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Parkland dad uncovers how district enabled deranged student-turned-shooter.

After the deadly Feb. 14, 2018, mass shooting at Marjory Stoneman Douglas HS in Parkland, Fla., national media focused largely on a handful of student activists, leaving it to victims’ parents to unravel why the slaughter happened. Andrew Pollack, whose daughter, Meadow, was one of the 17 killed, conducted his own investigation to uncover the roots of what he calls the most avoidable mass murder in American history. He and Max Eden are co-authors of “Why Meadow Died: The People and Policies that Created the Parkland Shooter and Endanger America’s Students.” This adapted excerpt, based on never-before-released educational records of the shooter, Nikolas Cruz, shows the Broward County school district knew full well about his obsession with guns and murder — and then let him practice shooting at school. 

When staff at Westglades Middle School heard that Nikolas Cruz had committed the massacre at Marjory Stoneman Douglas HS, some couldn’t believe it. The fact that he was a mass murderer wasn’t what surprised them, but rather the fact that he had attended that school.

“How is that possible?” one Westglades educator recalled thinking. “We did our jobs. It took forever, but we got him [to the specialized school] where he needed to go. We couldn’t believe they ever let him into [Stoneman].”

Westglades students and staff had never seen anyone like Nikolas Cruz. One student, Paige, recalled the time that she met Cruz. They were standing outside their classroom waiting for their teacher to open the door, and Cruz offered her a hug, which Paige accepted. Their teacher later pulled Paige aside and warned her, “Don’t touch him. He just got caught jerking off.”

If something frustrated Cruz, he would curse and threaten anyone nearby. He would hide behind corners and doors, jump out and scream at people, and then cackle at their fear. Sometimes, for no apparent reason, he would burst into maniacal laughter.

Another student, Sarah, recalled a time when he threw his chair across a classroom. Later, she saw him sitting outside the classroom with his desk tied down.

Cruz’s torture and killing of animals became a source of pride for him as he interacted with other students. One student, Devin, recalled that, although he tried to avoid Cruz, Cruz would approach him almost every day and ask, “Would you like to see videos of me skinning animals?” Devin always declined, but Cruz kept asking.

Cruz’s records suggest that his reign of terror at Westglades Middle School began halfway through his seventh-grade year, in February of 2013. For the next calendar year, Cruz was suspended every other day. Why did the school allow him to remain enrolled despite his daily, deranged behavior for a full year? Not by negligence, but by policy.

Students with disabilities are supposed to be educated in the “least restrictive environment” possible, regardless of whether their disability is that they’re dyslexic or a psychopath, and the paperwork requirements to send them to a specialized school can take many months.

Cruz’s eighth-grade language-arts teacher, Carrie Yon, kept diligent notes on his behavior for Cruz’s “Functional Behavior Analysis”:

Sept. 3: While reviewing [a] homophones worksheet, when another student mentioned the amendment that talks about ‘the right to bear arms’ Nick [sic] lit up when hearing the word that related to guns and shouted out “you mean like guns!” he was overly excited thinking that we were going to talk about guns. Nick later used his pencil as a gun . . . shooting around the classroom.

Sept. 4: Nick drew naked stick figures (showing body parts, sexual) and drew pictures of people shooting each other with guns.

Sept. 11: After discussing and lecturing about the Civil War in America Nick became fixated on the death and the assassination of Abraham Lincoln. He asked inappropriate questions and was making shooting actions with his pencil. Some questions he asked were “What did it sound like when Lincoln was shot? Did it go pop pop or pop pop pop really fast? Was there blood everywhere? After the war what did they do with all the bodies? Did people eat them?”

Sept. 16: When we began to read the Odyssey Nick paid partial attention (in-and-out) until we came up to the gruesome scene when the giant eats Odysseus’ crew members, only then Nick was interested in the lesson and got my 100% attention.

Sept. 27: Another student also informed me (once Nick was escorted out of class) that Nick asks him all of the time “How am I still at this school?”

Oct. 1: When talking about figurative language and onomatopoeias, Nick shouted out “Like a gun shooting.” Nick will find any excuse to bring up shooting guns or violence . . . He got frustrated and said “I hate security, I hope they die.” Then he stated to me, “F- -k you.” I called security to pick him up immediately.

Oct. 15: Spoke to his mother . . . We discussed that he should not be playing violent video games and that he should be put in a different school that can help with his behavior and emotional issues. We also discussed his obsession with guns/violence. She stated that he is interested in buying a BB gun from Walmart and was asking his mom, repeatedly, if he could get the gun, promising that he would “just shoot at trees.”

Oct. 17: Nick began reading the last couple of pages out to the students, intentionally trying to ruin the book for everyone else. I asked him to stop and he told me that he dislikes the book and then he stated, “I like guns” can we talk about that. Then he continued to read the book out loud again.

On Oct. 24, Assistant Principal Antonio Lindsay came to class to observe Cruz. As soon as Lindsay left the room, Cruz yelled, “Yes, now I can talk!” He continued to be disruptive, and Yon said, “I know that you can behave. I have seen you. You’re a good kid.” Cruz shouted, “I’m a bad kid! I want to kill!”

Ms. Yon provided her opinion for the “Functional Behavioral Analysis”:

“I feel strongly that Nikolas is a danger to the students and faculty at this school. I do not feel that he understands the difference between his violent video games and reality. He is constantly showing aggressive behavior and poor judgment. His drawing in class show violent acts (people shooting at each other) or creepy sexual pictures (dogs with large penises) . . . I would like to see him sent to a facility that is more prepared and has the proper setting to deal with this type of child.”

On Sept. 13, 2013, Lindsay e-mailed teachers to inform them that if Cruz “needs to leave the class to use the restroom, go to the clinic, or any other reason please notify the front office and wait for a security escort. Under no circumstances should Nickolas [sic] be allowed to leave a supervised setting without an escort.”

In October, Lindsay sent a follow-up e-mail informing teachers that moving forward, “Cruz will be ‘shadowed’ by his mother when he chooses to run/walk out of class in ‘his attempts’ of avoiding getting into trouble.” Teachers were advised to call security in secret by sending a student to the office on another pretext.

On Nov. 4, after two months of gathering “data” for Cruz’s “Functional Behavior Assessment,” teachers were sent his “Positive Behavior Intervention Plan.” The plan included helpful tips, like:

If Nikolas destroys property at a lower level,

  • Calmly let him know he has not followed one of the expectations. Remind him what he is working for.
  • Prompt him to use a cool down pass and walk away to diffuse [sic] the situation.

If Nikolas engages in major disruption/property destruction:

  • Let Nikolas know, “you’re getting too loud. I need for you to get back into control by using a cool down pass or calming down at your desk. If you get back into control, you can stay in class. If you continue, I’ll need for you leave [sic].”
  • Walk away and do not pay attention to his behavior.
  • Do not argue with Nikolas or engage with him.
  • When class is over, Nikolas needs to go to his next class and behavior plan should re-set with able to [sic] earn reward breaks again.

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