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On 10/28/14 at about 1800 hrs. I was called by Sgt Williams and told that the Patrick Kane the acting Principal at Blue Herron Middle School had called looking for a phone number for me. I was off duty, but return the call. At about 1805 hrs. I spoke with Kane and was told that on Saturday the 25th, 2014 Anna Brown told her mental health counselor Wayne Shaffer who was also staff at the Proctor House that weekend that her boyfriend Caleb Bell and told her that he wanted to kill his mother, and bomb the staff at the Frontier House. These statements were made during the evening hours and part of an active conversation between Wayne and Anna. I told Kane that I would be at the school at 0730 hrs. and will staff a meeting with the High School’s …show more content…
Principal and Vice Principal. On 10/27/2014 at about 0730 hrs.
I meet with school staff. I was told of an incident about 2 years ago, 2012-2013 school year where Caleb had brought a knife to school. While in the Library with his adult education assistant, Amy Recker a kitchen knife that was approximately 8 inches long was found in his boot. Caleb was emergency expelled for this incident and since then has been a student of the Frontier House, a school administrated by Jefferson County Mental Health. I was told that he has an individual education plan (IEP) and that his Foster mother has told the school that he has Aspergers disorder. Asperger disorder has been reclassified as autism spectrum disorder (ASD.) Caleb was a student at the Port Townsend High School during the 2012-2013 school year, for approximately 55 days (Sept/Oct 2012.) I reviewed his school records and found that there were 8 referrals during this time frame with several referrals for incidents involving knifes and minor assaults. He was ultimately suspended October 31st, for the kitchen knife that was found in his boot. At 0915 hrs. I stopped at the Proctor House to see if there was a report regarding the conversation between Wayne and Anna. There was no information in the log book, but I was told that Wayne was working on his report, and should be at The Frontier House
School. At about 1145 hrs. I stopped at the Court house to speak with Juvenile Services and the Juvenile Prosecutor. I was told that Caleb was not on probation or any Court related restrictions. I was told that the recent case where he was harboring a runaway (Anna) was not being pursued. I was told by both departments that there are concerns with Caleb’s behavior, and his mental state. At about 1230 hrs. (Advised Jeff Com at 1330 hrs.) I went to the Frontier House School and spoke with the Director Robin Runyan and counselor Wayne Shaffer. Wayne told me that he was working on his statement. I told him in the future, when he gets a report regarding threats he needs to call 911 immediately. Wayne said that this experience is new to him and he has made the necessary adjustments. Both Robin and Wayne expressed concerns about Caleb and said he is “regressing.” They told me that he attends school 3 days a week. He arrives at school and eats breakfast then sleeps until lunch, then sleeps until the end of the school day. Robin stated that ““CJ” (Caleb) has reactive attachment disorder and that it is not unusual for him to communicate with threats or make statements that contain violent content. CJ has poor impulse control and does not understand society rules. For example, he still does not understand why he was expelled from public high school for bringing a knife to school. He describes that incident as his “failure” to read a sign. CJ’s situation is concerning in that he seems to be regressing of late. His current level of engagement in Frontier House can be described as minimal at best. This is a notable decline from his level of involvement from a few weeks ago.” She speculate that CJ is concerned about his relationship with his girlfriend, Anna, and the fact that she will soon be 18 years old and legality of their continued relationship. See attached statement. Wayne said that during conversations on October 25-26, 2014, Anna told him in a non-reporting way but in a oh by the way Caleb said that he was going to kill his mother and bomb the Frontier House School and kill the staff. The reason for wanting to kill his mom is so that Anna will have a place to live when she turns 18. His reason for wanting to blow up the school and kill staff is because he hates them. “She (Anna) relayed the information with a smirk and a giggle while shrugging her shoulder…as though it was no big deal. She also feels that CJ is not a threat to anyone.” She said his only reason he won’t kill anyone is because his does not want to go to jail. See attached statement. I spoke with Anna. I asked if I could recorded our conversation. Anna said she would not speak with me if I were to record our conversation. I asked Anna about her conversation with Wayne last weekend. She told me that they were talking and during their conversation she mentioned a conversation that she had with Caleb. She said that she and Caleb were taking about her birthday and expressed their concern that when she turned 18 they would no longer be able to see each other. I told her that the age of consent in this state is 16, and being that Caleb is 16 years of age there was no legal issue concern if they continued their relationship. Anna appeared to be relieved by this information. Anna continued that during their conversation Caleb said that if she needed a place to live he would we could kill his mother. She said that they continued on with their conversation on other topics. I asked her did she think that Caleb was going to kill his mother. Anna said that she wasn’t, because of how he made the statement. She explained that when Caleb is really mad or upset, his voice is lower/deeper, he speak very slowly and clearly. She said that this time it was more matter of fact. I asked her about the Frontier School and wanting to kill staff and blow up the school. She said in another conversation Caleb told her how much he hates going to school and how much he hates school staff. He told her that he wanted to blow the school up and kill the staff. I asked her did she think he would harm staff or damage the school. She told me she knows Caleb would do anything thing like that, “he says stuff all the time when he is mad or upset about something.” She again clarified that he did not say it in his mad voice; lower, deeper, slower and clear, it was in a casual matter of fact way. She said the conversation continued on to other thing unrelated to his school or the staff. I asked Anna if she would write a statement or would she allow me to write it for her. Anna said that she will not write a statement and that I could write down what she said during the conversation but she would not sign it. Prior to leaving Anna told me that Caleb wouldn’t kill anyone, he just says a lot of things and never does anything, it was just how he talks. She said that he told her he wouldn’t kill anyone because he did not want to go to jail. Anna continued and said that she did believe that he may kill someone but it wouldn’t be until he was 21. I asked her to explain, but she could elaborate further. I asked Anna when did she had these conversations with Caleb. She said she didn’t remember but it was more than 2 weeks ago but within the last 30 days. I asked her did she feel safe when she was with Caleb. Anna said that Caleb would never hurt her, they needed each other and were good for each other. She said that she would never leave him unless he got in the way of goal of working with animals. I told her that violence was never oaky in a relationship and if she needed help to ask for it. She told me that she goes to the Dove House, however I later found out that was only because it was part of her condition of release. I thought it was odd that she was very comfortable speaking with me, never expressed any concerned for her safety, but never said that she love Caleb, or Caleb loves her. I re-contacted Robin and told her about my conversation with Anna. Robin called Joan Best, Caleb’s foster mother, and told her of the threat against her. After the conversation Robin said that Joan is not concerned about any threat against her safety and if the notification came from Anna or Anna’s mother if reconfirmed that she was not worried about her safety. At about 1341 hrs. I went to Caleb’s house in Towne Point and spoke with his mother Joan Best and him. Neither would allow me to record the conversation. Joan told me immediately that she was not in fear for her life or safety by any comment that Caleb may have said that is being taken out of context. She explained that her son as she does, has asperger disorder and that what he may have said isn’t actually how he feels or will act, but it is how he expresses himself, and sometimes it makes other uncomfortable. I asked Caleb to tell me about the threats regarding his mother and the school. He said, as he was pointing at his head, be specific. I asked him why he threatened to kill his mother. He said he didn’t. He said that he was talking with Anna and they were talking about what was going to happen when she turns 18, and how it would affect their relationship and where she would live. He said that he made the statement, “we could kill my mother (tilted his head towards his mother) then you could live here.” He said that he did not mean anything by the statement, Best interjected that she wasn’t concerned by the statement. I said tell me about the threat to bomb and kill the staff at his school. He said he never threated to bomb the school, he stated what he said was “Al Qaeda is bombing the wrong targets, it should be his school, and they should kill his teacher…because I hate them.” He said he hates his school and they are wasting his time and aren’t teaching him anything. He said that his time is being wasted and that is why he sleeps and easts at the school, then goes home. He said that all he wants to do is make money on “YouTube, because he knows a guy that made so much money making videos, and used his money to by computer equipment. He said the guy doesn’t even live in this country. He said that is why his mother bought him an Alienware computer. Best said that she ordered it from Dell computers and it is being shipped to the home. She said that he needs to follow his dreams, and if he fails he will deal with those failure. I asked them both if they were willing to write statements, both saying they would not. On 10/29/14 at about 0900 hrs. I spoke with Amy Recker a past teaching assistant of Caleb when he was at Port Townsend High School in 2013. She told me that Caleb has stated the he carries knifes for his protection and when he perceives a threat he has stated he will use it for protection. She said that besides having the knife at school in October 2013, her concerns are what Caleb may perceives to be a threat. She believes that he may use a knife or other weapon when no actual threat is occurring, but he is perceiving a threat. At about 0945 hrs. I spoke with Robin and told her that I would be routing the report to the County Prosecutor for review. I told her that Caleb has minimized threats. I told her that she needs to tell her staff of the threats.
2.Facts: This case was originally presented before the district court of Colorado in 1993 on behalf of the parents of Gregory Urban, a seventeen-year-old teen with severe mental disabilities. Gregory and his parents moved to Evergreen, Colorado in 1991. The parents wanted Gregory to go to Evergreen High School but the school district placed him at Golden High School where he participated in support services for children with severe disabilities. The support services at Golden High School were not available at Evergreen High. After the development of Gregory’s IEP his parents voiced objections to what they believed constituted violations of Gregory’s right to a free and appropriate public education. These violations included placement of Gregory outside his neighborhood school and failure to stipulate transition services in his IEP. After initially participating in the IDEA administrative process the parents filed a case with the district court claiming the school district violated Gregory’s rights under IDEA and ADA. The court ruled in favor of the school district by rejecting
High school student “John Doe” responded to peer teasing by choking the student and then kicking out a school window. Middle school student “Jack Smith” made sexual lewd comments to female classmates. Both had a history of hostile and aggressive behaviors that are manifestations of their disabilities. On the fifth day of the school suspension, the district notified both boys’ parents that they were proposing expulsion and they extended suspension until the expulsion proceedings were finished. Doe filed suit against the school district and the superintendent on grounds that the disciplinary actions violated the “stay-put” provision of the then Education of the Handicapped Act (EHA) (later IDEA). Having learned of Doe’s case, Smith also protested the school’s actions and intervened in Doe’s
His February 1980 IEP claimed Smith was easily distracted, anxious and impulsive. It was proposed Smith be placed on a trial basis of a half day schedule. The following year when assigned to a full-day program, Smith started having misbehavior issues. The school met with the grandparents (guardians) and it was agreed to reduce Smith’s attendance to half-days with the warning that if his behavior continued, he would be expelled. In November, Smith was suspended for five days after lewd comments were made to another student. The SPC, similar to Doe’s case, extended the suspension indefinitely. Late November, it was protested the actions were almost identical to Doe’s and Smith was allowed to return to the half-day program at A.P.
In this case, the IEP requirements of the child Frank Evans were not met by the school and the district. The reading and the facts provided in the case show that the district did not have any IEP for the child prepared at the beginning of the school session (Wrightslaw - Caselaw - Evans v. Rhinebeck (S.D. NY 1996), n.d.). The IDEA states that the IEP has to be prepared in a meeting where the child’s parents, a qualified spokesperson from the concerned school, the child’s teacher and when possible the child himself. With the consensus of the people mentioned here a detailed document about the assessment of the child’s educational needs and an action plan to meet the same is devised. Frank Evans was within his legal rights under IDEA to have an IEP for himself which was not provided and hence severely undermined the child’s performance levels in the school (FindLaw's the United States Supreme Court case and opinions,
Thomas Jefferson was a man who believed that all American citizens need to be educated so that they may exercise their rights. He saw public education as essential to a democracy. One proposal he made for public education would guarantee that all children could attend public schools for three years. However, much like other early school reforms, this proposal received much rejection and was never brought into being. Despite this rejection, Jefferson still believed that America needed public education. Eventually, he opened the University of Virginia. Even though his bills and proposals to benefit public education never saw the light of day, he still made many contributions to public education by providing the foundation on how a democracy should handle educating its
High school is a time for students to develop new interests, talents, and hobbies. As well as, prepare them with material they need for college or the workforce. Most schools, Sequoyah High School being amongst one of these schools, are lacking the resources that students need in order to pursue these academic interests. Although Sequoyah High School is a great high school for students in Monroe County, there are several issues that still need to change in order to help better the school system as a whole.
...hen the watchman finally discovers the dead fraternity boy. When describing Black Aggie’s eerie gaze, she scowled while narrowing her eyes to a demonic expression. Even though the original story was told to her many years ago, I was surprised to hear her perform the storytelling in such a passionate way. She fluently elaborated, and was able to fill in crucial details when necessary in order to narrate a suspenseful and entertaining story of Black Aggie.
A year later, after being arrested for burglary, Lucas was sent to a school for juvenile delinquents. During his stay at the school,
Main Challenges at Bayou High School Bayou High School is one of three high schools in an independent school district of 20,000. Bayou High School is the oldest high school in the district, and at one time served a predominately upper middle class population. Over the past two decades, the face of the community surrounding Bayou High School has changed. The number of lower income housing units has increased, the minority population has increased, and the unemployment rate continues to rise. The changing demographics of the Bayou High School community are reflective of the Bayou High School student body population (Stader, 2006).
On 10-27-17 at approximately 1133 hours, I was dispatched to the Cleveland Elementary School regarding a psychological evaluation. PPD Dispatch advised that a student, later identified as Allison Cantalupo was chasing another student with a piece of glass. School Staff members were able to corner Cantalupo and locked her in a room.
The disabilities identified were Attention Deficit Hyperactivity Disorder (ADHD), Emotional Disturbance (ED), and Attention Deficit Disorder (ADD). The special education teacher began to interact with all of the students right as they entered the classroom and also while the teacher provided them with instruction. She was extremely personable and approachable. It was apparent that even though it was a three- week summer school session, she had established a connection with the students and, therefore, developed a learning bond in the process. The boys seemed to have a great bond as well, and they worked together to complete their assignments. There were also obvious interactions among the boys that were unrelated to the lesson but not disturbing or distracting to the class. The special education teacher jokingly came near the boys and began to talk to them and suggested they continue to work together to keep each other engaged. The special education teacher mentioned that there were times when the boys will not respond to encouraging them to stay engaged and will resist her advances. Therefore, she has to make the decision when to press on to get them involved and when to back off and give them some time with the hopes that they will
Education: Benny continues to attend South Amboy Elementary School in South Amboy. He is currently in the third grade regular education. When Benny was first placed in the Rodriguez home. He was not enrolled in school when he resides with his biological parents. Benny struggle with writing and did not have the opportunity to develop healthy peer relationships because this youth’s mother reported that she “home schooled him” without the approval of the school district they resided in. Since Benny has been enrolled into the South Amboy Elementary School his academic progress has improved but he is still below average for his grade level. Mrs. Rodriguez has requested for Benny to be evaluated by South Amboy Special Service. CM will follow up with
It's November, the shittiest month of the year. The past couple days have been absolute hell, I started walking around in my trench coat with the rest of the group and almost everyday we get attacked by the jocks, the odd thing is, Mary never gets attacked. She always gives a certain look to them, like a signal. I could be tripping though, cause I did get my head stomped on the last time I saw her give the look, so it could possibly just be my imagination. As me, Riley, and Boyd were walking through the lunchroom we noticed something peculiar, "What in the fucking hell is that?" said Boyd. He was talking about a large group of students gathered in a circle, shouting. We run over and push through the crowd. Once we are through we see a kid fighting
It was observed a 5th grade elementary student, that for privacy we will name him J during this case study. He arrived to the school in the second semester of Fourth grade and he has being diagnose under the umbrella of the Autism spectrum from the previous school documentation. J was served by the Especial Education content Mastery (“as known Especial Ed. Classroom”) in period of times during the day, but he was place in a regular education classroom. He immediately presented behavioral issues due to the transition of a new environment and his learning disabilities. After a couple incidences, the administrator called the ARD committee to meet and review his IEP and place new behavioral strategies to follow. J made it through the year with continue incidences where he spend most of the time in the Content Mastery classroom. At the beginning of the 5th grade year they continue with the strategies that were in place from previous year; those were making a changed, not a constant issue, but once in a while his outburst were severe to the point that he got so angry that he broke a glass door, others where he just run away from the classroom crying and went into a bathrooms or outside to the playground stating that he had problems with his sugar levels; “sometimes it has difficult to identify if the cause of his outburst was cause by the diabetes or the autism” as the teacher aide stated.
He is ejected from the school during his junior year when the trustee who ws in