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these things but we're running out of hours in the school day for teaching." Estabrook maintained.
Most school divisions haven't taken time "to genuinely set priorities." he said. “We can't do all things well.” Either schools must try to cover everything without going into great depth in any one area, on said Estabrook. “we have to decide if we believe in ‘back to basics' enough to eliminate art. music, physical education, drug and sex education." He maintained that piling on responsibility for teaching more than just the basics "relates in some way to all the problems we're having with reading."
Asked where he would place priorities. Estabrool; stressed that the decisior belonged to the community not to him.
Responding to increased federal and state mandates in special education. Estabrook said that “it goes without saying that we have an obligation to handicapped students." He objected, however, to standards imposed by legislators, particularly on class size. "I understand the intent of limits on class size but built into the concept is someone’s idea of what kind of instruction will take place...I want children served in the most effective way possible but I'm not sure that numbers should be the deciding factor."
"Competency testing is another example. It won't accomplish what the
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