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SBCUSD Student Services - Alternative Programs Professional Development Center Bldg
SBCUSD Student Services - Alternative Programs Professional Development Center Bldg. 4030 Georgia Blvd., San Bernardino, CA 92407 Office 909.473.2080 Rose Ann Bomentre, Director Colleen Williams, Coordinator CONTENTS Alternative School Placement Committee………………………….. Page 3 Sierra & San Andreas High Schools………………………………... Page 5 Destination Diploma…………………………………………………. Page 7 Alternative Learning Center Long-Term Independent Study……………………………………....... Page 8 Short-Term Independent Study……………………………………....... Page 9 Community Day School……………………………………………… Page 11 Assessment Policy – Student Transfers……………………………... Page 12 Forms SBCUSD Alternative Schools Placement Application………………... Page 14 Destination Diploma Orientation Sample……………………………... Page 15 Long-Term Independent Study ……………………………………….. Page 16 Short-Term Independent Study……………………………………….. Page 17 2 ALTERNATIVE SCHOOL PLACEMENT COMMITTEE Purpose: The Alternative School Placement Committee consists of an Administrator or designee and/or Head Counselor represented from each high school (comprehensive and alternative settings) who meet 6-7 times per year to review and place students in an alternative school setting based on academic, social, or emotional developmental needs. Alternative School Placement Committee 1) Prior to each Alternative School Placement meeting, alternative schools will notify the Principals and Head Counselors from each high school on the number of students they are requesting based on current enrollment and capacity. 2) All comprehensive high schools will bring their completed Alternative School Placement Applications to scheduled committee meetings (6-7 times per year) for review and placement of students prior to the next scheduled intake date. 3) If the student is referred to Community Day School in grades 2 -8, one representative from the Elementary/Middle School must be present. 4) The school rep may submit an application for special consideration to the committee for students who do not meet the alternative school placement criteria who are at least 16 years old. -
Certified School List MM-DD-YY.Xlsx
Updated SEVP Certified Schools January 26, 2017 SCHOOL NAME CAMPUS NAME F M CITY ST CAMPUS ID "I Am" School Inc. "I Am" School Inc. Y N Mount Shasta CA 41789 ‐ A ‐ A F International School of Languages Inc. Monroe County Community College Y N Monroe MI 135501 A F International School of Languages Inc. Monroe SH Y N North Hills CA 180718 A. T. Still University of Health Sciences Lipscomb Academy Y N Nashville TN 434743 Aaron School Southeastern Baptist Theological Y N Wake Forest NC 5594 Aaron School Southeastern Bible College Y N Birmingham AL 1110 ABC Beauty Academy, INC. South University ‐ Savannah Y N Savannah GA 10841 ABC Beauty Academy, LLC Glynn County School Administrative Y N Brunswick GA 61664 Abcott Institute Ivy Tech Community College ‐ Y Y Terre Haute IN 6050 Aberdeen School District 6‐1 WATSON SCHOOL OF BIOLOGICAL Y N COLD SPRING NY 8094 Abiding Savior Lutheran School Milford High School Y N Highland MI 23075 Abilene Christian Schools German International School Y N Allston MA 99359 Abilene Christian University Gesu (Catholic School) Y N Detroit MI 146200 Abington Friends School St. Bernard's Academy Y N Eureka CA 25239 Abraham Baldwin Agricultural College Airlink LLC N Y Waterville ME 1721944 Abraham Joshua Heschel School South‐Doyle High School Y N Knoxville TN 184190 ABT Jacqueline Kennedy Onassis School South Georgia State College Y N Douglas GA 4016 Abundant Life Christian School ELS Language Centers Dallas Y N Richardson TX 190950 ABX Air, Inc. Frederick KC Price III Christian Y N Los Angeles CA 389244 Acaciawood School Mid‐State Technical College ‐ MF Y Y Marshfield WI 31309 Academe of the Oaks Argosy University/Twin Cities Y N Eagan MN 7169 Academia Language School Kaplan University Y Y Lincoln NE 7068 Academic High School Ogden‐Hinckley Airport Y Y Ogden UT 553646 Academic High School Ogeechee Technical College Y Y Statesboro GA 3367 Academy at Charlemont, Inc. -
DOCUMENT RESUME Alternative Schools: Caring for Kids On
DOCUMENT RESUME ED 422 634 EA 029 315 TITLE Alternative Schools: Caring for Kids on the Edge. INSTITUTION Northwest Regional Educational Lab., Portland, OR. SPONS AGENCY Office of Educational Research and Improvement (ED), Washington, DC. PUB DATE 1998-00-00 NOTE 41p.; Printed on colored paper. CONTRACT RJ96006501 PUB TYPE Collected Works - Serials (022)-- Reports Descriptive (141) JOURNAL CIT Northwest Education; v3 n4 Sum 1998 EDRS PRICE MF01/PCO2 Plus Postage. DESCRIPTORS Adolescents; At Risk Persons; *Educational Innovation; Educational Principles; Experimental Schools; *High Risk Students; High Schools; *Nontraditional Education IDENTIFIERS United States (Northwest) ABSTRACT This theme issue presents an overview of alternative high schools that serve at-risk students. It opens with an essay on "Learning from the Margins," offering insights on the need for alternative schools, definitions of what constitutes an alternative school, how such schools succeed, and how alternative schools use new ideas to reach students. Four schools are profiled: Mat-Su, a school north of Anchorage, Alaska, which accepts students between the ages of 15 and 21 who are considered at-risk; Portland Night High School (Oregon), which helps students complete their secondary education even if they have already started a job or a family; the Open Meadow Learning Center, a private high school in Portland (Oregon) that uses relationship-based learning to teach life-skills development, preemployment training, peer-advocate groups, and other skills; and Meridian Academy near Boise, Idaho, a small alternative school that emphasizes the importance of each student and fosters a family-like atmosphere. Each profile features information on teaching strategies, the unique approach each school takes to meet the needs of its students, and other alternative school techniques. -
Thomas Jefferson and the Ideology of Democratic Schooling
Thomas Jefferson and the Ideology of Democratic Schooling James Carpenter (Binghamton University) Abstract I challenge the traditional argument that Jefferson’s educational plans for Virginia were built on mod- ern democratic understandings. While containing some democratic features, especially for the founding decades, Jefferson’s concern was narrowly political, designed to ensure the survival of the new republic. The significance of this piece is to add to the more accurate portrayal of Jefferson’s impact on American institutions. Submit your own response to this article Submit online at democracyeducationjournal.org/home Read responses to this article online http://democracyeducationjournal.org/home/vol21/iss2/5 ew historical figures have undergone as much advocate of public education in the early United States” (p. 280). scrutiny in the last two decades as has Thomas Heslep (1969) has suggested that Jefferson provided “a general Jefferson. His relationship with Sally Hemings, his statement on education in republican, or democratic society” views on Native Americans, his expansionist ideology and his (p. 113), without distinguishing between the two. Others have opted suppressionF of individual liberties are just some of the areas of specifically to connect his ideas to being democratic. Williams Jefferson’s life and thinking that historians and others have reexam- (1967) argued that Jefferson’s impact on our schools is pronounced ined (Finkelman, 1995; Gordon- Reed, 1997; Kaplan, 1998). because “democracy and education are interdependent” and But his views on education have been unchallenged. While his therefore with “education being necessary to its [democracy’s] reputation as a founding father of the American republic has been success, a successful democracy must provide it” (p. -
Changes in Teachers' Practices of Building Democratic
CHANGES IN TEACHERS’ PRACTICES OF BUILDING DEMOCRATIC VALUES IN PRESCHOOL SETTINGS THROUGH PEDAGOGICAL DOCUMENTATION A THESIS SUBMITTED TO THE GRADUATE SCHOOL OF SCIENCES OF MIDDLE EAST TECHNICAL UNIVERSITY BY ELİF BULDU IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY IN THE DEPARTMENT OF EARLY CHILDHOOD EDUCATION JULY 2018 Approval of the Graduate School of Social Sciences Prof. Dr. Tülin GENÇÖZ Director I certify that this thesis satisfies all the requirements as a thesis for the degree of Doctor of Philosophy. Assist. Prof. Dr. H. Özlen DEMIRCAN Head of Department This is to certify that we have read this thesis and that in our opinion it is fully adequate, in scope and quality, as a thesis for the degree of Doctor of Philosophy. Assoc. Prof. Dr. Refika Olgan Supervisor Examining Committee Members Assist. Prof. Dr. Arif YILMAZ (Hacettepe, ECE) Assoc. Prof. Dr. Refika OLGAN (METU, ECE) Assoc. Prof. Dr. Feyza ERDEN (METU, ECE) Assoc. Prof. Dr. Çiğdem HASER (METU, ELE) Assist. Prof. Dr. Çağla ŞENDİL (TEDU, ECE) I hereby declare that all information in this document has been obtained and presented in accordance with academic rules and ethical conduct. I also declare that, as required by these rules and conduct, I have fully cited and referenced all material and results that are not original to this work. Name, Last Name: Elif BULDU Signature: v ABSTRACT CHANGES IN TEACHERS’ PRACTICES OF BUILDING DEMOCRATIC VALUES IN PRESCHOOL SETTINGS THROUGH PEDAGOGICAL DOCUMENTATION Buldu, Elif Ph.D., Department of Elementary and Early Childhood Education Supervisor: Assoc. Prof. Dr. Refika OLGAN July 2018, 346 pages The aim of the current study was to investigate how pedagogical documentation implications support values of freedom, respect, collaboration, and empowerment in Turkish early childhood learning environments. -
Alternative Schools Literature Review
Last updated: 2001 www.ojjdp.gov/mpg Alternative Schools Alternative schools are essentially specialized educational environments that place a great deal of emphasis on small classrooms, high teacher-to-student ratios, individualized instruction, noncompetitive performance assessments, and less structured classrooms (Raywid 1983). The purpose of these schools is to provide academic instruction to students expelled or suspended for disruptive behavior or weapons possession, or who are unable to succeed in the mainstream school environment (Ingersoll and Leboeuf 1997). Theoretical Foundation Alternative schools originated to help inner city youth stay in school and obtain an education (Coffee and Pestridge 2001). In theory, students assigned to alternative schools feel more comfortable in this environment and are more motivated to attend school. Students attending these schools are believed to have higher self-esteem, more positive attitudes toward school, improved school attendance, higher academic performance, and decreased delinquent behavior (Cox, 1999; Cox, Davison, and Bynum 1995). As a result, many alternative schools are being used to target delinquent youth (Gottfredson 1987; Arnove and Strout 1980). These schools serve the dual purpose of reinforcing the message that students are accountable for their crimes and removing disruptive students from the mainstream. In general, alternative schools assess academic and social abilities and skills, assign offenders to programs that allow them to succeed while challenging them to reach higher goals, and provide assistance through small group and individualized instruction and counseling sessions (Ingersoll and Leboeuf 1997). In addition, students and their families may be assessed to determine whether social services such as health care, parenting classes, and other program services are indicated. -
Use of Contextual Data at the University of Warwick Please Use
Use of contextual data at the University of Warwick Please use the table below to check whether your school meets the eligibility criteria for a contextual offer. For more information about our contextual offer please visit our website or contact the Undergraduate Admissions Team. School Name School Postcode School Performance Free School Meals 'Y' indicates a school which meets the 'Y' indicates a school which meets the Free School Meal criteria. Schools are listed in alphabetical order. school performance citeria. 'N/A' indicates a school for which the data is not available. 6th Form at Swakeleys UB10 0EJ N Y Abbey College, Ramsey PE26 1DG Y N Abbey Court Community Special School ME2 3SP N Y Abbey Grange Church of England Academy LS16 5EA Y N Abbey Hill School and Performing Arts College ST2 8LG Y Y Abbey Hill School and Technology College, Stockton TS19 8BU Y Y Abbey School, Faversham ME13 8RZ Y Y Abbeyfield School, Northampton NN4 8BU Y Y Abbeywood Community School BS34 8SF Y N Abbot Beyne School and Arts College, Burton Upon Trent DE15 0JL Y Y Abbot's Lea School, Liverpool L25 6EE Y Y Abbotsfield School UB10 0EX Y N Abbotsfield School, Uxbridge UB10 0EX Y N School Name School Postcode School Performance Free School Meals Abbs Cross School and Arts College RM12 4YQ Y N Abbs Cross School, Hornchurch RM12 4YB Y N Abingdon And Witney College OX14 1GG Y NA Abraham Darby Academy TF7 5HX Y Y Abraham Guest Academy WN5 0DQ Y Y Abraham Moss High School, Manchester M8 5UF Y Y Academy 360 SR4 9BA Y Y Accrington Academy BB5 4FF Y Y Acklam Grange -
Regional Alternative Education Programs
VIRGINIA BOARD OF EDUCATION 2005 Annual Report REGIONAL ALTERNATIVE EDUCATION PROGRAMS PRESENTED TO GOVERNOR MARK R. WARNER AND THE VIRGINIA GENERAL ASSEMBLY October 26, 2005 DEPARTMENT OF EDUCATION P.o. Box 2120 Richmond,Virginia 23218-2120 Jo LYNNE DEMARY, Ed.D. Office: (804) 225-2023 Superintendentof Public Instruction November4, 2005 Fax: (804) 371-2099 The HonorableMark R. Warner Governor of Virginia Patrick Henry Building, 3rd Floor Richmond, Virginia 23219 Membersof the GeneralAssembly of Virginia StateCapitol Building Richmond,Virginia 23219 Dear GovernorWarner and Membersof the GeneralAssembly: Pursuant to Section 22.1-209.1 :2 of the Code of Virginia, I am pleased to submit the 2005 Annual Report on Regional Alternative Education Programs. The report was approved at the October 26,2005, meeting of the Board of Education. Section 22.1-209.1:2 of the Code requires that a report be provided annually by the Board of Education to the Governor and the General Assembly on the effectiveness of the Regional Alternative Education Programs. If you have questions or require additional infonnation, please do not hesitate to contact Ms. Diane Jay, education specialist, at (804) 225-2905 or Diane.J av(Q),doe.vir2:inia.2:ov. Sincerely, ~Jo Lynneo(~~)t.o')t."..J DeMary k;;;~/ .:::.., rJ JLD/dj Enclosure cc: Mr. ThomasM. Jackson,Jr., President,Virginia Board of Education VIRGINIA BOARD OF EDUCATION PREFACE Section 22.1-209.1:2 of the Code of Virginia requires that a report be provided annually by the Board of Education to the Governor and the General Assembly on the effectiveness of the Regional Alternative Education Programs. -
The Therapeutic Community As an Adaptable Treatment Modality Across Different Settings
P1: KEG Psychiatric Quarterly [psaq] ph259-psaq-482367 June 3, 2004 10:30 Style file version June 4th, 2002 Psychiatric Quarterly, Vol. 75, No. 3, Fall 2004 (C 2004) THE THERAPEUTIC COMMUNITY AS AN ADAPTABLE TREATMENT MODALITY ACROSS DIFFERENT SETTINGS David Kennard Simple core statements of the therapeutic community as a treatment modal- ity are given, including a “living-learning situation” and “culture of enquiry.” Applications are described in work with children and adolescents, chronic and acute psychoses, offenders, and learning disabilities. In each area the evolu- tion of different therapeutic community models is outlined. In work with young people the work of Homer Lane and David Wills is highlighted. For long term psychosis services, the early influence of “moral treatment” is linked to the revitalisation of asylums and the creation of community based facilities; acute psychosis services have been have been run as therapeutic communities in both hospital wards and as alternatives to hospitalisation. Applications in prison are illustrated through an account of Grendon prison. The paper also outlines the geographical spread of therapeutic communities across many countries. KEY WORDS: therapeutic communities; children; psychosis; prison; learning disability. The author is Head of Psychological Services, The Retreat, York, England. Address correspondence to David Kennard, The Retreat, York, YO10 5BN, United Kingdom; e-mail: [email protected]. 295 0033-2720/04/0900-0295/0 C 2004 Human Sciences Press, Inc. P1: KEG Psychiatric Quarterly [psaq] ph259-psaq-482367 June 3, 2004 10:30 Style file version June 4th, 2002 296 PSYCHIATRIC QUARTERLY This is a paper about different adaptations of the basic therapeutic community idea. -
Local Education by R.O
o-N BARBICAN e we LOCAL EDUCATION BY R.O. LENKIEWICZ This page left blank intentionally EXHIBITION OBSERVATIONS ON LOCAL EDUCATION R.O. LENKIEWICZ. CATALOGUE SECTION SEVENTEEN OF THE RELATIONSHIP SERIES This page left blank intentionally The Rt. Hon. Earl of St Germans Graham Carey Sam Alper Dr Dennis Waldron Dr Bran Pollard Karen Pregg Ciambriello Nick and Lou Koumbas, Barnacle Bills. Simon King THIS PROJECT OWES ITS EXISTENCE TO THE MANY KINDNESSES OF THESE PEOPLE This page left blank intentionally Throughout the work on this project, I have frequently returned to a single and overwhelming speculation; the nature of the relationship between the Adult and the Child. Education, despite all grandiose schemes, bureaucratic generalisations and cross-referential subtleties, is about this relationship. Education, as we experience it in ‘civilised’ societies is primarily concerned with the linking of human behaviour to commercial enterprise. I consider the dominant feature of education to be the mass commercial exploitation of the young. The history of human slavery is evidence of our capacity to feel no value - other than commercial value - for other human beings. Our treatment of the young is still characterised by this lack of value. We speak of the young person as ‘the future’, ‘the destiny of mankind’ a ‘spiritual investment’. Such designations are sentimental and ruthless formulas concealing the slavery referred to. It seems to me startling and eccentric to conclude that adult fear and sometimes hatred should so successfully lie hidden within educational policy. The conscription character of schooling, the effects of isolation amongst large numbers of other people, examinations, and destructive forms of competition, are patterns of control. -
English, Intended Mostly for the Social Studies Teachers. Some Units Dealing with Problem
AFRICAN. STUDIES IN FRENCH 9 the African tapes were recorded in simpie Frenchby the children and were accompanied by the .researcher'sexplanatory notes in English, intended mostly for the socialstudies teachers. Some units dealing with problem: in African educationwere pre. fired expressly for teachers. The researcher photographedand uocu- mented much more material than could he edited andused during the two -year period. On her return, she classified 650additional slides and worked them into II supplementary units. ROLE OF A. DMINISTRATORS (1 ) The project director, who also,2ri",/ed as an instructor, acted as liaison with the U.S. Office of Education, withadminis trators and teachers in the cooperating schools, and with thepar- ents of participants. While she was on leave in Africa, her associ- ate assumed these responsibilities in addition to teaching both groups of students. (2 I The Ministry of Education in Upper Volta gave Ina' approval for the researcher-facilitator's work, and the Inspector of Elementary Education for Ouahigouya assigneda group of 40 boys and 40 girls in classes corresponding to the fifth and sixth grades hisp:Articipate --toldsr the direction of there- searcher-facilitator. ROLE OF PARENTS Bening meetings were hold aboutonce 1 month for (11, parents of the' participating American students to acquaint them with the project materials and aetivilies. Parents also participated in an evaluative surxex retarding 'their children's attitudestoward the project. ROLE OF SPECIAL CONSULTANTS In constructing the experimental design and evaluativepro- cedures. consultants were employed in language pedagogy, lan- guage sequence,Mossiculture.anthropology,testing,socio- pSychology, and African studies. 2 ; OPTIONS AND PERSPECTIVES A Sourcebook of Innovative Foreign Language Programs in Action, K-12 F. -
Education, Democracy, and Development
Review 2 Title: ‘Education, Democracy, and Development. Does education contribute to democratization in developing countries?’ By Clive Harber and Vusi Mncube (2012) Symposium-Books Ltd., Oxford, U. K. 190 pages, U.S. $48.00. ISBN: 978-1-873927-71-7 Reviewed by: Russell F. Farnen, University of Connecticut (ret.), Professor (emeritus) of Political Science, University of Connecticut. Storrs, CT, U. S. A. Email: [email protected]. This slender and well-written book addresses the critical question: does education contribute to democratization and poverty reduction in developing countries? Rather than concentrating on the role of education in social and economic development, it instead zeros in on educations’ critical place in political development, including its positive and negative effects on advancing and hindering democratization and development. A key theme is the type and kind of education, as it both supports and hinders democratic principles, which leads to successes and failures in many developing countries, with a specific and detailed case study of South Africa where successes outweigh any failures for democratic change. The two authors are experienced researchers and experts on the topic under consideration; having worked together and separately on democracy and development cross nationally, especially in South Africa. As they point out in the Preface to their book, if one compares a map of the world 30 years ago, much of Africa, South America, Asia and the Middle East would be labeled authoritarian as compared with today where most of these same areas (except for the Levant) are now sprinkled with democracies, including the post-Arab Spring countries which are still powering democratic reforms, as we speak today.