Not long ago, the only question on Annette Romano's mind was whether her 13-year-old son would make it through a bone marrow transplant without complications. Now she has to wonder if her son is doing his homework, just like every other student his age.

With the help of technology and dedicated educators at Koda Middle School in Clifton Park, Saratoga County, Romano's son Luke has been able to keep up with school work despite being in isolation since his operation in August 2006.

Although Luke's transplant was a success, it was clear he would be out of school for a year. So his family began looking into options.

Last April, Luke was classified as "other-health impaired," which would allow him to receive modified homework and tests due to his frequent trips to Boston for treatment.

With this classification, he also became a candidate to try a new type of schooling: While in medical isolation he would attend school through the use of a webcam in his classrooms.

With the help of staff and Teresa Snyder, the deputy superintendent for curriculum and instruction, the school secured a grant that allowed for the purchase of the system.

Dream team

Luke's teachers — the "dream team," as they have been dubbed — met with their student last June when the program was launched.

Because no one knew how he would respond to treatment, there was no firm timetable for his return to school. But his quick recovery made it possible for him to begin school work at the end of October.

Luke's team consists of five teachers: Diane Betzwieser, science; Jen Chetwynd, special education and group coordinator; Carol Ann McCarthy, social studies; Tara Fear, English; Cindy Gray, math; and Marcy Alexander, Spanish. All are members of the Shenendehowa Teachers Association, led by Christine Koblensky.

While technology is often criticized for its potential to depersonalize human contact, technology in the Shenendehowa districthas made direct communication possible.

"It's easier to have direct contact with the student," McCarthy said. "If Luke has a question, he can directly ask one of us. There is more dialogue."

Chetwynd said the project's success hinges on communication being a two-way street.

"The parent has to be willing to work with the teachers as much as the teachers are willing to work with the parents," the coordinator explained.

Not wanting her son to feel any more isolated than necessary, Romano has been playing multiple roles. Herself a special education teacher on leave from the neighboring Niskayuna district, Romano picks up Luke's worksheets and handouts from the teachers or from a mailbox in the main office.

At home she plays a fledgling scientist, helping out with the science experiments in her kitchen with direct instruction from Diane Betzwieser.

"Science is Luke's favorite subject and he's very good at it," Betzwieser said. "Over the webcam I can gear the lessons to his level."

Classmates benefit

Teachers say the program is beneficial for Luke's classmates, as well. After not being able to see or hear from him for months, his classmates found a sense of normalcy through the webcam.

"They can see Luke and see that he's all right," McCarthy said. "They tend to question when he's not in the classroom."

Living in a world dominated by instant messaging and YouTube, students had no problem adjusting to the distance-learning system, teachers said.

"They're probably more comfortable with the technology than we are," said Fear. "It feels as if Luke is a part of the class."

The project, dubbed "Lucas's Project" has not only helped its namesake, but has expanded to help others in the district.

Currently, a third-grader undergoing treatment at Sloan-Kettering in New York City is keeping in touch with school through a laptop that was acquired with money from the grant for Luke.

"This is a wonderful example of what can happen when educators work together to meet the needs of their students," said NYSUT Vice President Maria Neira.

By the end of this school year, thanks to the webcam lessons, Luke will be able to rejoin his peers in the next phase of their lives: ninth grade.

His transition into high school will be helped by the fact that all three middle schools will converge into one ninth-grade class.

If all goes well, Luke will be back playing soccer, his favorite sport, in the fall.

— Amanda Martini-Hughes