[Congressional Record Volume 145, Number 106 (Monday, July 26, 1999)]
[Senate]
[Pages S9301-S9302]
From the Congressional Record Online through the Government Publishing Office [www.gpo.gov]




                         ADDITIONAL STATEMENTS

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   RECOGNITION OF THE HI-POINT PROGRAM AT FRANKLIN PIERCE HIGH SCHOOL

 Mr. GORTON. Mr. President, education has been one of the 
predominant topics of discussion during the 106th Congress. As you 
know, I have been vocal in my support of returning decision-making 
authority to local educators who know best how to address the unique 
needs of students in their communities. For too long, the federal 
government has focused on bureaucrats and red tape rather than students 
and classrooms. In my travels to schools across Washington state, I 
have heard from educators who are concerned that this burden of federal 
regulations and paperwork is restricting their ability to instruct 
children in a common-sense manner. I have had the pleasure of 
discovering a program which has found a way to thrive in an area which 
is particularly burdened with federal mandates and red tape--special 
education. Accordingly, I am pleased to present an Innovation in 
Education Award to the Hi-Point program at Franklin Pierce High School 
in Tacoma, WA.
  I and many of my colleagues in the Senate have heard from 
constituents about the effects of unfunded mandates on local 
classrooms. In spite of the burden states and school districts face 
because of unfunded federal special education mandates, the Hi-Point 
program has found a way to maximize its staff and community support to 
create an exemplary program.
  The key to Hi-Point's success lies with dedicated individuals whose 
zeal for their job and passion for success are infectious to those 
around them. Transition Specialist Brian Redman has displayed the kind 
of compassion, understanding, and drive to see what students can become 
despite their limitations. In fact, Principal Rick Thompson refers to 
him as a ``magician.'' Brian has been a Special Educator for over 
twenty years and the Hi-Point program's success can be attributed 
directly to the expertise, patience, and skill with which he leads an 
amazing team of coworkers. This teamwork includes weekly meetings by 
the Student Services Team to communicate ``best practices,'' and to 
produce ideas to meet the evolving needs of the students. The team 
combines the knowledge of the school psychologist, teachers, and a 
business teacher to ensure maximum preparation for those higher-
functioning students who may be able to join the workforce.
  An examination of the work done by the Hi-Point staff indicates the 
numerous tasks required by those involved in

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special education. Those duties include: budgets, transportation, 
medications, individual study needs, parent contacts, and cooperation 
with all school district officials.
  Hi-Point also utilizes a nurse, a speech therapist, an occupational 
therapist, and a physical therapist. While this combination of services 
is not unheard of in many schools across Washington state, and America, 
it is the creativity of the Hi-Point program in balancing the special 
needs of its student population with limited budgets, legal 
restrictions, and at times, intense demands from parents which make the 
success of Hi-Point all the more striking.
  Hi-Point programs, coordinated with community agencies, include: A 
Personal Learning Lab for special needs students in need of support in 
regular curriculum classes. Basic Skills courses for developmentally 
delayed students--to learn simple math, how to use a calculator, how to 
sign a check, and other such necessary tasks. Life Skills such as 
riding the bus, doing laundry, and cooking meals which are necessary to 
function in the community. Field Trips to the Zoo, Bowling Alley, and 
the Grocery Store. Work Crews for Landscape and House Cleaning. An Auto 
Detailing program to serve as a training ground for students while 
providing an economic service to the community.
  Clearly, Hi-Point is not only maximizing its resources to meet the 
needs of special needs students but is doing so in a creative manner 
which also maximizes the learning experience of students involved in 
the program.
  Too often the Federal Government has done more harm than good in 
efforts to reach into local classrooms. It is time we changed the focus 
of federal education programs back to students and learning and away 
from bureaucracy and process. The Hi-Point program is a shining example 
of the innovation that can be accomplished in spite of burdensome red 
tape. Imagine what educators like those at Hi-Point could accomplish 
without these unnecessary regulations--that is the true untapped 
resource in education today. I hope my colleagues will join me in 
recognizing the outstanding work of the Hi-Point staff and in 
supporting the common-sense idea that educators like Rick Thompson and 
Brian Redman deserve more say in Federal Eduation programs than 
Washington, DC, bureaucrats.

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