entire state of Missouri.  This would include the Department of Mental Health.

That is why I stopped communicating with her in 2008. Anytime, she would post a false claim and I would write to communicate the truth, she would post my e-mail to her and contend I was lying. Therefore, I do not communicate with her any longer. You cannot have rational conversations in a stream of irrational and false attacks and misrepresentations.

My attacks against Representative Grisamore and the Lee’s Summit R-7 Schools are not false. I have proof of everything that I have said. Meanwhile, he double talks and chooses to ignore facts when presented to him. I have proven over and over that he has made a false claim and then he would say that I was mistaken or confused. How can you confuse the truth? 

He did not quit communicating with me in 2008. He has communicated since then and I have the email to prove it. Once again he assumes that everyone will believe his double talk and ignore the proof that is in front of them. Saying I am crazy, irrational, antagonistic, combative, and confused will not change that fact that what I have written about him is true. He will try to make you believe so, but I and the God that he claims to serve know the truth

Some area parents say district failing to address bullying issue - KCTV5

Some area parents say district failing to address bullying issue - KCTV5



RAYMORE, MO (KCTV) -

A local mother says bullying got so bad at her daughter's school that she is now home schooling her, and other parentssay this is not an isolated incident.

Some parents in the Raymore-Peculiar School District have turned to Facebook to talk about the bullying that they say their children are enduring, and that the district is failing to take appropriate actions.

District spokeswoman Michele Stidham said school officials cannot comment on specific cases due to privacy laws.

"Bullying awareness and prevention programs are in place at every school. Social media has allowed bullying to become a 24/7 concern and will require families and school officials to work together to resolve issues," she said. 

Stidham added that the district takes bullying seriously and that reports are investigated and followed up with punishments outlined in the student handbook.

But outraged parents, students and former students say differently.

With her parents' support, Amber Hillyer left the district's classrooms because of the bullying. 

"Number one no one talks about it," said Hillyer, a former student at Raymore-Peculiar High School, where she says she felt alone, bullied and afraid.

"I started missing a lot of school because in the mornings I was having anxiety attacks where I was hyperventilating and crying so hard," she said. 

She says she started failing classes, because she was missing school, and couldn't focus when she was there, all because of how she says her fellow classmates treated her.

"People definitely called me names and definitely said things about me," said Hillyer.

She is now taking classes online, and learning she's not so alone after all.

A Facebook page has been created to allow parents to discuss the bullying in the district, and a common theme emerges. The district is looking the other way.

"I'm telling you this stuff every day that people are doing to me, I don't even want to get out of bed and come to school, and you're ignoring me," said Hillyer.

Hillyer says she reported the bullying to administrators, but claims the kids didn't get in trouble. She says their parents weren't even told.

"I think every time that happens, they should call their parents and inform them. If your parents know and they're like hey that's not OK, they're going to stop doing it, eventually," said Hillyer.

Now that she's out of school, Hillyer's struggling to regain a normal life, and her mom's relieved to see she's finally finding some friends and doing better.

KCTV5 asked the Ray-Pec School District just how many reported cases of bullying they've had this year, and what the outcomes of those cases were. They said they would work on compiling that information for us on Friday.

Here is the district's statement in its entirety: 

"The Raymore-Peculiar School District expects all students, staff and parents to demonstrate self-respect, respect for others and respect for all things in their environment. As such, the district takes all reports of bullying seriously.

"Such reports are investigated by school officials. When it is determined that bullying has occurred, student/parent handbooks for each school outline discipline consequences in cases of malicious harassment or intentional intimidation, including bullying and cyber-bullying.

"Bullying awareness and prevention programs are in place at every school. Social media has allowed bullying to become a 24/7 concern and will require families and school officials to work together to resolve issues.

"We will continue to do what we can to maintain a safe and productive learning environment for all students at school and school-related activities."

To see the Facebook page, click here. The issues are being discussed as well on another page you can find by clicking here.

Autistic child's mom wants cameras in special needs classes

Autistic child's mom wants cameras in special needs classes

CLEVELAND -- Tara Heidinger wants cameras in all special needs classrooms in Ohio. She started this campaign when her son, Corey, came home with bruises on his arm.

"He said the teacher was mean to me," Heidinger said.

She says her son is autistic and the school believed he made it up. There was no proof of abuse, so that's when this mom decided cameras should be in Ohio special needs classrooms.

"I want more eyes and ears in these classes," says Heidinger.

She hopes legislation will be introduced in Ohio soon. She has a Facebook page and supporters all over the country and world.

Not everyone agrees.

The Ohio Education Association said this:

"Incidents of abuse are abhorrent, but rare. Current school district policies guard against such incidents and provide the means to correct any neglectful or abusive practices. The ramifications of mandating cameras in the classroom pose greater issues for student privacy than merely seeking to eliminate abuse."

Iowa Lawmakers Debate Anti-bullying Bills | KCRG-TV9 | Cedar Rapids, Iowa News, Sports, and Weather | Top 9

Iowa Lawmakers Debate Anti-bullying Bills | KCRG-TV9 | Cedar Rapids, Iowa News, Sports, and Weather | Top 9



DES MOINES, Iowa (AP) — Bullying victims, school superintendents and other officials have testified before Iowa lawmakers to advocate for anti-bullying and anti-harassment legislation in the state.

Education subcommittees in the House and Senate debated bills Thursday to address bullying situations in Iowa schools. Both will go before their respective education committees.

The bills require that parents receive notification on instances of bullying. It would allow school officials to respond to cases of cyberbullying as they affect students within schools, and ensure training for officials to handle the situations.

Republican Rep. Quentin Stanerson, of Center Point, says legislation won't completely solve the bullying problem across the state but it will definitely be helpful.

Gov. Terry Branstad has made cracking down on school bullying a priority this year.

Read more: http://www.kcrg.com/home/top-9/Iowa-Lawmakers-Debate-Anti-bullying-Bills--244077231.html#ixzz2t24e8CYG

Restraints, Seclusions Target Students With Autism, New Report Shows | Connecticut Health Investigative Team

Restraints, Seclusions Target Students With Autism, New Report Shows | Connecticut Health Investigative Team

Children with autism were the most frequently subjected to restraint or seclusion in Connecticut schools in the 2012-13 school year, according to a new state report that tallied more than 33,000 incidents of physical restraint or seclusion in public schools and private special education programs.

The report from the state Department of Education shows that autism was the primary disability among special education students subject to “emergency” restraint or seclusion, with 40.4 percent of all such incidents involving a child with autism. Autism also accounted for nearly half of all cases in which children were put in seclusion as part of their individualized education plans, or IEPs.

Jordan Harrison Graphic

The report shows a slight decline from the previous year in the overall number of students restrained or secluded, and a drop in reports of injuries – from 840 in 2011-12, to 378 last year. But the number of serious injuries rose from eight to 10, and more than 900 reported episodes of seclusion or restraint lasted more than an hour.

“This is just so disheartening,” said Shannon Knall of Simsbury, policy chair of the Connecticut chapter of Autism Speaks, an advocacy group. She blamed the high incidence of children being restrained and secluded on “a tremendous lack of training” of teachers and school staff in alternative interventions.

“The numbers of children with autism are skyrocketing, and I think our school districts are just overwhelmed,” she said. “The people on the front lines need training and tools” in alternative behavior management. “If you only give someone a hammer and a nail, that’s all they’re going to use.”

This is the second year that the state Department of Education has compiled data on restraints and seclusions submitted by schools. While the education department has no specific strategy to reduce those practices, the report says that the “continued examination” of the data will inform “technical assistance and trainings” that promote the use of positive interventions and reduce reliance on restraint and seclusion.

The release of the report comes as a coalition of eight state agencies, including the Office of the Child Advocate and Office of Protection and Advocacy for Persons with Disabilities, begins a public education campaign to reduce the unnecessary use of restraints and seclusion in schools. The education department is a partner in that effort.

Sarah Eagan, the state’s child advocate, said the new report illustrates that the use of physical restraint and seclusion is still common in schools, especially among young children with developmental disabilities. About half of all the 2012-13 incidents involved special education students in grades five and below, with about 180 incidents involving children in kindergarten and pre-K.

“What this highlights is that ultimately, the practices are widespread,” Eagan said. “What we have to remember is that the use of restraints and seclusion [for behavior management] has no research to support it. We’re really going to have to support schools and teachers with resources and tools so they can find a better way” to de-escalate problem behaviors.

A seclusion room for children with emotional/behavioral problems.

Connecticut state law allows for the use of restraints and seclusion in emergencies that pose imminent danger to a student or others. It also allows for special education students to be put in seclusion if their IEPs provide for such measures – a provision that some child advocates say is overly broad.

Schools reported that the majority of restraints and seclusions – 71 percent -- were in response to emergency risk of harm, with the remaining 7,741 seclusions done in accordance with an IEP. In many cases, individual children were restrained and secluded multiple times throughout the year. Forty students were physically restrained or secluded more than 100 times -- and 11 of them were subject to those practices 300 to 900 times during the year, the report shows.

Eagan noted that the U.S. Department of Education issued a “resource document” to schools in 2012 that discourages the use of physical restraints or seclusion except in extreme situations where a child’s behavior poses imminent danger of serious harm to self or others. But there is no federal law restricting the practices.

Data in the new state report shows the majority of restraints and seclusions lasted 20 minutes or less. However, 30 emergency restraints and 119 seclusions lasted more than two hours.

Farm Hill Elementary School

Reporting by individual school districts and programs varied widely, with some smaller programs reporting hundreds of incidents, and some large districts reporting a handful. Hartford schools reported no incidents, Bridgeport reported 28, and New Haven reported 54.

Education department officials said they were following up with districts that reported very low numbers.

Eagan said that, on the flip side, some programs may be diligently reporting “every time they put hands on a student,” boosting their numbers.

Among districts reporting the highest number of restraints and seclusions were: East Hartford, with 1,644 cases involving 165 special education students; Darien, with 895 incidents involving 10 students; Vernon, with 357 incidents involving 24 students; and Windsor, with 298 incidents involving 19 students.

High numbers were reported by many state-approved private special education programs and regional education centers, including: CREC, with 3,860 cases involving 89 students; Benhaven School in Wallingford, which serves children with autism, with 2,162 incidents involving 30 students; and the Connecticut Center for Child Development in Milford, which also specializes in autism, with 3,183 cases involving 35 students.

The co-chairs of the legislature’s Committee on Children, Sen. Dante Bartolomeo and Rep. Diana Urban, both expressed concerns about the unnecessary use of restraints and seclusion at a recent forum on the issue convened by the Office of the Child Advocate and the Office of Protection and Advocacy. Last year, leaders of those two agencies called for an end to the use of restraints and seclusion as behavioral interventions in schools, as they investigated the controversial use of “scream rooms” at the Farm Hill Elementary School in Middletown.

The report indicates that black and Hispanic children are more likely to be restrained and secluded than white students. Fifty-seven percent of students who were restrained or secluded were members of minority groups, while the majority of special education students statewide are white.

Read the full report below.

Restraints, seclusions target Connecticut students with autism

Restraints, seclusions target Connecticut students with autism

Children with autism were the most frequently subjected to restraint or seclusion in Connecticut schools in the 2012-13 school year, according to a new state report that tallied more than 33,000 incidents of physical restraint or seclusion in public schools and private special education programs.

The report from the state Department of Education shows that autism was the primary disability among special education students subject to “emergency” restraint or seclusion, with 40.4 percent of all such incidents involving a child with autism. Autism also accounted for nearly half of all cases in which children were put in seclusion as part of their individualized education plans, or IEPs.

The report shows a slight decline from the previous year in the overall number of students restrained or secluded, and a drop in reports of injuries — from 840 in 2011-12 to 378 last year. But the number of serious injuries rose from eight to 10, and more than 900 reported episodes of seclusion or restraint lasted more than an hour.

“This is just so disheartening,” said Shannon Knall of Simsbury, policy chair of the Connecticut chapter of Autism Speaks, an advocacy group. She blamed the high incidence of children being restrained and secluded on “a tremendous lack of training” of teachers and school staff in alternative interventions.

“The numbers of children with autism are skyrocketing, and I think our school districts are just overwhelmed,” she said. “The people on the front lines need training and tools” in alternative behavior management. “If you only give someone a hammer and a nail, that’s all they’re going to use.”

This is the second year that the state Department of Education has compiled data on restraints and seclusions submitted by schools. While the education department has no specific strategy to reduce those practices, the report says that the “continued examination” of the data will inform “technical assistance and trainings” that promote the use of positive interventions and reduce reliance on restraint and seclusion.

The release of the report comes as a coalition of eight state agencies, including the Office of the Child Advocate and Office of Protection and Advocacy for Persons with Disabilities, begins a public education campaign to reduce the unnecessary use of restraints and seclusion in schools. The Department of Education is a partner in that effort.

Sarah Eagan, the state’s child advocate, said the new report illustrates that the use of physical restraint and seclusion is still common in schools, especially among young children with developmental disabilities. About half of all the 2012-13 incidents involved special education students in grades five and below, with about 180 incidents involving children in kindergarten and pre-K.

“What this highlights is that ultimately, the practices are widespread,” Eagan said. “What we have to remember is that the use of restraints and seclusion (for behavior management) has no research to support it. We’re really going to have to support schools and teachers with resources and tools so they can find a better way” to de-escalate problem behaviors.

Connecticut state law allows for the use of restraints and seclusion in emergencies that pose imminent danger to a student or others. It also allows for special education students to be put in seclusion if their IEPs provide for such measures — a provision that some child advocates say is overly broad.

Schools reported that the majority of restraints and seclusions — 71 percent — were in response to emergency risk of harm, with the remaining 7,741 seclusions done in accordance with an IEP. In many cases, individual children were restrained and secluded multiple times throughout the year. Forty students were physically restrained or secluded more than 100 times — and 11 of them were subject to those practices 300 to 900 times during the year, the report shows.

Eagan noted that the U.S. Department of Education issued a “resource document” to schools in 2012 that discourages the use of physical restraints or seclusion except in extreme situations where a child’s behavior poses imminent danger of serious harm to self or others. But there is no federal law restricting the practices.

Data in the new state report shows the majority of restraints and seclusions lasted 20 minutes or less. However, 30 emergency restraints and 119 seclusions lasted more than two hours.

Reporting by individual school districts and programs varied widely, with some smaller programs reporting hundreds of incidents, and some large districts reporting a handful. Hartford schools reported no incidents, Bridgeport reported 28, and New Haven reported 54.

Education department officials said they were following up with districts that reported very low numbers.

Eagan said that, on the flip side, some programs may be diligently reporting “every time they put hands on a student,” boosting their numbers.

Among districts reporting the highest number of restraints and seclusions were: East Hartford, with 1,644 cases involving 165 special education students; Darien, with 895 incidents involving 10 students; Vernon, with 357 incidents involving 24 students; and Windsor, with 298 incidents involving 19 students.

High numbers were reported by many state-approved private special education programs and regional education centers, including: CREC, with 3,860 cases involving 89 students; Benhaven School in Wallingford, which serves children with autism, with 2,162 incidents involving 30 students; and the Connecticut Center for Child Development in Milford, which also specializes in autism, with 3,183 cases involving 35 students.

The co-chairs of the legislature’s Committee on Children, Sen. Dante Bartolomeo and Rep. Diana Urban, both expressed concerns about the unnecessary use of restraints and seclusion at a recent forum on the issue convened by the Office of the Child Advocate and the Office of Protection and Advocacy. Last year, leaders of those two agencies called for an end to the use of restraints and seclusion as behavioral interventions in schools, as they investigated the controversial use of “scream rooms” at the Farm Hill Elementary School in Middletown. The report indicates that black and Hispanic children are more likely to be restrained and secluded than white students. Fifty-seven percent of students who were restrained or secluded were members of minority groups, while the majority of special education students statewide are white.

This story was reported under a partnership with the Connecticut Health I-Team (www.c-hit.org).