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Norwalk: Advocate Says Bruce Morris Should Be Held Accountable


by turfgrrl


December 21st, 2007 · 51 Comments

Another public call for Bruce Morris and the Norwalk BOE to account for Morris’ hours. This time for the editorial board of the Norwalk Advocate.

When a public employee is a lawmaker too

Editorial Published December 21 2007

Some problems just don’t have an easy answer, and the question of what to do about Bruce Morris, who serves in the state Legislature while employed by the Norwalk Public Schools, is one of them.

Shortly after Mr. Morris was sworn in for his first term as a member of the state House of Representatives, grumbling began that he shouldn’t be spending time in Hartford while being paid by the city to do a job here. It’s not hard to see why that would make some look twice.

But Mr. Morris and several supporters assured taxpayers that he was able to handle both jobs. His position as the school district’s human relations officer isn’t an 8 a.m.-4 p.m. affair, he said. Much of the work occurs at night and on the weekends.

That sounds good, but taxpayers deserve a solid accounting of how he spends his time. The city pays him $80,000 - no paltry sum. And the question remains about what to do when Mr. Morris’ position with the state does take him away from work that needs to be done here.

The Norwalk Board of Education this summer decided that Mr. Morris would have to pay for a substitute when he could not perform his duties for the city.

Mr. Morris agreed to the terms, but his colleagues in Hartford wanted a closer look at the arrangement. Most state legislators also hold full-time jobs, and there are laws in place to protect them against penalty from an employer, although employers can withhold pay for time lost.

But Mr. Morris’ situation is different from most. He is paid by the public. Taxpayers cover his Norwalk duties - which include diversity training, investigating harassment complaints and several others. They also pay him $28,000 for his role as a freshman lawmaker, plus a $4,500 expense allowance.

It just doesn’t seem right to ask the public to kick in again if a substitute is needed to cover for him.

But against all that we have to weigh the benefit of having someone with his background in the General Assembly. The reason for adopting protections for employees who serve in the Legislature was so we don’t wind up with a governing body made up solely of the “wealthy and self-employed,” state Attorney General Richard Blumenthal said in a legal opinion on the issue he released this week.

For obvious reasons, we need people who exist in the real world to serve in the Legislature. And that includes people who work in the public sector. Make it too hard for that to happen, and we could wind up with a bunch of lawmakers who have little grasp of most of our day-to-day lives and problems.

Mr. Blumenthal in his opinion said the school district could require Mr. Morris to pay for a substitute if and when one is needed, but it would have to do the same for other administrators whose absence from work “for other purposes” would require the hiring and training of a substitute.

That certainly seems fair. But perhaps the first thing the school board should do is take a look at what other things, if any, administrators might be doing while on the public’s dime. It’s hard to see many cases where that would be acceptable. House Speaker James Amann in an October letter to Mr. Blumenthal, said, “I further understand that the (Norwalk school) board may have a policy of allowing administrators to absent themselves during work hours for other purposes, such as teaching classes at outside institutions.” If that is in fact the case, school administrators need to explain when that is happening and why.

On the larger issue, perhaps the school board could set a level after which employees have to cover the cost of compensating for their absence. That’s not perfect, but there’s no perfect answer here. As for Mr. Morris, both he and school officials owe the people a public accounting of how he is handling his dual role.

Tags: Norwalk

51 Responses so far “Norwalk: Advocate Says Bruce Morris Should Be Held Accountable”


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  • 1 EFFORTS TO REDUCE RACIAL, ETHNIC, AND ECONOMIC ISOLATION // Dec 21, 2007 at 5:57 pm

    Connecticut law requires that school districts provide educational opportunities for its students to interact with students and teachers from diverse racial, ethnic, and economic backgrounds. This may occur through magnet school programs, public school choice programs, charter schools, minority staff recruitment, inter- or intra-district programs and projects, distance learning, or other experiences. Below is the description submitted by this school district of how it provides such experiences.

  • 2 Brookside's efforts // Dec 21, 2007 at 5:58 pm

    Brookside School is a neighborhood school that is made up of a diverse population racially, ethnically, and with varied economic backgrounds. Teachers and parents collaborate to emphasize the multi-cultural differences. They share their ethnic heritage, language, art, music and foods. There are several celebrations during the year to honor our differences. Students, parents, grandparents and community members share information about their heritage and backgrounds. The PTO funds enrichment programs that bring a wealth of cultural and educational experiences to the students. There is a parent group that volunteers its time to do art appreciation classes with all students. There are parents that volunteer their time to conduct computer-based teaching at all grade levels. After school child care is provided with some scholarship assistance. There are two grant programs that offer students after school assistance in reading, math and technology. There is a mentor program that reaches out to several children to give them additional adult support.

  • 3 Columbus's efforts // Dec 21, 2007 at 6:00 pm

    At Columbus celebrations and awareness of our varied cultures are an integral part of our Bank Street/HOT School model. During the school year students learn about and gain a mutual respect for our differences through our Social Studies based curriculum and Tribes; a process of learning and being together. Every Friday the entire school gathers and attends our All School Meeting to celebrate and share as a community. We collected toiletries and water making kits to send to the survivors of Hurricane Katrina. Our Human Relations made presents and sang for the elderly at Honey Hill, held a can food drive for the Emergency Shelter and created gift bags for our soldiers in Iraq. Our second grade through their Culture and Heritage Unit held a World’s Fair comprised of the variety of cultures and heritages represented in our school. The entire school and parents visited the fair learning about different cultures through dance, music, food and student displays. Our third graders studied immigration and presented a shadow puppet play following the life of a Norwalk immigrant. Our first graders held an International Market and raised money to purchase goats for the Heifer Project. Through our rich units of study and our focus on the world around us we continually increase student awareness of the diversity of individuals and cultures.

  • 4 Cranbury's efforts // Dec 21, 2007 at 6:01 pm

    The student population of Cranbury School, which is composed of an estimated yearly enrollment of 500 children from diverse racial, ethnic, and socioeconomic backgrounds, provides a daily opportunity for our students to learn from and about children with different life experiences. In an effort to capitalize on this wonderful opportunity and to prepare our students for success in the “real world”, we have implemented programs and activities, which teach children the art of cooperation. We continued to emphasize character education. Monthly themes were reinforced through classroom lessons, weekly loudspeaker announcements, and monthly “Lessons for Life” awards which were given at school-wide meetings, recognized students at every grade level who emulated positive character traits. We applied our lessons in “caring” this year in providing outreach to those less fortunate in another part of the world. Cranbury students collected nearly $2,000.00 in donations for the Save the Children, Katrina Relief Fund. Emphasis was placed on students donating “their own money” from allowance or piggy bank savings to reinforce the “responsibility” they have as world citizens. In order to better understand and meet the needs of all of our families in the Cranbury community, our PTO continued to focus their attention on ways to increase parent involvement. We learned from previous efforts that curriculum related, child-centered activities are the most meaningful for parents. Taking this direction we had two very successful events, a school-wide Literacy Week and a Science Exploratium. We are currently revising the format of our PTO meetings to make them more “family friendly” where general business meetings will be coupled with a family fun event or a curriculum related activity, at the school and at various locations throughout the school community. The theme for our school enrichment program this year was “unity is Community - Celebrate Cranbury”. Cranbuddies were assigned a character block as a focus for their group. Students worked with staff and artists in residence in the areas of art and dance, to create costumes and develop dances which their group then performed at the school-wide celebration at the end of the year. This exciting program was funded through the support of our P.T.O. and a grant from the Connecticut Commission of the Arts. We will implement similar theme related programs again during the next school year and will seek more opportunities for successful, collaborative experiences.

  • 5 Jefferson's efforts // Dec 21, 2007 at 6:02 pm

    Jefferson Elementary School is a richly diverse neighborhood school made up of students from many cultures. Our parents speak 27 different languages and dialects in their homes. Many cultural and ethnic activities are planned during the year both for individual classes and assembly programs. Parents, grandparents, other relatives and children share information on their heritage, customs, languages, arts, music, and foods with our students and staff. Each of our teachers has a unique way to emphasize the multicultural contributions made by various groups in the 23 classrooms. As an example, our music teacher teaches dance from the students’ backgrounds as well as songs from different lands, and the art teacher also selects many art projects from various countries reflecting the cultural make-up of our school. Classroom teachers plan and implement multicultural activities and projects throughout the year. Jefferson opened in 2006 as a science magnet school desgined to reflect the demographics of the greater Norwalk community. Students residing in our attendance zone will continue to attend our school. The science magnet will be advertised through the media, community meetings, and open houses and students from all areas of the city will be invited to apply. This transition has involved all staff in both content specific as well as inquiry based professional development. Private science organizations have been linked to the school to increase the number of off site experiences for each child, as well as increase the frequency of bringing local expertise into the classrooms. Our P.T.O. hosts an annual International Dessert Night that is attended by many parents and students. Parents bring to school specially prepared ethnic desserts to share with all the other parents and children. This event is well received by all.

  • 6 Kendall's effort // Dec 21, 2007 at 6:03 pm

    Kendall is a community school. We are proud of the diversity among the students, families and staff. Families at Kendall are able to participate in before and after child care through our After-School Alliance Program. All after school lessons, such as soccer, karate, track, computers, science and art are free. During the school day teachers provide opportunities for cultural sharing. We have sponsored a Grade 4 food fair, parent demonstrations reflecting different customs, and trips to the Statue of Liberby/Ellis Island, Sturbridge Village and Hartford, to give students the perspective of the past and future that make our country what it is. Kendall staff members continually volunteer their time to provide parents with information on teaching children to read, getting children ready for school, and parenting. We plan to expand our programs this year and offer more family learning activities. We are committed to meeting the needs of families as well as children and to providing an excellent program for every child at Kendall School.

  • 7 Rowayton's efforts // Dec 21, 2007 at 6:04 pm

    1. Link to Literacy - As part of our school-wide effort to close the achievement gap, the PTA funds targeted instruction by classroom teachers to over fifty-eight students who are not performing at high levels of achievement on formal and informal tests. The positive results are indicated on students’ CMT results and their classroom performance.
    2. Community Service Projects - Rowayton School has two organizations which promote local and global initiatives. Children in grades one through five participate in community acts of good deeds. *Student Council - a representative group of children from grades kindergarten through grade five work with the parent group of volunteers to focus on values, services and annual events. Every child in need of support in our school family receives holiday gifts supported by this program. Teachers, parents and members of the community give time, financial assistance and presents to support the cause!
    3. Mentor Program - Children are mentored one hour per week by volunteers to establish a meaningful relationship and to receive encouragement to achieve academic excellence. Children from all grades are in this program, though more mentors are needed.

  • 8 Tracy's efforts // Dec 21, 2007 at 6:05 pm

    In an effort to reduce racial, ethnic, and economic isolation, our school is involved in several inter and intra-district opportunities. Grades 1, 3 and 5 students maintain active pen pal correspondence with students from surrounding communities. Grade 1 students also visit, and host a visit from their Toaquam School pen pals. Fourth and fifth grade students participate in a nature center program that involves urban and suburban communities. Tracey School celebrates National Minority Parents Involvement Day. On Grandparents Plus Day, over 300 senior citizens interact with the school community. Units from the World of Difference program are integrated into the school curriculum. Tracey families host a Cultural Dinner to share ethnic dishes and stories from each family’s cultural heritage. Tracey offers Bilingual and ESOL instruction to our students. Our Kindergarten through Grade Five Bilingual students are serviced in their regular classroom environment as well as receiving additional support from certified staff. The building welcomes these programs to our school community as they enrich our school’s culture and diversity through their presence.

  • 9 Fox Run's efforts // Dec 21, 2007 at 6:06 pm

    All Norwalk Public Schools are integrated. Students interact daily with other students from diverse racial, economic and ethnic backgrounds. Each year our second grade classes organize an International Day that is the culmination of a unit of study dealing with different ethnic customs, songs and dances. Through the medium of music, dance and dialogue, the children produce a very impressive International Day performance for their families and all of the children in the school. Throughout the school year, cultural assemblies take place and foster respect for cultural differences. During Grandparents Day, grandparents tell stories about their ethnic backgrounds and share their memorabilia. Through World of Difference lessons, students have different cultural experiences and learn to celebrate the diversity of people throughout the world. We also have a Black History Month Assembly. Fox Run sponsors a program called Fox Run Loves to Read Day. Many of the readers from multi-cultural backgrounds come into classrooms, share multi-cultural stories, and serve as wonderful communicators and role models for our children. By exposing our students to these various activities and positive role models, Fox Run children broaden their horizons and extend their worldview. All Fox Run staff members have been trained in TRIBES. The TRIBES program is aimed at eliminating isolation in the classroom and building strong bonds between students and teachers. The program fosters mutual respect for differences. Both our music and art programs enable students to learn about a variety of cultures. In art, students have engaged in exploring a variety of multicultural art forms through projects of every sort. The music teacher engages her students in learning songs and dances from around the world. Our students take great pride in what they learn and achieve through the arts.

  • 10 Naramake's efforts // Dec 21, 2007 at 6:07 pm

    Naramake Elementary School has focused on the continued improvement of our educational plan and integration of our curriculum areas. Naramake Elementary School continues to strive toward its mission, that the staff of Naramake School is dedicated to striving for excellence in the totality of its role with the students and parents of the community. We acknowledge the need to accept every child into a nurturing and encouraging school atmosphere with the over riding conviction that every child’s potential must be developed to its maximum. We further acknowledge that while societal changes have brought challenges, and in fact obstacles to learning, it is our task to seek alternative ways to instruct and inspire children when necessary. We are committed to a process of involving the parents and families of each child in a cooperative effort that stresses learning and social development.
    OUR MISSION IS TO EDUCATE EVERY CHILD EVERY DAY — ALL CHILDREN CAN LEARN AND WILL
    LEARN AT NARAMAKE ELEMENTARY SCHOOL.
    *We are in year two of implementing our new science curriculum.
    *Continued academic support has been integrated into the classroom through the utilization of paraprofessionals, consequently avoiding “pull outs”.
    *The school has been successful in obtaining grants to conduct after school programs.
    *Grades K-2 are piloting the standards based Growing with Math program.
    *Family Resource Executive Board has been formulated to involve teachers, parents, business and minority representatives, as a Steering Committee to the School Administration continued to build upon goals of the program.
    *School Business Cooperative-The 1st through 5th grades have become involved in the elementary level Junior Achievement Program, which has been integrated into our curriculum-piloted after school Junior Achievement Program.
    *PTO-A joint effort between the school PTO and teachers has been undertaken to promote independent reading involving students in grades K-5, “Naramake Loves To Read”. The PTO has also developed an enrichment program that is integrated into our curriculum.
    *Naramake School is a school of the 21st century by providing a Family Resource Center at the school. Parent Educators, preschool, and family playgroups are part of this program.
    *Continue to implement Early Literacy Strategies in grades K-3 and 4-6.
    *Teachers in grades k, 1, 2 and 3 initiated or continued to implement writers workshop.
    *Literacy treacher and Librarian are using the Gradual Release of responsiblity to teach about choosing books, easy, just right and hard books, genre and Dewey decimal system, and author’s craft.
    *Use of Nancy Boyles Comprehension activities in grades 4 & 5.
    *Incorporation and integration of CMT sentence stems (open ended questions) across the curriculum in K-5.
    *Use of Interactive read aloud in grade K, some 2 and some 3 classrooms links to writers workshop and enhances oral language development.

  • 11 Marvin's efforts // Dec 21, 2007 at 6:08 pm

    Marvin’s goals to provide equity for all students include:
    Setting high standards for what all students know and be able to do. Everyone -teachers, parents, and students - should know what good work is.
    Ensuring that all students receive a challenging curriculum.
    Guaranteeing that all students have expert teachers.
    Implementing whole school meetings to inform and involve the entire school population in the educational process.

  • 12 Silvermine's efforts // Dec 21, 2007 at 6:09 pm

    Silvermine Elementary School receives students from its immediate neighborhood, as well as students who are transported from other sites within the city. This intra-district boundary system was originally provided to create a more balanced racial and ethnic demographic group within Silvermine’s population.
    Mano-A-Mano Language Immersion Program: This program provides a structure for children from differing linguistic & cultural backgrounds to learn together. The three goals of the program are: academic excellence at or above grade level; High levels of language proficiency in English and Spanish; and promoting positive cross-cultural attitudes.
    Joint efforts between the PTO and teachers provide enrichment programs that incorporate multicultural themes and character development.
    The Norwalk Mentor Program helps improve student self-esteem and attitude. Employees from local area corporations volunteer their time to visit and work with individual students during the school day. The teacher recommended students are given an “extra push” from a reliable caring adult.
    Silvermine Elementary School is a unique and diverse community of learners dedicated to the core principles of trust, respect and responsibility. Our student’s development apply and master the skills of reading, writing, mathematics and critical thinking in a child-dentered learning environment that encourages intellectual curiosity and individuality. Our safe education setting supports cooperation linking the classroom, home and community. Our commitment is to academic excellence and responsible citizenship.

  • 13 Wolfpit's efforts // Dec 21, 2007 at 6:10 pm

    Wolfpit School continues to promote a diverse student culture. The students enrolled represent a diverse racial, ethnic, and economic population. Cultural assemblies were made available to students. These provided an increased awareness and appreciation of different cultures.
    Classroom teachers planned and implemented multicultural activities and projects throughout the year. Black History Month was celebrated with studies on Famous Black Americans. Projects and reports were presented as well as character reenactments.
    Community projects involved the distribution of Thanksgiving baskets with the planning and help of student representatives and a clothing drive for families in need. A “Pennies for Patients” change drive raised money for the Leukemia and Lymphoma Society of Fairfield County. Another fund-raising project was a letter-writing project by some students to ask local business to donate money for the Wittingham Cancer Center in the area.
    A school-wide charity drive took place in the fall to raise a significant amount of money to help students left homeless from Hurricane Katrina. We sent the money as well as formed a pen-pal relationship with one school in Shreveport, LA that took in some of these children forced out of the New Orleans area.
    The Norwalk Mentor Program helps at-risk students with weekly mentor visits from members of local businesses and the community. An after-school program grant allowed us to provide a special academic program after school to at-risk students from our building.

  • 14 Nathan Hale's efforts // Dec 21, 2007 at 6:11 pm

    Nathan Hale Middle School is a very diverse school which provides us with a strength not found in many other schools. Nathan Hale Middle School provides a variety of educational opportunities for its students to interact with and learn about others from diverse racial, ethnic and economic backgrounds. We worked with Middlebrook Middle School in Wilton to attend a presentation on diversity. We held Open House/Transitions night’s presentations at local community centers in South Norwalk. We took field trips to Gettysburg and Medieval Times in New Jersey. We took over 100 students to Nature’s Classroom for a week. Finally, we worked on numerous school projects and units dealing with diversity including Japan, Asia, Africa, and Native Americans.

  • 15 Ponus Ridge's efforts // Dec 21, 2007 at 6:12 pm

    To encourage student interactions beyond their “comfort zones”, a school wide observance of the national Mix- It-Up Day in November was organized and facilitated by the Dean of Students.
    .We offer a course in Japanese language study in grades six through eight. Students in grade eight participate in a two-week trip abroad living with a host family, attending school, experiencing Japanese culture and forging lasting friendships.
    .Teachers and parents chaperone the weeklong Nature’s Classroom outdoor activity for seventh grade students. All of the activities during this week foster positive student interactions and authentic learning situations.
    .Teachers and parents chaperone the three-day trip to Washington, D.C. for eighth grade students. The trip is the culmination of units of study in the social studies and language arts classes. The trip fosters positive student interactions and authentic learning situations.
    .Saturday Academy at the Ridge is a three-hour academic support program. Certified teachers provide instruction in reading, math, decision-making and technology.
    .The Ridge is an after school program that provides students with opportunities to participate in special club activities of interest to students. Intramural and extramural activities provide students with opportunities to participate in competitive middle level sports activities within the school and among the other three middle schools in the district.
    .The Annual Chess Tournament is a month long competition open to all grade levels and playing abilities. Participating students represent all racial, ethnic and economic groups. Students receive awards for their skill and sportsmanship.
    .The Annual International Festival spondored by the seventh grade Purple Team is an evening designed to celebrate the cultures that comprise the team. Students and their families dress in their native costume and share foods from their culture. Students also perform skits, dance and sing.
    .Ponus Ridge is a BEST BUDDIES middle school. Students with and without disabilities are paired in one to one friendships. The program encourages acceptance and integration of those with disabilities.

  • 16 West Rock's efforts // Dec 21, 2007 at 6:13 pm

    - Dual language program was implemented at West Rocks Middle School.
    - A parent Diversity Network has been created.
    - Assemblies and other activities were conducted to celebrate holidays of ethnic groups within the school community to connect all people of all races.
    - Flags representing all nationalities are posted around the school cafeteria.
    - Character Education is implemented as an activity to teach the six pillars of character: Trustworthiness,
    Respect, Responsibility, Fairness, Caring, and Citizenship.
    - Each year, seventh grade students attend an overnight program called Nature’s Classroom. They spend a week participating in team-building activities designed to enhance relationships among staff and students.
    - We still continue with the R.E.A.C.H. Rubric, so students could assess the degree to which they embodied the values of Responsibility, Effort, Attitude, Character, and High Expectations.
    - The school conducts a yearly assembly in honor of Dr. Martin Luther King, Jr. and Rosa Parks. Students share poems, sing songs, dance, and give other performances in front of their peers to celebrate the work of these civil rights leaders.
    - The students participated in an African Drums and Dance class. The program met for 8 weeks after school. As a culminating activity, the students performed at the Dr. Martin Luther King assembly and the Black History Program held at City Hall.

  • 17 Roton's efforts // Dec 21, 2007 at 6:14 pm

    Roton is a diverse school with a 65% minority student population. Our diversity is truly a strength as it closely mirrors the make-up of Norwalk’s population. In a continuous effort to increase and expand interactions students with varying backgrounds, Roton took part in the Nature’s Classroom Program. With the increased availability of technology and the Internet in the school, more students are involved with distance learning. Roton is one of two middle schools that has a bilingual program. These students are truly immersed in all aspects of learning and interact regularly with the entire student population. Our students in the eighth grade Japanese Program spend two weeks in Chiba, Japan as part of a “home-study” program. Cultural and economic differences and similarities were discussed and shared with other students, parents and staff of both countries.
    The students involved in Orchestra, Band, and Chorus perfomed in various programs and festivities. Students also exhibited their artwork in an “art show” at City Hall, at the school and at Barnes and Noble Bookstore. The National Junior Honor Society and the Community Service Club contacted and assisted various groups of citizens throughout the Norwalk community and surrounding suburban communities. Roton now has an active student council. Parenting programs were offered to all parents throughout the year. Speakers and other relevant programs centered on the importance of understanding and appreciating racial, ethnic and economic differences. The Roton community is pleased with the results of these programs and will continue to work on plans and programs to implement in the 2006-2007 school year.

  • 18 Norwalk High's efforts // Dec 21, 2007 at 6:15 pm

    Norwalk High School has a naturally integrated school population, which is racially, ethnically, and economically diverse. Additional educational opportunities are provided to both staff and students to participate with suburban communities such as the Quadtown Conference and Border Crossings. These opportunities provide a forum for students from Stamford, Greenwich, Norwalk, New Canaan, and Darien to meet and dispel myths, misconceptions and prejudice. Border Crossing enables students to meet several times a week and earn credit in the process. The students produce a publication, which is shared by all the districts. In addition, Norwalk High School students participate in the Center for Global studies and the Center for Performing Arts. Our school sponsors over 39 clubs such as the Computer Engineering Club, Building with Books and P.A.L.– Peer Academic Leaders. Many of our clubs and classes conduct fund raisers and food drives to assist disadvantaged students and their families. These activities enforce our commitment to service learning and allow our students to better understand the socio-economic make-up of the greater Norwalk community. We provide our students with various opportunities to interact with students and teachers from diverse racial, ethnic, and economic backgrounds that engage literal knowledge, comprehension, appreciation, analysis, synthesis, and evaluation, as well as a measure of activities designed for authentic demonstrations. Examples of this principle are the AFJROTC contest, Model UN, NCC Computer Security competition, NFTE competitions, drama productions, the annual art show, musical concerts, entrepreneur projects and Project Explore. The World Language Department sponsors a German, Latin, Greek, Spanish, and French Club. In addition, we have a Hispanic Club and an African-American Club.

  • 19 Brien McMahon's efforts // Dec 21, 2007 at 6:17 pm

    Most Norwalk residents, Brien McMahon High School students in particular, have lived in a very diverse society for all of their lives, and they have long enjoyed harmonious relationships with students of all demographic descriptions. What distinguishes Brien McMahon from many other diverse schools, however, is that we also have an interdistrict magnet program within our school. This school-within-a-school attracts students from other districts, a number of which are demographically very different than Norwalk. The students from these largely-white communities usually consider our diversity an attraction.
    While the magnet program, the Center for Global Studies (CGS), is a school-within-a-school, its students are integrated with other McMahon students for over half of their school day. Brien McMahon students not only welcome, but they embrace these students, many of whom participate in extracurricular, co-curricular and athletic activities with mainstream students. Border Crossing and the 4-Town Youth Conference continue to provide Brien McMahon students and students from suburban communities with opportunities to discuss matters of mutual concern and to collaborate on activities that bring together students of diverse backgrounds. Within our school, students in the Peace Project have assumed the responsibility of educating others about many issues, including respect for diversity. The power of the Peace Project lies not only in the message it delivers, but also in the students’ ownership of the program. Within our diverse school, we have been successful in addressing the academic isolation of both majority and minority special education students, a large percentage of which have been academically segregated for many years. Few special education students are in basic education (separate special education) courses; most are in the mainstream academic courses, and they have academic and personal support to help them to succeed. In the 2005-2006 academic year, we planned for the implementation of the Emerging Scholars Program, an initiative that will significantly increase the numbers of African-American students in upper-level courses, thereby reducing their academic isolation. This program will be implemented in the 2006-2007 academic year.

  • 20 Norwalk district's efforts // Dec 21, 2007 at 6:20 pm

    *Diversity is a point of pride in Norwalk. While the district is a naturally diverse community, the school district takes extra steps to ensure that it celebrates and promotes this important asset to students both within and outside of Norwalk.

    *An Affirmative Action employment plan is in place that aims for racial, ethnic and gender diversity. Over the past 6 years, the District’s hiring of individuals from diverse groups has increased.

    Other positive indicators include:

    *Norwalk offers in and out-of-district students a wealth of opportunities not only to mix with a diverse peer population but also rich academic alternatives. For example, the Center for Global Studies, housed at Brien McMahon High School, allows for intensive study during high school of Japanese and Chinese language, culture and history. Beginning with the 06-07 school year, Arab languages and culture will be added to the current offerings. At Brien McMahon High School, a 70 million dollar construction project will be finished in November. The project renovated and expanded both the high school and Center for Global Studies Magnet program. The completed project will accommodate 1,690 students, up from the 1,340.

    *Other programs inlcude Border Crossings, a year-long credit bearing journalism course for high school students that involves 6 districts; and Maritime Magic, a summer and school year program which draws elementary students from 7 districts for an adventure filled study of maritime science.

    *About 363 students attend an intradistrict magnet elementary school. Based on the Bank Street Model, the program is funded by a state grant. The school has instituted important school reform initiatives that address issues of racial and economic isolation as well as the achievement gap between African American, Latino and European American learners. In addition, beginning with the 2006-07 school year, Norwalk students will have the opportunity to attend a science intradistrict magnet program. The program, in partnership with the Maritime Aquarium, will provide about 450 students with hands-on studies of the life, physical, and earth sciences.

    *The district is a Commission on Children Parent Leadership Training Institute site. The emphasis of the program is to bring together a socio-economically diverse group of parents and provide them with civic leadership skills. During the 2005-2006 school-year, sixteen parents completed the twenty-week training course. The institute has an alumnae group comprised of ninety-two graduates.

    *16% of new teachers hired during the 2005-06 school year were ‘of color’.

    *A diversity recruitment plan continues to be reviewed and revised.

    *Three (3) human relations outreach workers made 570 referrals/home visits to parents; made upwards of 27,000 phone calls (349 personal, 26,000 autodial); conducted 2,301 community visits.

  • 21 Anonymous // Dec 21, 2007 at 7:11 pm

    1. The Human Relations position requires a Masters degree or higher. Mr. Morris is not qualified for the job. He doesn’t even have a bachelor’s degree.

    2. Mr. Morris sleeps at night with the rest of the world. His position is a daytime Mon through Fri position. Convincing the public that he can switch his hours over to nights and weekends is fraud.

  • 22 Anonymous // Dec 21, 2007 at 7:15 pm

    Greed

  • 23 Anonymous // Dec 21, 2007 at 7:39 pm

    In the UK the schools forbid public employees from performing duties to outside institutions. Employees cannot even teach on their own time to outside institutions. The reason is to ensure quality of performing your work duty.

    Round trip travel time from Norwalk to Hartford is three hours at 5 over the speed limit.

    I propose hiring a second director. I don’t care about his salary, but hire someone to do the work. The work missed will cost the city far more than the 80k.

  • 24 Aunt Bertha // Dec 21, 2007 at 7:50 pm

    The information that is written above is provided through a Human Relations Rep. in the school. This is then put into a report and sent to Morris. Many of the main events are missed by him. The report is a worksheet that is filled out and padded with words to puff up its importance. If you want to ask the people at the schools who schedule these events and groups they will tell you there is little thanks by down town and they will explain how when there is something really special how Morris steps in for a photo op. The teachers and staff who step up to dedicate their time and energy are the ones who should be in Morris’ position.

  • 25 Anonymous // Dec 21, 2007 at 8:07 pm

    Strong parental involvement and voices are the worse enemy to corrupt leaders. A parent movement is coming to take the ordinary out of our schools.

  • 26 Anonymous // Dec 21, 2007 at 9:05 pm

    Begin tracking incidents of school events to give a wake-up call. The Norwalk High problems with teenagers loitering westport ave business walkways during school hours is blatent. What are we doing about truancy?

  • 27 Anonymous // Dec 21, 2007 at 9:27 pm

    Question 1: Does the Connecticut Department of Education approve of a Human Relation director of one of the largest cities in the state to perform duties at night and on the weekends?

    Question 2: Would the National School Safety Center assess the dual role of director of the health and safety of our students and time spent in Hartford as adequate or responsible?

  • 28 Anonymous // Dec 21, 2007 at 10:42 pm

    The disconnect of human relations between Norwalk schools is alarming. Every school is doing their own thing. Marvin wrote the least. To think our schools are so inefficient to each follow a philosophy to reinvent the wheel. Some schools focus on one ethnic group, some schools ignored the poor and I wonder how brutal it is for some kids.

    Norwalk High School has a better report than BMHS, but Aunt Bertha said these reports are padded with words and puffed up. I want to know how human relation works in schools. I don’t doubt taxpayers money is wasted. Spending someone elses money is what our leaders live on. It gets worse when the people making decisions are not local, so I agree with Blumenthal about the benefits to the state for public workers over self employed yet it is foolish to think it benefits the local public position. It may be good for the state but it is a disgrace for our local schools.

  • 29 Anonymous // Dec 22, 2007 at 1:28 am

    Truancy is a common high school problem. Teens and skipping school go together. All sorts of programs have been tried from taking money out of poor parents welfare checks for unexcused absences for inner-city schools to bribery of expensive material things. Old fashion teacher attendance roll call with absent names submitted to someone to check on the students should already be in place.

  • 30 When will common sense be restored // Dec 22, 2007 at 4:21 am

    Okay let me get this straight. Mr. Morris is director of human relations for the sixth largest city in the state and is responsible for the health and safety of over 12,000 students and staff. He is in charge of sex education and bullying to prevent school violence, sexual harassment and is the chief investigator of harassment misconduct.

    Norwalk hired a director without the required education to perform his duties. He works in Hartford during the day and performs his Norwalk work in his spare time at nights and on weekends.

    You don’t have to be a lawyer to understand the potential for liable. Schools are liable when they ignore complaints. Mr. Morris’ position isn’t just any public position. We are suppose to accept the chief investigator of violence, threats, bullying, harassment and race issues can sufficiently juggle his Hartford job duties during the day and Norwalk duties when schools are closed. The city must mandate a substitute for Morris without question. Money is secondary to school safety.

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