In 1963 I became a
student at Holiday Park Elementary School in the Cartwright School District and
one year later my brother, Brad, also, became a student. This might not seem
too amazing to my readers but what was amazing is that my brother and I shouldn’t
have been allowed to attend school because at that time children with
disabilities were not allowed to attend public school. The Education for All
Handicapped Children Act (Public Law 94-142) that required public schools to
give ALL students equal access to a free and public education wasn’t enacted
until 1975.
When I entered
school in 1963 my physical disability wasn’t noticeable at the time. When my
mother registered my brother, who was in a wheelchair, the next year the
principal of the school, Bob Smith, hesitated to allow Brad to attend. My
mother explained that his disability kept him from walking but not from
thinking and she further explained that I had been attending the school for a
year already and I had the same disability as Brad. Miraculously, Mr. Smith allowed both of us to continue to
attend. Many may not understand the precedent this man set but it is
phenomenal! Throughout my public education I always saw other handicapped
children besides my brother attending school and didn’t think anything about
it. I thought everyone was allowed to attend public school. But what I failed
to know is that handicapped children were NOT attending public school anywhere
else in the city or state.
My brother and I
wouldn’t have attended college, if we hadn’t had a public school education
because at that time educational facilities for the handicapped were teaching
life skills not skills that made one college ready.
I graduated from
Trevor Browne High School in 1974 and The Education for All Handicapped Children
Act was still one year away. If not for the forward thinking of the leaders of
the Cartwright School District in 1963, I would not have graduated from Arizona
State University with a teaching degree. I applied to be a teacher in the
Cartwright School District because I knew that the Cartwright School District
would never wait to be told to do what is right for children and I wanted to be
a part of that forward thinking.
This is my
thirty-seventh year of teaching in the Cartwright School District. I have
taught many different grade levels and have held many different positions
throughout my career. I have taught at Holiday Park, Peralta, Tomahawk and now
Borman. I came to Borman last year for many reasons: My dear friend, Norma
Jauregui, asked me, I felt like I was getting myself in a rut and I needed to
stir things up, I wanted to team teach with Colleen, I wanted to gender split
and I wanted to make a difference.
Borman is a
struggling school. We have a C rating almost a B but almost only counts in horseshoes.
When Colleen and I made the decision to come to Borman, many asked with a
confused look on their faces, “Why?” I had a friend who is now a substitute
once ask me, “Did you come to Borman because you wanted to or because you had
to?”
I want the world to
know that I came to Borman because I WANTED TO COME TO BORMAN. When I visited
Borman and taught Saturday School at Borman while I was making my decision, I
saw a light in the eyes of administration and staff that I hadn’t seen in a
long time. I saw a dedication to excellence. I saw a new love for children. I
saw in the administration and staff a group of leaders that would do what is
right for students without being told. I made the decision to teach at Frank
Borman Elementary School and there hasn’t been a single second that I have
regretted that decision.
The 2014-15 school
year Borman started with ten unfilled positions: one eighth grade, four seventh
grades, one fourth grade, one part time music, one part time art, one ISS and
one math interventionist. Since then one position, part time art has been
filled, also, a fifth grade teacher recently resigned and the reading
interventionist for the upper grades has been “subbing” for one of the unfilled
seventh grade positions.
As many already
know, I am not one to keep my mouth shut. I should because it gets me into so
much trouble when I open it. I have had to face some difficult consequences for
opening my mouth and speaking out. This time, I have tried to press my lips
tightly together, shake my head and smile but I can’t do it anymore.
We have been given
permanent subs (OXYMORON). We have subs that have been asked to teach
curriculum that is way beyond their scope of understanding. This is through no
fault of the substitutes. How could anyone expect someone that has taught first
grade his or her entire career to “permanently” teach in an upper grade
classroom? Substitutes are not expected to write lesson plans. Substitutes are
not expected to participate in team meetings. Substitutes are not expected to
stay for classroom management professional development. Substitutes are not
expected to put grades in the grade book, common assessment grades on the Google
docs, give mid term grades or do quarterly progress monitor. Whose hands do
these responsibilities fall into? You guessed right!
To many of my
readers that are fellow teachers at other schools in the Cartwright School
District, I am not writing this to get sympathy or assistance. I have the
greatest respect for and faith in the teachers and administration of Borman. I
know we will work together and quietly get the job done. (Well . . . not
everyone will do it quietly. Again, this is a problem I have.)
I am shouting out
to the leadership of Cartwright School District. We at Borman K-8 Elementary
School feel forgotten by you. It would be nice, if just one person in district
leadership would come and say, “We know what you are dealing with. We are not
thinking, ‘ahhhhh, it’s just Borman, who cares?’ We are doing everything we can to fix this. And we want to
thank you and we are sorry."
Thank you to the
PE. teachers that can’t teach their curriculum because they have taken on the
extra special class positions.
Thank you to the
teachers that spend hours on the weekends writing lesson plans for the substitutes.
Thank you to the
teachers that spend their prep time prepping for substitutes.
Thank you to the
Borman administration that has spent countless hours monitoring unfilled
classes behavior management.
Thank you to the
teachers that have had five to ten extra students from different grade levels
in their classrooms daily.
Thank you to the
teachers that put in all the extra hours to do all the work that substitutes
are not expected to do.
Thank you to the
grade levels that know they have the numbers to get another teacher but don’t
ask because they know there is no way it is going to happen.
Parents and
students of Borman, we are sorry that we are not providing the educational opportunities to the students of Borman that we are to other schools in the Cartwright School District and we will fix this!
It is time for the
Cartwright School District leaders to come. The leaders that I have always
respected since 1963 because they have always been on the forefront of doing
what is right for children. It is time to come to say thank you. It is time to come and say we are
sorry to the parents and students. It is time to come to listen and understand. It is time to come to
explain.
But, no one has
come!
Paco’s Perspective
#1 You never learn
your lesson do you, Miss Shout Out?
#2 I can teach
twirling and grout licking, if you need me.
The Flip Side
#1 I can teach
lizard chasing and rabbit scaring.
#2 . . . Uhhhhh . . . I forgot what #2 was .
. . . .