Kristi Kahl/00-01/Diary Entry 18

Entry # 18:
Drastic Action

I really couldn't believe my eyes. Here we were, six weeks before the end of the school year, and once again, 67 eighth-grade students were listed on the multiple F data report. (For those of you just joining me, 2 or more F's on the final report card result in an 8th grade student not being promoted to high school here.) My God, I thought, we have actually almost tripled the numbers from last year! How could this be?

I cannot begin to describe the frustration inherent with this issue. As a teacher, I took every F personally, and equated it with my own personal failure to reach my students. With the exception of students who almost never came to school, I could never justify an F until I had done everything within my power to ensure student success. But as a principal, I found that not all teachers think this way.

I realized I had run out of time to convince teachers to do things differently. Instead, it was up to me to find a way to save these kids. Our mentoring program had been met with resistance earlier in the year, and teachers who staff the after-school homework center were demanding that we not allow students with discipline problems to attend. Physical and emotional exhaustion were about to overcome me, and frankly, I was getting ready to "turn my keys in" to my boss. But instead, I tried one last-ditch effort.

Demanding success

During an administrative team meeting, we took the 67 kids and divided them up among 10 non-teaching personnel, including me, and assigned them mentors. We purposefully separated the boys from the girls. One counselor and I decided to take over all 21 girls, while our Dean and Assistant Principal, both males, took over for the boys. What we did for one group, we did for the other.

It was a Wednesday afternoon, and I called all 21 girls (3 were absent) into a room. I began by asking them, "What high school are you planning to attend next year?" and wrote down each of their answers. Next I informed them, "As of this minute, you can forget about attending ANY high school, since you are officially on the multiple F list." Their eyes looked at the floor, or at me, with a panic-stricken appearance. Complete silence filled the room.

I softened the next part a bit: "The good news is that I am here to help you. But I'm only willing to work if you are willing to commit to bringing your grades up." I went on to explain that we would be meeting every day for two weeks at lunch, and again after school for one hour. I also told them that we were going to have a late night study session that lasted until 9:00 p.m. (This was originally going to be a slumber party, but I couldn't get any other adult to commit to it with me!). The girls rolled their eyes and gave me looks that said, "forget this!"

But I didn't give up. I went on and asked them how they planned to take care of themselves without a high school diploma or a college degree. I reminded them that there are no guarantees that a man is going to stick around and take care of them. Many of them started to nod their heads in understanding. I told them that they owed it to themselves to stick it out and finish middle school properly so they could hold their head high at our promotion activities. They began to get excited.

"We have to start now!"

I passed out a permission slip for the after school and late night study session, and informed the girls we would be starting on Monday. One of the most difficult girls in the group shouted, "Dr. Kahl, we can't wait until Monday! We have to start this TOMORROW!" Several girls loudly agreed. I had succeeded in generating enough enthusiasm to get started, and, of course, we started the next day.

I shared my plans with the eighth grade teachers that following day, and several committed to coming to at least part of the late night study session or one afternoon session. I explained that I would be requesting missing assignments for the girls, and that I needed their cooperation. I also explained that I was teaching the girls to prioritize, by picking one class grade to work on first, and then when that one was brought up to passing, to attack the next one.

Most of the teachers were in agreement that I had to do something, and they were willing to do what they could to help. A couple remained steadfast in their belief that I was "spoonfeeding" these kids, and they made it extremely difficult for me to get the make-up work the kids needed. I finally had to devise a memo that I could use to keep my requests for work formal. At an extremely busy time of the year, this extra work felt like it was just about enough to kill me.

It's working

The girls have been regularly attending the sessions, and many have moved themselves off of the list. I'm feeling confident that all but three of the girls are going to make it by the end of next week (our make-up deadline). Two who will not make it are chronically absent, although on the couple of days they were at school, they attended our sessions. The third girl is in what I call a serious state of denial. She just keeps claiming that her grades are up and everything is fine, even though she currently has at least 4 F's.

The teachers are excited about how committed the girls (and the boys) have been to raising their grades. But they want us to do something earlier next year. I agree. Since they didn't like the plan we made this year, I will be asking the eighth grade teams to figure it out and let me know what the plan is. Simply stated, I'm too tired to do this again next year.

Entry # 18: Drastic Action

Entry # 18:
Drastic Action