By Jensen Boyd
Michael Jordan, arguably the G.O.A.T. of basketball, won six NBA championships with his sidekick, Scottie Pippen.
Yet, Pippen wouldn’t receive as much media attention or praise from fans as Jordan.
As a result, Pippen fits the description of an “underrated player.”
Likewise, people and objects all around the world are undervalued and overshadowed by others.
There is even an example displayed at school in a way many wouldn’t expect.
The double-doored room in the ag hallway. The first room to the left. Room 123. The resource room.
“I don’t think the resource room is appreciated enough compared to other classes,” said sophomore Sam Stokes, a resource room student. “It has helped me pass many classes that I had no business passing. Plus, it has made me an overall better person.”
In the resource room, there are four total special services teachers and one instructional assistant, all of whom have a caseload of students assigned to them that they tend to every day. The caseloads for every teacher vary, but the average caseload is around 30 students (approximately 115 students visit the room daily). These students qualify for extra help by having an identified disability.
Types of disabilities can include specific learning disabilities, such as a reading or math disability. Students with disabilities or impairments involving sight, hearing or the brain are eligible for the resource room as well.
It can also include emotional disabilities, such as issues with anxiety or anger management. Students with autism or attention deficit disorder (ADHD) and other causes also attend the resource room.
The resource room isn’t like the majority of classes in the school. It holds its own, unique characteristics that make it special.
While most other classes are taught and structured through one teacher, the resource room is not.
The teachers in the resource room roam constantly and help students with their individual needs.
Class assignments, homework, quizzes, tests or even finals can all occur on any given day with several different subjects.
The teachers put in time and effort, mostly one-on-one or in small groups, to ensure that the students improve academically.
In typical classes it can be challenging for some students to fully learn and stay engaged. Teaching one-on-one or in small groups helps the resource room teachers zone in on the students’ struggles and weaknesses. In return, they can help them improve.
In addition to this, the teachers are not only instructors. They are mentors as well. They guide the students toward becoming better people in and out of the classroom.
Mrs. Lauren Griffis, a resource room teacher and the department chair for special education, strives to ensure that her students are making the most of their high school years.
“I try to make them aware of the different possibilities here at the school … to make sure they are signed up for extracurriculars, that they go to games and attend dances,” Mrs. Griffis said.
Additionally, Mrs. Griffis helps coach the unified track team. She promotes this to her students in the hope that they will join and have fun.
Sophomore resource room student Jayden Carter was inspired by her to join unified track. He said that last year was his first year on the team, but that he had a blast.
He said he can’t wait for the upcoming season to start.
But, with great duty comes great responsibility. These teachers stay busy all day. Many tasks the teachers face can be difficult and time-consuming. During these tough times, they rely heavily on each other.
Mrs. Emily Lamb, another resource room teacher, believes that working as a team is a huge factor in the success of Room 123.
“We are very fortunate to have each other,” Mrs. Lamb said. “We completely depend on each other all the time.”
Resource room instructional assistant Mrs. Jodi Kress agrees with this statement. She plays an important role in binding the team together.
Unlike the other teachers, she doesn’t have a specific caseload of students. Due to this, the students and teachers can receive her support whenever it is necessary.
All successful teams need someone like her to experience growth.
The group’s family-like connection is vital in achieving this.
Mr. Joe Oliver, another resource room teacher, said he firmly believes that the students’ growth will help them achieve their high school diplomas.
As a result, these students can progress smoothly into the next phase of their lives.
“Earning a high school diploma opens doors for students to have better jobs, which means a better life for them and their family,” Mr. Oliver said. “We want the best for our kids. We work very hard to help them overcome their difficulties with learning to earn their diploma.”
Resource room teacher Mr. Tom Kemp believes that determination and perseverance are key factors in students earning their diplomas.
He said that even if the students fail, they can get back up and achieve the task in front of them.
He believes that results don’t always come immediately. It can take time and many tries.
“It takes a lot of work to not be discouraged,” said Mr. Kemp. “If something’s difficult, keep going after it. … We’ll get it done, so just be persistent; keep working and you’ll get there.”
It’s fair to say that the resource room may go unnoticed by the majority of students and faculty. The resource room is the “Robin” to the school’s “Batman.”
But, it provides students with a nourishing environment in which they can grow in numerous skills, confidence and independence.
Its worth is priceless. Its impact, everlasting.
