Students in recovery learn new ways to fit in

About midmorning, students are told that it's "test time." Instead of sitting down at their desks and taking out paper and pencil, they head out the classroom door and around the corner to the restrooms. Whether they return to class depends on the results of a urine test. Those who "flunk" take up temporary residence next door at Juvenile Hall.

The 18 boys and girls, all of them on probation, are enrolled in the Phoenix Program, a program for teens "in recovery" from drug and alcohol problems. The Shasta County Office of Education and the Shasta County Probation Department collaboratively run the program in a one-room schoolhouse.

Most students live with their families in Redding; a few, identified by dark blue sweatshirts, are incarcerated, having been sent next door for what teacher Debra De Witt euphemistically describes as a "tune-up." One student shows off an electronic ankle bracelet that restricts her whereabouts.

In many ways, it's not a typical classroom. Pictures of rock stars like Marilyn Manson decorate some of the desks. Some of the teens wear clothing decorated with skulls and flames.

"They allow us to express ourselves with music, pictures and art," says one boy who has been expelled from nearly every other school in the area. "They let us be individuals here. This school and the people who work here are extremely open-minded." Staff feels it is permissible for students to express themselves - as long as it's not offensive to others or promoting sex, violence or substance abuse - because it is one area where students have some control over their lives.

The unique program is located in the "Emerald Triangle" of Shasta, Humboldt and Trinity counties, considered one of the biggest marijuana cultivation areas in the world. Rural Shasta County is also known for its high number of "meth labs." Methamphetamine - commonly known as speed or crank - is an inexpensive, highly addictive stimulant that can cause brain damage and death. It's growing in popularity among young people.

The school is situated in an area where the "drug culture" runs deep, say Phoenix staff. They note that some students have done drugs with their parents. Even young children know that when helicopters fly overhead, it's harvest season.

"Pretty much everyone has a meth, marijuana and alcohol problem here," says Megan, a pretty 14-year-old with a blonde ponytail. "I wasn't going to school and I didn't care no more. I just got high. I just started this program a month ago and think it's pretty nifty. I'm doing good and come to school every day because I don't want them to come to my house and drag me out of bed."

Staff does whatever it takes - including getting students out of bed - to get them to come to school. Probation officer Carla Stevens usually has that responsibility. "I go to their homes to make them come in," she says with a touch of pride. "A couple of them called in sick today, and I checked on them. One was actually sick. These kids have a history of not going to school. I want them back into their routine and accountable for what they do every day." Sometimes, in the company of a police officer, she checks in on them at night, too.

"No other program has helped me stay clean and sober," says Kayla, 17. "I have tried after-school programs and ditched them to go and get high. I want to stay off drugs because I don't like seeing my parents get hurt when I get a 'dirty' drug test."

Kayla attended Phoenix previously, then left after six months to attend regular high school. "I started ditching and using again," she says. "Then I ran away. I went to Chico and Oregon. I came back because I want to get an education. I would like to be a probation officer. I think it would be really cool to help kids stop using drugs."

Anthony, a bearded 16-year-old who has been expelled from several schools, says Phoenix has given him a new appreciation for learning. "They care about students here, even though we don't make it easy. So I have decided to put forth an effort. I have learned a lot here about how I have hurt other people when I was on drugs and alcohol. One time I grabbed beer from a store and threatened to kill the lady working there. She went through a lot of fear and anxiety. I didn't care about that before, but now I do."

According to a 2001 report from The National Center on Addiction and Substance Abuse at Columbia University, substance abuse and addiction add at least $41 billion (10 percent) to the cost of elementary and secondary education per year. Part of the money is lost as a result of class disruption, violence, truancy, property damage and teacher turnover; the rest is expended for special education, tutoring, student assistance programs and counseling.

Although the problem is widespread, there are very few programs like Phoenix within the public school system - either in California or in other states. Parents whose children are addicted to drugs usually find help at private schools or in hospital settings. Both options are costly; residential treatment centers are usually not covered by health insurance. Some desperate parents send their children to military-style "boot camps" or "wilderness camps" out of state or abroad. But Phoenix offers public school students the chance to graduate from high school while receiving counseling from mental health professionals - with a little "tough love" thrown in by law enforcement.

"At Phoenix, we try to work on everything at once," says De Witt, a member of the Shasta County Certified Employees Association.

The program, she says, is a true collaboration between the County Office of Education, the County Department of Probation and the County Mental Health Services Department. In addition to an education, the collaboration provides counseling for drug and alcohol problems, for mental, emotional and behavior problems, for anger management problems and for victim awareness problems.

Phoenix staff also assumes part of the parenting role. "Most of these kids live at home," says De Witt, but "many of them don't have strong support there."

Along with the nurturing and encouragement that is part of the school's supportive environment comes what De Witt jokingly calls "the hammer" - the threat of juvenile hall. Love, kindness and understanding are not enough, she says; the students also need a deterrent to stay on track. Sometimes it works, sometimes it doesn't. But one thing is certain; without the threat, most students would not attend class regularly.

"Most of these kids have failed in all other academic settings," says Stevens, the probation officer. "There is nothing else to do with them."

Students can't enroll in Phoenix until they have been through "withdrawal" for 30 days in juvenile hall. "If they have drugs in their bodies, we don't have much to work with," says Stevens. "As it is, it usually takes four months before we can engage them."

Students are tested for drugs at least once a week, sometimes as often as three times a week. The more severely addicted students are also enrolled in a program called "Drug Court" where they have substance abuse counseling twice a week and go before a judge once a week. The teacher, judge, probation officer, counselor, district attorney and public defender meet with Drug Court students on a weekly basis to discuss their academic and personal progress.

Phoenix also holds parent meetings to discuss topics such as addiction, trends such as "raves" where students dance and stay high all night on ecstasy, and mental health problems such as bipolar disorder, depression and anxiety. Parental involvement is strongly encouraged to speed up the recovery process. At lunchtime, it's not unusual to see parents and grandparents sitting in the cafeteria with students.

"Our goal is not only to get them to abstain from 'using,' but also to get them to recognize why they use," says Karl Williams, a counselor for the county. "They may be using to feel accepted, or for a sense of belonging. I try to get them to see there are other ways they can belong in society and within their peer group."

"We sit the kids down all the time and talk to them about what's important," says De Witt. "We talk about the impact it will have on them as adults if they lack skills and an education. We talk about why school is important - and that getting here on time and doing their schoolwork will prepare them for when they are living on their own and holding a job. We encourage students who are maintaining their grades to enroll in ROP classes to learn skills. But they can only do these things if they are clean and sober."

The program, like the students, is evolving, says De Witt, a cheerful woman with boundless energy. "When we first started in 1992, the emphasis was on getting kids to become self-sufficient and getting them off drugs. At that time, education was way down on the list. But kids were leaving with minimal reading and math skills and couldn't keep jobs. Even if they got away from substance abuse, they were not employable. We decided to change things around. Since then, the program has done a complete 180-degree turn."

It can be challenging to teach students of different ages - ranging from 14 to 18 - and abilities, says De Witt. "The first thing I do is request their credits, or their IEP (Individual Education Plan) if they have one. Then I look at their skills and what their goals are. I try to help them get the credits they need to graduate and work toward those goals - sometimes by tailoring lessons especially for them," always keeping the state standards in mind.

In one U.S. history unit, for example, some students might focus on historical facts, while others focus on geography, economics or government. Student reports or projects are based upon what is needed to fill in the gaps for graduation. Students are also encouraged to use technology when doing reports.

"It's challenging, and some days are better than others," says De Witt. "I do know that I try to make learning fun. If I get bored, then it's hard for me to teach. And if I'm not having fun, they aren't going to either."

"I feel like I'm making a difference here," she adds. "Especially when kids who have graduated come back and are doing well. One kid came back to visit. He was clean and sober. He said, 'Thanks. You kept me alive so I couldn't do too much damage to myself - until I realized that this was not what I wanted to do with my life.'"