Dear Editor:
Last week I read the letter concerning the school board and holding outside meetings. I do not have an opinion about the meeting except I know that day-to-day issues go on even during a crisis.
On a national level there is the Ebola crisis, the Middle East crisis, the immigration crisis yet weekly fundraising and golf outings continue. On a state level our governor still plays politics with the budget by releasing health-related monies under the pretense of being on top of the Ebola situation.
I am interested in how the board handles the classroom issue that I read about in the paper and on Facebook the past week. Assuming the classroom disruption has not taken place since school started and has gone on for several years, I am wondering what data has been collected to address the root cause. Example: which school has the most complaints from parents and teachers, which grades has the most issues, what are the ages of the problem students, what are the specific problems, was the student male or female, is race involved, a.m./p.m., etc.
If the school board does not have this information how could they develop a workable solution? Its interesting that most solutions are quickly put forth and do not really address the root cause. Therefore the problem never goes away.
I would hope the board puts forth a plan and backs it up with data that shows why the plan was developed. Also make sure there is a way to track results so the board will know if the plan works. Again most things are not measured therefore the problem never goes way.