Jason Marciano has been principal of Lincoln Elementary for just a few weeks, but he has already come to two conclusions. Lori Maxwell, principal at McKinley, said teachers adjust to the schedule over time, but agreed that communication was a problem. BALANCING the work load between schools is especially a challenge for those who work with special needs children. RENOVATING schools will not fix the space issue, Marciano said. IF there’s one thing everybody can agree, it’s that something must be done. What to do, however — renovate or build new — is a debate with strong opinions on several sides.
One, his staff consists of dedicated individuals who are constantly seeking new ways to improve academic standards for their students. Two, they are greatly hampered by the buildings they teach in, especially for the “special” teachers — those who teach art, music, physical education and more.
The way special teachers are set up between schools is uneven and this means students at one school are not getting the same quality of education as children at another school.
“It impacts the Jefferson kids because they do not get the same allotted time for music,” he said. “It creates inequality.”
Karen Jesseph, who teaches music at Jefferson and McKinley elementary schools, said the situation has gotten worse in recent times.
Several years ago when the school in LaHarpe was still open, the division of labor was equal between the two music teachers. One would teach at Lincoln and LaHarpe while the other went to Jefferson and McKinley.
While Jesseph did not disagree with the decision to close LaHarpe’s school, it did create unintentional consequences.
Currently, USD 257 uses a four-day block scheduling system for its special teachers to determine on which days and times the instructors are available for specific classes. For example, If Monday is Day 1, the next Day 1 falls on Friday. The next week starts with Day 2.
This constant cycling of the “days” is designed to prevent a single class from being more affected by holidays. (See related graphic).
However, the four-day schedule also is complicated and confusing for teachers and students alike.
Marciano said it makes it difficult to schedule face-to-face meetings with teachers because they are constantly bouncing back and forth between schools.
“It’s maddening figuring out who’s here and when they’re here,” he said.
“Email is the default means of communication for me,” she said. “In many situations I would prefer having a face-to-face conversation, and the schedules don’t allow time for that because everyone is always rushing to their next assignment.”
Currently, Jesseph’s students at Jefferson only get one 45-minute music class per week. This is less than students at other schools get, and it’s half the amount of time recommended in national standards.
“That’s frustrating for the kids, too,” she said. “We have to make kids as prepared as we can, and part of that is the things a new building would bring. I can’t think of a thing that would make (a new school) detrimental to the music students.”
Jesseph said that while the schedule creates problems, it was the best available for a district with separate elementary schools.
“Mr. Crusinbery and I sat down to try and create a new schedule this summer, but it’s just not possible with the current setup,” she said.
This also makes it difficult for teachers to meet with students. Often, the only time they have available is before or after school, which can conflict with students’ schedules, especially those riding buses.
Danielle Schooler has taught art at Lincoln and McKinley for three years and photography at the middle school for two. Adjusting to the chaotic schedule took some time, but is doable, she said.
One of her biggest issues stems from supplies. She must remember to bring supplies for her daily lessons, but because each school has different supplies available, it’s difficult to remember what needs to go where.
“Sometimes I have to change the lesson plan because of it,” she said.
Bob Coleman, director of special education for ANW Special Education Cooperative, said school staffs never know which school will have more special education children each year, and figuring out the schedules for 10 ANW staffers in Iola is time consuming and challenging.
“Sometimes we have to move kids to another school because of the lack of room,” he said.
At Lincoln, one of the ANW classrooms is a remodeled shower room. At Jefferson, there are two classes in one area with a partition to divide them.
“You’re already talking about kids who are struggling,” he said. “To put them in an environment like that is very distracting. It impacts their ability to learn.”
The school psychologist at Lincoln, for example, has no place to meet with or test children.
“Today, she’s using the teachers’ lounge,” Marciano said. “On days when the counselor is not here she uses the counseling office, but it’s not right. She needs her own space.”
Coleman said two of the three elementary schools have no elevator. They try to move classes around to accommodate students who cannot use stairs, but it causes problems for other students and teachers. It should be noted, none of the elementary schools meet ADA standards. Any renovations would trigger a federal law that makes it mandatory the buildings become fully accessible.
Coleman said the cost of installing elevators is expensive — if the space could be found.
Space is an issue for many of the classrooms, already. Jesseph said the music room at Jefferson is spacious and allows students to get in a circle when playing instruments. That’s not possible at McKinley because the room is considerably smaller.
“When the McKinley kids come here for fourth and fifth grade, they realize how bad that room is,” Jesseph said.
So while McKinley students often express resentment due to lack of space, Jefferson’s are curtailed because they are music class for shorter class periods.
Sometimes they only have one or two classes to practice songs for the Christmas program, Jesseph said, and then must go on stage and perform songs they don’t know.
Jesseph also expressed concerns about electrical wiring. It’s not uncommon for the computers to cause the breakers to blow, she noted.
“The building is old. My aunts went to this school, and it’s probably the same wiring,” she said.
Schooler’s concerns, as a teacher and as a mother whose own child will start kindergarten in the fall, centers on air quality. She has seen black mold growing in places.
“The buildings are not in the condition people think they are,” she said.
The trailers used as classrooms at McKinley also cause problems, she said. The air conditioning is not sufficient and the temperatures can be uncomfortably warm in the summer.
“It gets over 80 degrees. We’re all in there sweating,” she said.
There is no running water to wash off paint brushes or sticky hands and no toilets.
“Going to the bathroom is a huge issue,” she said.
If a student has to use the bathroom, they must exit and go to the main building. Schooler has to call ahead to have someone let them in because the doors are locked. When they return, class is interrupted again because the doors on the trailer are locked, too.
Overwhelmingly, school staff members favor building new.
“I think it’s time,” Jesseph said. “Probably past time.”
Coleman said that as a fiscal conservative, he understood the concerns people expressed about the cost involved, but he believed it was still cheaper in the long run than keeping the old schools afloat.
“We have a responsibility to make sure we’re looking out for the needs of those children,” he said. “I see this not as just an option, but a necessity.”
“I’m from here,” Schooler agreed. “I want to improve this area. I want to see growth. This is a community I wanted to live in.”
Divided time – District resources split among schools
