ROANOKE TIMES
Copyright (c) 1997, Roanoke Times
DATE: Tuesday, February 18, 1997 TAG: 9702180058
SECTION: EDITORIAL PAGE: A-7 EDITION: METRO
SOURCE: THOMAS A. LEGGETTE
"WHEN I use a word," Humpty Dumpty said to Alice in Lewis Carroll's "Through the Looking Glass," "it means just what I choose it to mean - neither more nor less." Unfortunately, this freeing of words from their dictionary meanings in public records or official documents can create a lot of misunderstanding, if not outright mischief.
One can free words from their dictionary meanings by letting the document contain or make reference to definitions that redefine words to mean something other than their dictionary meanings. If these redefinitions are unclear and lack examples of the kinds of items to be included under them, even more confusion can be created. Or one can, without disclosing it, simply use a word in a way that does not echo its dictionary meaning.
Do examples of "Wonderland" words freed from their meanings exist? They certainly do. Traditionally, they could be found in some federal or state regulations or in some contracts of adhesion. Rudolf Flesch, a founder of the plain English movement, in "How To Write Plain English" coined the phrase "Wonderland of Definitions" in referring to the weird definitions contained in certain federal regulations and certain insurance policies that freed words from their meanings.Let's see how looking at the way Virginia classifies school expenditures. The seven major classifications - "Instruction," "Administration, Attendance and Health," "Pupil Transportation," "Operation and Maintenance," "School Food Services and other Noninstructional Operations," "Facilities" and "Debt Service and Fund Transfer" - must be used in the annual report put out by each school division's superintendent and the Virginia Department of Education.
Let's look closely at the category "Instruction."
The word "instruction," according to the dictionary, means "the act, practice or profession of one who instructs." It emphasizes "the imparting of information, knowledge or skill." But the definition of "instruction," according to the state's "function definitions" for its classifications for expenditures of school funds, " ... includes the activities dealing directly with the interaction between teachers and students." Was the dictionary definition echoed? Or is something unexpected being added? Judge for yourself.
Included by the state in the subclassifications under "Instruction" are costs that you perhaps would have thought were administrative costs or instructional-support costs. But with apparently just a little redefining, these subclassifications come under "Instruction" by saying they are "activities dealing directly with the interaction between teachers and students."
In addition to the expected "Classroom Instruction," the subclassifications include "Instructional Support - Staff," "Instructional Support - Student" and "Instructional Support - School Administration." By freeing "instruction" from its dictionary meaning, the state perhaps includes certain positions not typically thought of as "instruction." Those in subclassifications under "Instruction" include:
nPersons who could work at the school division's central-administration office assisting instructional staff in curriculum development, techniques of instruction, child development and understanding, or staff training. Arguably, this subclassification could include coordinators, supervisors or even an assistant superintendent, since the definition of the subclassification isn't clear and fails to contain examples to help explain it.
nPrincipals and assistant principals.
nSecretaries and other clerical staff at schools.
nGuidance counselors who work with students and parents.
nSocial workers and, apparently, substance-abuse counselors who are involved in activities designed to improve student attendance.
nPersons involved in school educational-media services.
Does any of this matter? It does if the expanded cost-figure under this apparent redefinition of "instruction" is used without letting the reader know the difference between it and the dictionary meaning. If the expanded figure is used without explanation, you might be misled into believing that more education dollars are making it into the classroom for teaching and learning than actually are.
What can you do to make sure you are not misled or confused? You can be like Lewis Carroll's Alice and make certain you understand what the words mean. ``'Will you tell me, please,' said Alice [to Humpty Dumpty] 'what that means?'''
Or perhaps you can attempt to put pressure on the drafters of "weird definitions" or the report writers to use plain English that fairly reflects the dictionary definitions of words, rather than "Wonderland" words.
Is there something that the state could adopt with definitions that more fairly reflect the plain meaning of words? There sure appears to be. On Oct. 10, the U.S. Chamber of Commerce and Coopers & Lybrand, L.L.P. announced In$ite, a new software program specifically designed for K-12 school divisions to provide detailed information on how education dollars are being spent.
Unlike the state classification system, which includes some unexpected subclassifications under "Instruction," the chamber's major classification "Instruction" consists of the subclassifications "Face-to-Face Teaching" and "Classroom Materials." "Face-to-Face Teaching" consists of three detail categories. The first is "Instructional Teachers" which includes the salaries and related employment costs for teachers who interact with pupils face-to-face, or via electronic means. The second is "Substitutes," which is the same as instructional teachers, except it is for substitutes. The third is "Instructional Paraprofessionals" which is the same as instructional teachers, except for paraprofessionals. "Ah, plain English!"
Unlike the state's classification system, which places principals, assistant principals and school secretaries in a subclassification under "Instruction," the chamber's program lists them under the subclassification "School Management," which is under the major classification "Leadership." Indeed, the subclassification "School Management" consists of two detail categories named "Principals and Assistant Principals," which includes the salaries and related employment costs of such persons, and "School Office," which includes the salaries and related employment costs for administrative support staff for the principal and assistant principal.
Unlike the state's classification system, which places guidance counselors and social workers in a subclassification under "Instruction," the chamber's program places them under the major classification "Instructional Support." That is where you also will find the salaries and related employment costs of staff assigned to improving curriculum or teaching curriculum concepts to teachers. And you will find "Library & Media" as another subclassification under "Instructional Support."
The office costs, salaries and related employment costs of deputy or assistant superintendents, senior administrators, research staff, public-relations personnel and program evaluators are all found, as you would expect, under the chamber's subclassification "Program and Operations Management" under the major classification "Leadership."
In short, the chamber's program appears to get much closer to adopting the principles of plain English than the current classification system mandated by Virginia. Three states, Hawaii, South Carolina and Rhode Island, have adopted the chamber's software program for their school districts. Perhaps so should Virginia.
Thomas A. Leggette is Windsor Hills member and former chairman of the Roanoke County School Board.
LENGTH: Long : 128 lines ILLUSTRATION: GRAPHIC: CATHERINE KANNER/Los Angeles Timesby CNB