Thousands and thousands and thousands of discipline cases every day in APS

APS Supt Winston Brooks was interviewed by KRQE for their story, link, on the specially treated Rio Grande High School wrestler.  During the interview Brooks decried the decision of a judge to override the discipline imposed by the school.

“I’m extraordinarily disappointed that the judge would second guess the school administration’s decision on this given that we make thousands and thousands and thousands of decisions on discipline cases every day.”

In a moment of unusual candor, Brooks admitted to the scope of student discipline problems in APS. We now know there are "thousands and thousands and thousands" of significant disruptions every day.  That's at least 6,000 disruptions every day, not to mention the disruptions that don't get referred to the administration.

How can that not have an adverse effect on test scores and graduation rates? 

Also, consider that most kids don't get in trouble at school.  That means the thousands and thousands and thousands of discipline referrals are being generated by a relative handful of students; chronically disruptive students.

Why won't the Brooks administration tell the truth, link, about student discipline in the APS?

The responsibility for enforcing discipline policies is an administrative responsibility.  If policies are not being enforced adequately, it is an administrative failure.  It is obvious why Brooks needs to keep the record hidden.

Less obvious; the reason the media won't challenge him on the ongoing failure to maintain order in schools and the ongoing secrecy surrounding it.




photo Mark Bralley

Brooks stodgy thinking

APS Supt Winston Brooks has recently set a new graduation rate goal of 75 percent, link. His battle plan; more of the same;

• extending the day at our comprehensive high schools
• offering programs like AVID at more than two dozen of our schools 
• continue small learning communities and advisories, and 
• professional learning communities ...

Albert Einstein is widely, albeit incorrectly credited, link, with offering the observation; "Insanity is doing the same thing over and over again but expecting different results."  If your horse is running as fast as it can, whipping harder is not going to make it run faster, not 30% faster.

If we want to close the gap on the 30% of students who don't graduate, it won't follow offering more of the same.  Obviously, there are a relative handful of students who do benefit from "extending the day".  But they're never going to be more than a handful.  The vast majority of students who fail, need something vastly different than what they are being offered.  That "something" is within the grasp of educators, but only educators who are released from the constraints of the cemetery seating paradigm (five rows of six desks, everyone in the same book, on same page, everyday for twelve years).

We need bold new ideas; whole new paradigms different from the stodgy thinking of educational oligarchies and "nobody ever got fired for doing things the way they've always been done" thinking.  Those ideas won't come from people deeply invested maintaining the status quo.

The ideas will come from teachers, who in APS alone, have nearly 100,000 years of ongoing teaching experience.  Stodgy thinking keeps them from a seat at the table where the future is planned.

Stodgy thinking is satisfied with growth in graduation rates that is within the margin of error in calculating them.




photo Mark Bralley

La Cueva testing brouhaha follow up

A month ago, KRQE reported, link; the NM PED was investigating reports of testing irregularities during SBA testing at La Cueva High School.

The NM PED won't respond to questions about the findings of their investigation, link.

Nothing on APS' award winning website, link.

And of course, nothing in the Journal, link.

The principal has been named Principal of the Year, link. 

Esquivel "irreparably damaged" relationship with union

Ellen Bernstein, the President of the union that represents APS teachers, has written a letter, link, to the board, Supt Winston Brooks, and "constituents'.  It is addressed to APS School Board President Marty Esquivel.

Bernstein wrote;

For the second year in a row our agreement to bargain in good faith - which traditionally includes an agreement not to do anything that might undermine the bargaining process - has been violated.

Bernstein is upset with Esquivel for broaching a negotiations topic in public before the topic is discussed in meetings in secret with the union negotiators.

For the record, I oppose in secret decision making regarding public interests. When I was a member of the union's negotiating team in the 90s, I opposed it, and I oppose it now. The worst thing any public servant, or union president can do, is anything they do in unnecessary secret.

Rightly or wrongly, an agreement was struck between the union and the board; topics subject to negotiation, like whether teachers could be moved according to administrative whim, would be negotiated in secret, before the positions were made public.

Bernstein continued;

Sadly, I believe your recent statements in the newspaper have undermined our established negotiations process and irreparably damaged our bargaining relationship.

As a result, the union has apparently changed its decades long position on in secret negotiations and dared Esquivel to negotiate in public.

The Albuquerque Teachers Federation proposes holding contract negotiations with APS in a public forum. We suggest that these new “open” contract talks are made available online, as are APS Board meetings. In this new era of public negotiating, I would invite the public to hear first hand the debate on the merits of various contract proposals, unfiltered by the media.

Now we're talking.




photo Mark Bralley

APS' failures root cause

The success of any venture, like educating nearly 90,000 of this community's sons and daughters, depends on factors over which we have control and those we don't.

Under our control;

1. the standards of conduct and competence of those who will administer and execute the endeavor, and
2. the accountability to those standards.

One without the other will not suffice; the highest standards of conduct are no different than the lowest, if neither can be enforced.  And, there is no point in holding people strictly accountable to standards that are too low (to protect the public interests).

If APS were asked for

1. every public record that identifies a written standard of conduct or competence that applies to senior administrators and board members, and then
2. asked for every public record that describes a system under which the least powerful interest holder can file a complaint against the most powerful, and where the complaint of failure to meet standards, will see due process,

they would be the beneficiary of a mountain of public records
not one of which establishes for senior administrators and board members

honest accountability to meaningful standards of conduct and competence, under a system over which they have no undue influence, and powerful enough to hold them accountable, even against their will.

That is the essence of the ethics and accountability scandal in the leadership of the APS.  Facts could be easily verified by the establishment media, if they had any interest at all in reporting on the scandal.

Teacher slaps student, why?

When a teacher slaps a student, it is an expression of frustration.  Frustration is the result of an incongruity between the teacher's own sphere of influence and their far larger sphere of concern.

It concerns teachers that students misbehave.  In particular, teachers are concerned when misbehaving students interfere with learning by other students.

Teachers have too little influence over student discipline.  The consequences they are allowed to impose are inconsequential, in especially for chronically disruptive students.

Nobody knows how APS teachers feel about the state of student discipline in general, or about chronically disruptive students in particular.  We don't know because the leadership of the APS has never asked them.  There has never been a survey, link, where APS teachers have been asked;

1. what do you think isn't working, and 
2. how would you fix it?

Why haven't they been asked? 

Why haven't teachers, who between them have a hundred thousand years of teaching experience, been asked for their input?

They haven't been asked because the leadership of the APS doesn't want to document the administrative failure to enforce discipline policies.

Once again, stakeholders are unaware of the issue because the leadership of the APS and the establishment media are in cahoots in an ongoing coverup; the Journal, KRQE, KOAT, and KOB.

NM PED won't answer any questions about the La Cueva investigation.

There was a problem with testing at APS' crown jewel, La Cueva High School.  The NM Public Education Department rolled in with investigators, link. It's been nearly a month; it doesn't take Jacques Clouseau to figure out if anybody did anything wrong.

I asked, via their constituent services, about their progress.  They acknowledged their receipt and promised a response.  No response by their promised date.

I called, no one to talk to, I got to leave a message.  I asked for a call back.  No call back.

Do we really have no right to know what happened?

Did an APS administrator screw up?
Did the NM PED screw up?

We paid the salaries of everyone involved.  We paid for the investigation.  We own the truth.

I really don't feel like suing them for the truth.
I really shouldn't have to.

Testing is not rocket science

The brouhaha over the NMPED's end of course tests is a blessing in disguise; it will prompt public discourse on testing in general.  The testing game is a sham.

The point of "testing" is to provide for every student, an opportunity to demonstrate their competency.

Qualified teachers don't need testing companies to write their tests for them.  They can create their own "course end" tests.

APS chemistry teachers, for example, are eminently qualified to create an accurate and dependable evaluation instrument to measure learning in any aspect of chemistry.  The same could be said for teachers in every other discipline.  We can create our own valid and reliable tests.

An independent and impartial test center can be created, where anyone can take certification tests, anytime, and having arrived there by any path.  Any "student" who accumulates enough certifications in required areas of study, has certified their worthiness of a diploma.



Resistance will come from those who are in the business of public education, deeply invested in buildings and administrators; spending our power and resources trying to educate groups of students at once.  It is in their interests to create and maintain a monopoly on testing; the choke point in education and accountability.

Problems only exist where there are no solutions, or where real solutions are either ignored or languish unsolicited.  No one of us, has a better solution than all of us.  The best solutions to the problems of testing will come from teachers and community members, not from testing companies and politicians. 

Regrettably, there is no venue in the APS where teachers and other community members can engage in open and honest public discussion about testing.

There is no venue in the APS where community members can engage in open and honest public discussion about anything; student discipline, chronically disruptive students, character education, the ethics and accountability scandal in the leadership of the APS, or any other legitimate issue.

You may, if you would like to, summarize your thoughts on testing or on any other legitimate issue, and recite them to the board during a public forum.  You will have two minutes; no matter what.

They will not respond to your questions.

They may even, not pay any attention to you at all.




photo Mark Bralley

APS appreciates teachers. Not really.

It is Teacher Appreciation Week.  APS marked the occasion by celebrating a relative handful of teachers, link.

It is worth noting that no APS teacher, not even the "celebrated"; not the Horizon Award winners, not the nationally certified, not one of them has a seat at the table where decisions are made; the truest measure of honest respect.

How does one make people whose opinions, observations, and suggestions are of no interest, feel celebrated?

Put their names up on electronic billboards, link, that should do it!

Korte rant riles readers

School Board Vice-President Kathy Korte let fly May 2nd, in the Journal, a nearly 660 word rant in an effort to heap shame on;

"... adults (who want more testing and who) are (not) walking with high school students as they traverse this new road littered with tests and stress."

Does Kathy Korte really consider herself to be "among those who walk with high school students"?

Riled readers found themselves given nearly a half page in the Journal this morning, to vent their dissatisfaction with Korte's most recent oops-ed.

I've read and re-read the rant, and frankly, a real point escapes me.  At one point she seems to be arguing that a graduate of a chemistry class shouldn't have to prove s/he learned basic concepts.

Korte (pronounced "court", as in, being sued in federal "court") is additionally upset about exit exams being piled upon other exams, piled upon still other exams.

Testing is not a bad thing.  It becomes a bad thing when it is done badly.

Most of the reason testing is done so badly, is teachers have so little input into testing.

The reason that APS teachers, who have between them 100,000 years of teaching and testing experience, don't have a seat at the table is because of school board members like Korte, who despite her own lack of teaching experience, has so little respect for the opinions of those who do.

Korte danced around an interesting fact; a lot of people who passed (chemistry) tests in high school, likely would not pass the same test now, and certainly not with the same high score.  An obvious exception would be those who remain active in the discipline.  Chemists would perform better on their re-takes than those who drifted into other pursuits.

In general, all learning is transitory in the absence of reinforcement.  The transitory nature of learning is well known to educators.  It is the main reason 1st semester tests given before the winter holiday, and not after.

The fact that learning is transitory, flies in the face of arguments that all students need to be on the same page at the same time for twelve years.  It doesn't enter into curriculum and testing because teachers aren't part of the decision making process.

They don't have a seat at the table; because Korte knows best.
Or, at least, Korte believes she knows best.




photo Mark Bralley

APS still fighting agenda notice reform

The APS Policy and Instruction Committee will meet tonight.  On the agenda, link, discussion and action on their Open Meetings Act Resolution; their declaration of their effort to comply with the requirements of the Act.  Within the resolution, the following;

Except in an emergency, the Board of Education draft meeting agenda shall be posted Seventy two (72) hours in advance of a Board of Education meeting.

Except in an emergency, action may only be taken on items that have been officially posted on the final agenda thirty –six (36) hours prior to the meeting, in compliance with the Open Meetings Act.

How does one read this, except that they intend to give only 36 hours notice whenever they feel like it, though the expressed intent of the legislation that changed the Open Meetings Act, is that stakeholders are reasonably entitled to 72 hours notice?

When a legal opinion is the basis for public policy, it shouldn't be kept secret

APS School Board President, Defendant Marty Esquivel wrote a letter that began a long series of violations of my First and Fourteenth Amendments.  He created a public policy denying my free exercise of constitutionally protected human rights.  He did it based upon a legal opinion, bought with money that could have been, should have been, spent in a classroom instead.

Art Melendres

Before the unlawful restraining order was laid upon me, it came to the attention of least two Modrall lawyers; Art Melendres and Patrick McCormick.

Melendres has been APS' lawyer for as long as taxpayers have been pumping money into Modrall via litigation far "in excess of normal for a district this size".

Unless Esquivel ignored Melendres' opinion, the opinion was the basis upon which Esquivel proceeded to violate my rights.

When asked to produce the legal opinions as evidence, Esquivel, by and through lawyers who enjoy the oversight of nobody but Esquivel, claims work product and attorney-client privilege.

Product and privilege allow the truth to be hidden,
neither requires the truth to be hidden.

Why hide the truth, except
to avoid the consequences of telling the truth?

The standards of conduct for which Esquivel is the very senior-most role model in the entire APS, the standards he establishes and enforces upon students; the Pillars of Character Counts!; a nationally recognized, accepted and respected ethical standards of conduct, require Esquivel to set the example by doing more than the law requires, and less than the law allows.

But then Esquivel has never accepted his obligations and responsibilities as a role model of Citizenship, Caring, Fairness, Respect, Responsibility and Trustworthiness.

He blatantly violated my rights, in order to keep me from standing up at a public forum and pointing to his egregious hypocrisy.

He claims he followed his lawyers' advice.

Was the opinion;

It's obviously unconstitutional given the abject lack of justification, but we can keep you out of trouble personally.  

If Journal Managing Editor Kent Walz and Esquivel weren't in cahoots, the Journal would expect Esquivel to explain why he needs to hide the truth about the advice he either accepted or ignored.

Not "how" can he hide the truth, but "why" does he need to?



photos Mark Bralley

Brooks' SuperSAC; super successful?

APS Supt Winston Brooks and the crème de la crème of high school students have folded up their tent for the 2012-13 school year.  According to the award winning APS website, link, before they packed it in;

"The Superintendent's Student Advisory Council played an important role in providing feedback to APS administrators on a variety of issues form bullying and violence in school to cafeteria food to budget."

In an end of the year celebration at the Hinkle Family Fun Center, a SuperSAC sponsor, Brooks said,

“We had another fantastic year with these very bright and focused students; I cannot overstate their impact on policies and the budget in this district.”

Brooks gave credit where credit was due,

"Their (the teenagers, albeit the crème de la crème of teenagers) guidance and true advice to me and the APS Board of Education is invaluable.”

When pressed for what he, other senior administrators and their staffs, and board members and their staffs, actually learn through advisories, public "forums" on bullying and setting district goals, and bus tours of the district, they are want for a response.

One cannot point to something they just learned, without simultaneously pointing to something they should have known already.  The only thing an expert in any discipline can learn from talking to other people, is how those people feel and the specific details of their personal story.

When we pay senior administrator millions of dollars a year to spend our power and resources in our stead, we expect that they already know everything worth knowing about

• bullying and violence in schools,
• what expanded course offerings in high schools should be,
• concerns about food quality and service, and 
• (what are) their (the teenagers, albeit the crème de la crème of teenagers) priorities in the FY14 budget.

The Student Advisory Council and probably every senior administrator in the APS,

"... spent a day at the New Mexico Legislature and were recognized for their impact on education programs in Albuquerque".

What impact?

Why are the anecdotal examples of these young people so much more valuable to senior administrators and board members, than the anecdotal examples of teachers, teachers who between them share around a hundred thousand years of current experience in classrooms?

Why is there not a Superintendent's Teachers Advisory Council?

Why is there not a Superintendent's Citizens, Taxpayers, Parents and other Interest Holders Advisory Council?

Why are endless anecdotal examples of every other interest holder, worth less than the endless anecdotal examples of students (albeit the crème de la crème of teenagers)?

In terms of giving a bunch of good kids a place to vent, the exercise was apparent successful; super successful.

In terms of real impact, the whole exercise was worth diddly.
Anybody who has ever served on an APS advisory council,
thinking they were going to have impact, will tell you the same.

From a public relations standpoint; a huge success.

I wonder, did Winston Brooks discuss with the SuperSAC, the abandonment of character education in their curriculum?

Did he explain to them, in words they could understand, why they are expected to model and promote honest accountability to higher standards of conduct than the law, and he, the senior-most administrative role model of the standards of conduct he enforces upon students, is not.

Can't wait to see how the Journal spins the SuperSAC.

We are witness to what they're willing to do to spin the ethics and accountability scandal in the leadership of the APS.




photo Mark Bralley

Journal editors double standard on double standards

Journal editors took a stand this morning, link, averring the victim of the strong arm robbery by a politically connected bully, was a better role model than most of the adults around him.  The victim, they wrote, was reasonably upset over the double standards of most adults; the standards they say everyone must meet, and the standards they are actually willing to meet.

The editors, close personal friends with most of the leadership of the APS, are blind and deaf and dumb, when it comes to double standards and the APS.  Students are expected to "model and promote the Pillars of Character Counts!"; a nationally recognized, accepted and respected code of ethical conduct, while in stark contrast, board members and senior administrators are arguably unaccountable even to the law; the absolutely lowest standards of acceptable conduct among civilized human beings.

The editors have their own double standard; what's good for their cronies in the leadership of the APS, and what's good for everyone else.

Google the pot calling the kettle black; find
a group photograph of the Journal editorial staff.

APS FY14 Preliminary Budget

The APS Finance Committee will meet tomorrow at 5 pm.  APS Chief Financial Officer Don Moya is scheduled, link, to present the preliminary budget to the board.

If you would like to preview the budget yourself; APS has provided for you, a link.

You will find it, of extraordinarily
little use.




photo Mark Bralley

Last day of school for seniors

A rudimentary search of APS' award winning website does not reveal the last day of school for seniors.

It is well in advance of the last day of school for everyone else.

A third of those seniors will not graduate this year, having been driven out, or having dropped out of public school education.  A significant percentage of them lack the skills they will need to begin work or further their education or training.

For lack of real numbers to work with, let's say senior year ends 10 days early.

Overall, it represents 1/2 of 1 percent of the number of days they could be in school; a little over one percent of the number of days they could have been learning in a high school, and nearly 6 percent of the number of days they could have spent in school in their senior year.  It is more than 11 percent of their last semester in school.

In whose interests, does a senior's education end so early?

Open Meetings - how much notice is enough?

Let's say you are a taxpayer and are interested in how your taxes are being spent.  Let's say you are interested as well, in how your power is being spent.

The spending of resources and the wielding of power takes place in public meetings.  The decisions made in "not in public" meetings, either enjoy an exception to the Open Meetings Act, or are made in violation of it.

If you want to attend, maybe even participate directly in a public meeting, you need know what is going to be decided, and when.  You need to see the agenda.

The problem with building and posting an agenda, is knowing what to put on it.  If an issue is known well in advance, the agenda can be built and published, well in advance.  An issue that occurs with no notice, cannot be placed on a long range agenda.

The newly revised Open Meetings Act recognizes basically two kinds of issues; those which can be foreseen 72 hours in advance, and those which cannot and are considered emergencies; too urgent to put off until the next regularly scheduled meeting.  Too urgent even, to put off until an emergency meeting can be held.

The leadership of the APS would like to take advantage of another option; issues the come up less than 72 but more than 36 hours before the meeting and which are too urgent to put off for 72 hours more until an emergency meeting can be held. 

The board could take a path of their own.  Other governmental decision making bodies provide more notice than the law requires.  A very few,  post their agendas "as built".

The board, if they wanted to, could hold themselves honestly accountable to higher standards of conduct than the law; the lowest standards of conduct among civilized human beings.  They could if the wanted to, hold themselves to the same standards of conduct they establish and enforce upon students; higher standards of conduct than the law.

The elephant in the room; the obvious truth that is being ignored, is that the school board has established standards of conduct for students requiring them to "do more than the law requires and less than the law allows".  They don't want to hold themselves accountable to that same standard.  They will vote, link, to do only what the law requires.  They will disenfranchise interest holders as much as the law allows.

The APS School Board expects students to "model and promote" honest accountability to higher standards of conduct than the law.  Specifically, the APS School Board expects students to model and promote the Pillars of Character Counts!; a nationally recognized, accepted and respected code of ethical conduct.

Were APS School Board President Marty Esquivel accountable to the standards of conduct for which he is the senior-most role model, he would be arguing for the maximum notice they can possibly provide; posted as built, 72 hours notice except in an emergency.

He will not, because he doesn't consider himself to be the very senior-most role model of student standards of conduct.

He told me once that the reason he was not accountable as a role model for students, is because he isn't really an "educator".

Else, he is incompetent; he doesn't comprehend what being the senior-most role model of accountability to higher standards of conduct actually means.

Now the conspiracy nut part.

There is an ethics and accountability scandal in the leadership of the APS.

The establishment media, the Journal, KRQE, KOAT, and KOB, know that the leadership of the APS abdicated as role models of student standards of conduct.  They know the board voted unanimously to remove the role modeling clause;

In no case shall the standards of conduct for an adult
be lower than the standards of conduct for students.

from their own standards of conduct.

They know there are two standards of conduct in the APS; one for students and one for adults.  They know that students are expected to hold themselves accountable to higher standards than their adult role models.

They know that character education has been abandoned in the APS.

They know there is no swift and certain accountability for senior administrators or board members, to meaningful standards of conduct and competence. They know about the cover up of felony criminal misconduct by senior APS administrators in their publicly funded, private police force.

The establishment media is relentless in their refusal to investigate and report upon the ethics and accountability scandal in the leadership of the APS.

Ask yourself, if any one of them actually investigated, and after that investigation were able to report that the leadership of the APS is honestly accountable to higher standards of conduct than the law, would it be newsworthy?  would they report it?

If they could report that the leadership of the APS was even honestly accountable to the law, would it be newsworthy?

If they found the opposite; if they found that the leadership of the APS is not actually accountable to meaningful standards of conduct and competence, would it be newsworthy?

Either way, an investigation and report upon ethics and accountability in the leadership of the APS is newsworthy.

They; the Journal, KRQE, KOAT and KOB all know.
I know they know because I told them.

They won't investigate because they know they will find credible evidence of an ethics and accountability scandal and they would rather be part of the cover up than the exposé.




photo Mark Bralley

Is the APS Police Chief planning to lie under oath?

Defendant Marty Esquivel says that APS Police Chief Steve Tellez will testify, under oath,that  he saw me at various times,

standing unusually close to administrators and board members, holding my body in a aggressive manner, appearing to constitute a threat, invading personal space and assuming a "fighting stance".

All of this requiring Tellez', "intervention".  He says, according to Esquivel, I've been doing this kind of stuff for years.

When APS was asked to produce any public record; videotape, photograph, audiotape, or any other actual evidence of my misconduct ever, they did not; they cannot.  All they have is records of me doing nothing at all, that is not protected activity under the First Amendment.

Their record my so called misconduct, is nothing of the sort.

Defendant Esquivel claims Chief Steve Tellez is going to testify, under oath, that I told him I "was going to have to take him out".

If he does, he will be lying.




photos Mark Bralley

Esquivel is obsessed with my "crying"

Very infrequently, when I am discussing issues of great personal and emotional importance, I find tears welling up.  It comes and goes quickly.  To call it "crying" is a little dishonest.  Well, it's a lot dishonest. It is a little embarrassing, which I suppose is why Defendant Marty Esquivel brings it up every chance he gets.

It doesn't mean I'm dangerous, though Esquivel would like people to think it does.  Evidence, in the form of a video record, shows Esquivel telling board members they need police protection from me, after he violated my rights to be heard at a public forum, link.

This was the same meeting where APS Supt Winston Brooks suggested that Board Member Robert Lucero use a piston to take me out, link.

KRQE finds the talk of taking me out with a pistol unnewsworthy.  You can bet that if Esquivel could find a tape of me talking pistol play, his friends at KRQE would find it newsworthy and then some.




photo Mark Bralley

Bully gets off; victim disillusioned by so-called role models

The story ends the way the story always ends, when bullies get caught being bullies; they get another chance.  The bully gets away with the bullying.

A judge has decided;

if the bully can manage to not get caught red-handed committing another strong arm robbery for 90 days, the charges over a strong arm robbery the bully committed in broad daylight in front of deputy sheriff, will be dismissed.

There are those who believe a bully, if you give them another chance, will use that opportunity to reform themselves.  Giving them another chance begins with ignoring what they just did.

Because the "first" offense is forgiven over and over again, we are always looking at the bullies "first" offense; they are never held accountable for what could be a lifetime of bullying.  There are no "chronic" bullies and therefore, no need to address a problem called chronic bullying.

Local State Senator Linda Lopez actually sponsored legislation that would wipe a bully's slate clean every year as a matter of law, link.

We have heard from the victim.  His letter, link is heartbreaking.

He is of course disappointed that his "friend" stole from him, hit him and humiliated him in front of dozens of kids.

He is more disappointed in how quickly the adults around him abandoned their so called principles.

I would bet, there is a large poster hanging somewhere in a common area at Rio Grande High School.  It reads in significant part; character counts!

Does it?  Not really, not if you ask the victim.  Most of this kid's friends and adult role models urged him to lie about the robbery for "the good of his community" and a state wrestling title.  He became the bad guy.

As a Character Counts! trainer, I had occasion to give kids t-shirts that on their front and back read;

Stand up for what you believe in ...
... even if you're standing alone.

A kid doing the right thing should never be standing alone.

A kid doing the right thing should have role models in front leading by their example, and beside and behind lending their support.

That circumstance depends upon character education.

The leadership of the APS has utterly abandoned character education and any district wide effort to develop character in students.  There is no concerted effort to provide character education in the APS.
 
The proximate result is bullies, victims, and too many students and adults standing around watching, with no idea what they need to do. 

The leadership of the APS began their abandonment of character education by removing the role modeling clause from their own standards of conduct.  No longer, are adults expected to hold themselves accountable to the same standards of conduct they establish and enforce upon students.

Character education in the Albuquerque Public Schools needs to be examined.  There needs to be open and honest public discussion of standards and accountability for students and for their adult role models.

Standing foursquare in opposition to that open and honest public discussion; the leadership of the APS who finds themselves in an indefensible position. There is no way to spin taking the role modeling clause out of your own standards of conduct, as anything but moral cowardice and corruption.

What are the standards for students?  What are the standards for adults?  Are they the same?  Should they be?  How are they each held accountable to them?

These are legitimate questions that a Journal reporter should be asking, that a Journal reporter could be asking, but that no Journal reporter will be asking.




photo Mark Bralley