The other day I watched an excellent documentary called “180 Days: Hartsville”. It was about a school district in a small South Carolina town that, despite high poverty rates and low employment has turned into a success with a 92% graduation rate.
In the community of Hartsville you have to work 100 hours each week at a minimum wage paying job to meet the median income of $38,000. Parents are stuck in an endless cycle of struggle as they try to keep their heads above water, working multiple jobs just to make ends meet. Family time is compromised and the result is a lack of structure in the home for many. In Hartsville, these societal adversities were directly impacting performance in the schools. They knew they were in need of major reform in order to rescue their students and community from a system that was failing them.
What Hartsville points out they were doing wrong was multi faceted and could apply to many school districts. Simply put they had lost focus on the whole child and they had failed to recognize all of the factors that influence behaviors in schools.
Hartsville educators felt like they had been forced into an “unhealthy relationship with an overreaching federal government that rewarded states for adopting common core”. While they understood that we live in a data driven society and that a certain level of importance would always be placed on these metrics, they realized that their students needed to be worked with as human beings, not pieces of data.
The educators in Hartsville also realized that many of their students were burdened with issues from their home lives that directly affected their behavior in the classroom. Overworked parents with little to no involvement in their kids’ lives resulted in a lack of structure surrounding time out of school for many. Additionally, because of the hardships that many in the community faced, the level of parent engagement within the schools was virtually non-existent.
As educators they were tackling these issues alone and they were getting nowhere. They realized that there were many contributors to their failures and there needed to be many contributors to their successes. They knew that they had to grow their foundation of stakeholders for successful reform. Business leaders, community members, parents, educators and students all had to be a part of the solution and the drive to success. The idea of school as a reflection of community needed to be a focus and a goal.
The Hartsville schools set out to establish a framework of positivity. They embraced the notion that “the ultimate measure of success was in the holistic well being of the child.” They began to celebrate student achievement and successes in the classroom. They validated students by emphasizing their ability to be positive contributors to their schools and their communities. They were consistent with the affirmation that all students, no matter what their background, were capable of success. One school Principal started her entire student body off on the Honor Roll at the beginning of the school year to show that they were all fully capable. They used their testing data not to show deficits but to find solutions, encourage and showcase successes.
They also looked at the role of leadership differently. There was still a hierarchy of teacher, principal and superintendent, but the emphasis shifted from being in power to that of empowering. This approach enabled them to establish a foundation of healthy challenge, encouragement, and reward.
The Hartsville schools also changed their approach to parent engagement. They began to view parents as part of the solution not part of the problem. They sought out open communication and asked parents what was working, what wasn’t working, and what could be improved. They also went directly into the neighborhoods of the families they served instead of asking the parents to come to them. They broke down the barrier of “us against them” and allowed the parents to feel like they had a voice and a stake in the success of their children and the schools as a whole.
In implementing and embracing these changes the Hartsville schools moved from a district that had been ranked below average in 2010 to a district of excellence in 2013.
What’s Happening in Buffalo
Although Buffalo is a much larger urban district, there are many parallels with that of Hartsville’s district prior to reform. The Buffalo Public School District has a graduation rate of 53%. More than half our kids live in poverty, unemployment rates are high, and many kids deal with absentee parenting because family members work long hours at multiple jobs.
Like the Hartsville of 2010, our district is also failing because we have lost focus on the students. Very rarely will you read an article that casts our schools or students in a positive light. As a district and a community we could be doing a lot better at celebrating successes. We could also do a better job of treating our students as individuals with issues that can directly influence their behavior and their performance in school. Just last week there was an article in The Buffalo News about a student who had behavioral issues and struggled in class. He is now 15 and repeating 6th grade for the 3rd time. Our district’s response to this student was to write him off. It wasn’t until the student’s mother reached out to a parent organization and the article appeared in the paper, that the student was removed and placed into a different school with the appropriate resources to help him succeed.
We also have a school board that is in dire need of reform. They are so insistent on name calling and divisiveness that they simply don’t have the time to focus on real issues like the reality of why our schools are failing. Our Board needs to be a part of the solution not a part of the problem, and they should be working collectively to set a standard of excellence for our students and our community.
Any community that is dealing with a failing district really needs to take a step back and look to examples like Hartsville. We have to change our focus and start to embrace the model of whole child, whole school, whole community. We are fortunate to have a small but growing group within our school district and community that is committed to this idea of reform, but we need more stake holders and more buy in to realize the full potential that this paradigm shift has to offer.