DOCUMENT RESUME

ED 115 525 SO 008 741 TITLE Report of the California Compission for Reform of Intermediate and Secondary Education. INSTITUTION California State Commission for Reform of Intermediate and Secondary Education, Sacramento. SPINS AGENCY California State Dept. of Education, Sacramento. PUB DATE 75 NOTE 71p. AVAILABLE FROM Bureau of Publications Sales, California State Department of Education, P.O. Box 271, Sacramento, California 95802 ($0.85)

EDRS PRICE MF-$0.76 HC-$3.32 Plus Postage DESCRIPTORS Change Strategies; *Educational Alternatives; *Educational Assessment; *Educational Change; Educational Development; Educational Improvement; *Educational Objectives; Educational Trends; Elementary Secondary Education; *Relevance (Education); Statewide Planning IDENTIFIERS California ABSTPACT Recommendations for immediate and long-range changes in California intermediate and secondary schoolsare presented. These recommendations chart ways to make schools more effective,more enjoyable, and more conducive to a continued interest in learning. Specifically, some of,the recommendations call for such reformsas (1) recognizing and accepting each learneras the principal client of the school;(2) relying on demonstrated proficiency in learning activities, instead of depending on "seat time," as the basis for awarding credit to learners; (3) offering a system of learning options in terms of time place, programs, and formats to give learners a wide choice of ways to achieve their learning goals; (4) allowing credit and noncredit "furloughs" that allow learners to leave and reenter the school system;(5) emphasizing mastery of. essential skills by all learners, particularly the:skills of reading, writing, and computation;(6) instructional emphasis on social concepts that reflect present and future needs and concerns; (7) providing extensive opportunities for career exploration,awareness, and preparation;(8) developing personal values, responsibilities, and decision-making skills; (9) eliminating average daily attendance as the basis for state funding; and (10)involving learners, parents, staff, and others in the decision-making process at the local and school system level, including involvement in the selection-and review of staff. (Author/DE)

Documents acquired by ERIC include many informal unpublished materialsnot available from other sources. ERIC makes every effort to obtain the best copy available. Nevertheless, items of marginal reproducibilityare often encountered and this affects the quality of the 'microfiche and hardcopy reproductions ERIC makes available viathe ERIC Document Reproduction Service (EDRS). EDRS is not responsible for the quality of the original document. Reproductions supplied by EDRSare the best that can be made from the original. U S DEPARTMENT OF HEALTH, EDUCATION WELFARE NATIONAL INSTITUTE OF EDUCATION THIS DOCUMENT HAS BEEN REPRO. DUCED EXACTLY AS RECEIVED FROM THE PERSON OR ORGANIZATION ORIGIN- ATING IT POINTS OF VIEW OR OPINIONS STATED DO NOT NECESSARILY REPRE SENT OFFICIAL NATIONAL INSTITUTE OF EDUCATION POSITION OR POLICY

Report of the California Commission for REFORM OF INTERMEDIATE AND SECONDARY EDUCATION

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fr) Presented to Wilson RilesCalifornia Superintendent of Public Instruction1975 This report was prepared and published for the California Commis- sion for Reform of Intermediate and Secondary Education bythe CaliforniaStateDepartment of Education, 721CapitolMall, Sacramento, CA 95814, printed by the Office of State Pri sting, and distributed under the provisions of the Library Distribution Act.

Copies of this publication are available for 85cents, plus 6 cents sales tax for California residents, from Bureau of PublicationsSales, California State Department of Education, P.O. Box271, Sacra- mento, CA 95802. Foreword v Contents Members of the California Commission for Reform of Intermediate and Secondary Educationvii Introductionix The Need for Change x The Approach/The Processxii

A Statement of Philosophy 1 Summary of Recommendations 3 The New Learner5 The New Learning Environment 9 The New Emphases in Learning13 The New Educator19 New Resources and Responsibilities 26 Concerns for the Early Adolescent31 Beyond the Report 34 Addenda 37 Part I37 Part II39 Appendix AInvited Presentations to the Commission 41 Appendix BPresentations in Public Forums 43 Appendix CPosition Papers Mailed to the Commission 53 Appendix DSelected References57 ) A Note.of Appreciation from the Commission

The Commission expresses sincere appreciation to the followingofficials and staff members of theCalifornia State Department ofEducation:

For his foresight andcourage in establishing this Commission Wilson Riles Superintendent of Public Instruction

For their support of the Commission and its process

Donald McKinley William Webster Chief Deputy Superintendent Deputy Superintendent for Programs Rex C Fortune, Jr. George Neill Associate Superintendent, Assistant Superintendent, Secondary Education Information /Dissemination

For their work as staff to the Commission

Ernie Hickson Don Fowler Staff Manager Vocational Education Pat Valladao Don Keeney Vocational Education Special Education China Hrock George Nemetz Secondary Education General Education Management Nita B. Whaley Writer Superintendent Riles, your charge to the RISE Commission was clear, but its execution proved most complex. This is our report. As directed, we used our energies to analyze the problems of the intermediate and secondary schoolsof our state; more broadly, we analyzed the problems of youth in their total Foreword environment as they move from childhood to the adult world. As we studied the present and probed the future, we attempted to disregardconstraints, dream alittle, and address ourselves to new ideas and changes that may prove necessary. I would be remiss if I did not stress the excellent support services providedthe Commission by your office through Project Manager Ernie Hickson and the project staff. If your objective was to appoint a strong, powerful Commission representative of the many diverse segments and interests of the total population of the state, you were most successful. These highly diverse, intelligent, and strong-willed members of the Commission contributed to an electric environment and eventually to .a report that I consider of high quality. The problem facing us was not a shortage of ideas but rather the attempt to convertdivergentthinking toconvergent thinking. Compromises were necessary. The report will not be exactly as any one member would wantit, butitisacceptable and affirmed by all but one of the 37 members of the Commission. One member considered

2-87063 V herself a representative of a specific constitu will focus the attention of all segments of our ency and felt she could not accept the report society concerned with the effective upbring- without the full constituency taking action. ing of our youth on solving the problems and This was not within our time constraints or making the necessary changes. accepted procedure. Each member was given If this report does provide a common an opportunity to submit minority expres- framework and source of communication for sions. educators, parents, board members, the Legis- There is one other aspect of this report that lature, and various sub-publics concerned with should be clearly understood by you and all maximizing the potential of our youth, we constituencies. This report is not designed as will have achieved one of our most important an explicit blueprint or prescription for how objectives. It is our intent that no one be left to reform our intermediate and secondary off the hook. Serving as a focal point and schools. Neither should this report be con- source for common understanding and com- strued as a complete coverage of all issues munication, this report should increase the .relatedtointermediateandsecondary chancesthatthehumanandmaterial schools. To attempt this would have been resources of our state will be more effectively most presumptuous on our part in the time utilizedin solving the problems we have allotted and would also have decreased the identified. If this proves true, then the many chances of the report making any real differ- hours we have spent in study and group ences. We hope this report will stimulate some discussion, and in listening to hundreds of significant reform. Our fear, however, is that representatives from various segments of our readerswill be expecting us to advocate poulation, will not have been in vain. sweeping changes as a panacea for all illsnot We respectfully submit our Commission's onlyin our schools but within our total statements and findings to you for your use as society. a tool to focus resources (both human and This report does attempt to analyze the material) and begin the task of reform. Our current situation, clearly communicate the state must become more effective at helping problems and conditions that we feel cry for youth bridge the gap between childhood and change, and suggest those changes that will adulthood. The State of California needs increasethe chances of producing desired young adults who are able to cope with and outcomes. We haveattempted numerous affectthedirectionofthisfast-changing times throughout the report to emphasize society for the benefit of themselves and of thatthe educationof youth cannot be all mankind. equated with schooling and that recommenda- tions for change in schooling alone could not LELAND B. NEWCOMER possibly solve the problems. Thus, the Com- Chairman, California Commission for Reform of Intermediate mission attempted to prepare a report that and Secondary Education

vi Members of the California Commission for Reform of Intermediate and Secondary Education

CHA/RMAN: Leland B. Newcomer W. Austin Davis President Vice-President, Production La Verne College North American Aircraft Operations Rockwell International Corporation Sigmund Arywitz .El Segundo Executive Secretary-Treasurer Los Angeles County Federation of Labor, AFL-CIO Laura Fujikawa Student Melvin L. Barlow University of California, Berkeley Director, Division of Vocational Education University of California, Los Angeles Catherine S. Golliher* Teacher Maria Elena Bermudez Walter Reed Junior High School Student Los Angeles San Diego Senior High School Robert E. Botts Charles W. L. Hutchison Superintendent Principal ABC Unified School District Reid Senior High School Cerritos Long Beach Richard Johnsen Conrad Briner Executive Vice-President Professor Agricultural Council of California Claremont Graduate School Sacramento Mary Jane Brinton Robert L. Joss Co-founder, Urban School Vice-President, Planning San Francisco Wells Fargo Bank San Francisco John Cimolino Production Analyst Gene Kaplan Georgia Pacific Corporation Vice-President Fort Bragg Constitutional Rights Foundation Los Angeles Harvey L. Cole Teacher Don Kenny Woodside High School Superintendent of Schools Redwood City Riverside County Ramon C. Cortines Superintendent *This Commission member neither approved nor disapproved Pasadena Unified School District the report.

vii Frank L. Kidner Jack K. Richards Vice-President, Educational Relations Principal University of California, Berkeley La Colina Junior High School Santa Barbara Richard F. Kreile President, Board of Education Armando M. Rodriguez San Diego Unified School District President East Los Angeles College Ruth Asawa Lanier Sculptress Thomas W. Sarnoff San Francisco Staff Executive Vice-President, West Coast National Broadcasting Company, Inc. Robbin M. Lewis Burbank Student Hiram Johnson Senior High School Wesley P. Smith Sacramento Retired FormerCaliforniaStateDirectorof Vocational Kendall G. Lockhart Education Student Los Osos Los Altos High School Lawrence Stevens Henry A. Marshall Teacher Director, Secondary Schools Hamilton Junior High School San Francisco Unified School District Stockton Molly McGee Robert T. Stout Member, Board of Trustees Dean, School of Education Anaheim Union High School District California State University, Fullerton Beverly L. Mooney James B. Taylor Counselor Deputy Superintendent San Marin High School Los Angeles Unified School District Novato Freda Thorlaksson William K. Noble Vice -President. Principal California Congress of Parents and Teachers, Inc. St. Helena Senior High School McArthur

John Pincus Merle D. Wood Director, Education and Human Resources Program Teacher Rand Corporation South High School Santa Monica Bakersfield

VIII

9 "Draft a framework for overhauling educa- tioninCalifornia's 1,600 intermediate and secondary schools." That was the ambitious charge given by Wilson Riles, Superintendent of Public Instruction, when he formed the 37-member California Commission for Re- form of Intermediate and Secondary Educa- Introduction tion (RISE) in July, 1974. In delivering his charge to the Commission, Superintendent Riles explained that the Com- mission's work was part of an effort by the State Department of Education to reform public education at all levels. He noted that reforms are already being implemented in the primary grades by the state's early childhood education program. However, to be effective, reform cannot start in the kindergarten and end at the third grade. It must reach the entire system, including the 1.9 million stu- dents enrolled at the Intermediate and sec- ondary levels. To expand reform to the intermediate and secondary school levels, the Superintendent asked the RISE Commission to: Envisionaneducational systemthat could respond continually to changing needs in the next quarter century. Identify the skills and competencies indi- viduals will need to survive and function effectively in the next 25 years. Chart ways to make schools more effec- tive, more enjoyable, and more condu- cive to a continued interest in learning.

ix 10' Identifythe goals California's schools able to meet the challenges and demands ofa should be meeting now and through the people who movedwithin lessthan two year 2000. centuriesfrom a rural agrarian society toan Recommend immediate and long-range urban industrialized society and, then, toa changes to bring about the desired results. highly technological society. During this de- In presenting his charge, Superintendent velopment, intermediate and secondary edu- Riles emphasized that the Commission'srec- cation provided an unrivaled vehicle for social ommendations should deal with what types of and economic mobility. Even today, public changes would be required and why theyare education continues to prepare manyyoung needed to serve individual students and soci- peoplewellforpostsecondary education, ety well in the years ahead. He stressed that employment, and adult life. the California State Department of Education Buttheunparalleledandtumultuous would be responsible for determining how the changes that have taken place in American recommendations wouldbe implemented. society and in the character of American The Department's tasks would involve: youthparticularly in the last three decades Presenting the Commission's recommen- are presenting public education today with a dations formally to the State Board of new and bewildering set of challenges. Education Because public schools have always !lift-. rored the prevailing culture and times, schools Preparing a plan of action to carry out everywhere reflect a troubled society and reform in all intermediate and secondary a troubled youth. Schools today are serving,a schools markedly different kind of young person than Obtaining support of the plan from the they were serving a decade or two ago. They State Board of Education, the state's are serving adolescents who have been shaped educators, and the public by uphe-alial in the home, community, and Seekingthelegislationnecessaryfor broader society. implementing change In many ways, these adolescentsare more Aiding efforts of local school systems to mature physically and more aware of the implement changes world around them. Televisionhas taken The Need for Change young people to the scene of a devastating war inSoutheast Asia andcivilstrifein The very formation of the RISE Commis- Ireland.Ithas taken them to scenes of sion and the scope of itstask indicate a bloodshed and disorder in American cities and widespread belief that full-scale reform of the to violent confrontations on American college state's intermediate and secondary schools is and university campuses. It has taken Ameri- both desired and needed. can youth into outer space, onto the moon, California'sschools,likeschools every- into the theater and concert hall, and through where, have evolved out of the needs of the history of civilization. It has also exposed society and the individual within society. them to thousands of hours of movies,car- Over the past two centuries, secondafy educa- toons, and serial dramas that depict violence. tion has been remarkably able to meet the The average American youth has watched at needs of a changing society. least 10,000 hours of television by the time In fact, free, compulsory education for all he/she has reached the seventh grade, accord- has been one of America's greatest strengths. ing to the A. C. Nielsen Company, an audi- Public education in America has a long and ence measurement firm. commendable record of success unmatched. Through television, films, other media, and by any other nation inthe world. This actualexperience,today's adolescents are country's public schools were extraordinarily witnessing cultural, political, and technologi-

X 1 1 cal events their parents and grandparents may fornia young people between the ages of never have imagined. Young people now are fifteen and twenty-four who kill them- confronted with confusing and complicated selves has increased more than 100 per- social problems and turmoil that earlier gener- cent in the past ten years. Suicide is now ations never encountered. These situations the second highest cause of death for have had a profound effect on today's youth Californians in this age group.6 and upon the attitudes and performance of Drug AbuseAdult drug arrests by Cali\ young people in and out of school. fornialaw enforcement agencies have The alarming statistics that follow reveal increasedsixfoldduringanine-year the unstable social climate in which children periodfrom 20,000 arrests in 1964 to are being raised today and the magnitude of 118,000 in 1973. Juvenile drug arrests some or the problems schools throughout forthis same period jumped twenty- California now face: foldfrom 2,000 to 42,000 per year.' DivorceThe number of broken homes Child AbuseA total of 43,113 Califor- resulting from divorces is skyrocketing. niafamilies involving 99,311 children The total number of divorces in Cali- were referred for specialized protective fornia in 1965 was 62,999, or 46 percent services in 1972. Seventy-five percent of of the total number of marriages in that thesereferralsweredue togeneral same year.' En 1973 the number of neglect, and 13 percent were due to divorces increasedto 117,509, or 69 physical abuse.8 percent of the total number of marriages VenerealDiseaseApproximately 15 in that year.' percentof California'steenagersare Voting RecordOnly 45 percent of Cali- believed to be infected with a venereal fornians eligible to vote actually voted in disease. Health authorities predict that the November 1974 general election.3 the ratio could rise to one of every two AlcoholismThe number of identified teenagers by 1980.9 alcoholicsinCaliforniahas increased Vandalism4he estimated cost ofvan- from 5,200 per 100,000 in 1945 to dalism in California's schoolsis more 9,800 per 100,000 in 1972. Only two than $10 million annually)°, other states, Nevada and New York, have DropoutsAt least one ninth-grade Cali- higher rates of alcoholism.' fornia student in six fails to graduate SuicideCalifornia'ssuicideratehas from high school, a 50 percent increase increased from 15.9 per 100,000 in 1960 since 1970. However, the situationis to18.8per100,000in1970. The national figure is much lower-11.1 per 6Patricia 1.Hill, "Issue Paper: Indicated Concerns of 100,000 in 1970.5 The number of Cali- California Public Schools Health Education," Sacramento, 1973. 7Annual Report of the Department of Health on the Drug 1 Vital Statistics: Marriages and Marriage Dissolutions. Abuse Program. Sacramento: California State Department of Bulletin No,16 (January December, 1973). Sacramento: Health, 1975. California State Department of Health (May, 1974) 8 2 Statistical Report on Specialized Child Protective Ser- Vital Statistics of California, 1971, Sacramento: Cali- vices.Sacramento: California State Department of Social fornia State Department of Health, 1975. Welfare, 1973. 3 Statement of Vote: Genera! Election, November 5, 9A 1974. Sacramento: California Secretary of State, [19751. Year of Significance: Annual Report of the California State Department of Education for 1972.Sacramento: California Alcohol Data, 1973. Sacramento: California California State Department of Education, 1973. State Health and Welfare Agency, 1974. 10AReport on Conflict and Violence in California's High 5Suicide inCalifornia, 1960-1970. Sacramento: Cali- Sc /tools. Sacramento: California State Department of Educa- fornia State Department of Health, 1974. tion, 1973.

xi 12 even more serious in some city schools, to challenge their abilities, meet their where a 40 percent dropout rate is not goals, or prepare them for adulthood. uncommon.11 Growing numbers of students, educators, TestScoresTheCaliforniaState parents, and others find that education DepartmentofEducation's1973-74 as a whole is out of step with real world achievement testing program disclosed needs andfar behindcurrentsocial that the median score of the state's high changes. school seniors in writing/language skills _Mounting numbers of students are being was at the 34th percentile on a scale of "turned off" rather than "turned on" to 100. 'This was 16 points below the schooling; these students are disinter- national norm. 12Furthermore, approxi- ested and unmotivated, and manyare matelS 45 percenta record numberof actually doomed to failure in schools entering freshmen at the University of today. Californiafailedtopass the College Indeed, evidence suggests that Californians Entrance Examination Board's English from all walks of life are no longer satisfied Competency Test last year. This ispar with the existing system of intermediate and ticularly shocking in view of the fact secondary educationa system that has not that the entering UC students represent been changed significantly by a comprehen- the top 12 percent of their high school sive plan of reform in more than 60 years., classes.13 Fragmented efforts to improve public edu-' Clearly, these conditions stem largely from cation have not been adequate to keeppace society's inability to find effective solutions with the changes in our society and inour to the very problems it created. As a single youth. Our schools cannot rest on thesuc- althoughextremely importantsegment of cesses of the past, outstanding as these suc- society, schools cannot bear responsibility for cesses have been. The demands of this era allofsociety'sills.Nor can schools be cannot be ignored nor met with yesterday's expectedto cure theseillswithout help. solutions. Schools, however', can and should be able to The message is clear: The time for compre- prepare young people for the demands and hensivereforminour intermediate and problems of modern life. secondary schools has come. Nevertheless, there is a spreading feeling among educational, political, and lay leaders The Approach/The Process as wellas studentsthat the educational system of today is not fulfilling this responsi- In accepting the charge of the Superinten- bility successfully. For example: dent of Public Instruction, the Commission realizedit would be but one voice among Increasing numbers of young people find many seeking to improve public education in schooling boring and ineffective, unable California. But, from the beginning, the Com- mission was committed to being a legitimate, Attrition Rates in California Public Schools." Pre- representative, and effective voice. pared by Pupil Personnel Services, California State Depart- To developa responsive and workable ment of Education. Sacramento, 1974. instrument for systemwide reform, the Com- 12Profiles of School District Performance, 1973-74: mission sought the views of scores of individ- Statewide Summary. Sacramento: California State Depart- uals and organizations within and outside the ment of Education, 1974. schools. 13lnformationprovided by the Office of the Vice- The public was invited to participate in 21 President, Educational Relations, University of California, public forums held in San Diego, Los Angeles, Berkeley, 1975. Anaheim, San Jose, Oakland, San Francisco, Fresno, Riverside, Sacramento, and Redding. ships, technological innovations, and court- A total of 315 speakers, representing either imposed requirements of school finance. themselves or organizations, presented oral Working as a unit and in small groups, the and written testimony at these forums. (Fur- Commission considered the results schools ther information about these public forums should be achieving to meet the present and may be found in Appendix B.) future needs of students and society. Once The Commission also reviewed research these outcomes were identified and described, findings and previous reform studies. Nation- the Commission determined the systemwide allyrecognizededucationauthoritiesad- changes needed to attain the desired results at dressed the Commission at its monthly meet- all grade levels, seven through twelve. Recom- ings in various parts of the state (see Appen- mendations were then drafted to begin the dix A). process of comprehensive change. During itsdeliberations, the Commission Because of the special needs of the early gave careful attention to the great diversity of adolescent, the Commission agreed that cer- studentsandneedswithinCalifornia's tain of its recommendations should be applied schools.Withthisdiversityin mind, the differently at this age level. Therefore, par- Commission sought to build a viable frame- ticularconcerns abouteducation for the work for change to serve students in all kinds young adolescent have been expressed in a of schoolsurban and rural, suburban and separate section of the report. inner city. It attempted to draft a plan to In the following pages, the Commission enhance learning for all types of studentsthe presents its philosophy of reforin, together twelve-year-old preadolescent, the eighteen- with its recommendations and rationale for year-old young adult; the minority student; change. Many of the ideas recommended are the slow, the average, the gifted; the rich and not new. Almost every reform outlined in this the poor student. report is now being practiced in some way The Com Mission also took into account the and in some place in California. However, the changing conditions that may continue to real reform of education will occur when affect education in the future. Among these various approaches are combined and put into are trends in school enrollments, shifts in the practice by California schools in a planned, ethnic composition of schools and communi- organizedmannertoachievecommon ties, changes in school-community relation- objectives.

3-87963 14 The Commission's recommendations aim at transforming our educational system from one that often herds young people through a scholastic assembly line to one that is flexible, demanding, and humane enough to help every person meet his/her own needs. There is no one kind of adult that such a system should A Statement "produce," for the essence of a personalized education is the freedom for individual diver- of Philosophy sity and self-development. But the Commis- sion believes at least ten characteristics of an educated adult are worth seeking and should be the object of educational reform. First, the educated person should have a thirst for knowledge. He/she_should be moti- vatedto keep on learning throughout a lifetime. In a changing society, this means that people must learn how to learn because new knowledge is being constantly created by the current of change. Second, an educated person should have the skills to find work and to succeed in it. Third, a person's education should con- tribute to self-understanding and self-esteem. These values are more important than ever in an increasingly impersonal, mobile, and tech- nological world. In a society that constantly forces people to adapt to change, the edu- cated adult can respond without losing a sense of personal worth and purpose. Fourth, ,the educated person cares enough about the environment to work for its mainte- nance and improvement. This person also

1 15 holds a global perspective about theways These goals are not easy to achieve, nor is it individual and national actions affect this easy to base a vast system of public education shrinking and complex world. on an attempt to meet the needs and aspira- Fifth, an educated person must try to tions of each student. Any such effort must underst: ^ and appreciate all peoples and begin with far-reaching changes in theway cultures, %, ..hoot prejudice. schools operate. Sixth, an educated person, must be able to These changes must be based on a redefini- read well, speak and write clearly, and handle tion of schooling. The Commission has, there- comfortably both logical concepts and basic fore, rejected the traditional view thata mathematical skills. school is restricted to a piece of real estate Seventh, the educated person understands where licensedadults teach and students the American system of government, includ- passively learn during specified times of the ing the citizen's rights and responsibilities. day. Instead, the Commission envisionsa People who lack this understanding tend to school system as a network of teaching and function lesseffectively within the demo- learning that takes place at many times and cratic system and, as a result, tend to weaken places and in which both adults andyoung the system. people work as teachers and learners.It Eighth, the educated person should under- envisions an educational system that attracts, stand how the economic system works and motivates, and satisfies young people. In such know how to manage money as well asearn a system, society itself is at the core of it. schooling. Ninth, the educated person should know The Commission believes that this kind of and understand human biology andpsy- system can serve each student well andcan be chology inorder to maintain one's own accountable and responsive to the public well-being. which supports it. Finally, all ethicated person is sensitiveto From thisperspective, the Commission artistic, literary, and other aesthetic experi- presents its recommendations for reforms that ences.A, fulllifecallsfor thoughts and are needed to help the young people of feelings of quality and foran appreciation of California become educated adultsnow and in the beauty around us. the years ahead.

2 16 The recommendations of the Commission represent a comprehensive framework to per- sonalize learning for all students in the state's 1,600 intermediate and secondary schools. These recommendations are intended to make a significant difference in the way California's public schoolsservetheirstudents,their Summary of communities, and the broader society. When viewedasa concise package of Recommendations interdependent conceptsrather than asa series of separate of fragmented ideas for reformthe recommendations promiseto spark a chain reaction culminating in a more effective, responsive system of public educa- tion in California. Themajorityof the recommendations stems from the Commission's belief that effective education is personalized education. This type of educationbegins with the school's recognition and acceptance of each student or learner as its primary client, the most important individual to be served. The Commission's recommendations aim at equipping each of these learners with the knowledge, skills, attitudes, and values re- quired for responsible and rewarding life in modern society. The recommendations seek to free learning and teaching from the constraints of time, place, and -age. They attempt to breach the real and imaginary walls that tend to make intermediate and secondary schools isolated islands for adolescents.

3 The recommendations are further designed Schoolcooperationwith appropriate to create a flexible, challenging, and satisfying agencies to assist learners with job place- environmentforlearningthatmotivates ment young people to remain in school, strive for Developing personal values, responsibi:i excellence, and pursue lifelong learning. ties, and decision-making skills In addition, the recommendations seek to Eliminating compulsory physical educa- develop an educational system that demands tion for learners who can meet perfor- performance results from learners, educators, mance requirements schools, and local school systems. Simplifying and improving the current Specifically, the recommendations call for systemofevaluatinganddismissing such reforms as: unsatisfactory educators Recognizing and accepting each learner Staff responsibilities that support and as the principal client of the school promoteapersonalizedinstructional Relying on demonstrated proficiency in process for all learners learning activities, instead of depending Including resource people and experts on "seat time," as the basis for awarding from the community on the instruc- credit to learners tional staff A system of learning options in terms of Counseling and advising services that aid time, place, programs, and formats to learners in acquiring a positive self-image give learners a wide choice of ways to and skills to deal with personal problems achieve their learning goals Involvinglearners,parents,staff, and Credit and noncredit "furloughs" that others in the decision-making process at allow learners to leave and reenter the the local and school system level, includ- school system ing involvement intheselection and Mastery of essential skills by all learners, review of staff particularly the skills of reading, writing, Eliminating average daily attendance for- and computation mulas as the basis for state financing of Instructional emphasis on socialcon- public education cepts thatreflectpresent and future - Broad and effective use of human and needs and concerns physical resources in the community and Planned and continuing experiences that the use of incentives to promote such enable learners and staff to be in contact community participation with people whose racial, ethnic, socio- Supporting an aggressive public informa- economic, or cultural backgrounds are tion program to keep the public and different from their own staff informed on matters involving the Extensive opportunities for career explo- school system, the school, and thecom- ration, awareness, and preparation munity

4 18' All school systems must recognize and accept that each studentthe learneris their primary client. This concept may seem tru- istic or simplistic in nature, but these simplici- ties are' deceptive. In theory, it may appear obvious that schools are essentially for stu- dents. However, evidence suggests that in The New Learner actual practice this is often not the case. The evidence lies in these widespread per- ceptions about conditions facing learners in many schools today: Thereisa scarcity of choice among programs, courses, and approaches in relation to learner and parent needs and desires. Self-respect is diminished if the learner falls behind other learners in demon- strated achievement. Help is limited to those who must "catch up" to arbitrary standards of achieve- Opportunities are restricted by the em- phasis on "seat time" and instruction located at the "school site." Learners are labeled as right or wrong, bright or dull, cooperative or difficult. Once labeled, they tend to remain in that category. *A. Schools seem to be restrictive institu- tional boxes. School rules,writtenby. adults, are sanctified as being always "right."

5 19 Many educators"don'treallycare" ning, choosing, utilizing, and assessing the about the welfare of young people. services that enable them to reach personal- Conditions and practices in schools often ized objectives. As learners demonstrate in- reflect the preferences of adults andare creasing maturity, their choices, rights, and maintained despite the negative effects responsibilities should increase accordingly. they may have on learners. , To prepare thelearnerfor adulthood, Such perceptions demand that the obvious schools must also provide a learning climate be restated: Educational programs must be that promotes respect for one's self and for intended primarily for the benefit of each others. In a climate of this kind, rules of learner, regardless of .age, sex, ethnicity,race, conduct should reflect the understanding that or family background. Once this is more each learner has certain rights, along with widely understood and practiced, profound certain responsibilities. changes should occur naturally: Schools must also free the learneras well as the educatorfrom the inefficient system Decisionsonallissuesconfronting of equating learning with time spent ina schools will be made primarilyon the classroom. Such freedom can be achieved by basis of what is best for the learner. relying on demonstrated proficiency as the School policymakers will demonstrate basis for awarding credit and gaugingprogress. that the sole purpose of the school's This reliance recognizes that whatan individ- existenceistoserve each and every ual learnsisconsiderably more important learner. than how long he/she is taught. It further recognizes that learning is a continuouspro- If each learner, with different interests and cess and that learning rates differ. abilities, is the primary client of the school In a system that relieson demonstrated system, and if the learner's needs are its proficiency, the strengths and weaknesses of primary concern, it follows that instruction each learner are assessed, and an instructional should become truly personalized andrespon- program is tailored to meet identified needs. sive to meet individual differences. Each learner spends only as much timeas Personalized instruction is aimed at the necessary to reach specified standards and is development of the individual. Learning is able to check his/her progress systematically. thusintendedtodevelopone'sintellect While progress is based on performance, through the acquisition and application of learninginapersonalized systemisnot knowledge and rational thinking. It also is limited to the acquisition of skills. Learning intended to nurture the positive emotionalor experiences should also be joyous andcrea- psychologicalaspectsof one's mind that tive. They should broaden understanding and affect the way one feels and behaves. Further, build a foundation for wisdom. learning isdirected at developing physical As learners move toward attaining objec- health and well-being to help the individual tives in a personalized system, they should be realize his/her maximum potential. continually challenged, rather than too often In a personalized system where the learner frustrated. However, this does notmean that is the primary client, the successor failure of learners should never meet with failure in all learning activities and services should be their day today learning activities. Failure measured in terms of their ability to spark the except where health and safetyare threat- mind and satisfy the educational needs and enedcan be a growth experience for learners objectives of each learner. who have accepted responsibility for their In recognizing and accepting the learneras decisions and actions. the client, schools must give learners increas- This approach should reinforce the fact ing opportunities and responsibilities for plan- that the business of school is learning and that

6 20 learning almost anything well requires plan- canincreaseone's knowledge, under- ning, effort, self-discipline, and motivation. standing,andsenseof responsibility Each learner should be able to experience while building self-esteem. success in such a system. This experience 1.4 The learner, in addition to his/her parents should encourage the learner to seek further and the school staff, should be involved success, satisfaction, and joy in learning and in formulating school rules for the con- become a responsible, independent adult. duct of learners. These rules should be few in number and should define pre- Therefore, the RISE Commission recommends: cisely the learner's rights and responsibili- ties. School discipline should be aimed Learners sho\uld be the primary clients both at solving and preventing problems. 1 themostimportantindividuals It should aid in developing responsibility served by the school. toward one'sself and others and in 1.1 Each learner should be recognized and assuring the safety and rights of all. accepted as the primaryclient to be 1.5 As the primary client to be served by the served by the school. Parents, the com- school, the learner should be expected to munity, and the larger society should be assume and carry out certain continuous consideredassecondaryclients who responsibilities.Theseresponsibilities benefit from schools through the educa- should include the following: tion gained by learners. Recognition of o With the assistance of parents and these primary and secondary clients im- school staff, the learner should develop plies that learning activities should be a good understanding of his/her per- designed and directed to meet the needs sonal strengths and weaknesses. and abilities of all learners in preparing o The learner should develop an aware- them to live in an adult world with other ness of available learning and career individuals. options. 1.2 As the learner moves toward adulthood, o The learner should contribute to the he/she should be progressively able to formulation of personal educational make educational choices and be respon- goals that are compatible with recog- siblefor those choices.>Such choices nized individual strengths and career should include what,-yhere, when, and opportunities. how to learn. And learners should be o The learner should contribute to iden- encouraged to revise or make new choices tifying the learning program most ap- based on experience gained in carrying propriate for that-Individual. This pro- out previous choices. In changing direc- gram should be based on the learner's tion, the learner should not be required assessmentofhis/hereducational to retrace all previous steps. In making goals, personal strengths, and career choices, the learner should have continual opportunities. assistance from parents and school staff. o The learner should perform atthe This assistance should aid, not hinder, the highest possible level of personal pro- learner's growth toward independence ficiency in pursuing his/her learning and adulthood. activities and objectives. o The learner should abide by school 1.3 The learner should be allowed and en- rules and regulations. couraged to teach other learners of all ,o The learner should respect the rights of ages and serve as counselors to learners of others to learn and teach in a setting the same age or younger. Such situations that is free of fear and violence.

4-37963 21 The learner's progress in an instruc- grams; they should be involved in deter- 2 tional program should depend on dem- mining these objectives and in checking onstrated proficiency in achieving spec- their progress toward attaining them. ified educational outcomes. 2.3 When a learner demonstrates that he/she 2.1The strengths and weaknesses of each has met the objectives set for his/her learner should be assessed by means of a performance in a learning activity, that systematic process that includes teacher program should be considered completed, observations, testing, and other evaluative and the learner should receive appropri- procedures. Each learner should then be ate credit. The ways in which a learner able to choose and pursue an instruc- may demonstrate proficiency should not tional program consistent with the find- be limitedto written tests. The time ings of the assessment and the learner's spent in completing learning activities choices. should be consistent with each learner's 2.2 Eachlearnershouldberequiredto needs and abilities. achieve specified learning outcomes in all 2.4 Learning activities should not becon- instructional programs, including those fined to the acquisition of skills. Experi- that may be pursued outside a traditional ences that allow learne'rs to explore cre- school setting. Learners should be given atively and gain self-satisfaction and en- clear statements of the objectives to be joyment should also be part of each accomplishedinallinstructionalpro- learner's program.

2"' Modern society offers learners a variety of dynamic and exciting information sources and entertainment distractions. In contrast, people view today's schools as one of the least stimulating or satisfying places for learning. If today's schools -and the schools of the futureare to be of significance to those they The New Learning serve, an environment for learning and teach- ing must be created that enables schools to Environment capture and hold the attention of a diverse and action-oriented teenage population. Creating such an environment involves far more than remodeling or building new school- houses.It means building atotal school environmentan environment that iscon- ducive to continued learning and growth, exploration and firsthand discovery, positive human interaction, an appreciation and a love of learning, hard work, and educational excel- lence. It means operating in a manner that reflects this neglected truth: Education is a lifelong process in which individuals learn in different ways, under different conditions, at different times, and in different places. And formal schooling is only one part of educa- tion. Because the individual learns in a way that is uniquely personal, each way of learning may have value if it attracts and aids the learner in reaching personalized educational objectives. Schools must accept the fact that no single way for learning is best for all learners or for all times. In view of this, the

9 23 new learning environment must provide a for community serviceso that learners may wide range of learning options in terms of experience the gratificationas wellas the approach, materials, locations, and times. It frustrationof serving others. must also adapt to changes in the expressed Finally,the new learning environment needs and desires of the school andcommu- should generate a climate of security, mutual nity by continually developing and offering affection,and trustan atmospherethat additional options. And it mustassure the encourages learners to reflect, experiment, learner of increasing freedom to choosefrom explore,create, acquire wisdom, and take among the various options as that learner riskswithoutfearofrecriminationfor matures. "failure." A personalized instructionalprogram, car- ried out in a flexible environment, can be Therefore,rAhe RISE Commission recommends: made attractive to any learner. However,after exhaustingall options, a learnermay still Learners should be able to choose from reject the value of remaining in school. In that 3 a system of multiple options in pro- event, the learner should be able, to leave grams add learning styles. school temporarily but should be actively 3.1 School systems should make availableto encouraged to return. all learners a wide variety of choicesor The number of learners in a schoolor in a options in programs and curriculumcon- learning activityis an important factor in tent. Such options should enable the creating an environment that stimulates learn- learner to meet personalized educational ing and promotes positive human interaction. objectives in varied ways according to Thus, the number of learners ina learning one's learning style. A system of alterna- situation should be limited so that effective tives or options might feature schools teaching and learning can take place. within a school, work-studyprograms, In creating a new learning environment, regional occupational training programs, schools also must recognize that traditional special interest schools or centers, and schooling is only part of education. They departmentalized traditional programs. must eliminate the physical and psychological barriers that separate and often isolate them 3.2 School systems should provide multiple from the community and the vitality of real options in formats for learning. Multiple life. learning formats should allow the learner Schools must reach out and borrow from to take advantage of such opportunities the world around them to offermore varied, aslearning independently, learning in meaningful, and personalized approachesto groups of varying size and composition, learning. They must becomemore flexible and learning in different locations outside and responsive by expanding learningoppor- the traditional school setting. tunities beyond the rigid confines of tradition 3.3 Learners of variousages and generations or a building. should be able to learn together whenever At the same time, schools mustserve as they can benefit from the experience. magnets, drawing various segments of the Learning groups might include those who community intothe learning process and are older than eighteen or younger than becoming centers for community activities. twelve years, as well as those between the Thistwo-wayexpansionof theschool- ages of twelve and eighteen. Regardless of community partnership should provide learn- theirage,learners who are grouped ers with increased opportunities for making togetherfor instruction should meet decisions and developing relationships with minimal requirements of preparation and individuals of all ages. It should offera means capability in that specificarea.

10 24 3.4 Instructionalprograms should not be of work situations, participation in com- sharply delineated by grade level. Instead, munity activities, or self-designed activi- the learner should be able to move freely ties away from the traditional school from one level or institution to another setting. Such activities might be for a according to ability, demonstrated pro- brief or extended period of time. They ficiency, and educational objectives. might include such projects as participat- 3.5 The complete range of learning options ing in a political campaign, conducting a should be defined, communicated to, and traffic survey, building a stereo system, discussedwith eachlearner.Learners landscaping a home, or carrying out a should beassistedin becoming fully health infromation program for teenagers. aware of the available options and in understanding each of them. Learners Learners should have wide flexibility in should then be aided by parents, school 5 times for learning. staff, and others in making intelligent 5.1 School times (hours, days, months, years) selections from among the options. should be flexible, extensive, and varied enough to accommodate a diversity of Learners should be able to gain skills learnerinterests,styles,needs,and 4 and knowledge in a variety of locations choices. Instruction and all other educa- both on sand off the traditional school tional servicessuchas counseling,li- site. braries, learning centers, and recreational 4.1 Learnersshould beofferedincreased facilitiesshould be available to learners opportunities to gain firsthand learning throughout this expanded time schedule. experiences by means of study, observa- 5.2 School scheduling should allow a learner tion, service, participation, and work in to move freely from one learning activity both the school and community. Com- to another on the basis of demonstrated munity locations might include business proficiency. and industrial sites, public service agen- 5.3 School sites and facilities should be avail- cies, and cultural centers. For example, able and used throughout the year and an art appreciation activity might be beyond traditional school hours and days conducted at a public museum and/or toservelearners as well as staff and private gallery; or a consumer education community. program might take place at a city office for consumer affairs. 5.4 School attendance requirements should allow a learner to leave the school system 4.2 Learners should have the opportunity, 'temporarily with the approval of the upon request, to be assigned to an actual learner's parents and the school. These work situation related to that learner's furloughs should be of flexible duration, interests, career objectives, and maturity. of educational value to the learner, and For example,alearner interestedin consistent with the learner's educational veterinary medicine or in caring for con- needs and objectives.Local guidelines fined animals might gain experience at a should be developed to provide for con- municipal animal shelter, learning while tinual 'contact between the learner and performing a public service and possibly the school to ease the reentry of the earning a salary. learner into the school system when the 4.3 A means of evaluation should be devel- furlough is completed. Guidelines should oped, enabling learners to earn credit or also provide a means for the learner to other recognition through certain types earn credit while on furlough by meeting

"- 2 11 specified educational objectivesif the physical atmosphere that promotes the learner desires to do so. development of the learner's self-worth The, number of learners in an educa- and identity within the school and com- 6 tional setting should promote personal- munity. For example, a school witha ized instruction. large enrollment might be divided into 6.1 The size and setting ofa learning group several smaller schools within a school to should be based on the type of learning ensure a more personalized setting. activityto be conducted. All instruc- 6.3 Intermediate schools should give special tional_ settings should stimulate learning attention to limiting school size because to the greatest extent possible. early adolescents have unique needs in 6.2 Groupings of learners should be small learningtoliveand work with one enoughtoofferapsychological and another.

12 2C There must be .changes agd pevv.ampllascls in the curriculum if each learner is to gain the skills,competence, knowledge, and values required to function effectively during the last quarter century and beyond. Since society and technology are changing so rapidly and constantly, a key component The New Emphases of any curriculum must be to teach the learner how toacquire knowledge.This in Learning abilityis so essential that any curriculum should give recurring consideration to these questions: What is important to know? What must be learned? What are the best ways for the individual to learn? Self-fulfillment and effective social partici- pation in coming years will demand at least minimum proficiency in a wider range of skills. In addition to the most fundamental skillscommunication and computationthe concept of essential skills should be broad- ened. To be prepared for daily life in the modern world, learners must also gain the skillsneededforphysicalconditioning, health, scientific and technological literacy, responsible citizenship, and positivesocial interaction. Many of these skills serve as the foundation for further learning and problem- solving throughout life. Other new emphases inthe curriculum should enable each learner to: Pursue a productive career. Make decisions.

13 2? Use increasing amounts of leisure time Rather, they are intended to become points effectively. of focus in many of the learning experiences Develop an aesthetic sensitivity. that make up the curriculum. Maintain physical and emotional well- In developing the new emphases in learn- being. ing, schools should offera variety of ap- Understand others and one's self. proaches, materials, and formats. Instructional programs must be designedto Therefore, theRISE Commission recommends: meet these needs. They must also be restruc- Learnersshoulddemonstrateprofi- tured to emphasize concepts and valuesthat 7 ciency in essential skills. reflect present and future needs andconcerns. Such emphases require that thecontent of 7.1 Each learner should achieve anddemon- instructional programs center primarilyon the strate specified levels of proficiency' in present and the future. The past, however, is the following essential skillareas: certainly not to be ignored. But wheneverthe o learner should demonstrate En- past is related to the present and used to help glish language proficiency in thecom- anticipate the future, itassumes a practical munication skills of reading, writing, meaning for the learner. This meaningmay be speaking, and listening. Each profes- denied if the study of the past is approached sional teacher should assist learners in as an end in itself. In addition, instructional developing the skills to meet the read- programs should enable the learner to bring ing and writing requirements uniqueto together and relate knowledge frommany that particular subject area. areas as a realistic preparation for life. Furthermore, instructional programs should o Each learner should demonstrate profi- stresstheinterdependentnatureofthe ciency in the computational skills of global and immediate environment. They addition, subtraction, multiplication, should acquaint the learner with the ecologi- and division, as well as in theuse of cal, social, economic, political, cultural,and decimals and percentages and in the understandingofthe technological systems within theseenviron- systemsof ments. In discovering the relationships be- measurement. tween these man-made and natural systems, o Each learner should demonstratethe the learner can develop anawareness and ability to maintain a satisfactory level understanding of worldwide problems and of physical conditioning and psycho- their actual and potential impacton the motor coordinationconsistent with quality of life. one's identified needs and physical Instructional programs also should instill in development. Each learner should also learners a clear understanding that thepreser- demonstrate an understanding of the vation of their democratic society requiresan health practices that willserve him/her alert and informed citizenry. Learners must throughout his/her lifetime. The physi- realize that democracy cannot function effec- cal conditioning needs of each learner tively in a climate of ignorance and indiffer- should be determined by trainedpro- ence. They must recognize that, as citizens in fessionals on an individualized basis a democracy, they not only have certain and communicated to that learner. The inalienable rights but also serious duties and learnershouldmeetpersonalized responsibilities. physical conditioning needs through The new emphases described in this section participation in appropriate activities are not generally viewed as new courses. and demonstrate periodically that the

14 28 desired level of fitness is being main- Social concepts that reflect present and tained. 8 future needs and concerns should be o Each learner should demonstrate scien- emphasized throughout the curriculum. tific and technological literacy. Such Instruction should also emphasize de- literacy should include a basic under- Velopment of human values. standing of scientific principles and the 8.1 Instruction should relate directly to and ability to apply that understanding to reflect contemporary and emerging con- everyday situations. cerns. It should offer a means of examin- o Each learner should demonstrate a ing the nature of society and its eco- knowl?dge of American government nomic, political, social, and cultural insti- and..titutions and an understanding tutions. Knowledge of the past should be of the responsibilities of a citizen in a used toilluminate contemporary and democratic society. The learner should future issues and aid in solving current also demonstrate an understanding of and emerging problems. the themes, lessons, and trends of history. 8.2 ,InAtruptionsh,pitid aj,41 'earners in ,devel- oping and clarifying their social, political, o Each learner should demonstrate the moral, and cultural values and in under- skills needed for positive interaction standing the values of others. To do this, with others in the school and commu- learners should be taught the skills re- nity. These skills are similar to those quired for critical analysis of divergent needed for interaction with individ- opinions. As part of this process, learners uals, groups, and institutions within should become sensitive to the tech- the larger society. niques and intent of propaganda, slanted materials, and fallacious thinking. 7.2 Eachlearnershould be required, as aconditionof completing secondary 8.3 Instruction should stress the relationships education, to demonstrate specified lev- among variousdisciplines rather than elsof proficiencyin reading, writing, being oriented to only one subject. The and computation. The minimum level interrelationships of learning might be of proficiency should be determined emphasized by presenting learners with by the state. A method of enforcing problems requiring multidisciplinary ap- schoolsystems' compliance with this proaches for solution. requirement should be developed and 8.4 Instruction should give increased empha- implemented. sis to fostering insight into the relation- ship of the individual to one's ecological, 7.3 Local school systems should determine social, and economic environments. minimum levels of proficiency desired in all other essential skill areas for learners 8.5 Instruction should acquaint the learner completingsecondaryeducation.In with the nature of a global society in determining areas and levels of profi- which interdependencies extend beyond ciency, local school systems should be national boundaries and languages. sensitive to the needs and aspirations of 8.6 Instruction should acquaint learners with their schools and communities. However, theprocesses used in producing and they also should consider the necessity of distributing goods and services. Learners preparing each learner to function suc- should be taught how to discriminate cessfully as an adult within the larger among the many persuasions, products, society. and services in the consumer marketplace

5-87963 29 15 and how to determine their value. In- 9.2 School systemsshallprovide planned struction should also be directed toward experiences for learners to be in regular developing the functional skills needed to contact with and learnfrom people manage income, negotiate business mat- whose racial, ethnic, socioeconomic, or ters, and adopt the attitudes and prac- cultural backgrounds are different from tices of a wise consumer. their own. Such experiences can best be 8.7 Instruction should aid learners in devel- provided in schools that enjoy an inte- oping knowledge and lifelong attitudes grated student body and staff. A method and practices leading to optimum health. of enforcing school systems' complianit Learning activities should promote the with this requirement should be devel- following:respect for personal health oped and implemented. care; understanding of. the biological and 9.3 Procedures should be implemented for psychological processes of human devel- balancing, replacing, and/or removing all opment;awarenessof communicable prejudiced or biased instructional mate- disease; development of skills in selecting rials from the curriculum. health products and services; appreciation of the value of adequate nutrition; and 9.4 Learners should be assured of the oppor- deV.elopment and maintenance of physi- tunity to participate in all school courses, cal fitness. programs, and activities regardless of age, sex, race, religion, or national ancestry. 8.8 Instruction should assist learners inac- Any stipulated prerequisite for partici- quiring skills in sports that can become pationsuch as completion of previous, lifelong activities and can be enjoyed on programs, grade point average, or age an individual,family, and/or coeduca- should have adirect bearing on the tional basis. activity to which it is applied. 8.9 Education for democracy should bea 9.5 School systems should ensure that staff significant part of the instructional pro- members at all employment levels reflect gram. As partof this emphasis, the the charateristics of the larger society. school's administration, studentgovern- This means the staff should represent a ment, and student newspaper should re- balance of such factors as sex, ethnicity, flectthe principles of an enlightened and age. Such a balance gives learners an democracy.Inaddition,instruction opportunity to gain experiences and have should be aimed at teaching the basic contact with a diversity of people similar principles and history of American gov- to those they will encounter as adults. ernment and its institutions in a thor- ough, interesting, and meaningful man- Learners should be instructed in the ner. The institutions to which citizens 10processes of decision making. relate most oftenincluding the public school systemshould receive primary 10.1 Teachingtheprocessesofdecision attention. making should be a regular activity in variousinstructionalprograms.This Learners should be assured experiences activity should include learning to de- 9 that promote cooperation, understand- scribeaproblem clearly, developing ing of others, and mutual respect. possible alternative solutions, and select- 9.1 Learning activities should be designed to ing an appropriate solution. equip the maturing learner for positive 10.2 Instructional programs should providea human relationships involving the family process to help each learner understand and others. his/her abilities, weaknesses, interests,

16 :30 values, and personal qualities. This un- 11.4 Each learner should have an oppor- derstandingcanaidthelearnerin tunity to gain an entry-level, marketable making wise educational and personal jobskillpriorto leaving secondary decisions. This process should be part of school. the continuous advising and counseling 11.5 Instructional programs should acquaint efforts by the instructional staff and each learner with the importance of parents. continuing education asa means to 10.3 Maturing learners should be given in- satisfy the ever-changing requisites for creasingly more opportunities to make stability and advancement in employ- decisions that affect their education and ment careers. future. Learners should gain a practical 11.6 Each learner should gain the knowledge, awareness of the responsibilities and experience, and skills necessary to begin consequences related to their decisions. implementing career objectives and to They should also gain experience in become acquainted with various routes coping with these, responsibilities,and for career advacizement.-Learners -should consequences. become familiar with successful tech- Learners should have extensive and niques for seeking and obtaining em- continuing opportunities for career ployment.Schoolsystems,through awareness,exploration, and prepa- cooperation with appropriate local and ration. state agencies and organizations, should assist in the placement of learners who Instructional programs should aid each desire employment while they are en- learner in developing self-awareness and rolled or after they have graduated. self-directionwhileexpandingone's awareness of occupations, clusters of Learners should be prepared to use related occupations, and the changing 12increasing amounts of leisure time in a employment market. personally rewarding manner. 11.2 Instructional programs should continu- 12.1 Learners should be given opportunities allyemphasizecareerplanning and to engage in personally rewarding leisure opportunities in relation to subject mat- and recreational activities that may be ter. Actual work situations and resource continued throughout their lives. These personnel from the community should activitiessuch as sports; reading; the be used to aid the learner in developing visual, performing, and practical arts; as career objectives and alternatives. well as community service and political 11.3 Each learner should be assisted in for- involvementshould be viewedasa mulating appropriateattitudes about diversion or complement to one's cur- the personal and social significance of rent vocation. one's own work and the world of work. 12.2 Provisions should be made for awarding In familiarizing the learner with the schoolcreditand/or recognitionfor world of work, the instructional pro- participationinleisure-timeactivities gram should provide him/her with an that give learners skills and attitudes understanding of the economic, social, conducive to adult leisure-time enjoy- and politicalrolesof trade unions, ment. Such activities need not be pur- professional associations, corporations, sued under the direct supervision of the other business and professional enter- school. However,"ihe school, including prises, government agencies, and con- the learner, should determine the educa- sumers of goods and services. tional objectives to be met, and the

L 17 learner should satisfy these objectives in their environment as well as heighten order to receive credit. their enjoyment of life. 13.2 Learners should be introduced to and, L should be introduced to, and more importantly, allowed to partici- 13involvednvolved in, aesthetic experiences as pate in artistic, literary, musical, theatri- an essential part of the instructional cal,orotheraestheticexperiences. program. "- -- These experiences can motivate learners to pursue a lifelong interest in andan 13.1Instructional programs should promote appreciation for the arts and humanities. the appreciation of beauty. Sensitivity 13.3 Instructional programs should stimulate to beauty should encourage learners to the interest of learners to develop apti- improve the appearance and quality of tudes leading to careers in the arts.

18 uQ 4 Significantreformsin, theeducational sysicin cannot occur without major refotms in the responsibilities, training, performance, and assignment of educators and the relation- ships among educators and learners. Although the methods in which educators have done their jobs in the past have been The New Educator successful, the old ways of operating schools and classrooms are no longer appropriate for developing the type of educational system and young person envisioned in this report. All educators should be responsible for planning and ensuring thefinestpossible educational experiencesforlearnersina personalized system that relies on demon- strated proficiency. They must secure and utilize the best learning resources available in the school/ community. They must assume responsibility for seeing that individuals and organizations in the school/community are served effec- tively and recognized properly for their part in the educational process. Teaching efforts must be supplemented and enhanced by expanding the instructional staff to include others who can contribute to learning and accept responsibility for achiev- ing desired outcomes. Broadening of the staff would enrich learning by introducing other dimensions of experience, expertise, and cre- ativity. Development of a personalized instruc- tional program also requires a new emphasis

19, 33 in counseling. Counseling should includein- pate in a variety of staff development activi- structional activities to aid learners in devel- ties. The necessity for effective staff develop- oping the personal skills needed tocope with ment becomes particularly importantas re- school, emerging adulthood, and the world in forms are implemented and shifts in school general. enrollment affect the hiring of staff. In addition, the school staff should include A high level of staff performancemay also advisers who can provide learners with person- be promoted through periodic renewal ofall alized and continuing assistance in solving educational licenses granted by thestate. problems, making educational decisions, and Consideration should be given to establishing gaining self-knowledge. a renewal procedure and to designing licenses Advising and counseling services ofa highly for various members of the broadened instruc- personalized nature are particularly important tional staff. to learners during the early years of adoles- An additional means of bolstering the cence. As learners become more self-reliant quality of performance is to establish local and self-confident, the nature of thead- selection and review procedures. Theseproce- visingand counseling resources must be dures shoKld pmvidt; for the involvement of adjusted to meet the changing requirements representatives of the various members of the of learners. school and community. As these new responsibilitiesare carried The employment and assignment of school out, schools must make every effortnot only staff must be based on the needs of the to safeguard but also to enhance opportuni- learners being served. The job security ofany ties for personal interactionamong learners educator cannot be paramount to that educa- and staff members, particularly professional tor's ability to adjust to the changing needs of teachers and counselors. learners nor to that educator's ability to meet Because of the multiculturalnature of those needs. American society, schools must also employa Existing dismissal proceduresare too cum- staff that can relate to the diverseback- bersome and prolonged to permit school grounds of learners, their parents, andthe systems to dismiss educators who lack specific community. qualifications and skills needed fora personal- Furthermore, as increased options inlearn- ized educational program. Districts shouldnot ing times, places, and modes becomeavailable be forced to retain educators whose perfor- to learners, staff members must be willingand mance, knowledge, or adaptability are obsta- able to carry out their responsibilitiesin the cles to meeting the needs of learners. manner, place, and time required by the particular learning activity. Thus, procedures for evaluating and dis- In addition to redefining the responsibili- missing educators should be simplified and improved. However, the principles ofaca- ties of educators, reform effortsmust be demic freedom and de process must be directed at strengthening the quality oftrain- retained and respected. ing and performance. This requires thattrain- ing institutions adjust theirprograms to meet Therefore, the RISE Commission recommends: the new demands of public education. Train- ing institutions should also becomeaccount- All staff should support and promote able to the state for the effectiveness of their 14a personalized instructionalprocess programs. for all learners. To gain and strengthen skills and knowl- 14.1 Administrators should give the highest edge, educators must be provided with greater priority to developing staff andpro- opportunities to design, conduct, and partici- grams that personalize learning.

20 14.2 Administrators shouldgiveincreased community, volunteers from the com- emphasis to coordinating participation munity, and learners. in the decision-making process by par- 14.6 All adults in the educational process ents, learners, staff, and other interested should be aware of the tendency of parties who need to be involved in the young people to emulate adults they constant renewal of the educational contactfrequently.Therefore,these system. Whoever is to be accountable adults should be expected to display for the results of a decision should have positive attitudes and actions in the area the right to make the final decision. of human relations. 14.3 Administrators should coordinate edu- 14.7 School systems should give high priority cational activities for parents and others todeVeloping teams of professional in the community as a means of pro- teachers and other instructional staff moting knowledge of, and involvement members who are able to provide multi- in, school programs and decisions. disciplinary learning experiences. 14.4 Professional (certificated) teachers 14.8 Instructional staff inviiibers should offer should actprimarily as guides, man- instructionto groups of learners of agers, and facilitators of the learning different ages who are prepared for the process,inadditiontobeingwell- level of instruction to be offered. For grounded and capable in a particular example, such subjects as art or typing field. In carrying out this responsibility, might be taught to a class consisting of professional teachers should arrange a adults, teenagers, and preteenagers who broad array of learning options. Teach- have been grouped together because of ers also should be encouraged to de- their level of readiness, not because of velop opportunities for personal interac- age. tion with learners. They also should also utilize a number of persons with varied 14.9 Staffing provisions should allow learners backgrounds who can provide instruc- to teach other learners as part of their tion under the teacher's supervision. own learning experiences. Such oppor- tunities can assist learners in reinforcing 14.5 School systems should be permitted and their own learning and gaining personal urged to broaden the capabilities of benefits from interacting with others as their instructional staff by seeking, iden- teachers. Provisions should also be made tifying, and employing qualified persons to award credit to those learners who who are not already professional teach- take part in some of these activities. ers.These staff members should be provided with a basic understanding of 14.10 Staffing organization should promote teaching techniques and dr crse learner development of professional teams to needs. The responsibilities of these staff meet the personal needs of learners. membersandtheirexpectedlevel Such a team might draw from the of competency should be specifically professional fields of counseling, health defined,.Inthis way, instruction by services,psychiatry, social work, and professionalteachers can be comple- probation, as well as from instructional mented by a wide range of personnel personnel. Team composition should be from many walks of life.Personnel tailored to the special needs. of the might include members of the noncerti- learner being served. ficated staff, resource persons from the 14.11 Teacher-learner ratios should be based business,industrial, andprofessional on the nature of the learning activity to

21 rzri be conducted and the educational out- qualified adviser drawn from thecom- comes desired. munity can be particularly helpful toa learner. Counseling and advising should be 15directed toward assisting learners in 15.5 Counseling and advising services by staff members and advisers from the commu- acquiring a positive self-image to deal nity should be augmented by with problems and decisions. peer coun- seling. By serving as counselors to other 15.1 A sufficient number of credentialed learners, a learner can gain experience counselors should be employed to serve and satisfaction, as well as reinforce- as coordinators, planners, managers, and ment, for learning and decisions. evaluators of instruction and services designed to build personal skills. These 15.6 The counseling staff of each school should include those who can communi- skills, which include acquiringa positive self-image and dealing with personal cate appropriately with bilingualor bi- problems, should be taught as a regular cultural students and parents from the ,instructional activity. community being served. 15.2 Counselors should serveas consultants tothe instructionalstaff in solving Institutions that provide training for interpersonal and learner behavior prob- 16educational personnel should be will- lems. Counselors should developa rela- ing to attest to the quality of their tionship with learners to assist in solving programs and be sensitive to changing personalproblemsthataffectthe conditions. learner's behavior and performance in school. If these problems require inter- 16.1 Training programs should providean vention by an outside agency or profes- early screening process that offersa sional person, counselors should help means for the institution and for each parents inidentifying and obtaining candidate to determine the appropriate- such services. ness of an educational career for that candidate. Systematic training should be 15.3 A sufficient number of adult advisers provided to give the teaching candidate should be provided from the instruc- direct, continuous, and varied experi- tional and support staffs so that each ences with learners as an early part of learner can identify with and relate to at the training program. Training should least one adult on a one-to-one basis. also give candidates an awareness and This type of one-to-one relationship understanding of current and projected shouldbeavailablethroughout the employment opportunities. learner's school life. Advisers need not always be professional teachers. 16.2 When a candidate applies fora creden- tial after completing a trainingprogram, 15.4 Advisers should have the ability and the training institution should bere- resources to furnish accurate informa- quired to certify to the state that the tion and advice to the learner. They also candidate has met desired standards and should be able to monitor and report demonstrated specified levels of profi- the learner's progress in meeting speci- ciency. Standards and levels of pro- fiededucationalobjectives.Advisers ficiency should be established jointly by should aid learners in interpreting the the appropriate state agencies andrepre- meaning of school policies, practices, sentatives of training institutions and and options. Under certain conditions,a local school systems.

22 16.3 In setting standards for preservice teacher (a) encourages career progression and training, consideration should be given to mobility; and (b) enables the educa- promoting all of the following in addi- tional system to make widespread use of tion to subject matter competence: currently unlicensed experts, parents, learners, and other community members o A high level of emotional maturity in the learning process. and stability o Anabilitytointerrelatesubject 17.2 A study of licensing procedures also matter should determine if a system of periodic o A knowledge of various teaching and review and renewalor some other learning formats ina personalized method(s)should be used as a means system of ensuring professional competency. o A professional perspective that re- Particular consideration should be given flects an awareness of the full range to the question of renewing a license for of educational needs and approaches an educational, specialty when an edu- including new .technology and tech- cator has not recently practiced that niquesto meet these needs specialty. o A basic understanding of the ways in which schools are financed, admin- Local school systems should develop istered, and governed 18procedures for cooperative selection o An ability to look at divergent ideas and review of staff. objectivelyandpresentthemto 18.1 Local procedures should be developed learnersinabalanced,unbiased to make the process for selecting mem- fashion bers of a school's educational staff one o A sensitivity to the needs and differ- that includes advice from learners, cur- ences of individual learners, especially rentstaff members, and community as members of a pluralistic society representatives. However, the supervisor o An understanding of and an ability to who will be directly accountable for the relate well with adolescents and pre- employee's performance should make adolescents, particularly those from the final decision, and the supervisor's other backgrounds recommendation should be forwarded o A knowledge of the development in to the district's superintendent, who has young people of the perceptual and responsibilityfor recommending em- motor skills that are essential to the ployment action by the local school mastery of basic skills board. o A knowledge of the particular needs 18.2 Local procedures should be developed of youth from educationally disad- forthedraftingof criteriafor the vantaged circumstances evaluation of all educational staff mem- Licensing of educational staff mem- bers on the basis of performance. These 17bers should be studied and periodic procedures should allow for the con- review considered. siderationof representative views of those affected by the performance of 17.1 The existing system of state licensing of the staff member under review. This educators should be studied to consider might include learners and parents, as the possibility of developing licenses for well as other staff members. those staff positions described in this report. Consideration should be given to 18.3 The following policies and practices for the feasibility of a licensing system that personnelselectionshouldbecon-

"e'l 7'7 23 U firmed, reinforced, and expanded to all 19.5 When appropriate, various staff develop- school systems: ment activities for individual staffmem- o Procedures should clearly state that bers should be held inthe learning the frequency of review will be speci- setting with learners present. fied by the employer at the time of 19.6 Staff development activities shouldbe employment. offered in a variety of ways and loca- o Procedures should give assurance that tions. Each staff member should havean review will be based on performance. opportunity to design his/herown pro- Once a staff member has completed grams with the approval of appropriate the probationary period of employ- officials of the school system. ment, a periodic performance review 19.7 School systems should provide staff should still be required as a condition development opportunities in thearea of continued employment by the of multicultural educationso that staff hiring agency. can better appreciate the heritage and o Procedures should allow for removing values, of the diversagroups in a plural- a staff member trom a pesitidri it' the istic society. However, staff members staff member does not meet acceptable should have the primary responsibility standards on his/her periodic review. for attaining a sufficient level of sensi- Staff development activities should be tivity to the multicultural aspects of 19expanded and tailored to meet chang- society. ing needs. 19.8 Staff development activitiesfor edu- 19.1 School systems, staff, and professional cators should include intensive training organizations should provide staff devel- inthe techniquesof evaluatingin- opment activities in the skills of coordi- struction. nating and managing resources and in 19.9 Staff development activities for admin- good teaching techniques. These skills istrators and teacher trainers should are needed to conduct an instructional include, at periodic intervals, thereturn program that is personalized for each of these educators to teaching responsi- learner and utilizes the broader commu- bilities. nityto provide variedfacilities and enriched learning experiences. Procedures for evaluating and dismiss- 20ing educators should be simplified and 19.2 Staff development programs should be improved. designed and administered primarily at the local or regional levels so that they 20.1 The existing process granting permanent will be responsive to individual learner, status to public educators should be staff, and community needs. improved to provide as muchassurance for the rights and welfare of thecom- 19.3 Staff members should assist in identify- munity and learners as is provided for ing specifictraining needs. Programs educators. should be designed to meet these needs. 20.2 Continued employment ofan educator 19.4 The special abilities of individuals on in a school system should be determined the instructional staff should be identi- primarily on the educator's ability to fied, and released time should be pro- carry out specific assigned duties. All vided for them so that they may help assigned duties should be designed to other staff members improve their edu- contribute to meeting the needs of the cational techniques. learners being served. Other reasons for

24 dismissal presently specified in the Edu- community andlearnerswillsuffer cation Code should remain in force. minimum effects from the unsatisfac- Under no circumstance should the par- tory performance of that educator. ticular salary of an individual educator be any part of a consideration to dismiss 20.6 Whenever a school system intends to that individual. discontinue the employment of an edu- 20.3 Evaluation procedures should be estab- cator, the educator's right to due pro- lished that clearly focus on the edu- cess must be observed. cator's performance of assigned duties. 20.7 Theprinciples of academic freedom 20.4 Prior to initiating dismissal proceedings, must remain inviolate, and educators every effort should be made to assist the must retain the right to hold beliefs of educator in question to improve his/fier theirchoice. This will guarantee the performance. right of educators to direct freely, with- 20.5 The process of dismissing an educator in their specified job duties, the aca- should be expedited to ensure that the demic inquiry of learners.

25 Educational reform cannot be fully achieved without new and better managed resources and a clear establishment of responsibility for reform. The educational system should make wider and better use of the state's human, physical, and financial resources to meet educational New Resources needs and enable learners to reach educational objectives. and Responsibilities Broadening the range of resources is a twofold task. First, it calls for firm assurance from the state that the level of financial resources will be adequate for meeting the needs of learners and staff within a constantly reforming educational system. Second, the broadening of resources requires that schools make more effective use of existingbut largely untappedcommunity resources,espe- ciallythose physical and human resources that can promote a personalized learning process and meet the needs of a multicultural society. School financing should encourage, not hinder, development of programs that empha- size a broad range of options for learners and teachers, including learners with exceptional needs. The total impact of the recommendations in this report cannot be fully realized unlessa specific and separate program of financial support is available to develop leadership and restructure existing school programs. State funding for leadership training and restructuring must be a consistent element in

26., 4 0 schoolfinanceplanning. This will enable situations. The opinions of these individuals intermediate and secondary schools to con- must be considered as policies are determined. tinue to change in concert with broader social The responsible development anduse of changes. In this way the state's educational human and material resources require that all system can become and remain self-renewing school systems develop and conducta public and effective. information program based on the belief that The fullfinancial implications of these a fully informed staff and public make wiser reforms cannot be projected accurately at this decisions. Involvement and support aremean- time. Many of the recommendations can be ingless without accurate information. Asa implemented at no cost whatsoever. At the matter of principle, the public has a right to start, some recommendations may require know what takes place in the institutions it considerable expendituresparticularly those finances.Furthermore,thereportingof that involve personnel. But many costs should school system actions tothe school and actually diminish as people in the educational community, media, and general public is good system begin to change and additional re- insurance against needless misunderstanding sources are utilized. and misinterpretation. Exceptions to disclos- An equally vital part of the reform effort ing information should only be made to pro- must be to coordinate participation of those tect the constitutional rights of individuals. individuals, groups of individuals, educational As part of the reform process, colleges and institutions, and other agencies that can con- universities must work closely with the public tribute to a personalized educational system. schoolstoassurelearnersof an orderly In addition, criteria should be established transition from secondary schools to higher so thatall individuals and institutions in- education. volved in this system may carry out their responsibilities effectively. Therefore, the RISE Commission recommends: The citizens and taxpayers of California are entitled to assurance that their public schools Schools should be assured of predict- are meeting the needs of learners throughout 21able funding at a level that will pro- the state. They deserve evidence that schools videquality programs adequate to are conducting programs tailored to the needs meet the individual needs of each of their local communities. To provide .n.ese learner. assurances, the programs ofallCalifornia 21.1 State school financing should not be school systems should be evaluated on a based on a school system's average daily regular basis, and the results of these evalua- attendance figures nor tied to the time tions should be available to the public. or manner in which instruction is pro- The people of California are also entitled to vided. School financing would be more have schools that are run in a responsive and realistic if it were based on the number democratic manner. Therefore, the process of of learners enrolled in a school system's governing a school or school district must educational programs. recognize the differences in.school neighbor- 21.2 Every school system should be assureda hoods. The process must also provide maxi- level of financing sufficient to meet the mum flexibility for each school to respond to educational needs of each of its learners. the needs of its learners, staff, parents, com- This level should be determined byan munity, and the broader society. It must offer annual review of statewide cost indi- a means by which those affected by policy cators on a school system basis. The decisions can be informed of events and State Department of Education should

41 27 proceed to plan and implement a budget those physical and human resources in of state financial support for all inter- the community that can contribute to mediateand secondaryschoolsfor achieving learning objectives.Special- annual presentation to the Legislature izedfacilities and experts can bring and the Governor. vitality to the instructional program, a. In developing an annual budget of particularly in the area of career aware- state support for all intermediate and ness and preparation. secondary schools, the State Depart- 22.2 Attempts should be made to seek, man- ment of Education should account age, and coordinate the participation of for expenditure trends to support various segments of the community in yearly overhead costs, future projec- providing opportunities for learning, ser- tions,and approved multiple-year vice, and cultural experiences. Among program commitments. these segments are business, industry, b. To facilitate planning and implemen- labor, government, and nonprofit pri- tation of educational programs, the vate organizations, as well as local resi- state's budgetary process should em- dents of all ages. phasizeappropriation decisionsas early in each legislative session as 22.3 A means should be developed to provide possible. participating agencies and individuals with recognition, tax incentives, finan- 21.3 Separatefunds, administered by the cial assistance, or other motivation for State Department of Education, should their participation in the educational be provided annually to stimulate the process. necessaryrestructuringandprovide leadership and staff development for the 22.4 School systems should work with the reform of intermediate and secondary community to make full and wise use of education.The amount of funding the increasing variety of new learning should be reexamined annually to en- materials, equipment, and systems, such sure its adequacy. as television, computers, and other tech- nological advances. These can offer a 21.4 Provisions for retirement from a career means for achieving greater indepen- in education should be structured and dence in learning and teaching and in funded to give individuals a practical making optimum use of human re- option of retirement at a relatively early sources. age. 21.5 Additional funding as necessary should 22.5 The cooperation, support, and assis- be provided for all cocurricular activities tance of appropriate agencies should be in intermediate and secondary school obtained to provide a service for the programs, such as interscholastic ath- employment and/or educational place- letics and the performing arts. ment of learners as they complete their secondary education. 22.6 Extensive efforts should be made to School systems should make effective gain and coordinate the involvement of 22use of community resources, and in- other agencies and parents in solving centives should be developed for com- school/community problems, such as munity participation. problems of violence and vandalism and 22.1 Every effort should be made to identify, the health and nutritional needs of obtain, and utilize fully and effectively learners.

28 22.7 To the broadest extent desirable, ser- for parents and the learner the reasons vices of allstate and local agencies such proficiency was not achieved. working to serve the needs of youth should be within easy access of learners. When formulating policy, those re- 22.8 School facilities and resources should be 24sponsibleforgovernanceofthe readily available to the community for _schools should seek out, respond to, educational and recreational activities if and consider the information, advice, such use does not conflict with school and recommendations of those parties programs. In this way school sites can affected by these actions. be a center for community activity. 24:1 Local school boards should adopt offi- cial and well-publicized means by which The programs of all school systems the views of those persons most inter- 23should be evaluated regularly. ested in, and affected by, a decision are 23.1 The state should assume responsibility considered at appropriate stages of the for establishing a statewide system of decision-making process. Such a mecha- periodic evaluation of intermediate and nism should be used for issues and secondary schools. topics of both general and specific 23.2 The evaluative criteria should include, interest. but not be limited to, the degree to 24.2 Local school boards should focus atten- which learners achieve mastery of essen- tion on determining policy and should tialskills, prepare themselves for em- not become involved in implementing ployment orfurther education, and policy. Local school boards should give demonstrate such proficiency as may be school administrators the authority and required by local school boards. The responsibility to implement board deci- evaluative criteria should also include sions. measures of school efforts to utilize community resources in learning activi- 24.3 School system policy should require a tiesandto ensure thatalllearners plan of operation that gives staff, par- achieve mastery of essential skills. ents, other adults, and learners hi each school and community an active role in 23.3 The statewide system should provide for developing policiesfortheir school's evaluation mechanisms in which learn- program. ers, citizens, educators, and local school boards are actively involved in establish- School systems and school administra- ing local evaluative criteria, gathering 25tors should support an aggressive pub- information about those criteria, analyz- lic information program. ing the information, and disseminating 25.1 Local school boards should adopt a the results. firm, written policy that gives shape and 23.4 Results of school evaluations should be direction to a comprehensive two-way made available in a timely and under- communicationprocess.Thispolicy standable fashion to those who request need not be a weighty catalogue of them, and the availability of the results specific programs, but it should outline should be publicized. broad communication objectives. 23.5 In the event that a learner leaves the 25.2 Public information programs of school public school without attaining locally systems should be conducted with the specified levels of proficiency in essen- aim of stimulating public andstaff tial skills, the school should document awareness of, and interest in, school

A 0 3 29 policiesandinstructionalprograms, 26.2 Admission tocollege and university thereby increasing the involvement and programsshouldrelynot only on participation of staff, parents, and the demonstrated academic proficiency but community in school activities. also on the learner's experiences in cocurricular activities and demonstrated Intermediate and secondary schools abilities in areas beyond the standard 26andhighereducationinstitutions academic mold. should cooperate in identifying col- 26.3 School systems should seek to improve lege and university entrance compe- lines of communication with institu- tencies. tions of higher education to foster the 26.1 The state's public school system should following:reciprocal acceptance and work with institutions of higher educa- understanding among the systems; joint tion in identifying and describing the projects in curriculum development and academic and personal skills a learner teaching approaches; recognition of the must have in order to cope with the changing emphasis in learning; and ac- challenges one will experience on the ceptance of education as a continuing college or university campus. lifelong activity.

30 Since this report seeks to promote more personalized and effective education at both the intermediate and secondary levels, the Commission's recommendations are intended for application in grades seven through twelve. Becauseof thisbroad application, the recommendations and rationale for reform do Concerns for the notusuallydifferentiatebetweeninter- mediate and secondary school learners. In Early Adolescent fact, the Commission has specifically recom- mended elimination of the artificial barriers that separate learners on the basis of grade or age level. Nevertheless, the Commission fully recog- nizes that important differences exist between the early adolescent learner at the inter- mediate or junior high school level, usually grades seven through nine, and the older teenager at the secondary or senior high school level, usually grades ten through twelve. In view of the unique characteristics and needs of the early adolescent, the Commission acknowledges that certain of its recommenda- tions .cannot and should not be emphasized or applied inthe same manner at both the intermediate and secondary levels. Therefore,_za...; before any implementation plan is developed' -- by the State Department of Education, the Commission feels it is essential to explore these characteristics and needs in relation to the recommendations stated earlier in this report. To begin with, the early adolescent learner is most obviously characterized by rapid and profoundphysicalchanges. These bodily

31

4 3 changes are accompanied by psychological, cent. The first two recommendations in this sociological, and emotional changes of similar reportrecognition of the learneras the pri- magnitude. mary client and reliance upon demonstrated Because each child has a unique timetable proficiencyare especially crucial. Theyrep- of growth and development, the earlyadoles- resenta sharp departure from educational cent is often confused, frustrated, andcon- practices at the elementary level. cerned by the marked physical and emotional Since the intermediate school will offerthe variances among maturing youngsters. learner the first significant opportunitiesto The early adolescent is truly "in-between" make meaningful decisions about his/her edu- childhood and adulthood. This'learneris cation,latitudefor such decision making consciously moving away from childlikeways should be related directly to the learner'slevel of behavior towardmore adult ways of of maturity. There Should bea gradual transi- behavior. However, the early adolescentfinds tion in decision-making responsibility from itdifficultif not impossibletofit com- the parent to the learner. pletely or comfortably into eitherpattern. In recognizing the learner Thus, this learner may frequently and as the primary sud- client, special emphasis should be given bythe denly alternate between the two. school to aid younger learners in. Until most learners enter intermediate examining or the possible consequences of theirdecisions junior high school, theirlives are almost and in developing a sound set of valueson entirely organized and directed byadults. which to base their decisions. During their elementary schoolyears, young- .As learners are phased into decision-making sters generally seek to please theirparents and teacher rather than their responsibilities, they shouldnot be discour- peers. But, as the aged from taking risks for fear of learner enters adolescence, he/she beginsto failure or strive for peer group approval, often rebelling error. Instead, they should be urged to experi- ment, tackle new challenges, and learn from against adult influence or expectations. While their mistakes. seeking to conform with thepeer group, the early adolescent is also searching forself- In relying on demonstrated proficiencyto identity and awareness. These twotypes of determine a learner's progress, schoolsserving objectives tend to work atcross purposes, early adolescent learners should devotecon- much to the bewilderment and dismay ofthe siderable resources and attentionto assessing learner. each learner's strengths and weaknesses.This During the pivotal years of earlyadoles- assessment should be used to provideappro- cence, learners are eager to testnew ideas, priate options to meet identified needs. skills, and talents. At thesame time, they As new and varied options inprograms and want security, understanding, andencourage- learningstyles become available, the early ment. These characteristics generate distinct adolescent cannot be expectedto make all of educational needs. These needs requireinstruc- his/herownchoicesimmediately.Thus, tional programs providing opportunitiesfor opportunities for choices inlearning pro-. exploration of subjects, abilities, and interests. grams, formats, places, and times (recommen- Instructional programs for thisage group dations 3, 4, 5) should be madeavailable on a must also focus on developing the learner's gradual, but increasing, basis. self-awareness and emotional well-being,as While the early adolescent well as on developing cognitive skills may appear and quite eager to learn in differentsituations and knowledge. Consequently, the Commission environments, the various learning locations believes that several of its recommendations (recommendation 4) available to theseyoung have special implications for the earlyadoles- people should bemore closely linked with,

32 and supervised by, the school than the learn- more "learner centered" than "subject cen- ing locations for older learners. tered" and thus more responsive to the needs Because of differences in maturity levels, of early adolescents. opportunities for learners to leave the school Educators who work primarily with chil- systemtemporarily(recommendation5) dreninthis age group should view their should be more restricted at the intermediate assignment as an instructional specialty re- level than at the secondary level, and more quiring particular skills and training. Such an intensive counseling should be available to assignment should not be considered a step- younger learners wishing to leave school. ping stone to a senior high school position. As noted in recommendation 6, the size of Rather, it should carry its own status because a school setting may have a real bearing on of the special abilities it requires. learning, especially during the years of early Since school counseling and advising efforts adolescence. Thus, a smaller school setting (recommendation 1 5) are extremely vital dur- becomes highly desirable for these learners. ing early adolescence, these services should be It is extremely important that the inter- greatly expanded at the intermediate level. By mediate school curriculum (recommendations providing adequate services at the intermedi- 7 through 13) provide greater opportunities ate level, sch6o1 systems may reduce the need for early adolescents to explore careers, dif- for such services at the senior high school ferent subject areas, and the performing arts. level. As they progress in school, they should be Full consideration should be given to the able to pursue more specialized learning activ- specialstaffing requirements at the inter- ities.In doing this, it may be necessary to mediate school level when providing financial offer learning activities that guide early ado- resources (recommendation 21). Comparable lescents in the exploration process. levels of funding for intermediate and sec- The intermediate school curriculum should ondary schools should be considered so that alsodevoteextensiveresourcessothat intermediate schools may improve staffing learners may gain mastery of essential skills ratios and services. (recommendation 7). Without this mastery, Finally, as guidelines are developed for the learnerswill be hindered from taking full participationof learnersinthedecision- advantage of the wide range of learning making process at school (recommendations options that should become increasingly open 18, 22, 24), the degree of learner participa- to them as they mature. . tion should be appropriate to the abilility of Although many learners May be able to learners in a particular age group to perceive demonstrate proficiency in essential skills at a and evaluate school needs and accept respon- relativelyearlyage,remedialinstruction sibility. should be readily available at the intermediate If education becomes genuinely personal- level for any learner who may require addi- ized to the extent envisioned by this Commis- tional assistance in reaching minimal levels of sion, school programs and services will indeed competency. focus on meeting the needs of each learner as As learners seek mastery of essential skills, that learner moves from early adolescence to the intermediate school should make every young adulthood. The Commission has no effort to motivate and challenge learners to intention of prescribing how these programs excel beyond the minimallevels and to should be developed and carried out. How- experience satisfaction and joy in learning. ever, it does have a responsibility to empha- Recommendations defining new responsi- size that the age and maturity, of each learner bilities for educators (recommendations 14 must be a primary factor in determining the through20)shouldenableintermediate way in which the Commission's recommenda- schools to develop and maintain a staff that is tions are implemented.

33 California today is very much a product of the ever-changing 20th century and of the men and women who live here. The citizens of this state have built .a society thatcan boast of great progress in a vast number of areas; yet, this same society has generated many complex problems that remain unsolved. Beyond the Report The people of California have built public institutionsschools, welfare agencies, health care networks, and criminal justice systems thatmanifest both the progress and the problems of today's society. This report has focused on one of those institutionstheschool. More specifically, ithas focused on one segment of that institutionthe intermediate and secondary levels. Because our educational system is a prod- uct and a reflection of our society, the Commission believes it is the right and respon- sibility of all the people of Californianot of the Commission, not of the state, not of local educational agenciesto reform our schools. The Commission maintains that there is an inescapable and justifiable need for change in our schools. But, if our schools are to serve society well in the years ahead, the Commis- sion believes this change must be sparked by a carefully planned, broadly supported system of reform. Genuine reform can onlyoccur and have a positive and lasting impact if the people of California willingly and actively support the reform effort.

34 48 This support is particularly important in existing restrictions and restraints will have to the education community itself. The Commis- be removed if the desired reforms are to be sionisfully aware that public education realized. operates through a set of laws, school sys- The Commission also understands that to tems, personnel, and practices. It is vital that reform education is, in many ways, to reform the education community not only recognize the society that the people of California have the inevitability of change but also be a leader created. Thus, the Commission urges all Cali- in the process of change. Change is bound to fornians to consider what kind of an educa- occur, but without the involvement of the tional system, and what kind of a society, education community, the task of reforming they seek for their children and the larger education can never be fully accomplished. community. It further urges all Californians In shaping its vision of reform, the Com- to work to make that system a reality, for any mission has concentrated on bringing critical major reform will affect life here for decades issues into focus, defining the primary objec- to come. tives of public education, and devising ways The Commission has not assumed the role for learners and educators to reach these of tellingthepeople of California what objectives. choices to make. Rather, this report is in- Rather than drawing a detailed blueprint tended to begin the kind of debate which the for change that might hinder the flexibility citizens of this state deserve and from which and creativitythe Commission seeks, this sound decisions will be made. report is intended to rouse the imagination of The Commissioners have deliberated the educators, parents, and learners. It is &signed issues involved and make these recommenda- to encourage them to develop and pursue a tions as a direction for action. The Commis- wide-rangingvarietyofoptionsand ap- sion has accepted the challenge by urging proaches to personalized teaching and learning. specific reforms; now it offers its challenge of It has never been the task of the Commis- making reform happen. To stand stillis to sion to determine how its recommendations deny the youth of this state the high-quality should be implemented in an organized, sys- education they deserve and require. tematic fashion. That is clearly the job of the Californians have the opportunity to give California State Department of Education. themselves a great gift: an educational system However, the Commission does realize that worthy of their children.

4J 35 Commission members have worked diligently to Addenda achieve consensus on all of the issues and recommen- dations included inthis report. They agreed that Part I consensus would consist of at least a 75 percent vote of approval for all recommendations included in the main body of the document. However, several mem- bers felt that additional or dissenting points of view thatreceivedlessthantherequired 75percent support should also be included. By agreement, these statements were circulated to the full Commission for review as part of thefinal approval process. The statements contained in Part I of this addenda gained concurrence from more than 25 percent of the Commission members.

PART 1 ADDENDUM A The Commission report, by covering a very wide range, tends to mix the central elements in reforming public education during the rest of this century with subsidiary issues. In our view these reforms should consist of three related elements. First, we must redefine what a school is.In our viewaschooliswherever, whenever, and form whatever source each student can learn best. This means breaking down the barriers within schools that divide people into groups, often hostile to each other: administrators, teachers, aides, students. It also means breaking down the barriers which separate the schools from the community so that parents, businessmen, workers, public servants, and others can make their contribution to the education of our young people. Second, there should be changes in who decides what is taught and what is learned. This means that students and parents should have much broader choices in deciding what kind of schooling they can have. The educational system would therefore have to offer a wide variety of options for the clients to

37 choose among; and the public should have a voice in example in this respect. Increases in ECE funds for defining the kinds of options that are offered. school districts are tied to school-level performance in Third, there should be more flexibility in defining ECE-funded schools. The approach offers a sound where and when education takes place. The preamble basis for future increases in school system funding. to the Commission report proposes that society itself be at the core of schooling. This means that students JohnPincus should be able to gain some of their education in Concurrence by the following Commission members: Melvin Barlow, Maria Elena Bermudez, Conrad Briner, Harvey Cole, many wayswork, travel, community service, and so Ramon Cortines, AustinDavis, Laura Fujikawa, Charles onoften far from the school and often also far from Hutchison, Robert Joss, Gene Kaplan, Frank Kidner, Ruth the certificated school staff. Asawa Lanier, KendallLockhart, Henry Marshall, Molly We present our view of the central elements of McGee, Beverly Mooney, Armando Rodriguez, Robert Stout, reform for two reasons. First, we believe that the and Freda Thorlaksson Commission report tends to underemphasize these elements by.gttempting to cover too broad a canvas, ADDENDUM I-C including many proposals which are not real reforms, but restatements of current policies and practices. Section 23 recommends that the state (Depart- Second, and Tar more important, we believe that this ment of Education) be assigned the responsibility for statement makes clear our basic premise: that society evaluating the effectiveness of the educational pro- hasputa disproportionateshare of educational gram conducted by the local school district. I concur responsibility on the schools without corresponding with the philosophy that every program should be increases in resources. This situation often leads to evaluated as to the efficiency of its operation, the "mass production" of high school graduates as the degree of meeting the needs of its clientele, and the path of least resistance. In the procesF, school systems degree of attainment of its own goals. I further agree have become large-scale institutions, often divorced that the development of the programs, goals, and from constructive interaction with the community. It procedures must be done by local people at the local is time to start reversing the trend of the past 75 level. years and to start building an educational system that I cannot acept the concept that the state (Depart- brings together the resources of school and commu- ment of Education) could or should develop the nity to help young people meet their diverse and method and procedures for evaluating fairly, equi- changing needs. tably, and honestly the different programs developed by localdistrictsand/or the inherent variations Conrad Briner, Ramon Cortines, devised to meet the local needs and aspirations. John Pincus, and Robert Stout This is no more possible than would be an attempt Concurrence by the following Commission members: Melvin to measure oil, diamonds, oranges, and wind velocity Barlow, Elena Maria Bermudez, Robert Botts, Mary Jane by the same yardstick. Brinton, John Cimo lino,Austin Davis,Laura Fujikawa, I. submit, as a classic case in point, the frustrations Charles Hutchison, Richard Johnsen, Gene Kaplan, Frank Kidner, Ruth Asawa Lanier, Robbin Lewis, Kendall Lock- and resentments developed statewide this year over hart, Henry Marshall, Molly McGee, Beverly Mooney, Leland the evaluation methods and procedures (Monitor and Newcomer, William Noble, Armando Rodriguez, and James Review) of this state (Department of Education) in Taylor assessing local early childhood education programs. The state is attempting to measure the degree of local ADDENDUM I-B proficiencytowards meeting local goals by state- Thereissome implicationinthe Commission established criteria based upon procedures, not upon report (e.g., Section 21.2) that state-local funding for results. An evaluation of local proficiency must be education should be increased. In light of inflationary based upon the criteria of the local program. pressures, some increases may clearly be in order. But John Cimolino inatime of economic recession and an era of Concurrence by the following Commission members: Melvin declining enrollment, any real increase in funding for Barlow, Maria Elena Bermudez, Robert Botts, Mary Jane schools should betiedto requirements that the Brinton, Harvey Cole, Laura Fujikawa, Catherine Golliher, additional resources are being used effectively as a Richard Johnsen, Gene Kaplan, Don Kenny, Ruth Asawa Lanier, Kendall Lockhart, Henry Marshall, Molly McGee, condition of continued funding. California's early Armando Rodriguez, Lawrence Stevens, James Taylor, Freda childhood education (ECE) program hassetan Thorlaksson, and Merle Wood

38 5 1 Two statements withadditional ordissenting Addenda points of view were circulated to the full Commission for review, but they did not receive the 25 percent Part II concurrence initially required by the Commission for inclusion in the report. However, the Commission decided at its last meeting that these statements also should be included as Part ll of the addenda.

PART II ADDENDUM A Page 1 Expected Outcomes of Education. I do 10 notfindtheterm "to think" inthe expected outcomes. Nor do I find the expectation that young people should be ethical in their actions. I believe that schools should play a role in developing these qualities. This section should have spelled out clearly that a rational and ethical individual is a desirable goal for the school system. Page 8Educational Progress and Proficiency. Section 2.2 is inconsistent with Section 2.4. Not "all" instruction can or should be placed in Skinnerian pigeonholes that educators call behavioral objectives. Section 2.2 in effect negates Section 2.4 and takes a lot of the interest, enjoyment, creativity, and fun out of learning. The problem with schools is not the lack of specific objectives but the lack of interesting activity and creativity. Pages 20, 24, 22 The New Educator. The twelfth Paragraph on page 20 which states that schools are "forced" to retain incompetents is misleading. The failure of schools to dismiss incompetents is due to the lack of proper evaluation and courage to under- take a dismissal proceeding. What administration has failed to cope with in dismissing educators are basic

39 rights guaranteed under the Constitution. It is a myth ADDENDUM U -B that educators cannot be dismissed. This paragraph is held out as a hope to those who want to use teachers I am unable to concur in that section of the report as a scapegoat. That hope is unrealized by a careful appearing on page 24, and headed by the statement reading of Section 20 which,, in effect, changes "20, Procedures for evaluating and dismissing educa- nothing. tors should be simplified and improved" The reasons which cause me to withhold my concurrence follow: Section 20, page 24, is inconsistent. It emphasizes 1. The tone of this section is inappropriate. It is the need toevaluate educators on thebasis of performance but recommends that the list of reasons headed "Evaluation and Dismissing Educa- for dismissal contained in the Education Code be tors" but the burden of this section as a whole retained. Most of these reasons have little or nothing relates to dismissal. The positive values of fre- to do with the performance and effectiveness of quent evaluation processes are virtually ignored. educators. The introduction of the report contains a list of factors which give rise to a school system, the Higher education and the credentialing system performance of which is called seriously in the have been criticized for their ineptitude in training question. None of these factors suggests that and licensing educators, page 22. Among their chief generalized incompetence of educators lies at the critics have been teachers who have had to learn the root of the expressed dissatisfaction. hard way how ineffective teacher training programs 2. The Summary of Recommendations is positive are. I would suggest that teachers should be involved in tone. The summary suggests affirmative steps in setting of standards and designing training pro- which the Commission believes, in the aggre- grams rather than leaving it solely in the hands of gate,wouldimprovetheschoolsystem, those who have already failed. improvetheperformance of learners, and Pages 12, 26-27Educational Environments and develop a new awareness of the importance of New Resources. The report generally avoids the the learning process. Against this background question of proper funding and staffing of the Section 20 may be read to mean that one of the educational system. Section 6, page 12, fails to point essential difficulties is centered in incompetent out that more teachers will be needed if the ideal of educational professional staff. I do not accept "personalized" instruction isto become a reality. that view.Ibelieve %that the thrust of this Most people ignore the harsh reality that teachers reportand it should beis to convey a new instruct (or try to) as many as 200 or more students sense of appreciation of the importance of each day. schooling and of the important role which educators will assume in the implementation of Theintroductiontothesectionon New theserecommendations.Itcannot then be Resources, pages 26-27, alludes to the fact that more other than counterproductive to convey the personnel might be required but then states that, as more community resources are used, the costs of view that generalized incompetence is a serious problem and that steps must be taken to make reform will be reduced. If schools and teachers are to equip the students with the skills and knowledge that it easier and quicker to dismiss an educator. thisreport suggests that they should have,itis 3. The Education Code contains provisions relat- unlikely that any reform of schools will be significant ing to the dismissal of educators. Those provi- unlessthereisa reexamination of political and sions need to protect the rights of individual economic priorities to provide proper funding for the educators on the one hand while assuring the schools. rights of school districts for their designees to However, the RISE Report recommends that other terminate the employment of an educator for a agencies, which may be beyond the control of the variety of reasons, including demonstrated in- public, receive public monies to conduct educational competence. That is as it should be; if amend- programs (Section 22.3, page 28). This would drain ments to the Education Code are essential to money 'fromanalreadyunder-financedschool remedy any existing defect, those amendments system. should be submitted to the Legislature.

Lawrence Stevens Frank Kidner

40 Appendix A The following state and national figures in education made invited presentations to the Commission for Re- Invited Presentations form of Intermediate and Secondary Education: to the Commission 1. Ralph Tyler, Director Emeritus of the Center for Advanced Study in the Behavioral Sciences; and Chairman ofthe Exploratory Committee on Assessing the Progress of Education Presentation: "An Historical Assessment of the Success of American Secondary Education"

2. George B. Leonard, former Senior Editor and West Coast Editorial Manager of LOOK Magazine; Vice- President of Esalen Institute of San Francisco and Big Sur, California; author of Education and Ecstasy and The Transformation Presentation: "A Changing Society Requires Signi- ficant Changes in American Secondary Education"

3. Leon Lessinger, former Associate U.S. Corrunis- sioner of Education; now Dean of the University of South Carolina School of Education Presentation: "A Polyperceptual Transaction with Teaching"

1. Willis W. Harman, Director of the Center for the Study of Social Policy, Stanford Research Insti- tute;memberoftheCommerceTechnical Advisory Board of the Department of Commerce,

r .t Washington, D.C.; member of the staff ofStanford Joint Presentation: University "AlternativeFuturePossi- bilities That Will Affect Intermediateand Second- ary Education" 0: W. Markley, Senior Policy Analystwith the Center for the Study of Social Policy,Stanford Research Institute 5. William Monohan, former Superintendentof the Fremont Unified School District Thomas C. Thomas, Director of the Educational Pol- Presentation: "Historical Perspectiveson American icy Research Center, Stanford ResearchInstitute Secondary Education"

42 5) Appendix B Public forum locations appear in their chrono- logical order. Speakers and topics are listed in their Presentations order of appearance at each forum. Copies of these in Public Forums presentations may be requested from Project RISE, California State Department of Education, 721 Capi- tol Mall, Sacramento, CA 95814. Requests should include complete information regarding items sought. An asterisk (*) indicates presentations which were presented verbally only and for which no papers are available. Hilton InnSan Francisco Airport, Burlingame, California August 8, 1974 1. The Trachtenberg Speed System of Basic Mathematics: Katherine Cain,Directoress,CountryLane School, General Public, Los Gatos 2. Statement of California Music Educators Association: William Burke, Music Coordinator, Mt. Diablo Unified School District, California Music Educators Association, Concord 3. Improvement and Change in Junior High Schools: Joan H. Cello, Seventh through Eighth Grade Task Force, Cupertino Union Elementary School District, San Jose 4. Schools as Community Learning Centers: Howard Teter, Teacher, San Francisco Unified School District; Chair- man, Education Committee, Berkeley Model Cities Pro- gam 5. FulfillmentofIndividualPotentialTranscendental Meditation: Charles Kersey, International Meditation Society, Affiliate of Maharishi International University, San Francisco 6. The School as a Central Organizational Agency in the Community: Jerry Mullins, Project Supervisor, Crisis Counseling Project, Yerba Buena High School, East Side Union High School District, San Jose 7. Instructional Technology in the 1970s: Edmund M. Pease, Vice-Presidefit, Systems Research, Foundation for Advanced Communications for Education, Glendale

43' 5G 8. School-Community Involvement: Velma Million, Chair- 2. Student and Teacher Needs: Clayton Gregerson, Direc- person, East Valley Regional Park Association, San Jose tor,Regional Occupational Programs, Office of the 9. Selected Recommendations from the Kettering Report Tehama County Superintendent of Schools, Red Bluff and Integration of Subject-Matter Disciplines:Sister 3. Reform of Educational Hierarchy and Fund Allodation: Alice Tobriner and Candida Gillis, Education Depart- FredBerkeley,AssistantSuperintendent, Wheatland ment, Holy Names College, Oakland School District 10. Student-Teacher-Parent - Each Has a Shared Responsi- 4. The Good Facts of Agricultural Education: Thomas J. bility for Instruction: James Kramer, Executive Director, Brazil, Manager, Trinity County Fair, Hayfork San Francisco Classroom Teachers' Association 5. Resources Needed for the Rural High School in the 70's *11. Conceptual Approach to Education: Bob Rothschild, and 80's: Edward A. Murphey, Superintendent, Red Superintendent; Joseph Canciamilla, Board member; and Bluff Union High School District Mario Menesini, Director of Curriculum, Pittsburg Uni- 6. A Program of High-Interest Electives for Intermediate fied School District Grades: Richard Ferguson,Principal,CentralValley * 12. Job Assurance for Graduates from Urban Areas: Allen Intermediate School Calvin, Dean, School of Education, University of San 7. Rationale for a C oss-Age Tutoring Program for High Francisco School and Elementary Students with Reading Prob- *13. Alternative Schools: Anthony Flores, General Public, San Jose lems: Sally Ann Pearson, Reading Teacher, Anderson High School, General Public * 14. Some of the Problems the Teachers' Union Sees in the Present Intermediate/Secondary Education Structure: 8. Multiple Options at the Intermediate and Secondary James E. Ballard, Vice-President, Northern California Levels: Bud Neely, Assistant Superintendent of Instruc- American Federation of Teachers, San Francisco tional Services, Office of the Shasta County Superinten- dent of Schools, Redding Fresno Hilton-Fresno, California 9. Fine Arts in the Intermediate and Secondary Schools September 5, 1974 During the Next 25 Years: Leighton Edelman, General Public, Redding 1. Science of Creative Intelligence as a Solution to the 10. Conservation Education ProgramsinRural Schools: Problems of Education: Rick Sarkisian and Andrea Roger Hardison, Tri-County Joint Union High School Cowan,Students'InternationalMeditationSociety, District, Weaverville Affiliate of Maharishi International University, Fresno 11. Age of Leaving School: Virginia Bryne, Teacher, Fall Peer Counseling - A Strategy for Change: Connee L. River Junior/Senior High School, McArthur Bowman, General Public, Fresno 12. Indian History, Law, and Religion: Mildred Rhodes, 3. MakingLanguagesLearnablewithEase: Michael Thomas, Director, Michael Thomas Language Center, General Public, Big Bend General Public, Beverly Hills 13. Indian Studies: Genevieve Seely, California Indian Edu- 4. Student Producer Program- Student Involvement: E. G. cation Association, Central Valley Somogyi, President, School Research and Service Foun- dation, Anaheim Holiday Inn-Redding, California 5. Comparative. Education - A Conceptual Model: Barbara September 19, 1974 Torell, General Public, Carmel 1. Nine Areas of Concern in Secondary Education: Leroy 6. Current Problems in Secondary Education and Their Solu- Christopherson, Counselor, Burney High School tion: Grant Jensen, Assistant Superintendent, Instruction, 2. The Importance of Indian Studiesinthe Schobls: Kern Union High School District, Bakersfield Francesca Fryer, Teacher, General Public, Redding 7. Contributions of Business Education to Student Prepara- 3. Alternatives to Academic Learning in the Intermediate tion for Life: Dwayne Schramm, Professor of Teacher Grades: Gabriele S. Brown, Principal, Mineral Elemen- Education, California State University, Fresno; Presi- tary School dent, California Business Education Association *4. Today's Child in Tomorrow's World: Christian Udel- 8. School-Community Involvement and Cooperation: Jerry hofen, General Public, Redding Phillips, Area Administrator, Blackstone East, Fresno *5. Unified School District Developing Strong Programs for Intermediate Grades: 9. Recommendations for Secondary Education Reform GlenD.Smith,Superintendent, RedBluff Union Elementary School District BehavioralScience, WorkExperience,Independent Study, Flexible Programs: Wayne Jordan, Director of *6. Purging Corporal Punishment from Our Schools: Janet Instruction, Office of the Fresno County Superintendent Taff, Committee to End Violence Against the Next of Schools Generation, Inc., Redding 10. Preparation of Women for Positions in Education: Lillian *7. Articulation: Loren D. Phillips, Assistant Superinten- Moore, Legislative Committee, National Organization for dent, Shasta-Tehama-Trinity Joint Community College, Women, San Jose Redding 8. Problems inIntermediate Education: Cliff Peterson, Holiday Inn-Redding, California Principal, Berrendos Elementary School, Red Bluff September 18, 1974 *9. Problems of Intermediate and Secondary Education: 1. Secondary/Post-Secondary Articulation in Agricultural Dean Dennett, Consultant, Program Development, Office Education:BillBurrows, Ch ?lrman, Applied Science oftheShasta County Superintendentof Schools, Division, Shasta College, Redding Redding

44 " ' 10. FFA - Value of Vocational Youth Organizations: Dave 8. Del Rey High SchoolA Vocational High School: J. Holm, Dennis. Johnson, Mark Scheiber, John Weiszbrode, William Goddard, Director of Career and Vocational Future Farmers of America, Redding Education, Sweetwater Union High School District, 11. Concerns of Small School Districts: Paul Cole, Principal, Chula Vista Bend Elementary School District, Red Bluff La Mesa-Spring Valley Education Center Office of the San Diego County Superintendent of Schools La Mesa, California San Diego, California October 3, 1974 October 3, 1974 1. Need for Physical and Health Education in California 1. Diagnostic /Prescriptive Teaching: Elisa Sanchez, Direc- Public Schools, Grades 7-12: Ash Hayes, State Presi- tor, Compensatory Education, San Diego Unified School dent, California Association of Health, Physical Educa- District tion, and Recreation, San Diego 2.Options(Alternatives)inEducation Year Round 2. Need for Organizational Flexibility at the Secondary Schools:CharlesBallinger,CurriculumCoordinator, Level: Tom Goodman, Superintendent, San Diego Uni- Office of the San Diego County Superintendent of fied School District Schools 3. Human Needs to Be Met by the Schools of the Future: 3. 700 Project - Alternative Program Within a School: Noel Burch, Educational Consultant, Effectiveness Train- Albert C. Cook, Principal, O'Farrell Junior High School, ing Associates, Pasadena General Public, San Diego 4. Overview of Philosophy of California Mathematics Coun- 4. Essential Skills and Understandings for California High cil: Leonard Tabor, Principal, Lakeside Farms Elemen- School Graduates' Well-Being: Walt Sorochan, Assistant tary School; and Vice-President, California Mathematics Professor, San Diego State University, General Public, Council, Lakeside San Diego 5. Alternatives Within the Comprehensive School: Dick 5. Consumer Competencies: Janet Kintner, Attorney, and Jackson, Principal, Crawford High School, San Diego Marco Li Mandri, Student, General Public, Del Mar 6. Graduates with Conviction and Principles: P. Griffith 6. What We Are Doing inCareer Education: William Lindell,ProjectAdministrator,CreationScience Fansler, Principal, Wright Brothers Career High School, Research Center, San Diego ' San Diego 7. Beyond 1984 Reforms Needed to Ensure the Future 7. The Energy Crisis: Ted Sandal!, Physical Education of Secondary Education: Ray D. Edman, Deputy Super- Teacher, CAHPER, San Diego intendent, Irvine Unified School District, Irvine 8. Teaching Creativityin Our Present School System: 8. Extended School Year: David Pascoe, Associate Super- Lester Ingber, Institute for the Study of Attention, Inc., intendentforInstruction, LaMesa-SpringValley Solana Beach Elementary School District, La Mesa 9. Reform of Education: Arthur James Brown, Sr., General 9. Human Relations and a Man: Bob Stein, Teacher, Taft Public, San Diego Junior High School, San Diego *10. Reform Secondary Education: W. F. Bradley, Vice- *10. Alternative Schooling:Pat Kelly, Alternative School Chairman, Area XII, Vocational Education Planning Committee, San Diego Unified School District Committee, General Public, San Diego '11. Medical Aspects of Exercise: John L Boyer, California Riverside Museum-Riverside, California Medical Association, San Diego October 15, 1974 National City Junior High School-National City, California 1. Instructional Materials: Maintaining Their Value: J. Roy October 3, 1974 Barron,DirectorofInstructionalMaterials,Santa Barbara City High School District 1. Community-Based Programs: Paul Snyder, Superinten- 2. Attitudes for the Future: Thomas M. Sheerin, Teacher, dent, Coastline Regional Occupational Program, Costa Alvord School District, General Public, Riverside Mesa 3. Necessary Reforms for Secondary. Education: Robert E. 2. What's Worth Learning for the Year 2000: Richard Hummel, Superintendent, Hemet Unified School Dis- Brautigam, Superintendent, El Centro Public Schools, El trict Centro 4. Compulsory Education: Robert Carey, Teacher, Ramona 3. Graduates Who Can Think Independently:Robert High School, General Public, Ramona Kofahl, Science Coordinator, Creation Science Research 5. Expansion of the Community Classroom Concept: Ray Center, San Diego House, Director of Occupational Education, Office of 4. On Career Education: RonaldL.Detrick, Director, the Riverside County Superintendent of Schools Career Education, San Diego Unified School District 6. Non-Graded PHASE - Elective English Program: Ray- 5. Parenthood Education: Carolyn Roeters, Teacher, Morse mond J. Hill, English Department Chairman, Indio High High School, General Public, San Diego School, Desert Sands Unified School District, Indio 6. Tutorial Program, P.G. & E.: George Livingston, Repre- *7. Home Economics in the Future: Bonnie Rose, Teacher, sentative, Government and Public Affairs, Pacific Gas Home Economics Department, North High School, and Electric Company, San Francisco Riverside 7. Second Language Learning Experiences Outside the *8. Restructuring Secondary Education: Sylvia Andreatta, Classroom: Harold Wingard, Curriculum Specialist, San Supervisor, Teacher Education, University of California, Diego Unified School District Riverside

58 45 9. Time RequestforContributions from Middle and District; New Voter Educational Research Foundation, Secondary School Facilities - Not Just the Individual: San Rafael Kathryn Fugate, Principal, Central Middle School; Asso- 4. Student-Cicated Television Series About Their Educa- ciation of California School Administrators, Region XII, tion: Luther Kirven, General Public, Oakland Riverside 5. The Need for Global Perspectives in Education: Don Macintosh, Director, Diablo Valley Education Project, Riverside Museum-Riverside, California Mt. Diablo Unified School District; California Council October 16, 1974 for the Social Studies, Concord 1. Fundamental Skills Concept, K-12: Mary L. Kruse, 6. Bilingual Education at the Secondary Level: Sam Cohen, Reading/Language Arts Coordinator, Office of the River- Coordinator, Bay Area Secondary Teachers' Association, side County Superintendent of Schools, General Public Bay Area Bilingual Education League, Oakland 2. Student Outcomes and Educational Change in Secondary 7. Program Improvements in OaklandPublic Schools: Education: Mary Jo Poindexter, Consumer Economics Alden Badal, Acting Superintendent, Oakland Unified Teacher, San Gorgonio High School; Home Economics School District Association, San Bernardino 8. The Modular Interfacement Paradigm Cognitive Learn- 3. In Support of the FFA Program: Eva Weiszbrode, ing Styles: Abd'Allah Adesanya, Attorney, Contra Costa General Public, Chino County Legal. Service, Richmond 4. Law, Education, and Participation: Richard Weintraub, 9. Summer Hostels and Campsites: Leigh Robinson, Learn- Associate Educational Director, Constitutional Rights ing Center Coordinator, Richmond High School, General Foundation, Los Angeles Public 5. Reforms Needed - Staffing Rigidity and High' School 10. RevitalizingTeaching ThroughStaff Development: Role: Charles S. Terrell, Jr., Superintendent, Corona- William E. Jones, Coordinator, Secondary Education, Norco Unified School District, Corona California State University, Hayward 6. Student Involvement in the High Schools: Roy Burling, 11. Career Education,SocialStudies, andthe Future: Student Representative, District Student Congress, San Barbara Brown, Social Studies Teacher, San Leandro Bernardino City Unified School District High School; California Council for the Social Studies, 7. Individualizing Education in the Secondary Schools: San Leandro Albert D. Marley, Assistant Superintendent of instruc- 12. Career Education inthe Intermediate and Secondary tion, Riverside Unified School District Schools:Jim Mayo, Director of Career Education, S. Career Exploration, Decision Making, and Placement: Fremont Unified School District Tom Kurtz, Coordinator of Regional Occupational Pro- 13. Vocational Education at the intermediate and Secondary gram, Counseling and Guidance, Office of the Riverside Level: Ray Cupps, Vocational Education Coordinator, County Superintendent of Schools Officeof the Alameda County Superintendent of 9. Educational Reforms in Secondary Education: Melba Schools, Hayward Dunlap, General Public, Riverside 14. SkillDevelopmentinSocialStudies andEnglish: 10. Education Code and State Department Involvement with KathrynMuus, Teacher,Loma Vista Intermediate Curriculum: Hal Kelban, Director of Secondary Educa- School, Concord tion, Moreno Valley Unified School District, General 15. PhysicalEducation After HighSchool:Wilhelmina Public, Sunnymead Tribble, Teacher, McClymonds High School; CAHPER, 11. Communications Skills as Process: Richard B. Reed, Oakland Student Teacher,University of California, Riverside, 16. What Physical Education Means to Me: Nadine Davis, General Public Student, San Lorenzo High School; CAHPER, San *12. Management Training Necessary to Deliver RISE: Ralph Lorenzo E. Kellogg, Superintendent of Schools, Moreno Valley 17. Ignorance of the,Real Reason forExercise:Diane Unified School District; Association of California School Coler-Dark, CAHPER, Oakland Administrators, Sunnymead 18. The Community Viewpoint of District Needs: Darlene *13. Program for High School Age Migrant Worker: Alex A. Lawson, Oakland Unified School District Advisory Com- Alexander, Principal, Desert Sands High School, Desert mittee Sands Unified School District, Indio 19. The Necessity of Retaining Physical Education and Recreation as a Part of the Secondary School Curricu- Holiday Inn-Oakland, California lum: Mrs. Robert Stich, General Public, Alameda October 22, 1974 *20. The Need for a Higher Priority for Education in the 1. Updating High School Technologically Oriented Pro- State Budget: Philip N. Hayman, American Federation grams: Louie Melo, Professor, Industrial Studies, San of Teachers, Local 771, Oakland Jose State University, General Public 2. The Role of the Art Docent in an Emergent Community Fulton Junior High School-Van Nuys, California School Art Program: Emma M. Rau, Art Docent November 6, 1974 Coordinator, Los Gatos Union Elementary School Dis- 1. Alternative Programs in English: Nancy McHugh, English trict, Los Gatos Teacher, Chatsworth High School 3. Student Participation in Learning Civic Responsibility: 2. Community Action Corporation: Louis Zigman, Labor Lotte Schiller, Trustee, Tamalpais Union High School Attorney, National Labor Relations Board, Canoga Park

46 3. Reformsin Counseling and Career Planning: Susan 11. Reaction to Draft Four of RISE: Mary Henly, Nurse, Mt. Hunter, Mayor's San Fernando Valley Education Com- View Elementary School District, El Monte mittee Task Force on Counseling, Van Nuys 12. Innovative Programs: Ophelia Flores, Principal, Belve- 4. MinimumStandardsforGraduationRequirements: dere Junior High School, General Public, Los Angeles Nancy Hoot, Mayor's San Fernando Valley Education *13. NeedforBilingual /Bicultural' Education:Francisco Committee Task Force on Graduation Standards, Van Franco, Director, Esquela de la Raza, Long Beach Nuys 5. General Attitudes, Skills, and Understandings: Stephen Los Angeles Unified School District Office S. Ochs, Teacher, Conejo Valley Unified School District, Los Angeles, California Thousand Oaks November 6, 1974 6. MajorIssuesin Secondary Education - Isolation of Youth, Inclusion in Work Force, Relevant Education: 1. Philosophy of the Junior High School Programs in Los Bill E. Sanson, Sierra Sands Unified School District, Angeles: Willard Skelley, Principal, Madison Junior High Ridgecrest School; Los Angeles Junior High School Principals 7. Project Association, North Hollywood LEAP LearningandEducationalAction 2. Senior High School Programs - Philosophy, Goals, and Through Participation - SocialStudies:LynneD. Graduation Requirements: Josephine C. Jimenez, Princi- Stalmaster, Instructor, Beverly Hills High School pal,Alexander Hamilton High School; Educational 8. Rationale for English: Pat Murray, President, English Development Committee, Senior High School Principals Council of Los Angeles Association, Los Angeles Unified School District 9. Changes in Secondary Education: Roslyn Cooperman, 3. Needs for Environmental Education: Bruce Crawford, Women for Education Committee, Beverly Hills Superintendent's Advisory Committee on Environmental 10. Optional Flexible Programs - More Individual: Sharon Education, Shafter Gillerman, Student, Webster Junior High School, Los 4. NeededD irections inSecondaryEducation - A Angeles Teacher-TrainingPoint-of-View:Raymond McHugh, *11. AlternativeInstructionalPrograms:LeonaFrank, Chairman, Department of Education, California ,State General Public, Northridge University, Northridge *12. General Reactions of Student's View: Bob Bordeleau, 5. Needed Reforms in Secondary Education: Jerome R. Junior, General Public, Van Nuys Thornsley, District Superintendent, Yucaipa Joint Uni- *13. Reform Underway at Granada Hills High School in fied School District Behalf of Los Angeles Board of Education:Lewis 6. Social Science Education in Secondary Schools: Mel Darling, Granada Hills High School Rosen, Social Science Teacher, John Kennedy High *14. College Preparatory Programs: Virginia McNeil, General School; President, Southern California Social Science Public, North Hollywood Association, Granada Hills 7. AcademicAssassination - MinorityStudents:C.E. East Los Angeles College-Los Angeles, California Bradley, Advisory Council, Area C, Los Angeles November 6, 1974 8. The Future of Instructional Programs: Harry Handler, 1. Managing ChangeasRelatedtoStudents:Robert Associate Superintendent of Instruction, Los Angeles Melcher, Management Responsibility Guidance Corpora- Unified School District tion, Los Angeles 9. Literary Inquiry: Jerry L. Sullivan, Associate Professor 2. Secondary Education: New Developments within the of English, California State University, Long Beach CSULA School of Education: Phil Vairo, Dean, School 10. The Student as Client: Bob Unruhe, President, United of Education, California State University, Los Angeles Teachers of Los Angeles 3. Nuclear School: The School as a Community Center: 11. NeededReformsofIntermediateandSecondary Robert Gomez, Director, Community Redevelopment Schools:EmilyGibson,FreelanceWriter;SEPIA, Agency, General Public, Los Angeles General Public, Los Angeles 4. Suggested Reforms in Education: Simon Gonzales, Asso- 12. Suggestions by Students for Improving Schools: Adele ciate Professor, University of California, Los Angeles Somers, General Public, Los Angeles 5. A Question of QualityGifted: Gerald Zunino, Assis- tantDirector,TitleIII,East Los Angeles College, Lynwood Community Center-Lynwood, California General Public, Los Angeles November 7, 1974 6. 'MentarHealth"frogram - Project 100: Fernando Rios, Counselor, Bonnie Beach (Project 100), Belvedere Junior 1. StudentConcernsRelativeto RISE: GeraldDiaz, High School, General Public, Los Angeles General Public, San Pedro 7. TheCoordinatingCounselor: RichardHenderson, 2. Role of Public Schools in Recreation: Frank Mangione, Coordinating Counselor, Belvedere Junior High School, Coordinator,YouthServices,LosAngelesUnified General Public, Los Angeles School District 8. Science of Creative Intelligence: Roy Adams, Students' 3. RinconIntermediateSchoolExemplaryPrograms: International Meditation Society, Los Angeles George Dibs, Assistant Superintendent, Education Pro- 9. Flexible Physical Education Programs in Our Secondary duction, Rowland Unified School District, Rowland Schools: Gwen Waters, President, CA HPER, Los Angeles Heights 10. Individualizing the Student: Jeremy A. Sarchet, Consult- 4. RISE: A Parent'sPerspective:Lovis King, General ing Psychologist, General Public, Whittier Public, Glendora

47 5. Physical Education-Student Choice System: Al Minturn, 14. Teacher Reactions to the Kettering Report: Virginia L. Administrator, Los Angeles Unified School District Walker, Chairman, Political Action Committee, Asso- 6. Improvement of Physical Education in the Secondary ciated Chino Teachers, Chino School: Bob Morris, Teacher, El Segundo High School, 15. High School Athletics - The Price, We Pay: Norman H. General Public, El Segundo Neville, Jr., Teacher, Mission Viejo High School, General 7. Career Needs of Students and Who Should Implement Public, Mission Viejo Reforms:SinettaTrimble,EducationCouncilfor 16. ReactiOn to Draft Four of RISE: Sally Williams, School Secondary Schools, Compton Nurse, Savanna High School; California School Nurses 8. Suggested Educational Reforms: J. Ray Brown, Teacher, Organization, Anaheim North High School, General Public, Torrance 17, Class Size, School Financing, and the College Model: 9. Teachers and Parents - A Partnership: Doris Blum, PTA Harold 0. Allen, Garden Grove Federation of Teachers, President, General Public, Glendora Garden Grove 10. School-CommunityLearningCenters:Nancy Wells, 18. Reforming the Administration of School Systems: Paul Teacher, San Pedro High School Snyder, General Public, Buena Park 11. Reform in Secondary Education from the Viewpoint of 19. Career Education: Gene M. Lung, General Public, La a Parent: Marilyn Dalton, General Public, San Pedro Habra * 12. Problems in Education: Ruby May Flowers, General 20. Description of the North Orange County Regional Occu- Public, Carson pational Program:Stan Ross, Superintendent, North Orange County Regional Occupational Program, Anaheim Anaheim High School-Anaheim, California 21. The Role of Dance in Education: Greta Weatherill, November 7, 1974 Teacher, Orange High School I. A People'sPleafor Reform: SELF: Jack Parham,. 22. Physical Education: David Weatherill, Division Chair- Manager, SELF, Irvine Unified School District man, Health, Physical Education, Recreation, Chapman 2.Professional Organizations' Role in the Vocational Edu- College, Orange cation Delivery System: Donald F. Averill, President, *23. Perspectives and Experiences for Junior and Senior High California Association of Vocational Education, Hunt- School Minority Students: Manuel Mendez, Architect, ington Beach and Students from Santa Ana High School, Orange 3. The Development of Human Potential via a School County Human Relations Commission, Santa Ana, Management System: John W. Hunt, Assistant Super- *24. Local Control Based on a Guideline and a Permissive intendent, Huntington Beach Union High School District Education Code: Gary D. Goff, Principal, Brea-Olinda 4. ReforminPupilPersonnelServices:Marilyn Bates, High School; Association of California School Adminis- Coordinator, Counseling and School Psychology, Califor- trators, Brea nia State University, Fullerton 5. HumanisticAspectsofEducation - Educationfor Airport Sheraton Inn-Los Angeles, California Human Beings: Dan Donlan, Staff, University of Califor- November 7, 1974 nia, General Public, Riverside 6. The Discipline of English in the Schools of the Future: 1. Flexibilityin Course Offerings: Norma L.Wilbur, Charles Schiller, English Teacher, General Public, Laguna Consultant, Curriculum and Instruction, Office of the Niguel Los Angeles County Superintendent of Schools, Downey 7. Home Economics - Skills, Knowledge, Understandings, 2. The Counselor and the Student of the Future: Wanda Attitudes:RitaHurleyTaylor,Home Economics Ehrhardt, Counselor, Burbank Junior High School; Cali- Teacher, Edison High School; Orange County District fornia School Counselors Association, Burbank 3. A Word in Favor of Youth: Robert F. Kelly, Superinten- Home Economics Association, Huntington Beach 8. Curriculum and Facilitating Structures for Secondary dent,Antelope Valley Union High School District, Education Reform: WilliamB. Zogg, Superintendent, General Public, Lancaster Saddleback Valley Unified School District, Laguna Hills 4. Multiculturalism in the Curriculum for a Positive Self- 9. Average Daily Attendance Recommendations: Robert Concept: Soledad Garcia, Principal, Wilmington Junior High School, General Public, Wilmington Clucas,StudentAdvisoryCouncil, OrangeUnified School District 5. Reactions Concerning Secondary Reform -AbOlish Com- 10. Career Technical Park: Jack Sappington, Administrator; pulsory Education, Remove Subject Sequence, Reform Work Experience/Vocational Education, Orange Unified Finance: Gerald E. Dart, Director, Educational Adminis- School District tration, Loyola Marymount University, Los Angeles II. Re: Middle School - Junior High School:Harry L. 6. Prevention Power Pays: Regina M. Eddy, School Nurse, Hofferbert, Principal, McFadden Intermediate School; Long Beach Unified School District; President, California Central Orange County Association of California School School Nurses Organization, Long Beach Administrators, Santa Ana 7. Teaching English in Secondary Schools: Faye Louise 12. The Art Programofthe Future: Pauline Grainer, Grindstaff, General Public, Granada Hills Coordinator, Art Education, Office ofthe Orange 8. Career-Related Education-Philosophy, Goals, Objectives, CountySuperintendentof Schools;California Art Methods: Barton W. Welsh, Superintendent, Southern Education Association, Santa Ana California Regional Occupational Center, Torrance 13. Openness to All Matters Concerning Human Existence: 9. Pilot Program in Junior High Schools Involving Inservice Wayne. D. Lamont, Assouate Director, California Alter- Teacher Training: Karolynne Gee and Annette Sweezy, native Learning High School, Santa Ana Committee of Parents for Increased Professional Com-

48 petence of Secondary' School Teachers, General Public, Sequoia Union High School' District, General Public, . Los Angeles Redwood City 10. Desirable Outcomes of intermediate and Secondary 15. School andCollege Cooperation - An Experimental Education: Pat Wickwire, Chairman, Directors of Pupil Personnel Services of Los Angeles County, Los Angeles Project in Concurrent Enrollment: LariY M. LeKander, 1 I. Assistant Superintendent, Instructional Services, Salinas Is the 14th Amendment and Bill of Rights for Adults Union High School District Alone? Joyce S. Fisk, American Civil Liberties Union:of 16. New Southern California, Los Angeles EducationalDirectionsThroughaDifferent Environment 12. Proposed Peer Counseling Program- Secondary Level: Support for Alternative Educational Pro- Mrs. Thomas Judge, General Public, Los Angeles grams: Nick Leon, Omnibus School, W. C. Overfelt High * 13. Goals for Survival: Forrest Coulter, Teacher, Rancho Los School, East Side Union High School District, San Jose Amigos Hospital School, Downey 17. Media Library Dynamics: Bill Hinchliff, Basement Roots * 14. Social Studies Concerns: Nancy Nuesseler, Social Studies Library, Santa Cruz Department Chairman, Lawndale High School 18. Institutional Decision Making - AdMinistrative Authori- * 15. Practical Changes for Effective Learning: Mildred K. tarianism: Charlotte Lowry, Teacher, General Public, Fremont Rabin, Secondary School Teacher, General Public, Los Angeles 19. School-Community Cooperation: Joan Celio, League of *16. Be Sure of any Program: Mrs. William Wall, 33rd District Women Voters, San Jose PTA, Whittier 20. The Teacher as the Chief Agent of Reform: Samuel T. Skeete, Henry Slonaker School, Alum Rock Union Office of the Santa Clara County Superintendent of Schools Elementary School District, San Jose San Jose, California 21. Equality tbr Both Sexes in Education: Millicent Ruther- November 20, 1974 ford, Commission on the Status of Women, Santa Clara County, San Jose 1. The Importance of Curriculum Materials Which Are Free 22. Emphasis in Education - School-Community Coopera- of Racism and Sexism: Allan Scid, Chairman, Santa tion,AlternativePrograms, Growthof Education: Clara County Iluman Relations Commission, San Jose Patricia Cabral, Graduate Class, San Jose State University 2. Reasonable Expectations for High School Graduates: *23. Need for Compulsory Physical Education in Interme- Albert Vatuone, Cambrian School District, Campbell diate and Secondary Schools: Martin Trieb, California 3. Open Classroom Education: Fran McTanianey, O.K. Medical Association, Committee on Sports, Medicine, AlternativeProgram,CupertinoUnionElementary and Physical Fitness, San Jose School District 24. Accurate Portrayals of Asian-Americans in Educational 4. Art Programs Today and Tomorrow: Jan Tellefscn, Media: Mary Chan, Asian-Americans for Community Santa Clara County Art Commission, San Jose Involvement, San Jose 5. Sexism in California Schools: Diane Wisner, National Organization for Women, San Jose 6, Suggested Reforms for Intermediate Education: Bud San Francisco Unified School District Office Mardock, Principal, Union School, San Jose San Francisco, California 7. Community School, An Alternative Education Mode: November 20, 1974 Susan Omsberg, Teacher, Alternative Education Pro- 1. Teacher-Student Learning Partners - Modular Interface- gram, W. C. Overfelt High School, San Jose ment Paradigm: Cary Kinchen and Abd'Allah Adesanya, 8. Student Composition on Killing and Its Effect: Frank Children'sEducationalResearchandDevelopment, Ratliff, English Curriculum Commission, San Jose State Berkeley University 2. A Community View of Educational Change: Evelyn 9. Preventive Health Measures for Intermediate and Second- Wilson, Chairman, Sunset-Parkside Education and Action ary Schools: Mary Salocks, Supervisor of Nurses, San Committee, San Francisco Jose Unified School District; California School Nurses 3. Educational Opportunity Bank: Eunice Loewke, Vice- Organization, San Jose Principal, Petaluma High School, General Public, Peta- 10, Language Arts Instruction in the Palo Alto Schools: luma Carolyn Tucher, The Parents' English Committee of the 4. Elimination of Sexism fromInstructionalMaterials: Gunn Complex, Palo Alto Marie A. Long, National Organization for Women, San 11. Thoughts on the Education of the Adolescent: Mr. Pat Francisco Felice, Principal, Benner Intermediate School; Associa- 5. Care Counseling: A Problem Ownership Program: Mary tion of California School Administrators, San Jose E.Lee, Assistant Principal, Capuchin° High School, 12. Educational Park as a Viable Solution to Some Major General Public, San Bruno EducationalProblems: Guy C.Klitgaard,Principal, 6. Goals for Student-Health Maintenance: Patricia Ross, Educational Park, East Side Union High School District, School Nurse, El Camino High School; California School San Jose Nurses Organization, San Francisco 13. The TeachingofValues:An Imperativeforthe 7. Restructuring the Traditional California Junior High SchoolsStaff,Curriculum,PhysicalEnvironment: School: Albert Koshiyama, General Public, El Cerrito Henry Jensen, Director, Program Development, East Side 8. RecommendationsinHealthEducation:Katherine Union High School, San Jose Murphy, Registered Nurse, Geneial Public, Danville 14. Role of Guidance in a Union High School District: Tom 9. CCCTE RecommendationsEnglish Skills, Education Stephens,Directorof StudentPersonnelServices, of Whole Person, Career Preparation: Richard Latimer,

62 49 President, Central California Council of Teachers of 7. Curriculum1984: 10Yearsto Go: John Cambus, English, Santa Rosa Chairman, Department of Speech and Drama, California 10. A Statement of Secondary Educational Concerns: Bette State University,Hayward;CaliforniaCurriculum W. Landis,President, Secondary Council,California Correlating Council, Hayward Congress of Parents and Teachers, Inc., San Francisco 8. Instruction and School Climate -- Education for Student II. Mandated Alternative School Programsfor Children Needs: Richard Sovde, Principal, Elk Grove Senior High Under16:David Theis, Counselor, Redwood High School, General Public, Elk Grove School, General Public, Redwood City 9. The Need for Work Experience Opportunities for High 12. Feedback Is a Necessary Part of Education: Robert. A. D. School Youth: Norvin R. Spence, Executive Secretary, Schwartz, President, United Plastics Corporation, Oakland California Association of Work Experience Educators, 13. Northern California Personnel and Guidance Association Modesto Recommendations to RISE: Richard C. Date, Assistant 10. Need for Educational Accountability: Jackie Berman, Principal, Balboa High School; Northern California Per- State League or Women Voters, San Francisco sonnel and Guidance Association, San Francisco II. RecommendationsinHealthEducation:Katherine 14. Experience-Based LearningforAdolescents:Dyke Murphy, Registered Nurse, General Public, Danville Brown, Director, Athenian School, Danville 11, Art: A Fundamental for Education of the Future: Jim 15. Global Perspectives in Education: Why and How: Robert Snowden, Consultant in Art and Industrial Education, Freeman, Director, West Coast Office, Center for War Mt.DiabloUnifiedSchoolDistrict;CaliforniaArt and Peace Studies, Orinda Education Association, Concord 16. Need for Health Education in Our Schools: Gene Huber, 13. Sexism in Curriculum Intermediate Grades: Margaret Supervisor, Health Education, San Francisco Unified Goodrich, Teacher,- San Juan Unified School District; School District School Health Association, San Francisco National Organization for Women, Carmichael 17. Enact Reform, Not Paperwork: Dorice Murphy, Eureka 14. EliminateSexisminCurriculum:LarreneNichols, Valley Association, San Francisco National Organization for Women, Sacramento 18. Recommendations for Physical Education, Grades 7-12: 15. Title IX and Girls in Athletics:Lil Mitch, League of Gordon M. Gray, Physical Education Instructor, General Women Voters, Sacramento Public, Belmont 16. Secondary Education Concerns and Recommendations 19. Secondary School Cutting: George M. Chavez, League of for Their Solution: Katherine Zachariades, 16th District United Latin American Citizens, San Francisco PTA, Castro Valley 20. Primary Schools for the Spanish-Speaking: Consuelo 17. HighSchoolCuttingand Absenteeism:Amanda Wanton, League of United Latin American Citizens Williams, General Public, Berkeley 21.The Urban School as a Model for Public Secondary 18. Teacher Performance and Curriculum Reform: Jacque- Schools: Paul Jaffe, Urban School of San Francisco, San line Foster, Berkeley High School Parents and Teachers Francisco Association, Berkeley Suggestions for Reforming High School Education: Effie 19. Industrial Arts Education: A Comprehensive Look: John Schwarzochild, General Public, San Francisco Banks, Industrial Education Teacher, Stockton Unified *23. Reform SuggestionsinHigh School: Sue Bohegian, School District; Industrial Education Association, Stock- Student, McAteer High School, San Francisco ton 24. SuggestedReformsinSecondaryEducation:Steve 20. An Outline of the Procedures for Implementing the Bayne, Associate Director, San Francisco Service Center Science of Creative Intelligence in Secondary Education: for Public Education, San Francisco Susan Levin, Melanie Brown, and Stan Crowe, Interna- tional Meditation Society, Affiliate of Maharishi Interna- Water Resources Building-Sacramento, California tional University, Goleta December 4, 1974 *21. Activity Packages and Individualized Learning: Joe Mar- I. Mentally Gifted Needs in Grades 7-12: Durand Steiger, latt, Instructor, Hiram Johnson High School, Sacramento Sacramento Area Gifted Association, Sacramento *22. Positive Educational Transformation: Jessie Stevenson, 2. RecommendationsforIntermediateandSecondary General Public, Berkeley Reform: Marion Reed, Teacher, El Dorado Union High *23. Areas of Concern: Ann Deirup, General Public, Berkeley School, Placerville 3. Student Opinions on Reforms Needed for Secondary Edu- State Department of Education Building cation: Roxan Beam, Student, Ponderosa High School, Sacramento, California and Victor Stukalo, Student, El Dorado High School, El December 4, 1974 Dorado Union High School District, Placerville 1.Realistic Concepts Are Necessary for Reform: Eugene C. 4. The Future of Music Education in California Secondary Kim, Professor, School of Education, California State Schools: William Burke, Music Coordinator, Mt. Diablo University, Sacramento School District; California Music Educators Association, 2. Put the Student on the Team Self-Directed Education: Concord Burt Liebert, Supervisor of Teacher Education, Depart- S. The Middle School as an Alternative to the Junior High ment of Education, University of California at Davis, School: Donald Grettum, Cupertino Union School Dis- General Public, Davis trict Middle School Committee, Cupertino 3. The Crisis in Writing: Jim Gray, Supervisor of English 6. Reading in the Junior College: Diane Pruim Pattison, Education, University of California, Berkeley English Teacher, Yuba College; Yuba College Faculty 4. Guidelines for Education - Curricular Revision, Teacher Association, Marysville Training, Public Participation: Warren Conner, Plumas

50 UnifiedSchoolDistrict Ad Hoc RISE Committee, 2. Equal Educational Opportunity for Job Preparation: Chester Robert Millslagel, Vice-Chairman, California Advisory 5. A CS A RegionII,OutcomesforEducation - Council on Vocational Education, Santa Cruz Performance -BasedAchievement, P.E. Reform, Staff 3. The Role and Mission of Vocational Education: Robert Improvement: John R. Graf, Principal, El Dorado High Lawrence, California Advisory Council on Vocational School; Association of California School Administrators, Education, Sacramento Region II, Placerville 4. Social Studies Instruction Within and Outside the School 6. Age Requirement for Compulsory School Attendance Plant and Experimental Civic Education Project: George Should Not Be Lowered: Mark Fillerup, Student, Para- Pickett, President, California Council for Social Studies, dise High School, General Public, Paradise Sacramento 7. Stateof Reading:Pennie Needham, Contra Costa 5. An Eighth-Ninth Grade Elective Program for English and County Council of the International Reading Associa- History: Robert Fossgreen, Ad Hoc Committee for the tion, Danville Elk Grove Education Association - RISE, Elk Grove 8. Requiemfor Compulsory Education: CarolynSails, 6. The Role of Educational Media in Reforming Interme- Research Class at California State University, Sacra- diate and Secondary Education: William Roberts and mento Earlene Billing, California Association for Educational 9. Alternative Education:Lucille Gansberg, Chairperson, Media and Technology and California Association for The Planning Council, Incorporated, Sacramento School Libraries, Santa Barbara 10. School Health Services for the Future: Cheryl Reyes, 7. The Immediacy and Future of Mathematics: Floyd California School Nurses Organization, Fullerton Downs, Mathematics Teacher, Hillsdale High School; 11. Needed Changes in the Funding and Curriculum of President, California Mathematics Council, San Mateo Secondary Social Studies: Lawrence Fischback, Teacher, 8. School Financing: Bill Mitzel, Student, Paradise High Carey High School; Social Studies Teachers of Pomona School Unified School District 9. Gearing for World Change: Ed Wong, General Public, 12. Place of Foreign Language in Secondary School Reform: Sacramento James A. Garvey, Acalanes High School; California 10. The Health Status of Our Schools - Are Our Schools Foreign Language Teachers Association, Lafayette Healthy? Mary Avery, School Nurse, Preschools, San 13. How to Correct 75 Percent of the Reading Problems in Judi Unified School District; California School Nurses California Secondary Schools This Year: George E. Association, Carmichael Fulton,EducationalandIndustrialResearch,Inc., 11. The Importance of Art Education in the Intermediate Beverly Hills and Secondary Schools: Robert George, Art Teacher, 14. Class Loads in Writing and English Classes: Ada Jeppe- Ganesha High School Art Department, Pomona Unified son, Teacher, Pomona High School English Department, School District Pomona 12. Needs of Secondary Education - Curriculum, Personnel, 15. Counseling, Guidance, and Placement at the Secondary Finance: Billie Minasian, McClatchy High School PTA, Level: Ed Nickerman, Assistant Superintendent, Office Sacramento of the Mendocino County Superintendent of Schools; 13. Class Size and the English Curriculum: Jack Pelletier, Chairman, Association of California School Administra- English Teacher, General Public, Carmichael tors, Region 4, Vocational Education Committee, Ukiah 14. Dance and Arts: Angela Hudson, President, California 16. Title IX and Girls in Athletics: Jacquie Swaback, League Dance Educators Association, San Mateo of Women Voters, Sacramento 15. Individualized Instruction Program at Leggett Valley 17. Concern for the Interscholastic Athletic Programs of High School: Louis J. Fisher, Principal, Leggett Valley California:Al Baeta, California Coaches Association, Schools, Fort Bragg Unified School District, Leggett Sacramento Valley 18. School Health Education: Jerry M. Gotta, Associate 16. SocialStudies School-CommunityCooperation: Professor, Department of Health and Safety Studies, Ronald S. Moore, President, Sacramento Area Council California State University, Sacramento for Social Studies, Sacramento *19. The Student Perspective of Career Education: Gordan 17. Staff-Operated Schools:Eugene F. Hansen, Teacher, Heinrich,California Advisory Council on Vocational General Public, Auburn Education, Modesto 18. Title IX and Girls in Athletics: Carolyn Garrison, League *20. TheArticulationand Coordination of Educational of Women Voters, Carmichael Experiences as Seen by Students: Claudia Mendenhall, *19. Grass Roots Feedback: Kalil Gezi, Chairman, Depart- Student Member, California Advisory Council on Voca- ment of Behaviorial Sciences/Education, California State tional Education, Carpinteria University, Sacramento Employment Development Department Building Sacramento, California Presentations from Professional December 4, 1974 Educational Organizations 1. A Hypothetical Model for a High School Career Develop- San Diego Hilton at Mission Bay-San Diego, California ment Program: Norman Stanger, Chairman, Program January 5, 6, 7, 1975 Committee, California Advisory Council on Vocational *I I. Presentation to RISE: George Perry, President, Califor- Education, Sacramento nia Association of Compensatory Education, Berkeley

61 51 Testimony Presented Before the Commission on Reform 8. The Student as Client: Ed Burke and Hank Springer, in In termedia lcandSecondaryEducation:Ruth United Teachers of Los Angeles Swenson, President, California Congress of Parents and 9. Students and Counselors of the Future: Alex D. Aloia, Teachers, Inc., Los Angeles President, California Pupil Personnel and Guidance Asso- 3. SecondaryEducation Reform Suggestions: Cindy ciation, Fullerton Collins, Megan O'Neill, and Doug Immel, California 1U. Outline of Presentation to RISE Commission: Wesley Association of Student Councils, Mountain View Berry, Executive Director, Accrediting Commission for *4. Youth and the Administration of Justice: Dick Wein- Secondary Schools, Burlingame traub,Project Director, with Renee Fajima, Natalie I1, Presentation to RISE; Hank Weiss, Executive Secretary, Salazar, and James Mejia, Constitutional Rights Founda- Industry Education Council of California, Los Angeles tion, Los Angeles 12. California School Boards Association Position on the 32 5. A Presentation to RISE: Steve Edwards, President-Elect Recommendations of the National Commission on the for Bryan Stevens, President, California Teachers Asso- Reformof Secondary Education: Marion Bergeson, ciation, Burlingame President, and Joseph M. Brooks, Executive Secretary, 6. RecommendationsoftheCaliforniaFederationof California School Boards Association, Sacramento Teachers: Miles Myers, Senior Vice-President, California 13. Teacher Training in California: W. Donald Clague, Dean Federation of Teachers, Oakland of Graduate and Professional Studies, La Verne College; *7. Presentation to RISE: Ron Johnson, President, Associa- California Council on the Education of Teachers, Califor- tion of California School Administrators, Burlingame nia State University, Fullerton

52 65 Appendix C (Arranged in the order in which they were received ) I. Community Relations Plan: Helen Fisher, General Pub- Position Papers lic, Cypress Mailed to the Commission 2. Job Skills, College Credits in High School: Wayne S. Ferguson, District Superintendent, Palmdale Elementary School District 3. Summary of the Evaluation of the Youth and the AdministrationofJusticeProject:VivianMonroe, Executive Director, Constitutional Rights Foundation, Los Angeles 4. Position Paper onthe Reform of Intermediate and Secondary Education: Lloyd G. Jones, Superintendent of Schools, Torrance Unified School District 5. Social Science for Tomorrow: A Curriculum of Student Inquiry, Discovery, and Participation: Robert D. Barnes, Chairman, Social Science Department, John Muir High School, Pasadena 6. Job Training: Stan Bastian, Chairman, Social Studies Department, Willow Glen High School, San Jose 7. Counselor Recommendations for a More Human Educa- tion: Robert Klein, Richard Furlong, Madeline Roye, and Robert Bonner, RISE Statement Committee, Placer Joint Union High School District, Auburn 8. Alternative Diploma for Students Unable to Complete a RegularFour-YearCourse:ElainePeterson,Head Teacher, North Valley High School, Orland 9. Private Precollege Education Should Be Represented: ChristopherBerrisford,Headmaster, Harvard School, North Hollywood 10. SchoolSurvey Mitchell Junior High School:Fran Johnson,Legislation Chairman, Mitchell Junior High PTA, Rancho Cordova 11. Student Needs, Grades 9-12: Jack Williams, Assistant Superintendent, El Monte Union High School District 12. Anaheim Union High School District Position Paper: R. Kenton Wines, Superintendent, Anaheim Union High School District 13. Program Concept in Secondary Education: William H. Cornelison, Principal, Vacaville High School 14. 'Issues of Educational Change: Gary W. Brophy, Super- intendent, Hughson Union High School District; Chair- man, Secondary Administration Committee, Region VII, Hughson

53

fl 66 15. Contemporary Emphasis for Educational Change and 35. Improving Our Schools: Adele Somers, General Public, Overview Highlights from Balboa (Prototype School): Los Angeles Henry Magnuson, General Public, Salinas 36. Values: William N. McGowan, Field Service Executive, 16. California State PTA Position on Truancy: Shirley Behr, Association of California School Administrators, Burlin- California Congress of Parents and Teachers, Inc., Sixth game District, Santa Clara County, San Jose 37. Goals - Encourage Earlier Teacher Retirement - Review 17. RISE CommissionPositionPaper: Teacher Support Compulsory Attendance Laws: Richard Coltrell, Princi- System: Philip E. Nickerman, Assistant Superintendent, pal, Palm Springs High School Vocational and Career Education; and Ron Snowden, 38. SpecialInterestControlof Education:Clifford W. Regional Occupational Center Coordinator, Office of the Jordan,DistrictSuperintendent,MorongoUnified Mendocino County Superintendent of Schools, Ukiah School District, Twentynine Palms 18. Urban Pioneer Program: Thomas E. Rickert, Coordina- 39. ReformEducationalLegislation:WalterJ.Ziegler, tor, Urban Pioneer Program, San Francisco Superintendent, Fullerton Union. High School District 19. Suggestions to Improve Secondary Education in Califor- 40. Input for RISE: Marguerite Pinson, Coordinator, English nia: Nelson C. Price, Director, Northern Development as a Second Language and Foreign Language, Office of Center, Evaluation Improvement Project, Office of the the Orange County Superintendent of Schools, Santa San Mateo County Superintendent of Schools, Redwood Ana City 41. High School Role: James Lether, Instructional Services 20. TrainStudentsfor FutureResponsibilities Through Assistant, Office of the Orange County Superintendent Required Civics: Hilda Fritze, General Public, Tustin of Schools, Santa Ana 21. Train Students in Human Relations Skills: Dorothy 42. The Reform of the Pupil Personnel Services in Intermedi- Warner, Instructional Assistant, Office of the Orange ate and Secondary Schools and the School Counselor in County Superintendent of Schools, Santa Ana the Secondary School: Patricia Hooper, Coordinator, 22. increase Teacher Competency with Teacher Inservice Guidance Services, Office of the Orange County Super- Education: JohnAvila, Curriculum Specialca7te'res intendent of Schools, Santa Ana Unified School District 43. A Sample of Appropriate Use of Career Guidance 23. Recommendations for Secondary-Intermediate Reform: Paraprofessional: R. J. Swan, Professor, Counselor Edu- Jean Esary, League of Women Voters of the Monterey cation, California State University, Long Beach Peninsula, Monterey 44. Needs of High School Graduates to Assume a Productive 24. ProposedSocialScienceCurriculumDevelopment, and Useful Role in Society: Jill Priest, Physical and Grades7-12:Eugene W.Lambert,Administrative Health Education Teacher, Portola Junior High School, Direct&for Secondary Curriculum and Counseling, San Francisco Pasadena Unified School District 45. Curriculum Reform: John Donovan, Assistant Principal, 25. Decentralize School Administration: Steve Bayne, Asso- San Rafael High School ciate Director, San Francisco Service Center for Public 46. Improving Student Learning Experiences: Ferne Young, Education, San Francisco Coordinator, LanguageArts,Officeofthe Orange 26. Impact of Growth and Change in the Monterey Bay County Superintendent of Schools, Santa Ana Area: Alice Michael, Coordinator, Environmental Educa- 47. In Support of the Affective Domain: James Duggins, tion, Multicultural Education, Office of the Monterey Associate Professor, Secondary Education, San Francisco County Superintendent of Schools, Salinas State University 27. TeacherImprovement - Copingwith .Adolescence 48. Some Observations on the Evaluation Dilemma: Robert - Health Education: Eleanor Bralver, Chairman, Health W.Fleuelling, Assistant Superintendent, Buena Park Department, Sylmar High School School District 28. Students Who Need a Second Chance: Helene F. Belz, 49. Policy 6100-Instructional Program: John S. Green, Direc- Supervisor, Psychological Services, East Side Union High tor of Instruction, Oceanside Unified School District School District, San Jose 50. A Plan for Developing the Individual, Grades 7-12: 29. The Futuristic Vocational Curriculum: Jo Hanson, Home Arnold Lees, Teacher, Bret Harte Junior High School, Economics Teacher, Dana Hills High School, Dana Point San Jose 30. Career EducationThe Function of the Secondary 51. Recommendations for Eliminating Sexism: Mariona M. School: Barbara Franklin, Vice-President, Miraleste High Barkus, Coordinator, Education Committee, Los Angeles School, Parents/Teachers/Students Association, Rancho Chapter, National Organization for Women, Los Angeles Palos Verdes 52. Guidelines for Equal Treatment of the Sexes in Social 31. Sexist Practices in California Schools: Nancy Ward, Studies Textbooks and "He" Is Not "She": Elizabeth Textbook Chairperson, Education Task Force of the Burr, Susan Dunn, and Norma Farquhar, Education California National Organization for Women, Berkeley Committee, National Organization for Women, Los 32. ConsiderationsforEducational Reform:RobertJ. Angeles Jacob,Principal, Simi Valley High School, General 53. Report on Sex-Stereotyping and the California State Public, Simi Valley Adoptions of Science Textbooks: Nancy Ward, Chairper- 33. SolutionstoSecondary School Violence:Kenneth son, National Organization for Women Review Commit- Abraham, English Teacher, Sequoia High School, Red- tee, Los Angeles wood City 54. Life Competence: A Non-Sexist Introduction to Practi- 34. Schooling Adolescents in Urban Society: David E. Kevis, cal Arts: Norma Farquhar and Carol Mohlman, National D. E. Kevis Research, Philadelphia, Pennsylvania Organization for Women, Los Angeles

54 55. Audiovisual Programs -- Humanities,Marriage and Filliman, Staff Counsel, Legal Office, California State Family, and Careers: Sandy Bleifer and Sandy Rosen- Department of Education, Sacramento baum, Sand Castles Creative Properties, Encino 78. Essential Reforms for Elementary and Secondary Educa- 56. Environmental Education: William Penn Mott, Jr., Direc- tion: William Luft, General Public, Fairfax tor,Stateof CaliforniaDepartment of Parks and 79. Alternative Learning Programs:PhillipR. Ferguson, Recreation, Sacramento Science 'reacher and Counselor, Grover Cleveland High 57. Environmental Education: Edward F. Dokter, President, School, General Public, Reseda California Conservation Council, Sacramento 80. RISE Commission Presentation: Cornelia S. Whitaker, 58. Work Experience Education: Albert Boothby, Voca- Director of Secondary Curriculum, San Juan Unified tional Specialist, John F. Kennedy Senior High Schbol; School District, Carmichael Sacramento 81. More Consumer Education Needed: Gleeola M. Brun, 59. Job Skills: Claude H. Craig, General Public, Whittier Directorof Classified Personnel, Santa Barbara City 60. Goals - Cope with the Future; Clarify Values: Rev. Elementary and High School Districts, Santa Barbara George O'Brien, Principal,I3ishop Montgomery High 82. Necessity for Students to Read at Grade Level: Jim School, Torrance Logsdon, Dean of Students, Canyon High School, Castro 61. Change the Ages for Compulsory School Attendance: Valley Unified School District Yolanda Gallegos Reynolds, Counselor, Willow Glen 83. SecondarySchoolCurriculumReorganization:Roy High School, San Jose Harris, Social Studies Specialist, Education Center, San 62. EducationalConcerns - TeacherExcellence;School Diego City Unified School District Building Maintenance: Emile La Salle, Regional Super- 84. Pregnant Minor Programs: leen Nelson, Teen Mothers visor,AgriculturalEducation, Vocational Education Instructor, Valle Lindo High School, South El Monte Unit, California Polytechnic Institute, San Luis Obispo, 85. A Program to Improve Student Writing Ability: Mrs. I. General Public, Atascadero E. Schoenholz, General Public, Walnut Creek 63. Home Economics in Education: Kathleen Davison, Life 86. The Need to Improve °Student Writing Ability: Bob A. Opportunities Department Chairman, Chemawa Middle Gouley, Editor,Dixon Tribune,Dixon School, Riverside 87. StudentAlienation:Mr. and Mrs.Merrill W. Ness, 64. Comparative Education: Barbara Torell, General Public, General Public, Santa Ana Carmel 88. A Philosophy of School Administration, Improvement of 65. Ideato Make RISE Go and Attrition Rates:J. W. Summer School Programs, Vocational Education in the Rollings, Consultant, Pupil Personnel Services, California JuniorHigh School:RogerK. Tucker, Supervisor, State Department of Education, Sacramento Industrial Education, California State Department of 66. The Need for Educational Reform: J. Philip Schediwy, Education, Sacramento General Public, Sacramento 89. SmallSchools: Outcomes for Students: Robert H. 67. Work Experience Education: Norrin R. Spence, Execu- Doyle, Principal, Tahoe Truckee High School, Truckee tive Secretary, California Association of Work Experi- 90. Early Childhood Education Objectives: Beverly Mihalik, ence Educators, Modesto City Schools General Public, Placentia 68. Affective Behavior; School Environment: Marlys Collom, 91. Mentally Gifted:LeonardE.Lyon, General Public, General Public, San Diego Mountain View 92. Public Relations: Community Relations Coordinator: 69. Rural School Intermediate Grades: John N. Sellers, Helen Fisher, Consultant, Community Relations, Hun- Superintendent, Cayucos Elementary School District, tington Beach Union High School District 70. Reforms toUnite the School and the Real World: 93. Middle Schools: W. Earl Sams, General Public, Sacra- William J. Walti, Director, Curriculum Services, Sequoia mento Union High School District, Redwood City 94. Educational Changes - Off-Campus Credits, Educational 71. Job Skills: Charley A. Zeroun, General Public Television, Job Skills: Clark Mattheissen, Vice-Principal, 72. Secondary School andJunior College Grade Level Miller Creek Junior High School, San Rafael Changes:MalcolmS.Langford,Jr.,Social Studies 95. Junior High-Middle Schools: William F. Noli, Principal, Teacher, Homestead High School, Sunnyvale Clark Intermediate School, Clovis 73. Junior High/Middle School Concerns: John A. Spade, 96. Community Education and a Concept for Change: Principal, Martinez Junior High School, Martinez Unified Community Education: Wayne R. Robbins, Coordinator, School District Center for Community Education, Office of the San 74. Skills, Knowledge, Attitudes, and Understanding High Diego County Superintendent of Schools School Students Should Have: John W. Holmdahl, State 97. Competencies in Secondary Education - Career Educa- Senator, Eighth Senatorial District, Alameda County, tion, Vocational Education, Work Experience Education, California State Senate, Sacramento Economic Literacy: Milan Wright, Coordinator, Career 75. Astronomy Symposium for Junior High and High School and Work Experience Education, Mt. Diablo Unified Students:SanfordA.Kellman, Astronomer, NASA School District, Concord Ames Research Center, Mountain View 98. Vocational Counselor Preparatory Program: William F. 76. Teacher Characteristics: Linda Singer, General Public, Banaghan, ExecutiveDirector, Vocational Education Los Angeles Planning Area V, Alameda-Contra Costa Counties, Pleas- 77. Federal Court Decision - Community College Enroll- ant Hill ment of Students Who Are Under 18 or Who Are 99. Pilot Project in Delinquency Prevention Applying the Graduates of Nonaccredited Private High Schools: Terry Principles of Sociology and Behavior Modification to the

G 55 Architectural Design of a High School: John Butler, Finance, AlternativeContinuation Education: Eugene General Public, Ventura Unger, Principal, Valley High School, Santa Clara 100. Developing Educational Managers and Career Teachers: 103. Recommendations of the Brea-Olinda Unified School Robert J. Gomez, Director, Neighborhood Development DistrictRegardingProject RISE:Staff,Brea-Olinda Program, County of Los Angeles, Community Redevel- Unified School District, Brea opment Agency, Log Angeles 104. LearningIsaStudentResponsibilitywithParent, 101. Position Paper of the Regional Educa.tional Television Teacher, Culture, and System Direction: Eric Kangas, Advisory Council of Southern California: Connie Oliver, General Public, San Diego ProgramDirector,Regional -EducationalTelevision 105. Teach Courses in Environmental Pollution as an Alter- Advisory Council, Downey native to Driver Education: Bernhard A. Votteri, Chair- 102. Educational ChangeThe System, Compulsory Educa- man, Environmental Pollution Committee, San Mateo tion,Compulsory PhysicalEducation,Grouping, County Medical Society, San Mateo

56 Appendix D Books American Youth in the Mid-Seventies. Conference Report of Selected References the National Committee on Secondary Education. Res- ton,Va.:National Association of Secondary School Principals, 1972. Annual Report of the Department of Health on the Drug Abuse Program. Sacramento: California State Department of Health, 1975. "Attrition Rates in California Public Schools." Prepared by Pupil Personnel Services, California State Department of Education. Sacramento, 1974. California Alcohol Data, 1973. Sacramento: California State Health and Welfare Agency, 1974. Career Education: A Position Paper on Career Development and Preparation inCalifornia. Prepared by the Career Education Task Force under the direction of Rex C. Fortune. Sacramento: California State Department of Education, 1974. Clark, Todd. Education for Participation: A Developmental Guide for Secondary School Programs in Law and Public Affairs. Los Angeles: Constitutional Rights Foundation, 1974. Coleman; James S., and othert. Youth: Transition to Adult- hood, Report of the Panel on Youth of the President's Science Advisory Committee..... Chicago:University of Chicago Press, 1974. Fantini, Mario. Public Schools of Choice. New York: Simon and Schuster, Inc., 1973. Featherstone, Joseph. Schools Where Children Learn. New York: Liveright, 1971. Fortune, Rex C. "A Profile of Secondary Education in California." A paper presented to the Commission on the Reform of Intermediate and Secondary Education. Sacra- mento, 1974. Harman, Willis W., Thomas C. Thomas, and 0. W. Markley. U.S. Public Education in the Next Quarter Century. Palo Alto: Stanford Research Institute, 1974. Hill, Patricia J. "Issue Paper: Indicated Concerns of Cali- fornia Public Schools Health Education." Sacramento, 1973. The Junior HighYears.Los Angeles: The Junior High Principals Association of the Los Angeles Unified School District, 1974. Keefe, Rev. James. "The Plan Is Ready for Tomorrow," in Silberman, Charles E. Crisis in the Classroom: The Remaking The 80's:WhereWill the Schools Be? Reston, Va.: Of American Education. New York: Random House, Inc., National Association of Secondary School Principals, 1970. 1974. Statement of Vote: General Election, November 5, 1974. Leonard, George 13. Education and Ecstasy. New York: Dell Sacramento: California Secretary of State, [19751. Publishing Co., Inc., 1968. Statistical Report on Specialized Child Protective Services. Martin, John Henry. Report of the National Panel on High Sacramento: California State Department of Social Wel- Schools and Adolescent Education. Washington, D.C.: fare, 1973. U.S. Office of Education, 1974. Suicide in California, 1960-70. Sacramento: California State A National Policy on Career Education. Eighth report of the National Advisory Council on Vocational Education. Department of Health, 1974. Washington, D.C.: National Advisory Council on Voca- Vital Statistics: Marriages and Marriage Dissolutions Bulletin tional Education, 1974. No. 16 (January-December, 1973). Sacramento: Cali- New Forms for Community Education. American Associa- fornia State Department of Health, 1974, Vital Statistics of California, 1971. Sacramento:. California tion of School Administrators Commission on Communi- State Department of Health, 1975. ty Education Facilities. Rosslyn, Va.: American Associ- ation of School Administrators, 1974. Weinstock, Ruth. The Greening of the High School. New York: Educational Facilities Laboratory, 1973. Parker, Don H. Schooling for What? New York: McGraw-Hill A Year of Significance: Annual Report of the California Book Company, 1970. State Department of Education for 1972. Sacramento: Postman,Niel, and Charles Weingartner. Teaching as a California State Department of Education, 1973. Subversive Activity. New York: Dell Publishing Co., Inc., 1971. Periodicals Profiles of School District Performance, 1973-74: Statewide Bronfenbrenner, Uric. "The Origins of Alienation," Scientific Summary. Sacramento: California State Department of American, CCXXXI (August, 1974), 53-61. Education, 1974. Dunn,Rita, and Kenneth Dunn. "Learning Style as a Propst, Robert, High School: The Process and the Place. New Criterion for Placement in Alternative Programs," Phi York:EducationalFacilities Laboratory,1972. Delta Kappan, LVI (December, 1974), 275-78. The 'Reform of Secondary Education: A Report of the Featherstone, Joseph. "Youth Deferred, Part I," New Re- National Commission on the Reform of Secondary Educa- public, CLXXI (August 24, 1974), 23-26. tion.Edited by Frank Brown. New York: McGraw- Featherstone, Joseph. "Youth Deferred,Part II," New Hill Book Company, 1973. Republic, CLXXI (August 31, 1974), 23-217 "Report of the Blue Ribbon Committee for Education of the Gallup, George H. "Sixth Annual Gallup Poll of Public Gifted," in Educating the Gifted in California Schools. Attitudes Toward Education." Phi Delta Kappan, LVI Sacramento: California State Department of Education, (September, 1974), 20-32. 1974. Gibbons, Maurice. "Walkabout: Searchingfor the Right A Report on Conflict and Violence in California's High Passage from Adulthood and School." Phi Delta Kappan, Schools. Sacramento: California State Department of LV (May, 1974), 596-602. Education, 1973. "Should the Compulsory School Age Be Lowered?" School Sarason, Seymour B. The Culture of the School and the Management, XVIII (October, 1974), 24-25. Problem of Change. Boston: Allyn and Bacon, Inc., 1971. THRUST for Educational Leadership, III (May, 1974).

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