Public schools, particularly in our area, are regional in nature and are divided into school districts that have a number of schools in each school district. They elect their School Board and are typically run by the Superintendent, Administrative staff and Principals. Often, public schools are perceived as larger institutions that tend to not give students the individual attention they need, particularly if their students have emotional and behavioral issues that create barricades to their educational process.
As we have concluded another school year, I want to acknowledge the fact that in every school and school district are professionals who spend a great deal of their time and effort creating and supporting programs that meet the needs of all of their students. For districts with thousands of students in elementary, middle and high schools, the task of educating students is a huge challenge. When students are subject to trauma, have significant learning disabilities, mental health struggles, addictions and other destructive behaviors, school personnel are usually the first ones to identify these issues and attempt to find support for these students.
The first list of supports is what schools have in their own programming. There are many ways that school districts strive to provide programming for students with identified needs. Whether students are identified as special education or have other issues, designated school staff are active and working towards a program that works for their students. Sometimes the district can provide an effective program and sometimes there is no program that can meet the need due to the extensive nature of the student’s symptoms.
At that time, strategic planning is initiated, parents are engaged, and if the district has programs that are relevant to that need, they bring those services to that student. One of the goals is to have that student maintain a regular schedule and be mainstreamed into the regular school population. If that doesn’t yield effective results – which takes some time to assess – then other interventions are engaged which can sometimes lead to placement in a program that is approved by the district and has the capacity to meet the needs of the student. These programs are diverse with extensive services and multiple staff and interventions that are required for each student’s profile.
If a student is a special education student, there is an entire set of legal proceedings, student plans, and implementation by the program that has goals and objectives for the student to reach with the support of professionals who are equipped to bring the services and help that are specific to the needs of that student. All of these steps and all the follow-ups are monitored by school district staff to ensure that students are progressing and that their needs are met.
It is the public-school districts that are providing financial resources in order to meet the needs of these students. At Lakeside, we witness the compassionate care and support of these professionals who deeply care for the students for which they are responsible. The progress that we are able to make with students begins within their home school. We are known to provide a therapeutic community for students with lots of life obstacles, and we recognize that we would not have the privilege of helping them without the support of their school district.
I want to say a huge thank you to school staff who care for students, who provide resources to meet their needs, and who persevere to ensure that their academic and personal goals are achieved. In spite of their size, the pervasiveness and complexity of students’ needs, their system, diminishing financial resources, etc. there are many schools with staff who are compassionate and focused to help their students overcome life obstacles and find academic and life success. They prove it every day as we positively collaborate to provide help and hope to our mutual investment in the lives of our students.
Gerry Vassar
President/CEO
