thumbnail of Class of 2000; No. 3
Transcript
Hide -
<v Speaker>You've probably heard this phrase more than a few times in the last couple of years. <v Speaker>It takes a whole village to raise a child as people talk increasingly about the <v Speaker>challenges facing education and the raising of children in our difficult society. <v Speaker>They concluded that all of our children are the responsibility of all of us. <v Speaker>For the next two hours, we're going to look at things that work, projects that are <v Speaker>happening inside the schools and in the surrounding communities at Hampton Roads that are <v Speaker>solving specific problems and educating children in difficult circumstances. <v Speaker>I'm Chris Tekin. Welcome once again to the class of 2000. <v Speaker>[music]
<v Speaker>Here in our studio, we have brought together students, teachers, parents, business people <v Speaker>and others who are responsible for implementing ideas that are helping kids ranging <v Speaker>from preschool to senior high in all cases. <v Speaker>They involve the help of others in the whole village. <v Speaker>Before we begin, let's review. <v Speaker>When we started these forums in education last September, we heard this exchange about <v Speaker>the relationship between schools and the communities in which they do their work. <v Speaker>When you have a diverse society doing the things in the same way <v Speaker>that you did when that society was homogeneous doesn't work anymore. <v Speaker>And so it isn't really that we're doing things a lot worse. <v Speaker>Is that the same things that we're doing now don't work in the same way. <v Speaker>And that's true whether it's in the individual classroom where teachers have to face <v Speaker>more violence or or more potential problems. <v Speaker>I mean, the issue of diversity is one that I think we're gonna <v Speaker>have to deal with in a much more central way within the school and in the interface
<v Speaker>between the school and the society. I think there's no escaping that. <v Speaker>Let me make one more point, if I might, and build on that. <v Speaker>There is the inference in your question, Chris, that <v Speaker>that all of this has to be solved in the classroom and has to be solved through through <v Speaker>with the development of of very enlightened curricula. <v Speaker>I think that there's a much larger component of education that is routinely ignored <v Speaker>and that is a cultural or community component of education. <v Speaker>The entire educational enterprise and its relationship to every aspect of <v Speaker>the community must undergo a change. <v Speaker>It takes a whole village to raise a child. <v Speaker>And that means that in the future. <v Speaker>To get back to your question, teachers need to be prepared and school systems <v Speaker>need to begin to learn how to work with the rest of the city. <v Speaker>All of its social service agencies, all of its parents, the walls of <v Speaker>the school building have to cease to be the barrier between what goes on in other sectors <v Speaker>and what goes on for kids in terms of teaching and learning.
<v Speaker>We heard Carlton Brown of Hampton University say there that the entire educational <v Speaker>enterprise and its relationship to the community must undergo a change. <v Speaker>The discussion we're going to have is going to demonstrate that idea in action throughout <v Speaker>the region. We'll begin here at Bowling Park Elementary School on Princess Anne Road <v Speaker>in Norfolk. The principal teachers, parents and members of the surrounding <v Speaker>community have made a concerted effort to tear down the walls of the school building <v Speaker>as a barrier between education and the lives that kids lead in their neighborhoods. <v Speaker>Dr. Herbert Clark is principal at Bowling Park. <v Speaker>Leonard Leonard Parker is the father of a bowling park student. <v Speaker>Reverend Jeffrey Gunn's is pastor of Second Calvary Baptist Church in the neighborhood. <v Speaker>And Diana Berry teaches at Bowling Park. <v Speaker>Dr. Clark, what causes a principal to think about tearing down the walls between <v Speaker>the school and the community? And when he or she does, what philosophical gambit <v Speaker>does he use to do it? <v Speaker>Well, first of all, when we try to educate the whole child, it's imperative
<v Speaker>that we go beyond the walls of the school. <v Speaker>The whole child deals with the social aspects of the child as well as the educational <v Speaker>apart. So when we look at that child's background, we need <v Speaker>to know what the home life is all about. <v Speaker>We need to know the disadvantages facing that child in his home, in his community, <v Speaker>and was we can become a part of that and help that child survive <v Speaker>in that kind of community. Then he's gonna be a better person once he gets inside <v Speaker>the school walls. <v Speaker>Is it a hard decision to make, though, to say that somehow we're going to bring the <v Speaker>community to the school and put the school after the community and get a change from the <v Speaker>past? <v Speaker>For you, Chris, I'm a risk taker. <v Speaker>I will. I don't look at anything. <v Speaker>It's been hard. That word doesn't even come into my <v Speaker>form of dictionary here. <v Speaker>If I think it can work for the CHA, then I'm going to try and force <v Speaker>it to have my staff with me with that same vision. <v Speaker>We're going to just go outside, bring the community and to us.
<v Speaker>And if the community doesn't come, we'll go. <v Speaker>And just then the community and to have a community. <v Speaker>COLMES Reverend Guns, you're in the community. <v Speaker>Is it that the community just hasn't been interested in the school <v Speaker>or has the community felt that that there has been that that barrier they're <v Speaker>up to now? <v Speaker>Well, I think that one of the problems of Barry is that <v Speaker>that that the community has to overcome or that the school system probably has to <v Speaker>overcome is the barrier. <v Speaker>Whether or not the the the educational system <v Speaker>is interested in having the community or the parents or the family <v Speaker>involved in the educational process from. <v Speaker>From an African-American perspective, and at least our perspective, we believe that <v Speaker>that there is no separation between church and state, between <v Speaker>life and the community, between the secular
<v Speaker>and the sacred. And therefore, because we don't see any any separation between <v Speaker>that, we believe that it is important that we we be involved in <v Speaker>the total life of the community. <v Speaker>Well, doing Dr. Clark came to you. Let's say he came to you and said Reverend Guns. <v Speaker>We'd like you to become involved in this work. <v Speaker>What did you say? What was the answer, Chris? <v Speaker>I didn't that go to the reverend? <v Speaker>Even though I probably would have. <v Speaker>The good thing about it is the reverend came to me and he saw that <v Speaker>there was a need for his church to be involved in our school. <v Speaker>And he came and volunteered verse to see what it was all about. <v Speaker>Then went back to his congregation. <v Speaker>I'll let you take it from there, Reverend. <v Speaker>Yeah, I was really concerned about the the test scores of <v Speaker>kids in the in the public schools, particularly in the Bolden Park, because <v Speaker>the school is within walking distance of our church. <v Speaker>And I felt that I needed to do something as a community leader <v Speaker>to at least have some kind of presence in the school.
<v Speaker>So I went to the school and just happened to be there the day that they were having such <v Speaker>a recognition for partners with the school in and offered my own services. <v Speaker>And as a result, that members of the congregation involved probably about <v Speaker>four years ago and they've been involved ever since. <v Speaker>Mr. Parker, what did your child need that he or she had? <v Speaker>I don't know. Which was it, wasn't it? <v Speaker>What did your son need that he wasn't getting? <v Speaker>Before all of this, we had a great concern about for my son. <v Speaker>So my wife stopped working so that she could be with her, be with him. <v Speaker>And so she went to football and park to volunteer. <v Speaker>And she got so excited when she found a program, a ball in park. <v Speaker>And then I got involved football and park reminds me of <v Speaker>when I was in school, when the whole neighborhood was involved <v Speaker>in Bowland Park. Nobody is lost in the cracks. <v Speaker>Everybody cares. And Dr. Clark, make sure that nobody
<v Speaker>is lost. They have a program where they adopt the students. <v Speaker>Is this a program where you know that someone loves you, <v Speaker>that there are programs for the parents and there's just so much going on the ball in <v Speaker>part? <v Speaker>Do I understand also that the children at the school come to school dressed <v Speaker>every day? I mean, I agree with ties. <v Speaker>Is it uniforms or is it just. <v Speaker>Well, third, fourth and fifth graders wear special uniforms to school. <v Speaker>I had a discussion with the parents and it's my belief that kids act better. <v Speaker>They feel better. They have a higher self-esteem when they are dress. <v Speaker>So the parents believe what I was saying and the kids like <v Speaker>the idea. So we got together and the parents were not able to buy <v Speaker>the uniforms, the school purchase the uniforms for the kids. <v Speaker>We have a washer and dryer. We can keep the uniforms clean. <v Speaker>We hanging them up in the classroom. <v Speaker>And every Wednesday when they wear these uniforms, they take so much
<v Speaker>pride in themselves. <v Speaker>Are you also segregating the sexes in some class? <v Speaker>Yes. That's a controversial idea. <v Speaker>How you doing? <v Speaker>Well, again, I think we need to keep kids on focus. <v Speaker>And I found out that when girls are working in a classroom with girls and boys <v Speaker>with boys, we find that they are better stand on task. <v Speaker>And we have found now our test scores have significantly improved. <v Speaker>We have found out that behavior is not a major problem. <v Speaker>And we don't have that spring fever of girls writing letters to boys and <v Speaker>vise versa. And the kids love it. <v Speaker>Diana, very. Has that been your experience in the classroom? <v Speaker>Does that kind of segregation and be, well, dress and all those good things make it <v Speaker>easier for you to do your job? <v Speaker>Yes. As a matter of fact, I have experienced having an all girl class <v Speaker>and I I found it immensely positive. <v Speaker>The girls were more able to be
<v Speaker>less than in an inhibited. <v Speaker>They were able to just be themself. <v Speaker>And they knew that they basically feel the same about different <v Speaker>things. And their self-esteem was a lot higher. <v Speaker>They were much happier. <v Speaker>And plus, I could focus on things that interest girls <v Speaker>when I approached different things that I was teaching. <v Speaker>And they were they really enjoyed being in that situation. <v Speaker>What's the reason measureable yet the academic result of what we're seeing <v Speaker>in terms of let's forget about behavior for a while, but what children are learning or <v Speaker>are they learning better or are they learning in ways that it will stay with them as they <v Speaker>go on to middle school and high school? <v Speaker>What's your experience or can you measure it? <v Speaker>I haven't seen gender classes, but the whole thing, all that you're doing? <v Speaker>Well, I believe that in the first month of school, <v Speaker>September, when that really stress in academics as such
<v Speaker>with stress and looking good, feeling good, being <v Speaker>somebody special, having self-respect. <v Speaker>All of these social. Races, and I believe that if a child <v Speaker>feels good about himself, like coming to school, then <v Speaker>that academic will come. <v Speaker>But the test scores have improved. Go over to all the other all black <v Speaker>elementary schools in the city at Bolton Park. <v Speaker>But there are those people who would say that, no, we've got to pay attention to the <v Speaker>basics first. The three R's put all this other stuff on the back burner. <v Speaker>What's your response? <v Speaker>If I were to stay in the form of history, we already <v Speaker>have seen in our society that test scores have gone down. <v Speaker>So we need to make a change. Are we going to be complacent knowing that that's a fact? <v Speaker>No, I said we need to make a change. <v Speaker>And in making this change, the kids are going to have to do for themselves. <v Speaker>We can put everything before them. But unless the child feels as though he or she wants
<v Speaker>to make a difference, it will not work. <v Speaker>So using that month of September to let the child know you are special, <v Speaker>you can do and everything's said and done is done on a positive <v Speaker>mode. <v Speaker>And we found out I was just going to say that when you look at <v Speaker>children who come from, say, an inner city community, <v Speaker>the models that are oftentimes developed for education <v Speaker>are developed with a € century middle class white <v Speaker>America background. <v Speaker>And that model doesn't always work and interest in it. <v Speaker>In an inner city school, you have to understand that children <v Speaker>who come from that background are first off, they're ethnically <v Speaker>African-American. And because they're ethnically African-American, <v Speaker>they think differently, they learn differently, they respond differently. <v Speaker>And we are an intensely, deeply spiritual person.
<v Speaker>So the approach that Dr. Clarke takes, I think, is a very valid one to help <v Speaker>the children, to understand who they are, to feel good about themselves, <v Speaker>to develop a sense of values, of what's right, what's wrong. <v Speaker>So when you have an environment where there's drugs, violence and a whole lot of other <v Speaker>things going on, you come to school already depressed and beaten down <v Speaker>by the environment. And so if you go into a school situation where <v Speaker>you have a middle class teacher who comes from a middle class neighborhood, <v Speaker>who doesn't understand what it's like to live in that environment and seeks to impose <v Speaker>their values upon you, then that causes a rebellion in the classroom. <v Speaker>And until the teachers and I think Dr. Clark and his staff do a very good job of <v Speaker>helping the teachers, first off, he helps the teachers to understand that this is a <v Speaker>special environment. It's not suburbia, suburban Virginia Beach. <v Speaker>We need to move on. <v Speaker>It's generally understood that you can do all kinds of good things to help elementary
<v Speaker>school children. But if they don't learn to read, well, all might be lost at Magruder <v Speaker>Elementary School in Newport News. They're using an idea that was developed in New <v Speaker>Zealand, as I understand it, which has two thirds of MacGruder first graders reading <v Speaker>at or above their grade level. <v Speaker>That's an accomplishment these days. <v Speaker>Michael Williams Hickman is principal of Magruder Elementary and Linda <v Speaker>Husbands is reading teacher. <v Speaker>How important is reading to efforts like the kinds of things we just heard at <v Speaker>Bowling Park? Is it is it at the center of all that here? <v Speaker>Oh, it certainly is. We we certainly know that children cannot succeed unless they <v Speaker>are able to read. Our primary mission at Macoute Primary School is to enable <v Speaker>all of our young sergeant to be successful last lifelong learners and to accomplish <v Speaker>this. We feel that it's important that they learn to read. <v Speaker>It's very interesting that we should sit on a panel today with my friend Dr. Clark, <v Speaker>because I visited his school two years ago and after visiting his <v Speaker>school got many of the ideas, the feeling tone in his school is very positive
<v Speaker>towards youngsters learning. And we were at a crossroads at Magwood at a time where we <v Speaker>needed to make a difference in our community with the boys and girls that we had. <v Speaker>We were very fortunate. Two years ago, to have the reading recovery program <v Speaker>bought our school, as well as some other initiatives that we have been involved in. <v Speaker>We also have found that we must involve our community in order to make that positive <v Speaker>difference. We have lots of parent workshops that we conduct throughout the year. <v Speaker>And from that, the boys and girls are seeing their parents come into the schools feeling <v Speaker>good about their parents being in the schools. <v Speaker>And that has been a very positive influence on. <v Speaker>They really recovery program specifically in just a couple of cities. <v Speaker>If you can or you. How does it work? <v Speaker>I understand it came from New Zealand. <v Speaker>Well, this is a very excellent reading recovery teacher, and I'm certain that she can <v Speaker>tell you about what happened. <v Speaker>Reading Recovery is of early intervention program for at risk first graders <v Speaker>through reading recovery instruction. <v Speaker>They develop strategies for reading, become independent.
<v Speaker>Readers and reach average levels of classroom <v Speaker>work. It was developed in New Zealand by Dr. Murray Clay, <v Speaker>who not only was an educator but was a psychologist, and <v Speaker>she developed it through observation and the first two weeks of <v Speaker>any child's reading recovery program. <v Speaker>We do know teaching. We observe the child and we take the child <v Speaker>from what they know to the next level. <v Speaker>We don't look at a child and say, well, they don't know this and they don't know that. <v Speaker>And that's what we have to teach them. We take them from what they know and build on. <v Speaker>That is why is it so revolutionary? <v Speaker>It seems to make sense as a revolutionary idea. <v Speaker>Well, I get that. And first of all, and also we uncover <v Speaker>sort of stops the clock for at risk children and gives them a chance <v Speaker>to succeed before they've entered a cycle of failure. <v Speaker>And that's why we work only with first grade children. <v Speaker>I'm curious, how does something that start in New Zealand end up in Newport
<v Speaker>News, Virginia? And I understand it made a stop in North Carolina. <v Speaker>I think that your teachers went to a training session in North Carolina <v Speaker>to learn how to do this and then brought it back here. <v Speaker>Is that the way it works? <v Speaker>As we all in education are trying to find successful ways of unlocking <v Speaker>the minds of youngsters to enable them to learn. <v Speaker>We had someone in Newport News to, I think, observe in Ohio <v Speaker>and they observe the Reading Recovery program in and in session. <v Speaker>The success rate was another interesting factor. <v Speaker>Eighty five percent of the youngsters in the program successfully completed the program <v Speaker>and would never need remediation again. <v Speaker>That was the promise of the Reading Recovery program. <v Speaker>And we found that to be true. We had 91 percent of our first graders last year <v Speaker>successfully complete the program. <v Speaker>And of those 91 children who completed the program, 100 percent of them are <v Speaker>at or above grade level in second grade. <v Speaker>Just quickly, Dr. Clark or Diana Varia, is that something similar to what you might be <v Speaker>doing in Bowling Park or should you be taking some ideas from them?
<v Speaker>Yes. We've started reading Recovery this year, too. <v Speaker>I think we have several schools in Norfolk haven't really recovered. <v Speaker>And as Mrs. Hickman was saying, it is a good program for first <v Speaker>graders and it's going to reduce the failure rate in those <v Speaker>primary grades. <v Speaker>All right. As we have just already heard, especially in the case <v Speaker>of Bowling Park Elementary School in Norfolk, we've got to think of solving educational <v Speaker>problems in the context of the whole lives of our children in Hampton. <v Speaker>And there is a project associated with Tyler Elementary School which literally works with <v Speaker>the children, where many of them live in something called the Partnership for Educational <v Speaker>Triumph, known by its acronym as the PET Project here at Tylor Elementary School <v Speaker>in Hampton. <v Speaker>The School Day. It for all of its students when the last bus is pulled away for the <v Speaker>afternoon. Many who go to Tyler live in this lower income neighborhood off King <v Speaker>Street near Mercury Boulevard. <v Speaker>And after the school closes its primary location, it opens up again for those who want
<v Speaker>to come in this apartment donated by the management of Sinclair Gardens on West Gilberg <v Speaker>Street. The Partnership for Educational Triumph PETT for short runs <v Speaker>an after school program with the help of volunteers. <v Speaker>Diane Green, school counselor at Tyler, says it was created when the Hampton School <v Speaker>system began to look for ways to better integrate the schools into the communities they <v Speaker>serve. <v Speaker>The parents and children as well wanted to make a closer <v Speaker>or stronger bond and connection between the school and the community. <v Speaker>We spend a great deal of time with the students who come to our building and <v Speaker>once they leave our building, they're back in the community. <v Speaker>We needed to make a home, a home school connection with that. <v Speaker>So parents had asked for a way in which the school could come out to the community. <v Speaker>And from that charge, we basically the staff, <v Speaker>some a parent component, also met and <v Speaker>came up with the idea of having a community based center every Monday
<v Speaker>through Thursday from 3:30 to 5 students. <v Speaker>Some parents and volunteers get together informally to work on homework, help children <v Speaker>to explore new ideas, or just to hang out together. <v Speaker>Parent and volunteer for a day like Marty thinks that these kids first needs <v Speaker>something very basic and she's prepared to provide it. <v Speaker>This kids in need, a love and a lot of tension. <v Speaker>It's an space that I was a from an <v Speaker>earlier age and I wish I had it earlier. <v Speaker>Take up teaching, which is Monday. <v Speaker>But I love kids. <v Speaker>Johnny Theodore is a psychology major at Hampton University. <v Speaker>He's been helping to teach things to these children, but he's learned something back from <v Speaker>them, something about children that doesn't seem to reach its full potential in today's <v Speaker>society. <v Speaker>The most interesting thing apalling about is how children learn. <v Speaker>And it's incredible because a lot of people don't understand or don't
<v Speaker>play, so a lot of value into how quickly and how smart children really <v Speaker>are. <v Speaker>They are quick to learn and they like sponges and solve everything <v Speaker>in the view of the folks at Tylor Elementary and the pet project. <v Speaker>These young sponges can be helped by all of us. <v Speaker>For Diane Green, what happens in this tired old department has helped to bring the school <v Speaker>and some of the rest of the community together. <v Speaker>The center has helped serve the purpose of letting <v Speaker>the community, letting other schools, and especially the children, realize <v Speaker>that schools are a good place to be. And we want our boys and girls to like coming to <v Speaker>school and to know that they're there for good reason. <v Speaker>And that reason is to learn. <v Speaker>We wanted the community to know that Tyler is not just a building <v Speaker>tower elementary schools, a place where children learn and that we are there, <v Speaker>the staff is there to help the parents do the best job they can <v Speaker>to raise their children. <v Speaker>But for Marty thinks that all of the effort by everyone else won't be fully effective
<v Speaker>until more parents show their kids that they care about their education and that they're <v Speaker>willing to do something about it. <v Speaker>I guess most of the parents want to stay home or watch TV. <v Speaker>They don't want to get involved. Take this plane. <v Speaker>They want to get involved and they should. <v Speaker>It's very important for them to be in school. <v Speaker>Susanna Roberts is coordinator of the Pet Project and Aaron Kinnard <v Speaker>is a teacher at Tyler Elementary School. <v Speaker>We heard that Lisa Martella meant the lack of involvement by parents. <v Speaker>Is that the problem that something like your project is trying to do is to replace <v Speaker>the parents or to be for the kids after school or the parents isn't? <v Speaker>Is that what you're doing? <v Speaker>Not trying to replace them? We're trying to involve them. <v Speaker>That's why we're in sort of their community. <v Speaker>I think when they see that the school cares enough to come inside their community, <v Speaker>they're willing. You get to know the children and the families. <v Speaker>And on a different level. And when they say that you care, then they're more willing to
<v Speaker>get involved. But we're not trying to replace them. <v Speaker>OK. <v Speaker>What do you think is the problem, though, with parents who are Maday <v Speaker>said they'd rather sit home and watch television. <v Speaker>Is that indeed what it is? <v Speaker>A lot of it is. The economy is a lot of it. <v Speaker>I think a lot of times they're insecure and they feel like they don't have anything <v Speaker>to offer. And we offer a lot of parent programs, plus children program. <v Speaker>We tried to emphasize no matter how large or small, whatever you can <v Speaker>offer counts. OK. <v Speaker>And I just think the economy has a lot to do with it. <v Speaker>And they just feel like that they have nothing to offer. <v Speaker>You told me when we were up there also that a lot of the parents and kids in your <v Speaker>neighborhood come and go very quickly so that they don't because of economic reasons, <v Speaker>looking for jobs and that kind of thing. So they don't have a chance to set down roots or <v Speaker>rather involved in the school. Is there anything you can do about that to make people <v Speaker>more involved? Maybe a temporary kind of basis?
<v Speaker>No, there's I don't. <v Speaker>We just have to take them while we're there and do our 100 percent best. <v Speaker>There's nothing we can do to keep them. <v Speaker>We can educate them through our parent classes that we offer, <v Speaker>but we can't hold them there. <v Speaker>Aaron, can I? What's the effect of what she's talking about, about lack of parental <v Speaker>involvement in helping you to do or hinder you in doing your job? <v Speaker>Right. <v Speaker>Well, I'm the doctor. <v Speaker>I sit in the classroom with my students. <v Speaker>I feel that my students have really benefited from the program. <v Speaker>It's it's been a really good place where they can go and get their homework done and <v Speaker>just they can gain a lot of self-esteem from a supervised center that they can go to <v Speaker>after school and spend time playing games and doing crafts. <v Speaker>But what would you like to see more parents of your children coming to your classroom, <v Speaker>knocking on your door and asking you questions? <v Speaker>Oh, definitely.
<v Speaker>Definitely. I'd like to see the parents being involved in the classroom and <v Speaker>coming in and sharing the experiences with this day. <v Speaker>What do you think is the effect on the children, on your students when they're parents? <v Speaker>We're trying to make a case to parents who are watching right now, who are perhaps kind <v Speaker>of apathetic about this, makes a case for their involvement. <v Speaker>From your perspective, as a teacher? <v Speaker>Well, I just think it's very important that the parents are involved with the students, <v Speaker>that they come in and they. <v Speaker>Can just be a part of their children's lives, and it's hard because <v Speaker>a lot of the parents are working and they're not available <v Speaker>to be there with the students all the time. <v Speaker>But it is very important that they are. <v Speaker>You seemed do you see a difference in the result for those of your kids who do something <v Speaker>like the pet project to those? <v Speaker>You. How do you watch differently? How do you quantify that? <v Speaker>In her class? That totally turned around. <v Speaker>I had two students that are regular.
<v Speaker>They go to the center every day and you know, before the center, they weren't bringing in <v Speaker>their homework. They weren't, you know, too active in the school. <v Speaker>But since this since they've been going to this center, they are doing their homework. <v Speaker>And they they really take it as a personal. I mean, they love this center. <v Speaker>It's their place where they can go every day. <v Speaker>And it's it's just like their second home, Suzanne. <v Speaker>What's really going on here? I mean, you're doing obvious things like helping with <v Speaker>homework and taking the kids under your arm and helping them to socialize and so <v Speaker>on. But what do you think you're really giving these these kids that shows up in a <v Speaker>different classroom? <v Speaker>Well, the first thing getting back to the first panel, I don't emphasize grades. <v Speaker>That to me to start off does not matter. <v Speaker>The main thing I want, these children have never had anything like this. <v Speaker>So I wanted to emphasize self-esteem and that they are somebody I <v Speaker>did that through a lot of reward programs when they saw that they could accomplish. <v Speaker>I had perfect attendance programs, reading programs. <v Speaker>Also, I work at the school, so I'm able to take these children.
<v Speaker>If I see needs, I can go communicate. <v Speaker>Like if I saw Miskin Norge student needed special help, I could go right to that school <v Speaker>because I work there and I can say, look, this child, is there anything I can do? <v Speaker>Give give me some work or give me some advice. <v Speaker>And we work together. <v Speaker>But after that, after we got the self-esteem built up, <v Speaker>then the great started coming up, because these children say someone cares. <v Speaker>They see I'll pick up the phone in a heartbeat, call their parents because I'm inside <v Speaker>their community. The apartment complex donated the apartment. <v Speaker>They're showing the community is working with the school. <v Speaker>If I need to call parents or I can walk right across the street and go to their home and <v Speaker>get involved that way also. <v Speaker>Finally, very quickly, I was very intrigued. The idea that in a big housing project <v Speaker>or apartment complex, the this is a privately owned apartment complex <v Speaker>or is not public housing. The management gave you one of their apartments. <v Speaker>Was it difficult? Was it their idea? Your idea? <v Speaker>How'd you get them?
<v Speaker>They saw a need. And our principal contacted the manager <v Speaker>and they saw a need and they were willing. <v Speaker>That's where the title comes from. <v Speaker>It's everybody working together and they didn't mind at all. <v Speaker>And they have they're willing to donate it up through the summer and through next year <v Speaker>because I've seen the difference that it's made. <v Speaker>OK. During our first class of 2000 program last September, we heard the president <v Speaker>of Virginia Natural Gas Company say that businesses like his. <v Speaker>Absolutely. Had to help out with public education for a lot of reasons, <v Speaker>not the least of which was the creation of the well educated workforce that all <v Speaker>businesses need to put its money where its mouth is and help to create <v Speaker>the pipeline to the community preschool program that involves Virginia <v Speaker>wisely in college. Newtown Road Elementary School in Virginia Beach. <v Speaker>And BMG working in partnership. <v Speaker>Ginger Ferris is an assistant professor of education at Virginia Wesleyan <v Speaker>Private Tour. Jay is principal at Newtown Elementary School.
<v Speaker>Marty Ive's is a public affairs officer for Virginia Natural Gas Enjoy Spending <v Speaker>is pipeline coordinator at Newtown who initiated this partnership <v Speaker>and why? Who took the first step here? <v Speaker>Someone volunteer. We just we just all took credit for it. <v Speaker>If I could just start, because I think that it was kind of an interesting evolution of an <v Speaker>idea. Newtown has been in partnership with Virginia Wesleyan <v Speaker>for six years in the Adopt a School program. <v Speaker>And we've been searching for a word to talk about what kind of relationship we have. <v Speaker>We think it's kind of symbiotic. So I guess that we sort of had the same idea at the same <v Speaker>time. And then enter Virginia natural gas. <v Speaker>There was a relationship between a professor at Epigenome West and <v Speaker>and the president of the company. And he said, I have some money to spend in education. <v Speaker>Where might that be? And of course, they said only at Newtown. <v Speaker>So we were delighted and pleased with that. And so we got together and had a roundtable <v Speaker>discussion about possibilities. <v Speaker>I mean, I think people who are who are watching out there, who might be thinking that
<v Speaker>things like this mean, did you all bump into each other in the street one day, say, hey, <v Speaker>let's do this? Or did someone had to make someone have to make the first step they cut <v Speaker>from where they came from? <v Speaker>Well, I think it came from the G to Virginia Wesley, and they were interested in <v Speaker>a project that would affect education and came to the education <v Speaker>faculty at Virginia at Virginia Wesleyan and said. <v Speaker>What would you like to do and because I have been the coordinator with Newtown <v Speaker>Road, I said, Bill, I think we'd like to do something at Newtown Road. <v Speaker>And. And so we just sat down and talked about it. <v Speaker>And that's how it began. <v Speaker>What does it take for a company like BMG to decide to get involved in something like this <v Speaker>and you have to have the board get together and talk about or could someone just make a <v Speaker>decision to say, hey, let's do this? <v Speaker>President made the decision. He's committed to education. <v Speaker>He's committed to the communities that we serve. <v Speaker>It's an important issue that affects not only my company, but everyone else in the area. <v Speaker>And we decided get involved. <v Speaker>Joyce, what's the educational goal here? What are you trying to accomplish?
<v Speaker>We're trying to first involve parents in the total education <v Speaker>of the children. We want them to know that they are the first teachers. <v Speaker>We hope by giving the children at a very early age at preschools <v Speaker>and giving the parents an opportunity to become more, <v Speaker>I guess, effective in their parenting skills and being involved in the children. <v Speaker>So when they come to us at kindergarten first grade, they <v Speaker>have that basic foundation of the importance of school and that we <v Speaker>are it makes the job of the teachers easier to reach them and to start that <v Speaker>academic process. <v Speaker>Is your view of parents the same as hers is, or what's <v Speaker>what's the problem with parents from your perspective? <v Speaker>I think parents have for a very long time have felt that <v Speaker>they were not a part of the school system, that <v Speaker>they had no r no right or no responsibility
<v Speaker>to quote, educating the children. <v Speaker>I send them to school is the teachers, the educators job to teach to children. <v Speaker>And we've found that the parents are very concerned about their children. <v Speaker>I've actually gone into the homes and talked to the parents one on one, and <v Speaker>they are very much concerned about their children. <v Speaker>But for some reason, they have not had the opportunity or have not felt <v Speaker>that what they that they work of worth are needed in the educational <v Speaker>system. So by doing this, we're bringing them to the school along with the children. <v Speaker>We got two things going on here. Even we're hearing that the parents are apathetic and <v Speaker>they don't care. We're hearing that maybe they're intimidated by dealing with this for <v Speaker>it's the school, it's a bureaucracy, or perhaps they feel inadequate themselves in <v Speaker>all of this is because really when talking to them on a one on one. <v Speaker>And that's when I actually go into their homes and spend time with them. <v Speaker>They are very concerned about their children. <v Speaker>But really, they just feel that I don't have the know
<v Speaker>how or that what, Mike, our presence <v Speaker>is not needed or in point is that we have to change that and let them know that they <v Speaker>are very, very important and that if we don't let them become <v Speaker>a part of that early training, that we're really losing the children <v Speaker>when they come to us. We know we have that much more to to do to overcome this. <v Speaker>So far, we've heard about parents since the beginning of our discussion. <v Speaker>Do we need a school for parents? <v Speaker>Because those parents have come through the same system that we're now trying to repair. <v Speaker>Part of what we are. We're a parent education child stimulation program. <v Speaker>So we bring the parents and the children to school together on the yellow school bus. <v Speaker>And the parents have a discussion group about child related issues in school while <v Speaker>the children have activities that are age appropriate and developmentally <v Speaker>appropriate with Virginia Wesleyan students working on a one to two ratio. <v Speaker>So these children for two hours get a lot of attention in a developmentally
<v Speaker>appropriate program for them as well as their parents <v Speaker>talking about what's happening with them in some interaction between the two groups. <v Speaker>I think it's more beneficial in that sense because the children and the parents said they <v Speaker>act together. It's not like the children come home and say, well, and the parent, what <v Speaker>did you do today? What was school like? They know they were there. <v Speaker>We were a part of that. And it makes it that much more meaningful for them. <v Speaker>And they have an opportunity to really share and have input. <v Speaker>And this is what I need to know to do to work with my child. <v Speaker>Help me. <v Speaker>Barbara Taussig, very quickly, is do you have a result for this statistically or figures? <v Speaker>Can you? Can you show some progress with your kids? <v Speaker>Because actually, Virginia Wesleyan took responsibility for the assessment piece. <v Speaker>But from a school point of view, one of the things related to the parents is we're <v Speaker>finding that our pipeline parents are enthusiastic now about getting involved already <v Speaker>because they say, I feel that I already have a sense of home now. <v Speaker>And we have a lot of involvement from those pipeline parents already before the children <v Speaker>actually enter as a kindergartener.
<v Speaker>OK. Yeah. From a college helping perspective, elementary school students to <v Speaker>elementary kids being prepared for college. <v Speaker>It's happening in Newport News in a project called the. <v Speaker>Achievable dream at after school and summer enrichment program for disadvantaged <v Speaker>students aimed at heading them for higher education. <v Speaker>The project will get its own magnet school in the fall. <v Speaker>Businessman Walter SIEGEL off is the force behind it. <v Speaker>And Robinson is its director. <v Speaker>And Jacob Wilson will be principal of the Achievable Dream Magnet School. <v Speaker>Mr. SIEGEL, off. I want to use you as an example. <v Speaker>How does a mild mannered business man become an educational activist? <v Speaker>What did you have to do? What got you started? <v Speaker>Why do you do it? <v Speaker>Well, our projects, our program started two years ago in June of 92, but for <v Speaker>probably I don't know how long, six months, a year or 18 months before that. <v Speaker>The problem just kept eating at me and eating me. <v Speaker>And that is that the people we were hiring, the products of the public school system were <v Speaker>not kids, not what we needed.
<v Speaker>They were not trained properly. They didn't have the right work ethics. <v Speaker>They didn't have the right integrity and honesty. <v Speaker>And we just were unsatisfied as a business community in Newport News. <v Speaker>And this was something we discussed. <v Speaker>But this wasn't because you had children in the schools necessarily. <v Speaker>You just that you and some others were looking at this. <v Speaker>And this was the that's if you came to. <v Speaker>That's right. And what did you do? How did you start this? <v Speaker>What would you say you a letter to the editor? <v Speaker>I mean, what would you know? <v Speaker>I realized that you can't do anything on a global basis or even a state wide basis <v Speaker>at which the problem is national. <v Speaker>And I said, I can make a difference here. I can make it. <v Speaker>We this program, we could develop a program that would make a difference in one hundred <v Speaker>kids and maybe 500 kids lives. <v Speaker>And that would be significant that if we could take a mainstream from this population <v Speaker>of. And this has nothing to do with race. <v Speaker>This is a this is a problem across both throughout the entire community <v Speaker>that our goal, the achievable dream, would be the dream portion of it,
<v Speaker>that we wanted to see the children who met a standard and a parent who met the standard <v Speaker>contract with us, which requires a C plus average crime free, drug free, <v Speaker>pregnant free. Hopefully we'll get a college education paid for by the state. <v Speaker>And we're working at both ends of the spectrum. <v Speaker>We started the third grade and trying to move our program along through the 12th grade <v Speaker>eventually, and that the child can have a trade school or junior college <v Speaker>or for your state school paid for by the state. <v Speaker>And really, what's the specific problem here with these kids, in your view <v Speaker>that you so far insofar as you can solve it? <v Speaker>What's the first thing you have to do with them? <v Speaker>Well, I think as laymen, Walter and I were in and we're aren't we're businesspeople. <v Speaker>And as laymen, we felt like, as he said, that the problem was going through the school <v Speaker>system when a child got out of high school, unless they did <v Speaker>go on to college. And that was not their goal. <v Speaker>They were not prepared to go into the workforce. <v Speaker>They didn't have a certain ethic, a certain conversation, a certain ability
<v Speaker>to get the jobs of today. <v Speaker>Someone that works in a for mechanic. <v Speaker>Now that what used to be perhaps less than a blue collar job years ago now <v Speaker>has to be a computer maven. They can't work on an automobile without having computer <v Speaker>skills. So the whole world has changed. <v Speaker>I think this has a lot to do with the problems with parents. <v Speaker>They feel somewhat helpless. The world has changed so much that now just simple parenting <v Speaker>is a very complicated thing in the life we live in. <v Speaker>So what we decided to do was to take the problem of associating <v Speaker>education with success and associating school with getting <v Speaker>somewhere. And we tried to do that with encouraging children to like to go to <v Speaker>school. And I've heard this before, want to go to school. It's fun to go to school. <v Speaker>I learn something. It's exciting. <v Speaker>And once they get into it and the parents find out that it isn't a frightening <v Speaker>thing, but it's a fun thing, it's encouraging that eventually you almost trick the child <v Speaker>into getting to the place where they learned. <v Speaker>Mr. Jacobs, is does this go on?
<v Speaker>You're an educator. Their business, private sector people do just what they're <v Speaker>talking about. Fit in with what educators try to do. <v Speaker>When you do the two things work together. <v Speaker>We utilize the information that we give my business community. <v Speaker>And as educators, we take that information because they are looking at the end result of <v Speaker>all of our efforts. And we try to use that information to better prepare <v Speaker>youngsters for that workforce, for college, for trade school. <v Speaker>Our program is really targeting the youngster that has the ability, <v Speaker>but for various reasons may not be being as successful as they might be. <v Speaker>So our efforts are really geared toward making those students successful and giving <v Speaker>them the work ethic, the study skills, <v Speaker>giving them the self-esteem necessary to work hard in school and realize <v Speaker>that they can have a dream and that dream can be college. <v Speaker>That dream can be to be a president of a company to own their own business. <v Speaker>We try to give them a dream. <v Speaker>And that seems to be really working for what we're hearing so far.
<v Speaker>We'll continue to hear it for the rest of this discussion is almost a one on one approach <v Speaker>to. Dealing with with young people, you taking them in your arm and saying, here, <v Speaker>I'm going to help you in this way. Is that what we need to do? <v Speaker>Or is that what these kids need? <v Speaker>That's what these kids need. <v Speaker>We're finding out. And I like that statement. <v Speaker>It takes a whole village to raise a child because it's so true. <v Speaker>And I think as you look back throughout history, you'll note that years ago <v Speaker>that happened in schools. <v Speaker>If something happened in school, parent was called, parent was involved, the teacher <v Speaker>might walk home and take the child home and help solve the problem. <v Speaker>It was a real community effort. And I think as as the country has become more complex <v Speaker>and as we have people not staying in their own community or raising their families <v Speaker>with their other extended family, we're finding that that that has <v Speaker>ceased to happen. And so we're trying to recreate that kind of situation where the <v Speaker>community is in the school. I think all the things you're hearing today kind of allude to <v Speaker>that that idea was just single.
<v Speaker>I'm curious, as a businessman. <v Speaker>Did you take a business approach to this problem? <v Speaker>Was it like finding the right the best marketing plan for a given product or service and <v Speaker>then going forward so that education is nothing but a business? <v Speaker>It's just I yes, that's exactly. <v Speaker>We use nothing but what we think are good business practices in <v Speaker>our approach to the achievable dream program. <v Speaker>And we have very fast paced. <v Speaker>And we're if we've gone from a summer program in June of 92 to <v Speaker>our own magnet school in in in June of 94, you can see we're fast <v Speaker>paced and have had hard results to back us up. <v Speaker>Business tries to sell products or services to consumers. <v Speaker>In this case, are the consumers, the kids, and that is the product, the the education <v Speaker>that's available to the kids and the families. <v Speaker>And the parents are the market. <v Speaker>And yes, they're the ones we're marketing to. <v Speaker>We're marketing education, self-respect, self-esteem, a social equalizer <v Speaker>in our sport, that we use tennis, that these kids are special, that
<v Speaker>the only kids in the world with that set of fingerprints. <v Speaker>And we use all of these things that are marketing tools to get these kids to feel good <v Speaker>about themselves and who want to succeed, as I mentioned. <v Speaker>So this is a case where an idea that came from the private sector <v Speaker>say eventually ended up being created as a public school. <v Speaker>I got that right. That seems a little bit extraordinary in this day and age. <v Speaker>I mean, or is it? And if and if it is, why did that happen? <v Speaker>And do you think it's gonna be happening more and more around the country? <v Speaker>Well, our program was achieved would mean program was originally a summer <v Speaker>eight week program and extend it until the after school program. <v Speaker>And in Newport News, we have lots of students that move from school to school. <v Speaker>As I'm sure you know, that's the case in many school divisions. <v Speaker>And we found that students that would be in our program in three or four schools would <v Speaker>end up in 13 or 14 schools over a six to seven month period. <v Speaker>So the logistics of the program, that part really got to be a
<v Speaker>real nightmare for us. And the the magnet school concept allows <v Speaker>us to solve that problem and also allows us to create a complete <v Speaker>educational atmosphere that that targets the kind <v Speaker>of strategies that we'd like to use and targets the kinds of ideas that we want to impart <v Speaker>on the kids in one environment. So it was it's a good <v Speaker>plan of action and we hope to see it continue to grow. <v Speaker>You know, other areas will take that kind of approach. <v Speaker>Okay. <v Speaker>The next stop after elementary school for most kids is middle school, where <v Speaker>the idea is to help fifth seventh graders through the passage from childhood to <v Speaker>adolescence. Almost all of us will remember that as a tough time. <v Speaker>And these days, the society in which our children live has made it tougher. <v Speaker>At Northside Middle School in Norfolk, they've been combining education with other forms <v Speaker>of support involving students, teachers and parents. <v Speaker>Betty Lewis has put together this piece about the community of caring and my field <v Speaker>and community service by cleaning up this school.
<v Speaker>And I've been to parks, cleaning parks and things like that. <v Speaker>I went to a nursing home and we threw a party for the nursing home people. <v Speaker>What these kids are talking about in public forums and doing community service <v Speaker>projects is part of their 8th grade education at Norfolk's Northside Middle <v Speaker>School, where they're learning to apply a basic set of core values to their actions and <v Speaker>their thinking. North Side's principal, Dr. Robert Hohn. <v Speaker>What the community of caring is. <v Speaker>It is taking what we do every day. <v Speaker>We focus on basic skills. <v Speaker>We focus on teaching and learning. Well, we incorporate certain components into that. <v Speaker>The ability to care for one another, the sense of responsibility, <v Speaker>family, trust, respect, all of these components <v Speaker>are incorporated into the instructional process. <v Speaker>These core values of the community of caring are integral to classer. <v Speaker>Teaching and extend to community service projects which involve both students
<v Speaker>and teachers. Science teachers Minka Taylor and Sandra Cherri. <v Speaker>I find that when I use the community sharing values <v Speaker>in my classroom, I don't necessarily look at my lessons to see <v Speaker>how I can fit them in. I find that they are needed as everyday lessons <v Speaker>above and beyond what you'd already planned to teach as a physical science teacher. <v Speaker>I like to do a lot of things that involve also environmental science, <v Speaker>and I work with my students in different aspects. <v Speaker>We recently celebrated Earth Day and we did a march for the parks <v Speaker>at North Side Metal. And in the process of not only marching around <v Speaker>and getting the pledges in the way of donations from the community <v Speaker>and staff. We also did a cleanup and in <v Speaker>the process we adopt at Northside Park as a adopted <v Speaker>spot. <v Speaker>Planning and teamwork between the teachers and the input and participation from
<v Speaker>the parents are critical to the program's success in the school. <v Speaker>In the home and in the community. <v Speaker>Flitter Allen is a parent active in the program. <v Speaker>I feel like what this has brought to us is a sense of community. <v Speaker>She is getting more of a community feeling about reaching out toward <v Speaker>helping others in the community. She already has a good base in her in her own family. <v Speaker>But it's important that they understand that they tie into the big picture to <v Speaker>this to the community. So I think that's what it's meant to our family, that she <v Speaker>understands a community responsibility. <v Speaker>And what do the kids think about the community of caring? <v Speaker>Has this intense focus on values made an impact on their school life, on <v Speaker>their family life? <v Speaker>I think before I saw the program, I was I was not as responsible as I am today. <v Speaker>And I I respect my my brothers, my mother and father <v Speaker>little more. <v Speaker>The Feeling of caring program helped me to be.
<v Speaker>Who are responsible, and so I think that that will help me. <v Speaker>To do better in my college years in my career, <v Speaker>Flitter Allen thinks it's been a positive experience for her daughter. <v Speaker>This has been the best experience for my daughter. <v Speaker>I really enjoy this school. <v Speaker>The people are very caring here. <v Speaker>The world of middle-school kids is one of many choices, challenges and questions. <v Speaker>Guidance counselor Catherine Metzker stresses the need for a strong values based <v Speaker>curriculum such as the community of Caring. <v Speaker>And developmentally, these adolescents and pre-adolescent are going through <v Speaker>a world of changes, not only hormonally, but they're also <v Speaker>they're toying with being an adult and making adult decisions. <v Speaker>And some of them are are latchkey kids. <v Speaker>There are making adult decisions. <v Speaker>And I think right now it's just vital that we teach them and that we <v Speaker>reinforce values that they're learning at home, respect and caring and
<v Speaker>trust. They go out into the community and make responsible decisions. <v Speaker>Gentry Kid is lead teacher for the Acuity of Caring program at Northside Middle <v Speaker>School in Katherine Metzger is counselor at Northside. <v Speaker>We hear a lot about values like caring, trust and respect. <v Speaker>But we've just heard there was a big debate in this state last year about <v Speaker>values in education. <v Speaker>Have you gotten any dissension from using that word values and in fact, using those <v Speaker>values in what you're trying to do? <v Speaker>We haven't encountered any at North Side. <v Speaker>We'd like to think of it as an idea that helps <v Speaker>create a positive school environment for our kids to be in. <v Speaker>It's those five principles of the community of caring, our caring, trust, <v Speaker>respect, responsibility and family. <v Speaker>And even before we got involved with this program, which, by the way, <v Speaker>is through the Kennedy Foundation, it before we even got involved
<v Speaker>in the program, we called ourselves a family at North Side. <v Speaker>Anyway, as far as the faculty and as far as the programs that we involve the <v Speaker>kids in. It's a it's an idea and it's something <v Speaker>that I don't think any parent can argue with the fact that a parent <v Speaker>and a teacher are on the same wavelength as far as what they want to see <v Speaker>their children achieve. <v Speaker>We all want to see them achieve academically and in the school setting. <v Speaker>But one thing that's reinforced at Northside is, is that <v Speaker>all the teachers have a caring attitude. <v Speaker>We all expect to be trustworthy, that <v Speaker>we work respectfully and responsibly, and we expect the same <v Speaker>thing from the children. And we see it working really well. <v Speaker>This year, it's the first year we've had it's a national program or it's an idea that's <v Speaker>floating around at the national level. <v Speaker>How do you take a national program like that and localize it to your school on Grant
<v Speaker>Street? <v Speaker>Well, it's it's an idea. <v Speaker>The program is an idea. It's built on concepts like community service. <v Speaker>We just at Norfolk State on May 17th had our first teen forum <v Speaker>where the kids discussed the problems and solutions <v Speaker>for problems that affect them today. <v Speaker>Violence, prejudice, teen health, self-esteem. <v Speaker>And what was the other one? I can't remember. <v Speaker>Oh, it's alcohol and drug abuse. <v Speaker>And they discussed the problems and solutions related to those areas. <v Speaker>And they really came up with some dynamic solutions. <v Speaker>And we're we're working on putting those together in print now. <v Speaker>But those are two of the concepts. And we've worked on getting them involved in in as far <v Speaker>as community service also. We have several programs going on. <v Speaker>I attended a forum at Norfolk State University and I was struck. <v Speaker>And I think anybody who had been there would have been struck by two things. <v Speaker>A lot of things. But two in particular, the facilitator that asked you had about 150 kids
<v Speaker>there, right? Right. Asked how many of these kids had friends who use drugs every Isaw <v Speaker>every year. All right. All next question. <v Speaker>How many of you have friends who have guns? <v Speaker>I saw three quarters of the hands go up. <v Speaker>Now, kids tend to overstate things sometimes maybe. <v Speaker>But as a school counselor, is are they accurate or if they tell? <v Speaker>I think they're accurate. I think they they know of people that carry guns <v Speaker>to weapons they've seen or used drugs. <v Speaker>I think it's an accurate statement that they made there. <v Speaker>I really do. And I don't think we're listening closely enough to these accurate <v Speaker>statements that they're making. They come into my office all day long and I hear it. <v Speaker>So the cynic out there might say, well, it's nice to be carrying <v Speaker>yourself with mutual respect and be nice to each other, but that's a nice, soft, gentle <v Speaker>thing to do. In the meantime, we got guns and drugs out there. <v Speaker>How do the two things on the flip side of that is that if we don't start trying to take
<v Speaker>steps to correct the behavior that is behind putting a gun <v Speaker>in your coat pocket, OK, then the kids are never going to get anywhere <v Speaker>where they're learning anything in the classroom. <v Speaker>And it's it's not that I think that our curriculum should be totally values focused. <v Speaker>This isn't values clarification. <v Speaker>It's it's built on five principles. <v Speaker>And and we reflect that as a faculty and we expect the same from <v Speaker>the kids. And it's something that's an idea that they see for six hours <v Speaker>a day. And hopefully it's being reinforced in the home. <v Speaker>And that's what they have to deal with. <v Speaker>You know, I'm struck that this doesn't mean to put down your program <v Speaker>at all. And I'm struck that a program that comes from the national level, <v Speaker>it talks about teaching kids, caring and mutual respect and all that kind of stuff is <v Speaker>considered to be almost revolutionary. <v Speaker>And we're talking about a television program, because back when I was in school and <v Speaker>marching through driven snow five miles to school.
<v Speaker>Like we all did when we were kids in the school. <v Speaker>That stuff was a given. I mean, what's what's happened? <v Speaker>Our kids go from being with mom and dad in the morning, everybody getting ready to go to <v Speaker>work. Mom's not usually at home with them all day long. <v Speaker>That's a rare exception. <v Speaker>They go to school, then probably go to daycare or being with the babysitter. <v Speaker>Then they finally see mom and dad, maybe five thirty six o'clock at night to have dinner. <v Speaker>They see a whole lot in their school day. <v Speaker>And if we're not reinforcing what the home is teaching them, then <v Speaker>then we're sending mixed messages to kids. <v Speaker>And then the only the closest people they have to listen to at the middle school level <v Speaker>aren't their peers. And the messages that their parents are giving them <v Speaker>evidently isn't the direction that we want them to be going in. <v Speaker>What's the academic result of this program so far? <v Speaker>Can you measure in terms of kids learning and getting better grades and better test <v Speaker>scores? Have you maybe gotten to that?
<v Speaker>Well, this is our first year, so we haven't been able to look at that yet. <v Speaker>We're looking at putting together an exit survey for the sixth <v Speaker>and seventh graders this year just to see how they feel about North Side as an <v Speaker>environment. Because if what we've been talking about so far, <v Speaker>if if kids feel that their their <v Speaker>school environment is positive, that there's somebody there that cares about them as a <v Speaker>person as well as as their family caring <v Speaker>about them at home, then hopefully they're going to get it. <v Speaker>They're going to get the academic part. <v Speaker>They're going to go home with the books that they need to study for the test. <v Speaker>The next day, they're going to come to school with a pencil. <v Speaker>They're going to come to class with the stuff that they need. <v Speaker>And it's reinforced all all through that if you have it coming from from both <v Speaker>sides. <v Speaker>Honestly, Kathleen, can you see specific changes in specific young people <v Speaker>when they are given this kind of treatment? <v Speaker>Do they change in your eyes? <v Speaker>Well, I yes, I think so.
<v Speaker>You know, I want to piggyback on something Dr. Clark said earlier. <v Speaker>And that's when when students feel good about themselves and they feel comfortable in <v Speaker>their environment, they feel good about that environment. <v Speaker>You can't help but see results. You can't help but see behavioral changes and academic <v Speaker>changes because they feel good about themselves. <v Speaker>They put forth an effort and that's seen in everything they do. <v Speaker>It's it's an underlying value system that goes through every area of their life. <v Speaker>And we're going to see the results from that. <v Speaker>Gentry said it's you know, this is the pilot year for this program in our school. <v Speaker>And I think we will see those things happen. <v Speaker>OK. After middle school comes high school. <v Speaker>Of course, increasingly it's understood that if young people don't concentrate on <v Speaker>preparing for college or the world of work early on in high school, <v Speaker>her chances for success in life can be jeopardized. <v Speaker>Here at Kemps Ville High School in Virginia Beach, it's past dinnertime on a nice <v Speaker>May evening. And there is Matt McClain, a volunteer tutor for a project <v Speaker>called Making a Difference. He's leading a few young people through a vocabulary
<v Speaker>exercise. Bob, Bob, you LINSKY is executive director of Making <v Speaker>a Difference. <v Speaker>Charles Payne is Darby High School student who will be going to ultimately <v Speaker>university in the fall. Very. <v Speaker>Hamer is basketball coach at Booker T Washington High School in Norfolk, and he's a <v Speaker>mentor in the program, as is Alisha Brown, who is herself a student of counseling. <v Speaker>Oh, do you? Bob, what's your goal and who's involved in fulfilling it? <v Speaker>Much like the businessman from up in Newport News two years ago, I got <v Speaker>kind of tired of reading in the newspaper about the increase in violence and the <v Speaker>increase in the drugs and also the learning level of kids that I was <v Speaker>seeing coming into the workforce. <v Speaker>But most graphically was the fact that they did not seem to be a wake up call. <v Speaker>Being given to kids is that life gets harder after you graduate if you don't have certain <v Speaker>tools. So our goal initially was to target a group <v Speaker>of kids that we could gain success quickly. <v Speaker>And so we went after student athletes that were prevalent in the newspaper that were in
<v Speaker>the at risk category. In other words, they had athletic skills, marginal <v Speaker>academic skills. And our push was to get them over the hump so they could go to college <v Speaker>and take advantage of scholarship offers. <v Speaker>Now, in doing that, we ended up finding that we wanted the kids to pay a price <v Speaker>for coming for help. So we asked them to bring friends that were also in trouble. <v Speaker>And what went from 13 kids trials, being amongst the original group <v Speaker>from northview High School of 13 kids grew into a program that in two years <v Speaker>has dealt with and worked with over 4000 kids and some 500 <v Speaker>plus seniors are all in college or college bound out of this class. <v Speaker>Charles, I think we just saw you in a little piece of videotape when we were there <v Speaker>was a couple of weeks ago. It really was a real nice May evening, one of the first nice <v Speaker>evenings and into the baseball stadium. <v Speaker>Were the school. We're playing baseball. <v Speaker>There you were doing vocabulary lessons at about eight o'clock in these <v Speaker>seven thirty eight o'clock in the evening. Why were you there?
<v Speaker>Well, basically, the you know, the program is <v Speaker>for athletes and it's also expanded to kids who just maybe <v Speaker>that the school that they go to this may not offered him the help that they need <v Speaker>on the S.A.T. and it's offered three nights a week. <v Speaker>But personally. Wires. Why? <v Speaker>Why were you giving your time to that edge? <v Speaker>That vocabulary lesson rather than being out in a nice evening to achieve the <v Speaker>S.A.T. score to get accepted by the universities? <v Speaker>And that's basically. <v Speaker>Is it? Is that something that you just decided that you wanted to do or what? <v Speaker>Was this a case of this was a goal that you always had and some help came along to help <v Speaker>you do it? Or did they talk you into wanting to go to college? <v Speaker>This this goes back to the beginning in 1992. <v Speaker>We weren't. I was a sophomore in high school and we weren't a football homeroom. <v Speaker>And our coach brought in bomb and he presented the program <v Speaker>to 40 some odd kids in a room.
Series
Class of 2000
Episode Number
No. 3
Producing Organization
WHRO (Television station : Norfolk, Va.)
Contributing Organization
The Walter J. Brown Media Archives & Peabody Awards Collection at the University of Georgia (Athens, Georgia)
AAPB ID
cpb-aacip-526-j678s4kv82
If you have more information about this item than what is given here, or if you have concerns about this record, we want to know! Contact us, indicating the AAPB ID (cpb-aacip-526-j678s4kv82).
Description
Episode Description
A panel discussion hosted by Chris Dickon on what has been working in raising and educating children in the Hampton Roads area of Virginia.
Series Description
"Our entry in Category 7 illustrates a body of work achieved in 1994 which we feel exemplifies meritorious service to the community. Building on our 33 year history of education and public service, we are utilizing the latest technologies to provide community-wide outreach and access to education, information and culture. In addition to the 230,000 households that watch our TV stations, the 140,000 radio listeners and the more than 200,000 students and the 17,000 teachers who use our educational TV services weekly, WHRO helps geographically disadvantaged nurses on the eastern shore earn college degrees, brings daily newspapers via audio to the print handicapped, operates a higher educational channel by [microwave] links, allows students and educators daily access to the internet via our Learning Link, and sends staff members for personal appearances in classrooms, civic meetings and concert appearances. Colleagues and Community leaders view WHRO as a model public telecommunications center for the 21st century. Please find enclosed notebooks on (1) a General WHRO Overview (2) Educational achievements (3) Informational achievements and (4) Cultural achievements. Marked videotapes and audiotapes accompany the printed materials."--1994 Peabody Awards entry form.
Broadcast Date
1994
Created Date
1995
Asset type
Episode
Genres
Event Coverage
Topics
Education
Media type
Moving Image
Duration
01:02:09.593
Embed Code
Copy and paste this HTML to include AAPB content on your blog or webpage.
Credits
Host: Dickon, Chris
Panelist: Williams-Hickman, Michael
Panelist: Husbands, Linda
Panelist: Guns, Geoffrey
Panelist: Clark, Herman
Panelist: Roberts, Susanna
Panelist: Tourge, Barbara
Panelist: Venning, Joyce
Panelist: Ferris, Ginger
Panelist: Wilson, Jacob III
Panelist: Segaloff, Walter
Panelist: Robinson, Ann
Panelist: Kidd, Gentry
Panelist: Metzger, Katherine
Producing Organization: WHRO (Television station : Norfolk, Va.)
AAPB Contributor Holdings
The Walter J. Brown Media Archives & Peabody Awards Collection at the University of Georgia
Identifier: cpb-aacip-de93ca2748e (Filename)
Format: U-matic
Duration: 1:56:24
If you have a copy of this asset and would like us to add it to our catalog, please contact us.
Citations
Chicago: “Class of 2000; No. 3,” 1994, The Walter J. Brown Media Archives & Peabody Awards Collection at the University of Georgia, American Archive of Public Broadcasting (GBH and the Library of Congress), Boston, MA and Washington, DC, accessed June 26, 2022, http://americanarchive.org/catalog/cpb-aacip-526-j678s4kv82.
MLA: “Class of 2000; No. 3.” 1994. The Walter J. Brown Media Archives & Peabody Awards Collection at the University of Georgia, American Archive of Public Broadcasting (GBH and the Library of Congress), Boston, MA and Washington, DC. Web. June 26, 2022. <http://americanarchive.org/catalog/cpb-aacip-526-j678s4kv82>.
APA: Class of 2000; No. 3. Boston, MA: The Walter J. Brown Media Archives & Peabody Awards Collection at the University of Georgia, American Archive of Public Broadcasting (GBH and the Library of Congress), Boston, MA and Washington, DC. Retrieved from http://americanarchive.org/catalog/cpb-aacip-526-j678s4kv82