Roanoke Times
Copyright (c) 1995, Landmark Communications, Inc.
DATE: SATURDAY, October 8, 1994 TAG: 9410110004
SECTION: EDITORIAL PAGE: A-7 EDITION: METRO
SOURCE: By SARA W. HOLLAND
DATELINE: LENGTH: Medium
In that capacity, I have had administrative responsibility for alternative education programs of two public-school systems - one with the Roanoke city schools and another, which we're currently operating via a cooperative agreement with the Rockbridge County school district, in Lexington.
I'm appalled at the attacks on Roanoke schools Superintendent Wayne Harris' recent plans and actions to upgrade the alternative education program in Roanoke. The opponents are obviously unaware of the history of this program, and of some of the facts about it.
In the 16 years that I've been involved, there has never been adequate funding of alternative education. Many facilities used to accommodate the programs are inadequate and aren't conducive to learning. There is a lack of lab capability for science studies, an outdated and insufficient assortment of textbooks and materials, and most seriously, a lack of psychological services for the youth designated for the program.
It's impossible to operate an efficient and successful academic program on a shoestring budget. It's a near-impossible task to modify behavior and increase academic performance by relegating students to environments that aren't conducive to learning. The expectation of developing good citizens by isolating and assigning them to a third-class status, working with outdated materials and makeshift instructional texts, etc., is unrealistic. It causes esteem and pride to deteriorate, and often leads to a bad stereotype of students enrolled.
The program we operated in conjunction with Roanoke city schools was finally relocated to the Jefferson gymnasium. During renovation, when I indicated the need for closed instead of open classrooms, it was suggested that chicken wire be used. That never occurred; however, it was considered. The issue of limited funding, facilities, etc., was taken to the School Board at that time.
Guidance and psychological services weren't available. Only at one time, within a six- to seven-year period, did a guidance counselor or school psychologist provide a service to these students.
Parents whose children were in "special education" were led to request the elimination of that status in order for them to go to alternative education. Uninformed parents trying to keep their children in school, since they were suspended from their home schools, succumbed to agreeing to remove the "special education" status.
State regulations required that special certification of teachers and other sets of circumstances had to be provided for special-education students. Special education couldn't be provided in the alternative education program because of funding constraints. The budget wasn't enough to pay teacher salaries or sustain operational costs, so the instructional staff worked at a very minimal salary.
Having teachers with certification is the ideal. However, we must never be disillusioned that this factor alone will remedy the situation. Besides credentials, teachers must have sufficient knowledge of their subject areas, along with classroom experience with this target group of students. They must have flexibility, a multiplicity of techniques and strategies, creativity, and a caring and respect for the children.
Ability to realize that these youth are diamonds in the rough, to consider it a challenge to develop their maximum capabilities, should be a mandatory criterion in teacher selection, along with other credential considerations.
The one thing that has been consistent about alternative education through the years is the fact that there have been many excellent, caring people providing staff support for these kids. Many of those youth were those whom other school personnel wanted out of their hair and out of their schools. These caring staff people worked on a shoestring budget in one of the most mammoth jobs imaginable to effect positive change.
My hat goes off to these persons, and to the youth who survived the past system. Another hat goes off to Harris, the first superintendent who has cared and dared enough to try to make a change in the inequities of alternative education.
As observers, we need to realize that this program has been in an intensive-care ward for at least a decade and a half. Let's at least let Harris try to provide the therapy required to move the patients to progressive care. There have already been too many fatalities for us not to observe what his approach can produce.
He certainly deserves the chance to try, and our community support.
Sara W. Holland of Roanoke is director of Youth Services for Total Action Against Poverty.
by CNB