What a relief that idiocy knows no bounds.

Apparently, there ARE stupid people everywhere, and some of them teach school (just like every other profession). From Australia:

An Australian teacher was reprimanded after giving students an assignment to plan an extremist attack designed to inflict maximum casualties, officials said Wednesday.

The Kalgoorlie-Boulder Community High School class in Western Australia were told to plot against "an unsuspecting Australian community", with the goal "to kill the most innocent civilians in order to get your message across".

The students, aged between 15 and 17, had to explain their choice of victim, location, time and weapon, as well as describe the effects their method would have on the human body.

The assignment, which was designed to test pupils' ability to apply what they had learned about terrorism in a society and environment lesson to "real life", was quickly withdrawn after an angry backlash from parents.

"It was certainly an inappropriate method of exploring the issue of conflict and had the potential to offend and disturb parents and impressionable students," said Western Australia state education minister Liz Constable.

Sharyn O'Neill, head of the state's education department, said it was "inappropriate, it was insensitive and rightly, people are upset".

She apologised to one family in particular with a girl in the class who had lost a relative in the 2002 bombings on the Indonesian resort island of Bali.

"We are very sorry for the pain and discomfort that this situation has caused," said O'Neill. "Certainly no ill was meant by this assessment task."

School principal Terry Martino said the teacher was "relatively inexperienced" and it was a "well-intentioned but misguided attempt to engage the students".

Wow. Really? It would have been such a better assessment of the lesson's goals to assign kids this: You are the new Home Secretary (or whatever Australians call an equivalent position). How specifically would you attempt to prevent a terrorist attack in _________ (name the nearest large city in Australia). Create a list of at least 5 concrete actions or programs that could be created to address specific situations discussed in class."

Idiocy from the Education Dept. Bureaucracy vs. a principal who did everything she could

Oooooh, this makes my blood boil. Read the whole thing-- it's worth it.

From the New York Times:

BURLINGTON, Vt. — It’s hard to find anyone here who believes that Joyce Irvine should have been removed as principal of Wheeler Elementary School.

John Mudasigana, one of many recent African refugees whose children attend the high-poverty school, says he is grateful for how Ms. Irvine and her teachers have helped his five children. “Everything is so good about the school,” he said, before taking his daughter Evangeline, 11, into the school’s dental clinic.

Ms. Irvine’s most recent job evaluation began, “Joyce has successfully completed a phenomenal year.” Jeanne Collins, Burlington’s school superintendent, calls Ms. Irvine “a leader among her colleagues” and “a very good principal.”

Beth Evans, a Wheeler teacher, said, “Joyce has done a great job,” and United States Senator Bernie Sanders noted all the enrichment programs, including summer school, that Ms. Irvine had added since becoming principal six years ago.

“She should not have been removed,” Mr. Sanders said in an interview. “I’ve walked that school with her — she seemed to know the name and life history of every child.”

Ms. Irvine wasn’t removed by anyone who had seen her work (often 80-hour weeks) at a school where 37 of 39 fifth graders were either refugees or special-ed children and where, much to Mr. Mudasigana’s delight, his daughter Evangeline learned to play the violin.

Ms. Irvine was removed because the Burlington School District wanted to qualify for up to $3 million in federal stimulus money for its dozen schools.

And under the Obama administration rules, for a district to qualify, schools with very low test scores, like Wheeler, must do one of the following: close down; be replaced by a charter (Vermont does not have charters); remove the principal and half the staff; or remove the principal and transform the school.

And since Ms. Irvine had already “worked tirelessly,” as her evaluation said, to “successfully” transform the school last fall to an arts magnet, even she understood her removal was the least disruptive option.

“Joyce Irvine versus millions,” Ms. Irvine said. “You can buy a lot of help for children with that money.”

Burlington faced the difficult choice because performance evaluations for teachers and principals based on test results, as much as on local officials’ judgment, are a hallmark of the two main competitive grant programs the Obama administration developed to spur its initiatives: the stimulus and Race to the Top.

“I was distraught,” said Ms. Irvine, 57, who was removed July 1. “I loved being principal — I put my heart and soul into that school for six years.” Still, she counts herself lucky that the superintendent moved her to an administrative job — even if it will pay considerably less.

“I didn’t want to lose her, she’s too good,” Ms. Collins said, adding that the school’s low scores were the result of a testing system that’s “totally inappropriate” for Wheeler’s children.

Justin Hamilton, a spokesman for the United States Department of Education, noted that districts don’t have to apply for the grants, that the rules are clear and that federal officials do not remove principals. But Burlington officials say that not applying in such hard times would have shortchanged students.

At the heart of things is whether the testing system under the federal No Child Left Behind Act of 2001 can fairly assess schools full of middle-class children, as well as a school like Wheeler, with a 97 percent poverty rate and large numbers of refugees, many with little previous education.

President Obama’s Blueprint for Reform says that “instead of a single snapshot, we will recognize progress and growth.” Ms. Collins says if a year’s progress for each student were the standard, Wheeler would score well. However, the reality is that measuring every student’s yearly growth statewide is complex, and virtually all states, including Vermont, rely on a school’s annual test scores.

Under No Child rules, a student arriving one day before the state math test must take it. Burlington is a major resettlement area, and one recent September, 28 new students — from Somalia, Ethiopia, Kenya, Sudan — arrived at Wheeler and took the math test in October.

Ms. Irvine said that in a room she monitored, 15 of 18 randomly filled in test bubbles. The math tests are word problems. A sample fourth-grade question: “Use Xs to draw an array for the sum of 4+4+4.” Five percent of Wheeler’s refugee students scored proficient in math.

About half the 230 students are foreign-born, collectively speaking 30 languages. Many have been traumatized; a third see one of the school’s three caseworkers. During Ms. Irvine’s tenure, suspensions were reduced to 7 last year, from 100.

Students take the reading test after one year in the country. Ms. Irvine tells a story about Mr. Mudasigana’s son Oscar and the fifth-grade test.

Oscar needed 20 minutes to read a passage on Neil Armstrong landing his Eagle spacecraft on the moon; it should have taken 5 minutes, she said, but Oscar was determined, reading out loud to himself.

The first question asked whether the passage was fact or fiction. “He said, ‘Oh, Mrs. Irvine, man don’t go on the moon, man don’t go on the back of eagles, this is not true,’ ” she recalled. “So he got the five follow-up questions wrong — penalized for a lack of experience.”

Thirteen percent of foreign-born students, 4 percent of special-ed students and 23 percent of the entire school scored proficient in reading.

Before Mr. Obama became president, Burlington officials began working to transform Wheeler to an arts magnet, in hopes of improving socioeconomic integration.

While doing her regular job, Ms. Irvine also developed a new arts curriculum. She got a grant for a staff trip to the Kennedy Center in Washington for arts training. She rented vans so teachers could visit arts magnets in nearby states. She created partnerships with local theater groups and artists. In English class, to learn characterization, children now write a one-person play and perform it at Burlington’s Very Merry Theater.

A sign of her effectiveness: an influx of new students, so that half the early grades will consist of middle-class pupils this fall.

Ms. Irvine predicts that in two years, when these new “magnet” students are old enough to take the state tests, scores will jump, not because the school is necessarily better, but because the tests are geared to the middle class.

Senator Sanders said that while the staff should be lauded for working at one of Vermont’s most challenging schools, it has been stigmatized.

“I applaud the Obama people for paying attention to low-income kids and caring,” said Mr. Sanders, a leftist independent. “But to label the school as failing and humiliate the principal and teachers is grossly unfair.”

The district has replaced Ms. Irvine with an interim principal and will conduct a search for a replacement.

And Ms. Irvine, who hoped to finish her career on the front lines, working with children, will be Burlington’s new school improvement administrator.

“Her students made so much progress,” Ms. Collins said. “What’s happened to her is not at all connected to reality.”

The story about the immigrant child and the passage about Neil Armstrong reminded me of that film The Gods Must Be Crazy. And the gods at the Education Department (many of whom have spent zero time in a classroom themselves) must be crazy to think that Bush administration policies that require new immigrants to be proficient in reading within a year should continue to be inflicted upon American students and public schools.

Throughout history our schools have been at the front lines of assimilating the children of immigrants to American culture. Most history books point to these successes when discussing the great waves of immigration that have swept over the United States since its inception. Yet how might that success have been viewed if test scores were the sole determination?

We teachers know our students as individuals. But schools with low student test scores are all lumped into a single category of failure regardless of the circumstances.

Where's some of that change you promised, President Obama?

Infuriating! Idiotic!

One of my AP students came into my room and handed me her homework. "I may not be here for class, Ms. Cornelius."

"Oh? Why not?" I asked.

And then she started crying. Big fat tears from eyes squeezed tight.

"The school... the school... they are kicking us out and say we don't live where we are living...."

To sum up, it basically equals a lost job, a lost home, living with a family friend until they move into a new apartment in a few weeks. They pulled her out of her class and told her she was no longer enrolled and to go home. They did not contact her parents, and she doesn't drive. So she huddled in my room for two hours until she finally could get grandma to come and pick her up.

By the way, during that time, she voluntarily took a quiz (got a B on it, too, even with the tear stains) and took notes from class discussion. Even knowing she might not be back.

Now, they ARE living in our district, and I have told you before that this district is usually more than willing to allow any batch of malcontents to remain in our district even if they claim they are living at the Mailboxes-to-Go store down the street. And once granted the boon of a completely free edjicashun at the expense of the actual residents of this district, these non-resident kids promptly proceed to fight, skip class, sass teachers, call other kids fags, and whatnot. These kids still roam the hallways of our district. There are several dozen of them in my school alone. Some of them even live in a nearby state. They cause chaos and disrupt learning as naturally as breathing.

But hey, let's fitfully start enforcing attendance on a kid with a B grade point average in honors classes. Let's KEEP the miscreants and toss out the students! Because I notice they haven't dragged the other kids out of here that we all KNOW live twenty miles away.

This is a hard-working, diligent young person who has kept working through economic turmoil, who has been and remains a resident of our district.

And -- well, let me just go there. Let's also consider that, as a student who falls within TWO targeted categories on NCLB, this kid's presence at our school should actually be considered a blessing when it comes to making AYP across targeted groups. Maybe that would help overturn this stupid decision.

Makes me want to barf.

And yes, I did suggest to her that the magic words to make this all go away were "homeless student," since they believe that her family is lying about living wherre they live.

Where did they learn this?

Just when I think I have heard it all, along comes something like this....

CHESTERFIELD, MO — Four or five Parkway West Middle School students will be disciplined after administrators found out this week that they designated a "Hit A Jew Day" at the 850-student school.

Principal Linda Lelonek learned Monday evening that her sixth-graders had started an unofficial "spirit week" last week.

The students started with "Hug A Friend Day," moved to "High Five Day," "Hit A Tall Person Day," and then, finally, this Monday, to "Hit A Jew Day," representatives of the Parkway School District said.

The students generally were not being violent, Lelonek said, but instead "tapping" their peers.

"It was almost like a tag thing," Lelonek said. "But then it changed."

She now knows of three or four students who were slapped; none told school officials about being hit. "They said, 'We were just playing,'" she said.

After school Monday, Lelonek heard from the mother of one of the school's roughly 35 Jewish students.

Lelonek called an all-sixth-grade assembly first thing Tuesday morning. She said she asked the students if they had heard of each designated "day." Nearly all raised their hands. Then she asked, "What's tomorrow going to be? 'Hit A Principal Day?'"

"You could have heard a pin drop," she said. "One started saying, 'Oh, no, Ms. Lelonek.'"

"I said, 'Don't say a word.'"

Lelonek said discipline will range from parent conferences to suspensions.

She said the sixth-graders will be studying the Holocaust later this year. "It's going to be a little more meaningful this year than it's ever been before," she said.

Incredible. Good grief.

Oh, the incredible IRONY of it all!

I was just trying to look up a word, and I went to Merriam-Webster's online dictionary site.

I am trying to decide whether to laugh in derision or to cry. Help me out, here, people.

The URL is misspelled. Merriam-Webster's website MISSPELLED its own name!


AAAAAAAAUUUUGGH!

Gawdhelpus!