Special Programs Are Offered Fairly

It’s rare to see a 9-year-old with the panache just to mount a public-policy crusade, let alone carry it right up to the establishment’s doorstep.

But while third-grader Michelle Heacox’s determination to eliminate two popular programs in Spokane grade schools is striking in its boldness, that doesn’t mean her cause is sound.

Michelle has approached not only local and state education officials but also the governor, asking their support in her campaign to terminate the Montessori classes and APPLE program that the Spokane School District operates.

These are but two of multiple educational offerings Spokane’s public schools provide for students who need or seek something different from traditional classrooms. Indeed, public schools have been under substantial pressure to recognize and address children’s varied learning requirements - varied strengths, varied weaknesses, varied cultures, varied aspirations.

Doing so hasn’t been easy. There have been budgetary limitations and ideological resistance to overcome. Meeting those challenges has been worth it but progress usually has resulted only when there was collaboration between educators and well-organized parent groups.

Thus, the APPLE program, with its high level of direct parent involvement, and the Montessori program, with its creative approach to curriculum and structure, serve about 200 elementary students each in District 81. They have a history of success and have earned positive recognition.

They aren’t for everyone, but they are so popular that school officials have to resort to a lottery to fill available spaces impartially. And for two years, APPLE appealed enough to the Heacox family that Michelle applied. She didn’t get in, however, and now, as her parents prepare to enroll her in a private school, the family has publicly criticized the programs because not every youngster benefits.

Last year, fewer than 10 students who applied for APPLE were not enrolled. Thirty-six kids couldn’t get into Montessori. In the case of Montessori, that’s enough for another class if the district could find a teacher trained in the Montessori method - which it hasn’t been able to do.

Given any school district’s budget and building limitations, it may never be possible to accommodate every youngster who wants to be in special programs. But if the selection process is fair, that’s no reason to deprive the many who do benefit from them.

Rather, the constructive response would be to do as other advocates have done in the past: Apply energy to expanding, rather than shrinking, valuable programs.