DOCUMENT RESUME
ED 228 400 CE 035 397
AUTHOR Piland, William E. TITLE Illinois Alternative Schools and theEmployment and Training Community. INST/TUTION Lake County Coll., Grayslake, Ill, SPONS AGENCY Illinois State Dept. of Commerce andCommunity "Affairs, Springfield. PUB DATE [82] NOTE 67p. PUB TYPE Viewpoints (120) Reports Descriptive (141)
EDRS PRICE MF01/PC03 Plus Postage. DESCRIPTORS ,Competence; Education Work Relationship;*Employer Attitudes; Employment Potential; Job Skills;*Job Training; *Models; *Nontraditional Education; Program Development; *School Role; SecondaryEducation; Vocational Education _IDENTIFIERS *Illinois ABSTRACT Alternative schools in public schooldistricts and private institutions offer a choice of morethan one educational option to students. These schools usuallyhave some of the following characteristics: voluntary participation,distinctiveness, nonexclusiveness, comprehensive objectives,and'a supportive learning environment. Instructional stylesinclude Montessori, open classroom, behavior modification, and individualizedinstruction; their curriculums offer programs such asenvironmental education, performing arts, international studies,and career ,education. Clients served by alternative schoolsinclude students wno are dropouts, come from multicultural backgrounds, arehighly motivated, or are prgnant. Although they mayoffer innovative types of education, alternative schools must also provide theirstudents with the basics and protect them from being penalizedfor attending such a program. In Illinois, the role of alternativeschools i7n employment and training efforts is limited; however,these schools, because they are typically small and flexible, could offermore employment-related training for their students. Employer surveyshave suggested competencies related to employment andtraining needs-that alternative schools should provide(list included in report). The balance of the report suggests ways to workwith alternative schools to prepare students for work,and profiles the efforts offive alternative high schools throughoutIllinois. (KC)
*********************************************************************** * Reproductions supplied by EDRS are thebest that can be made from the original document. *********************************************************************** Illinois AlternativeSchools And The Employment AndTraining U.S. DEPAIUMENT OF EDUCATION NATIONAL INSTIRITE OF EDUCATION "PERMISSION TO REPRODUCE THIS F DUC AT IONAL RESf.JURCESINFORMATION MATERIAL HAS BEEN GRANTED BY CENTER ERI(.I ds Community r,prolitiLud /7E, d4+. LV, 'or it 'la-,tutPrl fru!, 9,- 4.rAt)llor nr,OrliZ3tion ,altlin,Iting ,! '' '''.9,,, h,,,, nr-erlMall, to lir-11),o.! ASA rr.pri 1.1, II11, :11,1hTS,
O P,Irlts o. Sta!tsi ru this docll TO THE EDUCATIONAL RESOURCES L.11, nu, re0t, sr,nt LutfucualNIE INFORMATION CENTER (ERIC)."
Project Staff William Grove Frank G. Adams, Director Department of Adult Vocational Jeanette Y. Klehm. Project Assistant and Technical Education Ka ly Brey. Secretary Springfield, Illinois Toni Harris' P,eocil Written By Illinois Board of Higher Education :Ham E. Piland, Ph.D. Springfield, Illinois .;. lois State Univeraity Roslyn Jackson ormal, Illinois Department of Commerce and Community Affairs Springfield, Illinois Project Advisory Committee David Murphy Roger L. BPI ry Rockford Consortium CETA . Private IndustryCouncil Lakeland College Rockford, Illinois Mattoon, Illinois H.J. Pfeiffer Jerome Bradley Lawrence Adult Center Lewis and Clark College Springfield, Illinois Godfrey, Illinois Chris Reitz Nancy Bross Lake County CETA Program Eastern Illinois University Waukegan, Illinois Charleston, Illinois John Roark Archie Criglar Affairs Macon County CETA Services Department of Commerce and Community Decatur, Illinois Springfield. Illinois Al Sherline Donald Full Adult Education Center Illinois State Board of Education Mattoon, Illinois Springfield, Illinois John Wilson Ralph Goodman Lake County CETA - Private IndustryCouncil Illinois State Board of Education Waukegan, Illinois Springfield, Illinois Janet York Al Green Department of Commerce and CommunityAffairs Richland Community College Springfield, Illinois Decatur. Illinois
by the Department of Commerce andCommunity Affairs under the Comprehen. This project is conducted with funds provided represent, in whole or.in part;the viewpoint sive Employment and Training Act of1973. as amended, and does not necessarily of the Department of Commerc.,. andCommunity Affairs.
HECollege of Lake County (312) 223-6601 19351 West Washington Street,Grayslake, Illinois 60030 all aspects of education and employment. The College of Lake County affirmsand adheres to a policy of equal opportunity in TABLE OF CONTENTS
Description of Alternative Schools 1 in Illinois
.Alternative Schools and theEmployment ani Training . 9 Community in Illinois
Schools byEmployMent Specific Uses of Alternative 15 and Training Agenciesin Illinois
Schools Working With the Alternative 27 in Illinois
36 Alternative School VisitationReports
58 Bibliography DESCRIPTION OF ALTERNATIVESCHOOLS 2
What le It? The AlternativeSchool of the revolves aroundthe concept A great dealof confusion aneducational An alternative school' is alternative school. byprivate or spons.ored school districts program in public oneeducational offers a choiceof more than institutions which Althoughmanyalternative (NSBA, 1974). option to students still definition, it of meeting this sChools fall short alternativeeducation description ofan represents the ideal time. Altevnative schocAs Illinois atthe present programin (NSPRA, 1972): characteristics typically exhibitthe following Students endteachers choose VoluntaryParticipation school. toparticipate in the school isdifferent Each alternative Distinctiveness school.n from theconventional all students The schoolis open to Nonexclusiveness on avoluntary basis. A set of comprehensive Objectives schools. Comprehensive those ofconventional objectivesequivalent to A supportive learning Environment styles. Learning -t-t-nd-ent---I-earning environment whichrelates to on how toclassifyalternative While thereis no agreement have been usedinclude schools, someideas which schools, . open Styles Montessori Instructional modificatiOn schools,individualized schools,behavior continuous progressschools performing arts environmental schools, Curricula for international centers, centers schools, career studies highly motivated, multicultural, Clients dropouts, pregnant Facilities- schools-without-walls, learningcenters, educational parks
Administrative Structure - school-within-a-school, satellite school, mini-schools
Alternative schools coMe in many sizes and shapes and with varying objectives and philosophies. Thatstudents or parents havea choicein selecting an'educational program is basic to all. Alternative schools recognize that different students may do better in different types of schools and,therefore, stress varietyrather than uniformity. Theyare organized in many different wayswithvariouskindsofstudentbodies but all involve a total educational program. They occur at any
-causational level, elementary or secondary,.though there has been more effort thusfarto establish alternatives for high school students, who are more vocal than elementary age youngsters in their complaints about education-asusual.
Many alternative schools are innovative and open but some are traditional and formal. To provide true alternatives, this choice within the system must exist. Most alternative schools are small but there are no size limitations. Many are physically separate fromother schoolsbut some share a large school building with other., administrativelyindependent, alternative programs. Many are not confined to a single building and consider an entire city their schoolhouse (Deal and Nolan, 1978).
Some alternative schools depend heavily upon inv9lvement of students, parents, and volunteer instructors in the community. role in makingdecisions Students and teachersoften play a large administrators in otherschools. usually reservedentirely for importantly, by offeringbasic Through suchinvolvement and, more a greaterchance to options, alternativeschools give students chart their owneducational courses.
The Range OfAlternatives: Secondary Level whirh can be developed Pre The kinds ofalternative programs willingness to meet limited only by a schoolsystem's needs and here are the bestknown those needs. Without being exhaustive,
schools: types ofalternative secondary students work andstudy in Schools-without-walls where and other placesin the museums,businesses, hospitals, limited to a community and learnthat learning is not school building. which can or schools-within-schools Mini-schools students subdivide huge highschools of 3,000 or more example, 150 personal units of, for into small, focus their studies students and sixteachers who may aviation, art,or around a special interest such as anthropology. school dropouts canget the basic Dropout centers where in regular education and vocationalskills they missed nation's students schools. with _about_ 30% of the communities have leaving school beforegraduation, many such a center. such as students withSpecial problems, Schoolsfor who, disruptiveness, orpregnancy, academic failure, probably leave or without such specialprograms, would be forced out ofschool. frustrated by Open schools forcapabfe students who are organized schools. typical, traditionally Individidualized study andself-direction are stressed the program is but, unlike schools-without-walls, centered in onebuilding.
7 5
Schools For Dro outs
are When students decide to drop out of school, they selecting an alternative available tothem upon reaching age 16.
It often is not much of achoice, as they merely go from failure in school to failure on the .erreet. This is why many dropouts will quickly grasp the second chanceoffered by an alternative school if they are shown that itwon't just mean a rerun of their former failure.
Most dropouts have more than academicproblems. To succeed,
offer indi-,4dual an alternativeschool is frequently equipped to guidance and counseling. These schools also-make certainthat the time a student spends onthe jobl not only providesneeded Because income bu also needed incentive forfurther learning. alternative everydropout has a history of school failure, schools quickly proclaim to the returneethat "this is a new ball alternative schools say that game." And those wbo have studied
alternative schools often are moresuccessful if they are housed
in buildings without anyresemblance to typicalschools. Zhe
staff abandons authoritarian,impersonal teaching _so the dropout
is not encouraged to drop outagain (Ignas and Corsini,1979Y. educational Alternative schools provide no guarantee of only as good as excellence. Like traditional schools, they are
the people inthem; and, they aresubjectto more potential
problems than the typical school, manyof whose faults may go
generally unnoticed because theyhave been present too long.
'Some schools for dropouts have a workexperience component have as part of their program. The successful schools appear to as part of their a supervised work experience component educational program. 6
operating an alternative Those experiencedin setting up and school say they must the hard, basic Be certaindtsstudents ate acquiring skills. within a democratic Provide efficient direction community. teachers who realizethey will Hire administrators and than they didin servegomewhat differentfunctions traditional schools. people - a dangerin Keep from beingdependent on a few small, new schools. doing. Know what otheralternative schools are admissions to Provide assurances thatgraduates seeking for being part of an college won't be penalized unconventional program. obstacles to innovation. Overcome administrative particularly from Protect the school fromattacks, other educators.
Tell the school's storyhonestly.
education's democratic, Remain true to public nondiscriminatory tradition.
Avoid an inflated ego(Morgan, 19(1). and schools in Illinois Visitations to alternative with those schools(seethe discussions withstaff associated alternative schools inthe Visition ReportSection) indicate some items on this list. However, state do correspondto most of the outside of theChicago metropolitan mostalternative programs of They maintain a limited number areaaresmall insize. constraints may only operatefor students and becauseof funding aimed towardpotential a few years. The alternative program school. dropouts in Paris,Illinois is one such Other Alternative Type Programsin Illinois mentioned Three special groups ofprograms need to be separately. a variety of First, the Chicago Board of Education runs old-timers of alternative options. Included are some of the real education such as the oisney MagnetSchool, the FaragutOUtposts, and, of course, the Metro HighSchool (Chicago Public HighSchool
to El ellence for Metropolitan Studies.) Under its Access
Program, the Chicago Board ofEducation has tried to open doors to choice to all students. For fJrther information on rhe many public options in Chicago, contactitheOffice of Information, 228
North LaSalle Street, Chicago,Illinois 60601, (312) 641-8300.
Also, located in Chicago is thenation's largest collection
links of private alternatives. The Alternative Schools Network Through over forty privateschools in a mutual support network. been this process, many small,neighborhood based programs have
able to attain great stability overfive to ten years. These are
services to the often broad programs providing important interagency cooperation community. They exemplify the ideal of
about which many schools onlytalk. For further information,
WestLawrence, contact theAlternativeSchools Network, 1105
Chicago, Illinois 60640, (312) 728-4030.
Finally, Illinois is the home of oneof the most interesting
Ombudsman has beenin developmentsin alternative education.
business since 1975 and is currentlyoperating eight programs. 8
_ programmed two ways. First, it is based on It is unique in and computers. Second, it is instruction usingteaching machines which contractswith school a private,profit-making corporation distr.cts are unable orunwilling districts to servestudents the Jim information, contactLori Sweeney or to serve. For further Avenue,Suite 9, Libertyville, Boyle at 1585North Milwaukee
Illinois 60048, (312) 367-6383. large number of alternative Illinois has a relatively State the state (CNFE-Michigan schools located throughout types of are, also, manydiverse University, 1975). There public and programs offered in both alternative educational of alternativeschools in private institutions. The description submitted to the Statelegislature in Illinois which followswas
1977 and illustratesthis diversity7 service education programisany full An alternative and meets at leastal' a: f-he objectives program which the same of a traditio sch of requirements dif 'ers from the level, but whieh developmental ructure, and/or traditional programin environhmt, learning styles. complete hasiceducation program, Whileproviding a may also have spec.,a1 alternative schobls many An alternativeeducation functio.,s andconstituencies. aervice in and of itself,be a full program may not, function serves a specialcurricular program if it Atternative schools may within a fullservice program. traditional school,in separate be housedwithin the in shared traditionalschuolor facilitiesfrom the open have a voluntary or facilities. They must enrollment policy. education programs serveto ensure Public alternative person may find a path to the that every young must of the community. Programs educational goals not on what focus on what they canoffer the student, student has hadin the past. (Illinois problems the Education, 1979) Commission on Truancyand Alternat"/e
ii 9
ALTERNATIVE SCHOOLS AND THE
EMPLOYMENT AND TRAININGCOMMUNITY
IN ILLINOIS 10
Training AlternativeSchoolsj4LET21.2meric rolein the schoolsdo havea In Illinois, alternative The role efforts (Ed192-067). statc's employmentand training a statewide one when viewed from however, a limited tied tothe for thisjudgement is perspective. The rationale within thestate. Some iversity among thealternative schools subjects and simply mirror academic alternative programs school district. Others are requirements in aspecific secondary for the GED. Still others are heavily involvedin preparation functions doing the aforementioned comprehensive institutions preparatioil andvocational skills. along with theteaching Of job a work schools also integrate Many of these alternative (see the Visitation into their program experiencecomponent
Report Section).
Overall Strengths schools havefor employment One of theappeals alternative smallerand 'less is they are typically and trainingneeds comprehensive secondaryschool bureaucratic thanthe traditional) interms of their tend to be flexible (Solo, 1980). They they curricula. As a whole, operations and, in manycases, their might be capableof reacting to appear able toadjust quickly and community's needsin a relatively the employmentand training isthe strong Related tothis fl,&xibility short timespan. instruction in !manyalternative emphasis placed onindividualized schools A largeproportion of these programs(Fantini,1976). Hence, theyconduct student's individualneeds. arecommitted to some cases, develop classes and, in smaller than average 11
individual learning programsfor each student, predicated upon
the student's unique needs. In these situations, the 4,
individualizedprogramfrequently includes a work experience
component. Some alternative schools are quite involved in
helping a &tudent obtain employment while others leave it up to
the student to secure a job. Most of the work experience program
components' include the development ofa training plan involving
the stuaent, the school, andthe employer. The training plan
guides the, student'slearning experienceswhile in the work
setting attempting to insure that the student receives a variety
of important job related experiences.
Another strength of alternative schools, in general, is that
they devote time and attention to the students° affective
learning (Roberts, 1975). That is, the schools Work on
attitudes, behavior, and personal and social habits. Fnr
example, teachers stress such concepts as punctuality,
responsibility, conformity,and self-initiative. Many of these
types of skills are, of course, closely related to success on the
job. These affective areasarefrequently emphasized because many alternative school students have /had behavior and attitude problems in the traditional secondary School setting. To avoid a carry-over of these problems into the work setting, teacoers in alternative programs work with students in improving their job preparation skills. Closely associatedwith an emphasis on affective learning in come alternative schools is a commitment to small group Ind personal counseling. The counseling often reinforces end further develops students° life and job survival 12
often important for successon skills. These skills, again, are alternative school a job and areespecially important to many had problems andfailure students since thesestudents have often organization, such as asecondary school. in a traditional
Overall Weaknesses are commonly small, Because alternative schools also exhibit someweaknesses nonbureaucratic institutions,the) type oforganization. associated with the verynature of their to of view, one weakness related From a Scatewide point of needs is the very diversity employment and training any local communitiesdo not have alternativeschools. Some with a very limited, alternative schoolswhile others have ones And in somecommunities, an special function typeof program. An with a comprehensive program.' alternative school exists able to agency would probably be employment and training relationship with the school which has a establisha working In the othersituation, it comprehensive programrather easily to establishsuch a would be impossible orat leastdifficult
relationship. small schools typically are Also, because alternative they limited number of students, operations enrolling a facilities and staff (Ed frequently arerestricted by limited arelimited f,-equentlyby the 187-241). Their formal curricula and the physicalfacilities in number of teachersin the programs Some alternativeschools are whichthe programs areoffered. operations with little spaceand equipment. literally storefront opeiTed in a schoolbuilding are Other alternative programs 13
and time limited to a few rooms and because ofscheduling conflicts have reducedorlimited accessto otherfacilities
as such, is within 'the building. Vocational training, nonexistent or very limited in thesesituation.
Finally, there is no standard patternfor the administration
and funding of alternative programsin the state. This variety
agencies to makes it difficult for employment and training
initiate contact with those administratorswho have the authority
and responsibility fordecision making. For example, alternative
by a regional schools in Illinois could be administered
a superintendent, a unit Or secondarydistrict superintendent,
group of superintendentswithin a county or othergeographical
area, or by a buildingprincipal. There other administrative
configurations in some instances. The funding for an alternative
a sponsoring schoolprogram mayconsistof tuition (paid by budget of a agency or schooldistrict) or direct funds from the
school district or districts. In most instances,there is no
levy to the direct funding fromthe state or a local tax programs are alternative school. Therefore, alternative rather thana\, frequently competing for funds as an adjunct alternative school primary program. In tough economic times, the funds. has a difficult task insecuring adequate operational
The lack of a standardadministative pattern and an indirect
and training funding system cause problems for employment schools. It is agenciesattemptingto work with alternative
difficult to know whom to contactregarding the existence and
6 14
It is likewise purposes of a local alternative program. commit difficult to identifyadministrators who have authority to The indirect the program to cooperativeworking arrangements. tentative funding pattern makes manysmaller alternative schools
ones which may notbe viewed as permanentoperations- 15
SPECIFIC USES OF ALTERNATIVESCHOOLS
BY EMPLOYMENT AND TRAININGAGENCIES
IN ILLINOIS 16
Specific AlternativeSchool Uses alternative schools in Earlier it was indicated that and in the state's enployment Illinoishad a limited role alternative programs serveyouth training efforts. Generally, cothpleted a high between the ages of16 and 21 who have not important one in terms school education. Since this group is an the employment andtraining of employment andtraining needs, work with existing alternative community should attempt to While most alternative programs schools in serving theseyouth. they are weak inspecific are strongin the basic academic areas, 187-241). In mostalternative vocational trainingareas (Ed in rural areas, thereis schools, particularlysmall ones located and staff in thevocational a lack offacilities,equipment, Report Section). Area programs area (see the Visitation high schools and community vocational centers, comprehensive
to provide specificvocational colleges are betterequipped Nevertheless, alternative training at the job entryskill level. experie ces which canhelp programs can anddo offer educational academic subjects unemployed and underemployedyouth beyond the in this sectionoutline or GEDpreparation. The following pages programmingof areas uhich canbe included in theeducational
alternative schools. a starting These areas, outlinedin this section, serve as related experiences point for possibleemployment and training schoolsetting. Some whichcan betaught in an alternative Unlimited in Decatur) alternative schools(for example, Futures areas as a part of their routinely teach many of these 17.
in Illinois, educational program. Most alternative schools employment related educational however,do not routinely 'offer tend to be experiences in their programs. Their programs
primarily academic skills oriented. 18
ALTERNATIVE SCHOOL EDUCATIONAL AREAS/CATEGORIES RELATED TO EMPLOYMENT AND TRAINING NEEDS*
5. PERCEPTUAL SKILLS 1. VERBAL SKILLS Verbal Communication Form Discrimination Reading Form Perception Accuracy Space Perception Color Perception Spelling Telephone Communication Touch Discrimination Written Communication Auditory Discrimination Recording Information Olfactory Discrimination
6 SOCIAL SKILLS 2. LANGUAGE SKILLS Listening Punctuaity Grammatical Expression Safety Generalizing Cooperativeness Attentiveness/Follow Instructions Technical Vocabulary Nonverbal Expression Appropriate Behavior Responsibility. Conformity Loyalty 3. QUANTITIVE/NUMERICAL SKILLS Counting and Recording Appearance General Numerical Usage Social Acceptance Addition/Subtraction Self Initiation Multiplication/Division JOB SEEKING SKILLS Money Career Planning Sources of EmploymentInformation Job Categories of Interest 4. INFORMATIONAL SKILLS Follow Verbal Instructions Employment Requirements Placement Follow Written Instructions Job Preparedness/Self Attentiveness Retention 8. WORK EXPERIENCE SKILLS Regularity of Attendance Perseverance Punctuality Sequence Receptiveness to Supervision Planning Ability Ability to Follow Instructions Mechanical Ability Timeliness of Task Completion Cooperation with Supervisor Cooperation with Co-Workers
*These categories arederived from the follouing sources:
by Decatur Regional 1. Employer survey completed Superintendent's Office, 1980. Training Model, 1981. ED 192-067 An Alternative Vocational 2 Programs with Business and 3. ED 187-233 Forum for Cooperative Community, 1980. Work Competencies to 4. ED 210-550 Teaching Affective The Testing of Alternative High School Students: Iiistructional Strategy,1981. 19
AREA 1 VERBAL SKILLS
SKILL OBJECTIVE
Uses words effectivelywhen Verbal Communication asking or responding to questions
Reads with comprehension at Reading the 5th grade level orabove
Checks, when necessary, tobe Accuracy sure that task wasperformed accurately
Spells common wordsaccurately Spelling obtain Telephone Communication Uses the telephone to information
Writes a series of sentences Written Communication on a givensubject
Maintains accurate recordsof Recording Information performance or production 20
AREA 2 - LANGUAGESKILLS
OBJECTIVE SKILL
Listens attentively .undfor Listening the purpose ofremembering when others aretalking
Uses appropriategrammatical Grammatical Expression expressions in sentenceform
Draws conclusions,radices, Generalizing accurate assumptionsfrom receptive language
Recognizes and comprehends Technical Vocabulary technical vocabulary wordsat a levelsufficient for educational and social communication
Reacts to voice tone, Nonverbal Expression inflection, facialexpression, choice of words dnd gestures, and recognizesemotions and feelings. 21.
AREA 3 -QUANTITATIVEINUMERICAL SKILLS
OBJECTIVE SKILL
Counting and Recording Reads, counts, and/or records numerical information accurately
Recognizes and affixes General Numerical Usage meaning to zip codes, social security numbers, street addresses, etc
Performs simple addition Addition/Subtraction and subtraction computations accurately
Performs simple Multiplication/Division multiplication and division computations accurately
Recognizes common Money denominations of coins and bills and can make change accurately
Reads, interprets,and Fractions/Decimals uses commonfractions, e.g., 1/3,1/4, and 1/2
Performs or interpretsthe Measurement following measurements correctly and accurately: distance/size, weight/volume/balance, liquids/solids, time, temperature/pressure/humidity, torque, electricalunits, vertical/horizontal, and degrees of a circle(angularityr
2,i 22
AREA 4 - INFORMATIONALSKILLS
OBJECTIVE SKILL
Understands spoken Follow Verbal Instructions instructions containing more than oneidea
written Follow Written Instructions Reads and follows instructions as coMmunicated by signs, safety labels, and procedure manuals
Concentrates on a taskand Attentiveness is not easily distracted
Remembers critical Retention information such as names and procedures
Sees the task throughto Perseverance completion
Processes information Sequence accurately for determining appropriate order or sequence
Plans ahead forcompletion Planning Ability of a task
Demonstrates a working Mechanical Ability knowledge of mechanical principles, e.g., levz.rs, inertia, and motion 23
AREA 5 - PERCE7TUAL SKILLS
SKILL OBJECTIVE
Form Discrimination Recognizes differences betWeen a variety of forms (two dimensional), solid shapes, sizes, and textures
Form Perception Sees details of objects, graphs, pictures, and can compare differencesin size and shape
Space Perception Recognizes forms and objects in their spatial relationsh4ps accurately
Color Perception Recognizes primary colors, sees differences and similarities between shades
Touch Discrimination Determines size, shape, temperature, moisture content, or texture by means of touch
Auditory Discrimination Makes fine distinction from sound cues and recognizes,normal and abnormal sounds
Olfactory Discrimination Differentiates a variety of smells 24
AREA 6 - SOCIAL SKILLS
SKILL OBJECTIVE
Is on time regularly for Punctuality activities and events; accepts responsibility for tardihess
Demonstrates a concern for Safety and takes appropriateaction to maintain safeconditions
Cooperates with peers and Cooperativeness others for the accomplishment of a group task
.Listens to directions; Attentiveness/ Follow Instructions follows instructions; attends to task as required; works at8 consistent rate when unsupervised
Appropriate Behavior Exhibits suitable gestures, verbalization, actions, mannerisms
AssuMes and carries out Responsibility tasks in a dependable manner
Accepts rules and Conformity regulations whether or not he/she agrees with them
"Never or rarely complains Loyalty about peers, teachers, others, or tasks
Dresses appropriately forthe Appearance situation; is well groomed
Likes and.is sought outby Social Acceptance peers4 considered dependable by peers'and others
Initates work on task Self Initiation promptly and without the urging of others 25
AREA 7 - JOD SEEKING SKILLS
SKILL OBJECTIVE
Develop a decision makingmodel Career Planning to help select adefinite career path; defining career;reviewing self awareness; exploring selected jobs by determiningwho does the work, and whenthey do it, how they do it, and thesupply and demand for the jobs;and starting a decisionmaking matrix
Sources of Employment List contacts from newspapers, (relatives, Information personal contacts friends, politicians,organizational peers), unemployment offices,the Job Service, libraries(joUrnals), local businesses, position vacancy lists, Chamber of Commerce registers (social service, industrial), telephone books, city directories, Dunn &Bradstreet
Job Categories of Interest Completely list personal skills, experience, education, personal qualities, andreferences
skilfs and Employment Requirements Be able to list conditions of employmthlt needed in the occupation
Develop skills necessary toapply Job Preparedness/ job by Self Placement and intereview for a developing a summary listingimportant educational experiences,researching and identifying firm6with job openings, listing principlesof a resume, developing a coverletter, completing a job application, preparing for an interview,practicing interviewing skills, and developing a procedure for following upthe interview 26
AREA 8 - WORK EXPERIENCESKILLS
OBJECTIVE SKILL
Works on'days when Regularity of Attendance scheduled and does notmake false excuses
Reports to work ontime Punctuality and conforms torules covering time forbreaks and lunch
Follows orders without Receptiveness to Supervision exhibiting undesirable behavior
Performs tasks correctly Ability to FollowInstructions and efficiently,follows through on skill
Completes tasks ontime Timeliness of TaskCompletion and uses time constructively for work purposes
Demonstrates goodworking Cooperation withSupervisor relationship with supervisor and respects supervisor's authority
Gets along with and Cooperation with Co-Workers respects work of co-workers, helps co-workers when appropriate WORKING WITH THE ALTERNATIVE SCHOOLS 28
Working With AlternativeSchools working Contacting a local alternativeschool to establish a relationship may be adifficult task for arepresentative from In some parts of the the employment andtraining community. in existence. The state, there will notbe an alternative school employment and trainingrepresentative,in this situation, may
totry and establish an wantto work withlocal authorities Where an alternative alternative program (see Schematic 2). contact mayalso be school does exist, the task of making variety of administrative clifficult because of the wide for alternative programs. organizations with responsibility for individual alternative Initial contact points may vary Schematic, 1 illustrates the schools throughout the state. contact with an existing various possible ways to make
alternative school. prograM may be a While making contactwith an alternative establishing a difficult and frustratingtask in some localities, The key working relationship with onewill be even morearduous. relationship is to locate to establishing amutually satisfying authority over the and involve key decisionmakers who have the decision alternativeschool program. In many localities, the director makers will involve a groupof people beyond merely
Schematic 3 summarizes some of the alternative school. cooperative arrangements with possiblitiee for developing
existing or new alternativeschools. SCHEMATIC1
ALTERNATIVE SCHOOL CONTACTING-ANEXISTING
3 REVIEW Check: CHECK FOR EXISTING Secure: EXIST/NG Contact: PROGRAM Program Philosophy &Goals SCHOOL Illinois State Bvard ofEducation Appropriate Con- tract Forms Springfield, Illinois Program Objectives
Illinois AlternativeEducation Assoc, Program Size & Scope Appropriate Western Illinois University Signatures Macomb, Illinois Program Curriculum Board of Control , Approval Educational Service Region(ESR), Program Staff Superintendent Local Area Program Facilities &Equipment Public Secondary or UnitDistrict, Superintendent Local Community
Community (Public &Private) Social 4 ESTABLISH Local Community ^ ^ Agencies OBJECTIVES FOR NEW, Identify: REUSED 2 OR CONTINUINGSpecific Needs [IDENTIFY KEY CLASSES Curriculum or LearningExperiences DECISION Contact:
i MAKERS 7 ESR Superintendent Staff Needs PERFORM Superintendent(s) FORMATIVE Local SChool Distict(s) Financial Arrangements AND Evaluate: SUMMATIVE Alternative Se;ool Direqor Enrollment Procedures EVALUATIONS On-line Program
Building Principal Evaluation Procedures-' Completion of Program Intake Counselor Creditialing For Completers (i.e. Diploma; Credits, GEO) Sujr ifiant Otrers 30
ContactinAn EXistinAlternative School alternative school may Establishing contactwith an existing these schools require some perseverance. In some communities, agencies or groups maintain a low publicprofile. The following about the exis:enceof a local may be able tosupply information alternative school:
Illinois State Boardof Education Springfield, Illinois
Illinois AlternativeEducation Association Western IllinoisOniversity Stipes Hall Macomb, Illinois 61455
Educational ServiceRegion Office(s)
Public Secondary orUnit District Schools in Local Communities
Social Agencies in LocalCommunities is discovered, working If an existingalternative school to be establishedwith many relationships willprobably have between the school individuals to begin acooperative arrangement in the localcommunity. and the employmentand training agency to be contactedbefore an The followingindividuals may need and or revised foremployment existingprogramcanbeused
training purposes.
Superintendent, EducationalService Region Office
Superintendent, AdministeringDistrict
Director, AlternativeSchool/Program
Building Principal
Curriculum Coordinator,Administering District
Counselor(s)
Teacher(s) 31
establishing a working These individuals maytake part in school and theemployment relationship betweenthe alternative
and trainingcommunity. alternative school programwill be A review ofthe current factors will need tobe consideredin required. The following
the review process.
Program Goal(s)
Program Objective(s)
Program Size andScope
Admission Requirement(s)
Curricula
Program Staff
Facilities.and Equipm-nt
Accreditation Type learning objectives, competencies, The curriculum, including to be methodology, will need experiences and instructional applicability to employmentand closely studied todetermine its needed in anexisting program,it training needs. If revision is be altered. is probably thecurriculum which will
EFLtablishi does not existis Creating an alternativeprogram where one recognized in thelocal sizeable undertaking. A need must be an will even begin considering community before people training A group, such as anemployment and alternative school. in identifying theneed for such agency, may serveas a catalyst
t.3 .SCHEMATIC 2
ESTABLISHINGAN ALTERNATIVE PROGRAM
DEVELOP A IDENTIFY 'See Schematic 1 LOCAL WRITTEN 3 AGREEMENT See Schematic I CONSENSUS Contact: FOR PROGRAM Educational Service Region (ESR) NEED Office
Local SchOol Perionnel
Local Publicsand Private Social Agencies
Local Community Volunteer Groups
SEND PARTICIPANTS
IDENTIFY LOCAL 4 .Cohsider: Establish: AGENCY TO E$11 Office Program Goals ADMINISTER PROGRAM Program Objectives :Local School Superintendent
Potential Participants Local Private Schbols PERFORM Curriculum and Learning 7 FORMATIVE Experiences AND Su Schematic 1 SUmMATIVE EValuation Procedures EVALUATIONS
Credentialing Type For Completers 33
members of some ofthe_following a program. A consensus among local need. groups is helpfulin identifying a
Educational ServiceRegion Office
Local School Personnel
Local Public SocialAgency(ies)
Local Private SocialAgency(ies)
Local Business(es) andIndustry(ies)
Local Community VolunteerGroup(s) sponsoring agency Once a local needhas been established a the program and secure must be identifiedwhich will administer awarding of creditsand/or the necessary stateapprovals for the are potential sponsors of diplomas. The following agencies
alternative education programs:
Local Secondary orUnit School Distrir.ts
Local Private Schools
Educational Service RegionOffices
Multiple Local SchoolDistricts
Local Community Colleges
Special EducationDistricts program mayinvolve The developmentof a new alternative
some or allof the followingtasks: Region Office for Contact the Educational Service assistance. or unit districts to Contact area high schools determine willingness toparticipate. and social Contact area communitybased organizations willingness to service agencies to ascertain participate. 54
planning. Arrange a coalitionmeeting to begin
Establish accreditationprocedures. offered. Establish curriculaand courses to be methodologies to beused. Identify instructional
Identify a facility tohouse the program.
Identify a staff forthe program.
Identify a programevaluation system. the new alternative Sign the necessarycontracts with school. program isdeveloped, specific Once thenewalternative agency the employment and training procedures for handling with the alternativeschool clients will need tobe established be specific procedures should personnel. Establishing- these tend to be flexibleand relatively easy sincealternative schools
adaptable. 35 SCHEMATIC 3
DEVELOPING COOPERATIVE ARRANGEMENTS
IDENTIFY PARTICIPANft CLIENT NEEDS
IDENTIFY ALTERNATIVE SCHOOLS IN LOCAL AREA
SEND CLIENTS REVIA EXISTING ESTABLISH AN TO PROGRAM TO ALTERNATIVE EXISTING MEET CLIENT NEEDS PROGRAM PROGRAM
CONTACT MAINTAIN WORK WITH EDUCATIONAL FEEDBACK ALTERNATIVE SERVICE REGION SCHOOL OFFICE FOR ADMINISTRATOR(S) ASSISTANCE
CONTACT LOCAL REVISE CURRICULUM SCHOOL SUPERINTENDENTS AND LEARNING EXPERIENCES --I CONTACT LOCAL SOCIAL SERVICE AGENCIES SEND CLIENTS TO REVISED PROGRAM
ARRANGE A COALITION MEETING
MAINTAIN FEEDBACK ESTABLISH CURRICULUM r AND COURSES
ESTABLISH CREDENTIALING SYSTEM FOR COMPLETERS _
1-----IDENTIFY LOCAL AGENCY TO ADMINISTER PROGRAM
SEND PARTICIPANTS TO NEW PROGRAM
MAINTAIN , FEEDBACK -
4 36
ALTERNAT IVE SCHOOL
V IS ITAT ION REPORTS 37
SCHOOLS
Forest View HighSchool Young Adult Program Arlington Heights,Illinois
Futures Unlimited Decatur, Illinois
Livingston CountyAlternative School Pontiac, Illinois
Storefront School Urbana, Illinois
Wens School Paris, Illinois 38
for information Fivealternative schoolswere contacted which they interact regarding their programsand the manner in The schools were with the employment andtraining commnnity. medium, and large), selected on the basis of size (smal/, and length of geographical location(rural, urban, and suburban), and operation (less than three years,three through seven years, visited and over sevenyears). Four of the five schools were
interviews vere held with the programdirector and some staff
. An interview members and classes wereobserved in session. fifth school was with the director and astaff member of the alternative conducted while they werevisiting one of the other
achoolo in the Information obtained aboutthe schools was organized
following categories:
School Information
Curriculum
Relationship to the Employmentend Training Community Local Employmentand Possible Interactionswith the Training Agency local employmentand Thelevels ofinteraction with the
no present or anticipateo training agency varied from school to a close irteractions atalarge, suburban alternative urban alternative working relationshipbetween a medium sized, Overall,however, program and the local CETA Prime Sponsor. alternative school there was little or nointeraction between the In most situations and the local employmentand training agency. mission as an the alternative schoolpersonnel viewed their 39
high school academic oriented one, helping students earn a between their diploma. They indicated little relationship mission andtheir perceived vieT7 ofthelocalemployment and
training agency's mission. 40
SCHOOL NAME: Forest View High School Young Adult Program SchoolDistrict 214
SCHOOL ADDRESS: 2121 Goebbert Road Arlington Heights, Illinois
ADMINISTRATOR:
NAME: Joe Marchese
TITLE: Program Director
ENROLLMENT: 1980-81
TOTAI- 104
Male 56
Female 48
AGE OF STUDENTS: 17 - 19 years
HOURS OP OPERATION: 6:30 - 9:30 pm, Monday-Thursday
Operates four eight-week MONTHS OF OPERATION: Year round. quarters and one six-weekGummier .session of cooperative worktraining
TYPE OF CREDENTIAL OFFERED: High school diploma basis HOU EARNED: Credits granted on a quarter
Three hours a week - 27hours per quarter -,-- one credit
PURPOSE: Complete high school and get a job 41
goal OBJECTIVES: Help students formulate a career Provide basic education in asmall less structured, informal atmosphere
Place responsibility foreducation on the student
Prepare students to becomemere productive citizens who will achieve a great degree ofpersonal fulfillment and success
HOW IS THE SCHOOLADMINISTERED?
Under the Division ofPupil Personnel Services at the high school
The high school principalhas the final authority at the schoollevel, the superintendent at the districtlevel
kow Is IT OPERATED?
STAFF: 1 director, 2cooperative work training coordinators, 1 secretary, 1 outreach counselor,17 full- and part-time teachers
budget but also FINANCES: Separate from school submitted to central office, no additiOnal student fees
Other CURRICULUM: Meet same requirements as any student in the district
Elective offerings equal today school electives
Also has individualized programsfor special courses
Cooperative Work Training - has a related seminar class.Twenty hours or more of work perweek earns credit .
American ProbleMs Art. Auto Mechanics Biology Clerical Cc;iiimunIcation Skills 4 h' 42
CdRRICULUM: Consumer Education Cooperattve Work TrainingSeminar Counseling Services Creative Writing Drafting English Skills andBasic Reading and Writing Introduction to Theatre Machine Tool Math Office Machines Oral Communication Physical Science Psychology Reading Social ScienceSeminar Sociology U.S. History
AGENCIES? HOW DOES IT RELATETO ISBE AND OTHER Funding is fromISBE/DAVTE and regular state reimbursement
Reporting is like for anyother program
THE EMPLOYMENT ANDTRAINING HOW MIGHT THESCHOOL WORK WITH TO UNEMPLOYEDYOUTH? COMMUNITY?WHAT NIGHT IT OFFER than Have CETAparticipants in less class size training
Develop contractswith area vocational centers
Enroll non highscnool graduates 17 years of ageand older invocational Courses within theprogram
17 Enroll non highschool graduates years of ageand older incooperative work training and earncredit for working
.Gear individualizedprograms to individual studentemployment and training needs
4 43
HOW ARE INDIVIDUALSTUDENT NEEDS MET? Individualized program in manysubject areas
Develop a staff teamusing an individual education plan consistingof the student, LD teachers, andpart-time staff
BUT WANTS ONE? WHAT IF THE STUDENTDOES NOT HAVE A JOB Make contacts withlocal businesses to help studentsget jobs
List jobs on abulletin board
Have outreachcounselors help identify jobs
Not as much placement asa day cooperative work trainingprogram
TRAINING PROGRAM OPPERATORS MAKECONTACT WITH HOW COULD EMPLOYMENTAND THE SCHOOLS? Conf-zet the programdirector through the principal ordirector of pupil personnel services
4o 44
SCHOOL NAME: Futures Unlimited
SCHOOL ADDRESS: 1401 East Eldorado Decatur, Illinois
ADMINISTRATOR:
NAME: Mary Adkins
TITLE: Director
ENROLLMENT:
TOTAL 20
Male r-- 11
Female -.. 9
is 18 AGE OF STUDENTS: 16 - 21 years old, average
4:00 pm, Monday-Friday HOURS OF OPERATION: 9:00 am
MONTHS OF OPERATION: Year round
TYPE OF CREDENTIAL OFFERED: High school credit high school credits HOW EARNED: Can earn four Three hours per day xfive days a week x three months one credit
completion program but PURPOSE: Began as GED changed to offering upto four hours could of high schoolcredit so students return to highschool or graduate from the alternativesChool 45
OBJECTIVES: Help students earhigh school credit
Help students compl te ahigh school diploma
Help students learn jo seeking and preparation skills
Help students find part ti ejobs
Help students learn in an, individualized situation
HOW IS THE SCHOOL ADMINISTERED?
The school is administeredby the Regional Superintendent'sOffice. Classes are held in thatoffice location
HOW IS IT OPERATED? teacher's STAFF: 1 director, 1 teacher, 1 aide, and 1 CETA counselor
clients FINANCES: CETA pays tuition for the (usually three fourths of total students). Local high school districts pay tuition for nonCETA clients.
English, CURRICULUM: Academic subjects such as social studies, and math
Group counseling sessions towork on personal andjob related problems
Survival skills, job information,and developing manners
Job obtaining andretraining skills
Wbrk Experience Program
HOW DOES IT RELATE TO ISBEAND OTHER AGENCIES?
No present relationshipwith ISBE. Close working relationshipwith local CETA Prime Sponsorand local county high schools
5 u 46
EMPLO7MENT AND TRAINING HOW MIGHT THESCHOOL WORK WITH THE OFFER:F.0 UNEMPLOYEDYOUTH? COMMUNITY?WHAT MIGHT IT This alternativeschool has a very relationship with the close working local CETA PrimeSponsor's office. CETA performs thefollowing functions for the school:
Helps select and screenstudents
Counsels students on enindividual and group basis
Helps studente findpart-time jobs attending Pays students astipend while classes
Evaluates student progresson a regular basis
Helps teach someof the joboriented classes assigned a The CETA PrimeSponsor has staff members as aliaison with the They work alternative schooldirector. closely together on aregular basis. The liaison personis very involved with the curriculum,the student's progress in theschool and the work experience componentof the educational program.
STUDENT NEEDS M T? HOW ARE INDIVIDUAL Classes are small(10-12 students) with a great dealof individualized counseling help. Individual, personal is also provided tostudents.
JOD BUT WANTS ONE? WHAT IF THE STUDENTDOES NOT HAVE A liaison The local CETAPrime Sponsor person is veryinvo1ved in helping students find parttime jobs.
- . 47
OPERATORS MAKE CONTACT HOW COULD EMPLOYMENTAND TRAINING PROGRAM WITH THE SCHOOL?
Contact originateswith a member of the RegionalSuperintendent's staff. An assistantsuperintendent is directly responsible for theadministration of the alternative school.
Continuing contact is thenmaintained between the school'sdirector and the Prime Sponsor's liaison.
WHAT PROBLEMS MIGHTEXIST IN WORKING TOGETHER?
This alternative scho(1,appears to have with anexcellentworking relationship the local Prime Sponsor. The Regional Superintendent's Office and thePrime Sponsor have made acommitment to working together tohelp young people earn high schoolcredit toward graduation and obtain jobskills and part time employment. 48
Alternative School SCHOOL NAME: Livingston County
SCHOOL ADDRESS: 212 North Ladd Pontiac, Illinois
ADMINISTRATOR:
NAME: Tames Stapleton
TITLE: Director
ENROLLMENT:
TOTAL 16 students per semester
Hale 9
Female .,-, 7
is 19 AGE OF STUDENTS: 16 - 21 years old, average
Monday-Friday mum OF OPER,.TION: 9:00 am - 3:00 pm,
September - May MONTHS OF OPERATION:
TYPE OF CREDENTIAL for the GED, it OFFERED: Offers preparation offers primarilynoncredit typo courses
HOW EARNED: Not applicable GED certificate PURPOSE: Help students obtail a and learn comesurvival stills
for the GED tcst OBJECTIVES: Prepare students Help students obtainsurvival ottills 49
OBJECTIVES: Uelp students learn consumer economics skills
Provide job related information to students
Uelp students learn job seeking and retraining skills
Provide individual and group counseling to students
,UOW IS TUE SCUOOL ADMINISTERED?
The choiil if administered by the Regional Superintendent'sOffice. The director of tF. hool reports to an assistant suyintendent.-
HOW IS IT OPERATED?
director, 1 teachers and 1teacher's STAFF: I. aide
EINANCES: Tuition.is paid by the local high schools including the localcorrectional facility
CURRICULUM: Academic subjects teward preparation for the, GED test
Survival Shills
Job Seehing Shills
Consumer Economics
UON DOES:IT RELATE TO ISSE ANDOMER AGENCIES?
No relationship with ISDE. Das a elope working relationship with local high schools, the llegional Superintendent's Office and local CETA Prime Sponsor. 50
HOW MIGHT THE SCHOOL WORK WITHTHE EMPLOYMENT ANDTRAINING COMMUNITY? WHAT MIGHT IT OFFER UNEMPLOYEDYOUTH?
The school works with the local CETA Office in identifying andtaking in.CETA eligible clients. Most students are receiving stipends from CETA for attending class and CETA provides counselingservices for their client/students.
HOW ARE INDIVIDUAL STUDENT NEEDSMET?
Most classes are very small and while students follow a common, prescribed curriculum there is individual help and attention given to each student.
WHAT IF THE STUDENT DOES NOTHAVE A JOB BUT WANTS-ONE?
This alternative school does not have a job experience component as part of its program.
CONTACT HOW COULD EMPLOYMENT ANDTRAINING PROGRAM OPERATORS MAKE WITH THE SCHOOL Contact is nade by the local CETA Office with the Regional Superintendent's Office whiich administers the program at this school. An assistant superintendent works with the CETA Prime Sponsor.
WHAT PROBLEMS MIGHTEKIST INWORKINGTOGETHER?
Since this school has ;Jriunrily a GED preparation program,the services it can provide a prime sponsor appears limited. No direct job related skills appear to be offered by the school. 51.
SCHOOL NAME: Storefront School
SCHOOL ADDRESS: 206 West Main Urbana, Illinois
116 ADMINISTRATOR; Urbana Adult Education/Disv-ict
NAME: John Garth and SandyWolf
TITLE: Director and Secretary/Coordinator
ENROLLMENT:
TOTAL 65 (45 50 summer)
Male 33
Female 32
is 18 AGE OF STUDENTS: 16 - 21 years old, average
Monday-Friday HOURS OF OPERATION: 8:00 am - 4:00 pm,
exit MOUTHS OF OPERATION: Year round - open entry, open
TYPE OF CREDENTIAL sending district OFFERED: Credit - graduation from five days a week HOW EARNED: Two hours per day x x four months one credit
high school PURPOSE: Allow students to earn credit in an alternative or nontraditional setting
school credit OBJECTIVES: Help students earn high
Help students earn highschool diploma
t, 52
reintegrate into the OBJECTIVES: Help students regular high school program
Communicate withcooperative high school districts tohelp students complete a high schooldiploma program
taw IS THE SCUOOLADMINISTERED? By Urbana AdultEducation, under the Urbana SchoolDistrict
Average daily attendancefor Urbana and Champaignstudents through the Urbana District to,AdultEducation
RON IS IT OPEWITED? work sin hours STAFF: Four teachers who per dayand'onesecretary/coordinator
under Adult Education FINANCES: Separate budget in Urbana SchoolDistrict courses of the CURRICULUM: Offers the required Champaign and Urbanaschools. Electives are bas4 onteacher speciality. For el:ample, English,social studies, math and science,accounting/record keeping work 300 hours Work E::perienceProgram for one unit ofcredit. Students get their own jobs andthen a training employer. agreement isdeveloped with the during The teacher visitsthe employer students also write up the e:tperience and reports
The program isindividualised and a tutored. Each student ha contract for each coursethey take. Some students dotheir generalsubjects at thealternative school and vocational coursesthrough adult education or thecommunity college
Preemployment skills aredone on an also informal basis. The curriculum and includes business,home economics, Some of consumereconomic courses. the subjects arepreented on PLATO through computerbased instruction. HOW DOES IT RELATE TO ISDEAND OTHER AGENCIES?
No rr.lationship
TRAINING HOU MIGHT THE SCHOOL WORNWITH THE EMPLOYMENT AND COMMUNITY? WHAT MIGHT IT OFFERUNEMPLOYED YOUTH? No arrangements beyond onestudent in a less than classsise'training situatiOn to date
This school could provideacademic subject education leading to ahigh school diploma and a workexperience for credit program
Individual contracts can bedeveloped to meet individualstudent needs
HOW ARE TNDTVIDUAL STUDENTNEEDS NET?
Personal interview atthe.first meeting. Student's transcript isstudied. Contact is made with the localschool which might confer the diploma todetermine what ought to be in theindividual contract. Students then beginworking on an individualbasis. When course is completed, the contractis sent to the local school with thegrade and the local school puts it on thestudent's transcript.
An intake form isfilled out and tests are given tothe student uponenrollment in the alternative school.
ONE? WUAT IF THE STUDENT DOESNOT 'HAVE A JOB BUT 'WANTS
must get their own jobbut they get personal attention to preparefor the job seeking process. If they do get a job, they cansign up for work experiencecredit.
-Teachers go to place ofemployment after the students 'havestarted to sign an agreementwith the student's employer (trainingagreement). 54
MAKE CONTACT HON COULD EMPLOYMENT ANDTRAINING PROGRAN OPERATORS !1lTi THE SCHOOL?
Deal directly with theadministration of the center on anyday because of open 'entry,individualized program.
Students can be enrolleddirectly into the alternativeschooleven if they never attendedthe local high school. They must meet localhigh school requirements and will graduatefrom the local high school.
Approzimately half Of thestudents are referralsfrom high school counselors
URAT PROBLEMS NIGHT MSTIN NORKING TOGETHER?
SOM2 high schooldistricts trill only accept one .creditfrom the alternative school for graduation
Students.must have a fourthgrade reading level to enter
TaRes a longer amountof time than the regular school tocomplete the diploma
There has been littlecontact trith local CETA operation,
; 55
SCHOOL NAME: Wens School
SCHOOL ADDRESS: Paris, Illinois
ADMINISTRATOR:
NAME: Larry Evlon
TITLE: Aseista4t Principal
ENROLLMENT:
TOTAL = 30
Male = 17
Female = 13
AGE OF STUDENTS: Average age is 15
HOURS OF OPERATION: 8:00 am - 2:30 pm
May (regular schoolyear) MONTHS OF OPERATION: September
TYPE OF CREDENTIAL OFFERED: Credits five day HOW EARNED: Two hours per day u. Week = one credit persemester
dropouts below PURPOSE: Work with potential the age of 16 to keepthem in school
education OBJECTIVES: Offer an alternative program to potentialhigh school dropouts under the ageof 16
Offer the programwithin the regular highschool'building during the school day . 56
classroom OBJECTIVES: Maintain a self-contained with n small number ofstudents in cla6s
Provide a great deal .ofindividual ettfntion to each stddett
Prepare those studentsfor the GED exam who were not interestedin finishing high school
mu IS THE SCHOOLADMINISTERED? The school is run as a program offered by the ParisHigh School. It is administeredby the assistant principal who also pe,.ves asdirector of the alternativeschool.
HOW IS IT OPERATED? administrator, 2 full-time STAFF: One half time teachers, and 1 teacher'saide
high -FINANCES: Operated out of the regular school budget
subjects offered in CURRICULUM: Stress academic the regulo- 01 school pro&:7em
Individual a for somestudents to prepare forGED exam
HOW DOES IT RELATE TOISBE AND OTHERAGENCIES?
No direct relationshipto ISBE, other schools in area, orlocal CETAffice
AND TRAINING HOW NIGHT THE SCHOOLWORK UITH THE EMPLOYMENT UNEMPLOYED YOUTH? COMMUNITY? UHAT MIGHT IT OFFER Had no workingrelationship with the employment endtraining community. Could do some GEDpreparation for CETA clients and also somelimited vocational training in someof the regular high schoolIrocational courses. HOW ARE INDIVIDUALSTUDENT NEEDS MET? A great deal ofsmall groupinstruction and some individualisedinstruction. Students wantingvocational subjects are put inclasses with regularhigh school students.
JOB DUT WANTSONE? WHAT IF THE STUDENTDOES NOT HAVE A No relationship to ajob in this program.
OPERATORS MAKE CONTACT HOW COULD EMPLOYMENTAND TRAINING PROGRAM WITH THE SCHOOL? Contact should bemade pith the assistant principal orthe principal of the high school.
TOGETHER? WHAT PROBLEMSNIGHT.EXIST IN WORKING This school clorkswith younger stvients before they becomedropouts. The program is alsolimited in scope, facilities, and timesince it is run as a partof the regularhigh school program. .58
BIBLIOOPAPHY 59
BOOKS ON ALTERNATIVESCHOOLS
A Critique ofFreeschooling Barrow, Robin. Radical Education' Martin Robertson,1978. and Deschooling. Londpn: Education. East Lansing: Biblio ra hies on Nonformal for Nonformal Education, Institute Information Center on State in Education, Michigan International Studies University, 1975. Schools. London: Souvenn Buckman,Peter. Education Withput Press, 1973. Infinity. Houston: Caudill Caudill, William W. From Infancy to Rowlett Scott, 1977. and ClassTeachin in Schools WJK. Alternatives to Davies, Educational Technology, London: Council for E.21.1f.8 1980. Schools: R.R., Editors. Alternative Deal, I.E. and Nolan, Nelson-Hall, Guidelines. Chicago: Ideologies, Realities, 1978. A Sourcebook for Mario. Alternative Education: Fantini, Administrators. New York: Parents, Teachers,Students and Doubleday, 1976. and in Education: Schools Glatthorn, Allan. Alternatives Dodd, Mead andCompany, 1975. Program... New York: Alternative in Conventional and the Goodlad, John. The McCutchan Cliffs, New Jersey: Education. Englewood Publishing Company,1975. MSS Educational Schools. New York: Gots, Ignacio. No Publishing Company,1971. Freedom andEducation: TheilesiEningl_21. Hopkins, RichardLee. University Press of a NewPnilosonhy. Washington D.C.: America, 1979. R.J., Editors. Alternative Educational E. and Corsini; Ignas, F.E. PeacockPublishers, 1979. Systems. Itasca, Illinois: Education. Trlanc and Alternative Illinois Commission on 1979. Chicago: The Commission, 1972. Boston: Houghton Mifflen, Kosol, Jonathan. Free Schools. A Repor.L...on Free Bring Your Own Bag: Lichtman, June. American Associationfor Universities Washington D.C.: Higher Education,1973. 6 I 60
Toward Informal- Megan, Lorraine L. jimoacLqie_9_22-1 Classroom: Century .21Publishers, Education. Saratoga, California: 1981.
RonaldH., Editor. T.ro_ykintLlscp_p_sf2EAdul Miller, New Jersey: Alternative Coklege Prgem. Metuchen, Scarecrow Press, 1981. Alternative Schools. National SChool Boards Assocation. BoardsAssociation, Evanston, Illinois.: National School 1976. Alternative School Public Relations Association. National Students. Schools: Pioneerin Districts Create 0 tions for Public Relations Washington D.C.: National School Association, 1972. LearninR Beatrice. Women, Families and Nonformal Paolucci, for East Lansing, Michigan: Institute 212tETE: Michigan State International Studies in Education, University, 1976. Alternatives in Roberts, Arthur. Educational Innovation: Curriculum and Intructlon. Boston: Allyn and Bacon, Inc., 1975. Dutton, 1975. Rowland, Howard S. No More School. NewYork:
The Free School. London: Methuen, Richmond, William Kenneth. -- 1973. Innovative and Traditional Solo, Leonard J. Alternative, Lanham, Maryland: Schools: Some Personal Vie70 . University Press of,Americc,1980.
Authorit : Dilemmas of Suidler, Ann. OrganisationWithout Cambridge, Massachusetts: Social Controlin Free Schools. Harvard University Press,1979. Reflections on C.A. Learning at theBackDoor: Wedemeyer, Wes an. Madison: Nontraditional Learning i the University of Wisconsin Press,1981. 61
RESEARCH REPORTS ON ALTERNATIVE SCHOOLS
*ERIC NUMBER
Alternative Education Guidelines: Model ED193781 Middle School Program, 1981
Alternative Education Programs: A Guide ED210795 for Implementation, 1982 ED191929 Alternative Education Report,1979-80
An Alternative VocationalTraining ED192067 Model, 1981
Analysis of Student Behaviorsin Traditional ED204408 and Nontraditional Programs,1981 ED182702 Brief Bachground of UonformalEducation, 1980 ED211662 Can Participation EnhanceDevelopment, 1982
Career Education for 9thGraders in ED193442 Community College Setting,1981 ED184013 Contact: An Alternative School,1930
Diversified Education EEperienceProgram: Administrator's Guide, 1980 ED184272 ED194145 Enperiential Learning, 1981
Families Learning Together: At Rome and ED210113 In the Community, 1982
Forum on Coop Programs inEducation with ED187233 Business and Community, 1980
Interpretive Structural Model andStrategies for Implementation forEnvironmental, Nontraditional Learning, 1930 ED187568
Nonforma1 EducationalAdministration and ED208142 Management Reports Studies,1982 ED209123 Nonformal Education andHealth, 1982
Nonformal Education InformationCenter: ED192008 Report of Progress,1981 Nontraditional Education: Issues and Concerns (Harvard Grad School of Education Conference) ED137241 ED193530 Prior or Ezperiential Learning: Credit, 1901
Redress the Educational System: In Favor of Alternatives, 1980 ED164998
Survey of Current Field EnverienceEducation ED191375 Practices, 1961
Teaching Affective Work Competencies to Alternative nigh School Students: The Testing of an Instructional Strategy,1901 ED210550
The Fresh Start Nini-school,1980 ED105104
Whole Person: Self-Discovery and Life ED105357 Education, 1900
*Enic - Educational ResourcesInformation Center