Opportunity program offers structure, stability

Is toilet paper really a necessity when it comes to surviving a nuclear/chemical attack? Couldn't a leaf or crumpled paper be used instead? And what would be more important to have in an emergency shelter - a deck of cards to stave off boredom or paper plates and utensils for canned food?

These issues and more are debated in a lively but mostly civilized manner by small groups of freshmen in Jane Wurst's "opportunity class" at Chana Continuation High School in Auburn. As part of an exercise to improve communication and problem-solving skills, students first select a process for making group decisions, and then - as a group - pick their top 10 from a list of 20 items needed to survive for a week.

While the groups put together their lists, one student gives an impromptu demonstration on the art of making toilet paper from regular paper. Then spokespersons from each group describe the items they selected and the reason they were chosen. Students also explain the "life skills" that helped them to be successful in this project, known as "drivers" - as well as the things that hindered their progress, known as "preventers."

"The drivers were this: We followed verbal direction, finished the work and worked cooperatively," says Jessica, 15. "Our preventer was that we argued."

Other students offer similar insights. One student claps sarcastically and repeatedly blurts out, "Hatred is not a family problem." But Wurst and most of the students ignore his inappropriate behavior.

Wurst compliments the class on a job well done; then it's time for silent reading.

"Some of these kids don't have social skills, which is why we work so hard at listening to other people and not blurting out things," says Wurst. "We try to work on expressing ourselves appropriately at school, speaking to each other with respect, and making proper use of the English language without profanity. We work on it every single day. We have to. I try to compare life skills to job skills and let them know what employers will expect of them."

"Opportunity education" is intended to provide additional support for students who are habitually truant, irregular in attendance, insubordinate or disorderly while in attendance, or failing academically. Classes and programs provide a supportive environment with specialized curriculum, instruction, guidance and counseling, psychological services and tutorial assistance to help students overcome barriers to learning.

Opportunity education programs are dwindling in California's tough economic times.

Because students are supposed to be at least 16 before they can attend continuation school, freshmen and sophomores at Chana receive their core instruction in opportunity classes. The Chana program, says Wurst, was designed to give them more time with one teacher to provide structure and stability.

"They know someone is watching out for them, and hopefully they will be more successful than they were in regular school," says Wurst, a member of Associated Teachers of Placer. "Many of them were not successful before because of truancy, academics or behavior problems. They were lacking credits. And some students are here because they wanted to come to a smaller school."

"I was sick of failing in my other school," says Brad, 14. "The work was too hard. Here it's smaller and someone will tell me how to do something one-on-one. Now I've got 22 credits."

Roxanne, 14, says she fell behind because she didn't do the work and spent all her time socializing. "I need to catch up this year and then I want to go back and graduate with my class," she says.

Spencer, 15, got in trouble at his former school for stealing from the lost-and-found. "I want to go back and play football," he says. "I have learned to think and to be more mature here."

Many students have no plans for leaving Chana.

"I want to stay here," says Maricel, 15. "The teachers here pay more attention to me. They explain things to help me learn and understand."

At Chana, classes are not only smaller but also shorter, lasting just 45 minutes. While block scheduling and two-hour periods may work at regular high schools, students here become bored and frustrated.

Homework is not assigned as teachers know it won't be completed.

Like most continuation schools, there is a variety of vocational classes to choose from.

Students do "job shadowing" and internships. It is presumed that most students will enter the workforce rather than college after graduation.

"We teach to the standards and are academically focused, but it's hard because we have students at the third-grade reading level trying to pass the high school exit exam," says Wurst. "A lot of these kids have made tremendous strides. It would be very sad if they didn't get a diploma."

Next year, Chana will eliminate the sophomore opportunity class because of budget cuts. Wurst will likely teach both freshmen and sophomores, which she anticipates will be much more challenging.

Some in mainstream schools have euphemistically called opportunity programs an "opportunity" to get rid of unmotivated students or troublemakers in their classrooms. But Wurst believes they are really an opportunity to make students employable and keep them from dropping out.

"If this school works for them, students are not floating around the community. Instead they find a niche and are a part of their school and community. And what could be better than that?"