School districts throughout the state are mandated to have some form of alternative education program available for those students who, for one reason or another, are not having success in the regular education program. Some school districts want an alternative program which looks good but really doesn't help many kids.
This is an example of how school districts sometimes promote a program that looks good but is actually being operated at the expense of many ( demonstrating in the end zone). Many have wonderful sounding names, however, when one looks into them one discovers that this is just a fancy name for a punishment center. Now there are some wonderful alternative schools in the state -- Mary Grimes Educational Center in Carrollton and the KEYS Learning Center in the H.E.B. District to name just two. There are also some real tragedies out there. Many school districts have an alternative program which is totally punitive in nature. This is fine for removing disruptive students from the classroom. This is fine for demonstrating to students that there are consequences for inappropriate behavior. We are removing them from the regular educational environment and that is as it should be, however, it isn't enough if you expect real change. In fact, if a program only starts at the middle school, it is probably too late for most of the kids who need an alternative form of education. I could go on and on, however, that isn't the reason I am writing this article. I do have ideas which I know from personal experience as an educator that really work for kids who don't do well in the traditional setting. I have seen wonderful things happen to kids who seem down and out. I'm not a bleeding heart, I was a public school educator for 27 years and I am reasonably sure that a kid who is ganged up and drugged up isn't going to stand much of a chance for success. I also know that we have one or two generations of emotionally arrested parents who are trying to relate to their kids and their schools from an adolescents point of view. These are the parents who come to school trying to defend their child's inappropriate behavior.
The classroom teachers and, for the most part, the building administrators are really doing the best job they can. However, I really get upset when I see the educational leaders of any community, those who KNOW BETTER, pretend that their alternative program really makes a difference. As educators, WE KNOW how to teach to all types of learning styles, WE KNOW that large schools are detrimental to learning for many kids, WE KNOW that we should intervene at a much younger age if we are really going to make a difference in the lives of many of our kids with problems. WE KNOW that we are only addressing symptoms and not causes. WE KNOW That "At-Risk" students require physical space equal to if not greater than regular students and yet we put alternative schools in old, run down buildings or small classrooms. WE KNOW that kids who take an alternative program frequently are abused in some form and have many unresolved issues with which to contend. We know that these kids have buttons which are easy to push and yet we continue to develop programs ( in alternative schools) which seem to guarantee failure.
How does all this relate to schools helping police? In Part II I hope it will become clear. We haven't even addressed drop-outs, ADD,ADHD, RAD, kids. Cops have to deal with them every day AND they grow up to be a challenge to all of us especially the police. More later. Stay Safe.
Mr. G.
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