Dec. 10—dbeard @dominionpost.com MORGANTOWN — Four West Virginia elementary school educators came before legislators on Monday to explain the dire challenges caused by disruptive students and the devastating effects of the daily, constant disruptions.
Chloe Laughlin, a teacher of nine years’ experience at Bridgeview Elementary in Kanawha County summed up the problem for members of the Joint Standing Committee on Education: “The reason why educators are leaving education is not because of a lack of materials or support or money. The reason they are leaving is because they are beaten, yelled at, cussed at. They are dodging flying items and have to endure extreme behaviors like this from the beginning of the school year, if not the entire school year. Teachers are not getting the respect they deserve.”
Speaking of her own experience, she said, “If I was not meant to be a teacher, I would have left education by year three. My first three years of education, I came home every day crying because of how bad the behaviors were in my classroom.” She was beaten up and screamed at daily.
Monday was the first day of December interims and the teachers addressed the problems in the contest of a school discipline bill — SB 614 — that died on the last day of the regular session in March.
The Senate blog explained that the bill would have required students in grades K-6 whose behavior was deemed violent, threatening or intimidating toward staff or fellow students and impeded learning to be placed in a county behavioral intervention program. If a county didn’t have such a program, which is the case in 34 of West Virginia’s 55 counties, the student would be placed in a program in a neighboring county.
All four educators agreed that the bill was vague and inadequate and needs more work. And counties with elementary alternative programs don’t have close to enough slots.
They shared some of their horror stories.
Stephenie Haynes, Bridgeview principal, told about “Barbie ” and “Ken.”
Barbie, a first-grader, came in from kindergarten with six pages of disruption documentation, disrupts class daily and has caused classroom evacuations. “She has the teacher threatening to quit.” She has her own dedicated aide. “The classroom has been destroyed. My office has been destroyed.” She’s just been started in a behavior disorder program.
Ken is a third-grader who’s been suspended more than 30 times. He’s been in the nine-week alternative learning program, to no avail. He kicks and head-butts her. She spent 38 straight minutes under attack last week. She called the police, but they by policy can’t help. She can put him in an approved hold, but if he escapes she can’t recapture him.
She and two others are covered in bruises, she said. “He destroys classrooms.” He tried to stab her. When she’s occupied with him, she can’t tend to the rest of her job: 399 other children, 75 staff and a dog. They already undertake the measures described in the bill. “I don’t know what other options we have, or what funding there can be.”
Tina Wallen, a Wyoming County school principal, told of traumatized kids born to addicted parents, sometimes being raised by grandparents, coming into grade school not potty trained, never been exposed to other children. They sometimes have to evacuate all the children in a room to let a kid carry out their destructive rage.
Wyoming’s alternative elementary program has room for only six kids, she said. “I’m not really sure what the answer is.” Sending them home isn’t because that’s where their problems originate. “We just have to figure out some answers and some support.” Maybe some family training.
All the educators, and the legislators agreed that the behavior of these traumatized children in turn traumatizes their classmates.
The educators talked about the Positive Behavior Intervention and Support program, a program that sets consequences proportionate to the infraction. It’s designed for prevention, takes months to proceed through, and is fine for 98 % of the children, but not the 2 % who are violent and disruptive and essentially destroy the educational days and environment for the rest.
Morgan Elmore, a preschool teacher in Randolph County Schools, said Randolph is one of those counties with no alternative learning facility. “We are seeking to see a universal plan that all admin will follow.”
Consequences and responses are inconsistent among the state’s schools, and if parents don’t like the treatment at one school, they’ll transfer. Educators want accountability and consequences, she said. Remove the kid and the rest of the class can learn, and the classroom remains safe. The current system rewards the disruptive, violent kids.
Legislators offered some thoughts, and sympathy about the problems the educators face every day.
Delegate Buck Jennings, R-Preston, wondered about establishing regional alternative learning centers to help counties that have none.
Sen. Rollan Roberts. R-Raleigh, was one of those who criticized the state Department of Education. The state systems should have leaders who do what needs to be done so teachers don’t have to come to the Legislature, he said.
“It’s horrific, it’s a tragedy, ” he said. Teachers shouldn’t be in a position where they need protective gear at school. The problem needs more than just legislation.
Committee co-chair Sen Amy Grady, R-Mason, observed, “We’re always focusing on those test scores. Until we get these behaviors under control, we’re not going to see an improvement in test scores.”
Public school enrollment is declining not just because families want private school or homeschool. They’re removing their children from traumatizing environments to safe environments. “This has to be a priority this season, it has to be.”
Laughlin said she has a 3-month-old daughter and is thinking about her as they confront this problem for the state’s children. “They are not learning, they are surviving for their entire day. I want better for my daughter and for the students of the next generation.”