PULL-OUT STUDENTS AN ISSUE; SCHOOL BOARD LOOKS AT INSTRUCTION TIME

Cape Girardeau teachers believe that children who are "pulled out" of their regular classrooms for specialized instruction are missing important lessons.

The school district has been studying "pull-out" programs and possible alternatives to give children special help. A report on the study will be given to the Board of Education at its meeting tonight at 7:30 at 61 N. Clark.

Richard Bollwerk, director of elementary education, explained, "A pull-out is any child who is removed from his or her regular classroom for any part of the day to attend any kind of special class."

Pull-out programs include remedial reading, remedial math, gifted education, speech therapy and learning disabilities. Students are taught in small groups.

He said students leave classes for a variety of other reasons, including school safety patrol, cafeteria work and swimming lessons.

"All these kids miss out on their regular class lessons," he said.

The fact that students physically leave and re-enter classrooms is also disruptive, he said.

"A year ago in the spring a number of the regular classroom teachers in kindergarten through sixth grade voiced a concern over the fact that so many kids were leaving during the day," Bollwerk said. "They were also feeling a bit uncomfortable about being held accountable for the children's progress when they never had them all there at the same time to do the job.

"Back in old days, one teacher had 25 or 30 kids all day long. Now, with all the specialized programs, kids are pulled out. Teachers said they feel they are constantly catching kids up instead of instructing them as a group."

The committee of teachers began meeting in January to explore what alternatives there were to our current practice of pull-outs.

Bollwerk said: "A lot of research says maybe pull-outs are not the best. At one time that was considered the best method. But kids, when they leave the room, their self esteem drops. They feel, `I've got a problem and all the other kids know why I'm leaving.'"

He said research suggests working with these children within their regular classrooms may be more effective. This is called the in-class model. Next year some teachers in the district will try the in-class model on a limited basis. The specialized teacher works with the classroom teacher to be sure the children needing extra help get it.

"The specialist might do some of the instruction," Bollwerk said. "She will circulate among the students, making sure she helps the students who would be eligible for the pull-out program.

"It requires more cooperative planning and the two teachers have to work well together. It's more of a team-teaching approach."

"But once you bring a specialist into the classroom her expertise will carry over to the other kids."

The committee also suggests two specific items for next year.

They asked that training be provided to all classroom teachers about the alternatives to pull-out programs. "We want to make sure teachers are aware of what is available and what it takes to make it work," Bollwerk said. The committee also suggests that elementary principals "redouble their efforts to protect instructional time," Bollwerk said.

Setting up daily schedules is the principal's job. Bollwerk said principals will be asked to establish blocks of instructional time that will not be interrupted by students leaving or entering the class.

He said another goal is to establish a feeling of community within each school. "It's everyone's job to teach the kids, not just a single person," Bollwerk said.

"It's a cooperative venture and everyone should feel a part of each child's progress."

Bollwerk said the committee will meet next spring to evaluate how the trial in-class programs worked. At that time, he said, the committee might make a recommendation to the board concerning the whole district.