. ED 117 236% .

TITLE.

INSTITUTIONSPONS AGENCY1

PUB DATE. NOTE

EDRS PRICEDESCRIPTORS

'IDENTIFIERS.

ABSTRACT

DOCUMENT RESUME

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Manual for Developing a School-Witbin-a $ChoolAlternative Program:7,....:Portland Public -Sarka;. -Orel:Bureiu of Elementary and Secondary EducationDHEM/OEY, Washington, D.C.714-

180p.;.For related document, see rn UD 015,631

MF-$0.76 HC-$9.51 plus Postage .*Alternative. Schools; Counseling; Cutriculum Guides;-*Disadvadtaged Youth; Edacationalqaternakives;Educationag. Innovation; Edacation'al Programs; .Experimental Schools; Federal Prograks; Guidance;*Guidelines; *High, School-Stud'ents; Management;Potential Dropouts; program,Coordination; ProgkamD4scriptions; Program Design; Program Effectilkantss;*Program Guidesr'Student-Alienation.,,,Elementary Secondary Education Act Title III; tie&Title III; Oregon (Portland); Proiect FOCUS

This guide is 1:46edon tfie experiences and proceduresgenerated in the Ncus Project at a. 'Portland/ Oregon high school. Thedocument includes an ovetview which addresses the basic.FOCUSphiloiqphy, Overall goals and objectives, staffing, and studentaudience. The instruction section contains the curriculum model,"cross peer instruction, utilizing community resources, andperformance objectives. Counseling and Guidance functions, analyzingstudentattitudes, anecdotal record$, and 4ttendancd procedures areincldided index counseling and quitUnce. The support coiopentaddresses the physical resources, utilizing school resources,financial resources, and student teaching programs, while themanagement component addresses evaluation deqign,o,dissemination, andtaff development. Among the special procedures listed are fieldtrips, emergenci health procedures, Oriodic parent contact,media-aware and materials, andiounclassroom" policy. Ready -made-answers to theten most frequefitly asked questionb regarding FOCUSare proticled. Gen4ral considerations pertinent to transportability ofthe FOCUS model seen to be helpful to others. planning or developing-'similar programs` are. discussed under the headings of do's anddon't's. Appendicei include special forms,used-ixi FOCUS, and anoutsider review of-the program. (Author/AM)

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-********k**************************************************************Documents acquired by ERIC include many informal unpublished

* materials not available frok other sources. ERIC makes every. effort *-0* to obtain the best copy available. Nevertheless, items of marginal ** reproduCibility are often encountered and this affects the quality ** of the microfiche and kardcopy reproductions ERIC makes available ** via the ERIC Document Reproduction Service (EDRS) . EDRS is 414i* responsIble for the quality of the original document. Reproductions ** supplied by EDRS are the nest. that can .be made from the original. *4***'********************************************************************

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N 141CIIS PROJECTJAMES MADISON HIGH SCHOOL2735 NORTHEAST 82ND AVENUE

CI PORTLAND, OREGON 97220La

DR. RALPH T. NELSEN,director

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MRS. PATRICIA 0. EVENSON,team leader

al>, OILS' SQ

MANUAL FOR DEVELOPINGA SCHOOL-WITHIN-A-SCHOOL'

ALTERNATIVE PROGRAM,u 5 DEPARTMENT OF HEALTH

EDUCATION &WELFARENATIONAL INSTITUTEOF

EDUCATIONTHIS DOCUMENT HAS BEEN REPRODUCED EXACTLY AS RECEIVED FROMTHE PERSON OR ORGANIZATION ORIGINATING IT POINTS OF VIEW OR OPINIONSSTATED DO NOT NECESSARILY REPRESENT OFFICIAL NATIONAL INSTITUTE OFEDUCATION POSITION OR POLICY

AN ADOPTER'S GUIDE REFERENCEDIN "INNOVATIVE EDUCATIONAL

PROGRAMS :' VOLUME 2NATIONAL .ADVISORY COUNCIL ON

SUPPLEMENTARY CENTERramSERVItES,U.S. OFFICE OF EDUCATION, 1974

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MANUAL' FOR. DEVELOPING'.A SCHOOL-WITHIN-ASCH001.ALTERNATIVE PROGRAM

This guide for developing a school- within'-a- school alternative progr.am for high schoolstudents is. based on the experiences andprocedures-generatei in the FOCUS Project,Jameg'Madison High School, Portland; Oregon,from 1971 through 1974. During thks three-year pFrioar, FOCUS was supported 'jointlyby the Portland Public Schools and byTitle-II;l of the Elementary and Secondary ..Education Act of 1965, as-amended.

Portland Public SchOO'lsDr. Robert Blanchard, Superjntendent

is James Madison High"%choolWilliam Knouff-, Principal

FOCUS PrograMDr. Ralph Nelsen, Director

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PREFACE

Although schools and communities share manyof the same kinds of educational problemsand needs, 'they too often fail to shareinformation on how these' oblems and needsprare being addressed. If successful approachto a set of needs or the solUtiOn to a problemin one dommuity is thoroughly documented, itmay serve as a model for adoption oh adaptionelsewhere. Thus, communication about promis-

'ing practices is at least, as important astheir 'development.,

To promote such communication', the OregonState Department of Education.is ievolvingsch,00l'personnel throughout the state in theidentificatioli of instructional or managementtechniques they believe to be innovative,effective, And transpbrtable. Brief !descrip-tions of these techniques, on programs, arecompiled in a/catalog of Promising Practicesin Oregon Ed4cation, Districts whose i nnova -.tfve practices are described.ip the catalog-have agreed td share more detailed informationabout their ptocedures with those who ,requestit, and ip many- cases, the departtnent wi.11encourage and even underwrite the development'of published guides designed to give, practical,step-by-step, directions to potential adopters.

The FOCUS program was'Achosen for' inclusion inPromising Practices in Oregon Education and .in the 19,74 edition of the national Title IIIpublication, Innovative ElOytational PracticesVIn addition to positive'14ncal and state'eval-uations, FOCUS was validated,by a nationalteam of evaluators in the spring of 1974, aprocess which resulted in the-proj,ect'snation as one of eighty-four national programssto receive the 19'74 Educational Pacesetter ')awaTd.

Your comments and suggestions will help usto improve future editions of.this operationsguide and others to be produced by the StateDepartment of Education.

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FOCUS Operations Manual produced by:

FOCUS PrOgramJames Madison High School2.735 gortHeast 82nd AvenuePortland, Oregon 97220

(503) 253 -47t1

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OPERATIONS HANDBOOK

TABLE OF CONVENTS

Preface

Table of Contents iii

I. Over-viewBasic FOCUS Philosophy , 1Overall Goals and Objectives, 5Staffing 11Student Audience 21

II. InstrLctionCurriculum Mod ?l 27Cross Peer Instruction ) 43Utilizing Community Resources . . . . 46Performance Objectives. . 53

..2 .40-III. Counseling and.Guidance i

CounsWng and Guidance Functions . 61Analyzing Student Attitudes 67Anecdotal Records 77

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Attendance Procedures 82

IV. Support Com1onent 1Physical Resources 87Utilizing School Reg'ources 90Financial Resources. 93Student Tpaching Program 98

V. Management ComponentEvaluation Design , i 103Dissemination 106Staff Development 1 . . . 111

VI. S?ecial ProceduresF i e l d Trips . . , ....... , 117Emergency Health Procedure 1119Periodic Parent Contacts 120Unclassrooin Policy. 121Mediaware and Materials . . . 122Purhcasing Procedure . 123Anecdotal Records (Rationale) . . . . 124Procedures for StLdent Referrals

to Outside Agencies 126Revised Procedures for Staff Mtg. . . 127

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VII. Ready-made AnswersQuestions ; 129

VIII. DOs and DON 'Ts 137'

IX. AppendicesA. Spacial Forms Used, jn FOCUS . 149B. An Outsider Reviews FOCUS. . . '179

to Often Asked

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BASIC FOCUS PHILOSOPHY

Program Background -

The FOCUS Project is an alternative "schoolwithin a school" program operating in JamesMadison High School, Portland, Oregon. Orig-inally(fundtd by ESEA Title III and the OregonState Department of Education, but now entirelysupported by Madison,. FOCUS serves -a, studentpopulation of one hundred, all with previouslyidentified school achievement and/or adjustmentproblems. FOCUS became operational during the1971-72 school year. The project continuedunder ESEA ,Title III funding during the '72-73and '13-74 school yetrs. Federal funds 'allo-cated to the project included*$35,000 for theplanning year 1970-71, $99,747 for the 1971-72_operational year, $67,900 for the 1972-73operational year, and $50,050 for the 1973-74operational year. General goals of the,projectare to:

I. Increase student participationin school activities.

2. Decrease. incidence of school absence.

3. ImproVe student self-concept byproviding ,an.instructtonal,programbuilt around student inputs andstressing success experiences andpositive feedback.

4. Demonstrate too the educationalcommunity that an alternativeschool program can function within

.the structure of a large high school.

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Program Antecedents

Most immediately the FOCUS program reflectsthe humanistic theories which have emerged onthe changing educational scene during the lastdecade. Many, program components and procedurescan be linked directly to the writings of suchcontemporary authorities as Combs, Holt, Piaget,Maslow, and Fantini. In a larger sense, how-ever, the program clearly descends from thepedagogies of such historic educators as Dewey,Barnard,.Mann, and even, Socrates. Followingare some of the basic beliefs held bye staffmembers regarding the educational process andreasonable methods of pursuing these beliefs.

About Learning and Learners., Operatially, FOCUS defines learning as a process whichchanges the learner's behavior or his perceptionof himself and the world in which he lives.According to this definition, merely finding outthat Columbus sailed for the New World in 1492would,not be considered learning unless thatknowledge changed the learner's behavior orperceptions. Learning occurs when the learnerfinds something that has meaning for him; whenit satisfies a particular need; and when it is .a result of some meaningful activity on thelearner's part. This is really the wholequestion of relevancy-- think are not learned

;unless the learner finds them to be persionallyvital and meaningful. Stated as a formula,FOCUS believes that:

Learning = New Knowledge + PersonalMeaning + Capacity forBehavioral or AttitudinalChange.

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lo help insure that the program curriculum wille relevant to students, FOCUS class offeringsare generated from student inputs. Studentsidentify and select those activities in whichthey wish to participate. Classes begin withstudents setting objectives which they wish toachieve, both individually and as a group.

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Since students set their own objectives, thefamiliar elements of competition and compar-isOns with others are reduced and cooperationis encouraged. Setti6g individual objectivesalso permits the student to capitalize on hismost effective earning style, and avoids th'elock-step, "everybody do the exercises on page52" approach that so many of today's studentshave found intolerable in their previous 'schoolexperience.

About Curriculum. Staff members do notfeel that learning is necessarily sequentialand categorized, so FOCUS classes are notlabeled "Sophomore.Enllish" or "Junior Math."Instead, the curriculum is based on the funda-mental question, "What's worth knowing?"Classes are organized around broad and generalconcerns, such as "How can good be distinguishedfrom evil?" "Am I good?" 'Is anything worthdying for?" "How canslife in our city beimproved?"

Activities which evolve from such questionscover a wide range of skills usually taught asseparate subjects in the traditional4schoolsetting. For example, the question'"How canlife in our city be improved?" might easilyresult in a class discussion of waste disposal,problems, afield trip to a metropolitan re-cyclirrcenter, and, eventually, to the video-taping of 'a "commercial" designed to persuadepeople not to buy beverages in plastic orstyrofoam cups: Along the way, students maymake telephone calls and write letters toarrange for transportation needed on the groupexcursion (communication skills), discover waysof utilizing discarded glass, metal, and paperin industry (chemistry), talk ab.out locationsfor sanitary landfills (social studies-civics),research-ways of reusing garbage (reading,

,libraTy skills), write a script for the commer-cial.,(creative writing) , work of the timingrequirements for a sound track to accompany thevideo tape script (math), and serve as actors,directors, and media technicians for the pro-duction of the TV commercial (drama, careereducation). Using an Integrated curriculum

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model helps students synthesize and order pre-viously acquited knowledge. The FOCUS staffmaintains that the big problem facing studentstoday is not so much .how to attain new facts andinformation as it is how:to make sense out ofthe mass of datathey have already acquired!

-In addition to the bro4ad "general question"classes, TOCUS also offers. "basic skill" classeswhen students request,them. Again, the emphasisis on relating these skills to the real-lifeexperiences of the student. A writing classray find students prepring job applications,&Imposing letters of complaint to a departmentstore or.credit card company, cox requestinginformation frdm the draft board or state

. employment agency. The purpose of any skillsclass in FOCUS is to provide students with ,

4 survival-skills, those skills which they willneed in order to live productively in thechanging world of the future.

About Discipline. A supportive and relaxedatmosphere in the classroom'is essential forlearner success, particularly for, students witheight or ten years of unhappy school experiences.FOCUS classes, therefore,. tend to be highlyinformal and a wide range of classroom behavioris tolerated. However, the same general rulesof behavior apply to FOCUS students as areincumbent4upon all members of the Madispn stu-dent body. Staff members have found that whenstudents are given a proprietory share of theprogram through participation in plonning andevaluation,and when classes are built on theinputs provided by students, high school, young -'sters will invariably establish their owndisciplinary struct/Jre. (Which is almost 100%more effective than that of the typical school.)

In meeting adisciplijuary problem staff memberstry to confront the student with informationdescribing hi1 behavior and then help him exploreways of changing it. This is usually done inconcert, with parents. Each FOCUS team memberalso serves a counseling function. Staff .members subscribe wholeheartedly to the theory )that positive reinforcement is more successful

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in changing behaiior than negative reinforce-ment, Thorndike's "Law of Effect."

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About Teaching. Teachers in the FOCUS'project do not See themselves .as "fountains ofknowledge," but as coordinators of resourcesfor a student's learning activities. It may b-esaid that successful teaching, by any definition,is built upon three principaa requirements orfactors-- sensitivity to basic principals ofhuman Irelationshi'ps, versatility'in teachingtyl...e,(and, of course, a thorough knowledge of

the subject matter to be approached in'theclassroom. Within the FOCUS context it is .clear that two of these factors are of partic-ularly acute importance. While not meaning todeny the importance of a strong cognitive basefor instruction, it is the FOCUS experience andbelief that the ability to build and maintainsound interpersonal relationships and thedevelopment of a wide range of teaching stylesand'itrategies are of paramount importance indealing with alienated, reluctant students inan alternative school program. Therefore,greater effort is made to establish a teachingteam with strong affective skills and with avaried repertoire of instructional techniquesthan to staff the project with strong subjectmatter4pecialists.

Overall Goals and lObjectives

The documented accomplishment of the following.goals and objectives it-1,July 1973 ,led todesignation of FOCUS as a national "EducattonalPacesetter" by the President's National AdvisoryCouncil, one of only eighty/two school programsin the country to be so acknowledged.

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Desired Outcome

I. Students willattend schoolregularly.

Specific Program Objectives

1. The incidence of class cutting,'tardiness, and full-day absencewill decrease during the secondhalf of the school year.

2. Individual attendance recordsfor each operational year will.be better than those of precedingschool years by at least 5%.

II. Student& willrecognize anddemonstratepositive self-,regardingbehaviors.

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1. Students will tell teacherswhen class procedures andactivities seem inappropriate.

2. Students will take part informulating project activitiesand procedures.

3. Students will verbally inte-r-act wit!). others in problem-solving activities.

4f Students will make positivestatements regarding theirteachers, classes, and sc oolexperiences.

5. Students will direct criticalstatements toward specificevents or persons rather than-to rd 'tithe& or "it" in general.

6. Student interaction'. will encompassindividuals other than those inage-group and peereprouR populations.

Students will identify and labeltheir feelings toward other persons,objects and situations.

- III. Studekts willset realisticlearning objectivesfor themselves,

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1. Students ill jdentify alternativeapproache to problem-solvingand will select alternativeswhich increase the chance fonproblem solution.

2. Students will recognizesituations in which they canaffect change and .those inwhich they can not.

3. Students will identify thoserules and social propdureswhich limit or restrict hisat%vities.

4. Students wjll give applicationto new ideas,1 both practicaland aesthetic.

IV. Students will,utilize theresources ofthe school andcommunity instructuring theirlearning activities.

ArN1. Students will participate in

'all-school activities.

2. Students Wiil seek out FOnSpersonnel qualified to aid intheir specific learning tasks.

3. Students will explore thepotential.resources of theMadison staff and facilitiesand utilize those which canserve their learning needs.

4. Students will explore thepotential resources of the ,metropolitan community andutilize those which can servetheir learning needs.

V. Teachers willstructure analternative schoolprogram within atraditional school.

1. Teachers visit other innovativeschool programs and will researchthe professional literature. toobtain insights into how alterna-tive school programs have beenimplemented successfully in other,,schools.

2. Teachers will participate in pro-gram building activities based,on data obtained through readingand visitations.

3. Teachers will use student inputsto structure and restructure thedeveloping program:

4. Teachers will act as change agentsin extending successful programelements to the Madison program.

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VI. Teachers will utilize isthe resources oftheir colleagues informulating learnin?experiences and'teaching strategies.

Teachers will identify colleaguesto whom they may turn for assist-ance and will ask for help when.it is needed.

2. Teachers will integrate theiractivities into the overallFOCUS instructAonal,.administra-tive, and counseling structure.

VII. Teachers willutilize alternativemethods of confrontingand altering deviantstudent behavior andattitude.

1. Teachers will identify and ,experiment with a variety oftexching strategies is, working ,with groups of students.

2. Teachers will compile anecdotalrecords for students, enterinlspecificpta which 'emphasizethe individuality of each.

.7). Teachers will. discuss individualstudents` for whom- they haveparticular concerns and willshare insights and strategiesfor effetting behavioralmodification.

VIII. Parents will beused as valuableresources in theoperation ofthe project.

1. Parents will be kept informed, of project.goals, practices,

problems, and heeds.

2. Parents will be used as..resourcesin,structuring learning expet4jencesfovhildren.

3. Parents will furnish feedback to. the staff relati've to their views;concerns, and willingness tocontribute to the project.

IX. Students to ,whomthe traditionalschool program hasnot been meaningfulwill commit them-selves to partic-ipation in an alterna-tive school program.

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Students will enter FOCUSvoluntarily.

Students will select'a fullschedule of classes each day.

3. tudents'will supply input dataregarding classes they desire andregarding the adequacy of classesoffered.

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4. St dents 411 make accuratecobparisorA between theirpresent and ideal states inregard to chool effort-andsatisfaction.

Students will paticipatein the short-range and long-range planning - activities oftht project.

6. Students will explore otherschool options if and whenthey decide they are notsatisfied with their progressor potential for progress fnFOCUS.

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STAFFING

The FOCUS. staff consists of the followingpersonnel: '1

Certificated

,.Project Director tl FTE)*Lead Teacher (1/2 FTE)Teacher (T FTE)Teacher (L.FTE)'Teacher - (1 FTE)Teacher (1 FTE)Teacher (1 FTE)

Non-Certificated

SecretaryStudent Teachers

- (1/2 FTE)(0 FTE)

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It should "be Pointed out that the staffindicated above is .not exclusively an instrucztional program is carried ot by the team'sfive teachers undOr the direction of the amleader.. The praiat director, and secretryhave functions which are vital to Title. IIIaspects of FOCUS but which are not instruc-tional in nature. ,Once the project wasvaliVated and became a permanent ,part 'of the_school program; the need for periodic progress.reports, documentation records, disseminationmaterials, and similar efforts required bystate and federal offices during the project'sdevelopmental.stages was reduced significantly.This in turn, reduced day-to-day personnelrequirements su4stantially. (See note below)

*Project director's activities,primarily involvd"non-instructional/operational" functionsrequired by'Title III-- evaluation, dissemina--....tion, public appearances, etc. This position 'is not critical or even necessary in a pro-gram with na obligations to an "outside"agency.

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Job Descript

The project has established the following jobdescriptions:

Job Title: FOCUS Project Director

qualifications:

1. ,Hold valid Oregon SecoiMary TeachingCertificate.

2, Experience or advanced training inschool administration. .

3. Swcces ful experience in dealIng withalien ed, discobrAged high s'clloolstud ts.

4. Experience or advanced trafningAncounselingkgroup dynamics,

5. MasterS degree in education orclosely relAted field.

Primary Responsibilities':

1. Arrange and-cdndvot,staf developMentprogr4ms during school year and Summers

2. Represent the -project in dealing's with, school, district, state, and federal'

conferences and meetings.3. Assist instructional staff in meeting

documentation requirements.4. Prepare formal- reports, dissemination

materials, etc. required by district,statand federal offices.

5. Work with third- party evaluator inpreparing evaluation design,'instru-,mentation, .and periodic reports.

6. Assist teachers in student personnel.activities.

7. Work with various parent and pro-fessional advisory groups in activitiesrelated to the project.

8: Maintain lines of communication andcooperation' with other School District#1 personnel.

9. Maintain effective communications withcommunity groups.

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Secondary ResOons ib4 1 i ti es : */

I . Conduct dal ly staff p tanning andevaluation sessions.

2. Supervise and eva I 1.11e teacherperformance . .

3. Identify and attend special workshopsand conferences which wi 11 ,providematerial s, strategies , etc.. helpfulto the project.

4; Assist teachers i n identifying careereduca tion goals, job sampling place-ments , and career education oval uati onsystem.

5. Serve on 1 oca I and state committees sinvolved with planning iternati veschool programs.

Sal ary:

Placement on teachers' salary schedule withadded compensa tion for extended respomsibi I i tiesas negotiatd by bargaining agent.

Work Year:

Consistent with regular teaching year,.

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''1-added time for coAducti ng summer workshops ._t .

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Job T FOCUS Lead Teacher

Qua 1 ifi cations : 1

1. Certificated teache'r.,2. Theoretical I and experiential base

. in conteiiiporary a I ternative schoolprograms.

3. WillingnessI i ta' accept responspi 1 i tyfor management/support activitiesas well as instructional activitiesof the project.

Primary Respensibili tj es :

1 . Assist director in .coordination ofteaching team schedules in regard toroom use and schedules, team assign-ments and responsibilities during,field trips. 1

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2. Assume leaderShip functions of projectin abse ce of director.

3. Develop\and implement schedule to

.'nstructional 1 kratori scollect and critique cl s ohjec vesfor all'and related activities.

Secomdary Responsibilities:

1 Coordinate transportation requests and,,rrangements'for field trips, explprests, order buses, and if necessary

cancel Mites..2. Prepare and maintain schedule of staff

home contacts ,and insure contacts arebeing madeeport results of visita-tions to staff and make written.critiques available to project evaluato-and director for student services. /

Salary:

While no salary or extended-day stipend will bepaid through the-district, the lead teacherwillreceive the equivalent of one extra day's salarya month, contingent on the availability of fundsin. the FOCUS "extra preparation" budget item.

.Work Year:.

,Consistent with iregular teachifthear. Releasedfrom classroom duties half-time daily to'complete prAmity and sec,ondary responsibil ities.

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Job Title: Certificated leacher

QulificationS.:

1. Hold basic or standard Oregon teachercertificate.

2. Complete FOCUS summer staff developmentworkshop.

3. Subject matter preparation in twomajor areas, as 'described in FOC116,funding proposal.

4. Specialized training or experience ininterperS'1!4at,and group processprocedures.

5 Familiarity with city and regionalsites and facilities which are availableto augment planned learning activities.

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6. Wide-ranging interests and abiejtiesbeyond foftal subject area preparation.

7., Demonstrated capacity to utilize avariety' of teaching strategies_ to

. accommodate differing learningstyles of students.

8. Excellent physical and emotional health.

Primary Responsibilities:

I. Serve as the main resource person inFOCUS instructional and planning classes.

2. Organize.'secondary resources appropriateto class and individual learningobjectives.

3.' Assist stUdent in establishing soundI class and individual lear.ning objectives

-and activities..4. Keep complete records of class and

individual leaf-hingobtive's, activi-ties, :and evaluation outcomes.

5. ,Maintain accurate attendance records tboth for regis,tra-tion roos'group anddatlylaboratory classes.'V

6 Initiate and,record results of parent/hc(me contacts and visitations,on asix-week cycle basis.

Secondary Resporisibilittes:J.

1., Complete research/evaluation activitiesas requested by project director and .evaluation -specialist.

2. Take part in staff development activi-ties as directed by project directorand school district affidials..

.3. Take part in FOCUS disseminationactivities as requested by projectdirector:

4. Be available on an'"as needed" ba'sissfor out -of- school, counseling.actiVtieswith students.

Wary:

Placement on established chool District #1salary schedule appropriate with experienceand training.

Work Period.: 1

, 4As determined and announced by Board of Directors,

_School District #1."

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It is anticipated that the above descriptionsmay be altered during the operation of theproject,/consistent with identification o(f newproject needs and priorities. Such changes maybe generated by the project director, schooladministration, and/or district administration.

Job Title: FOCUS Project Community Coordinator*

The FOCUS Community Coordinator will fulfill thegeneral job requirements as described for theposition of School Community Agent in SchoolDistrict Wl. He will be a member of the FOCUS

J team, responsible to the project director andthe school principal.

Quai44icatans: I

1. High School grad'Uatewith some college;; preferably in education or liberal artsJ2. Technical Skills, including typing and

office machi4 operation 4 necessary forthe organization and maiftenance ofpupil and family records.

3. Variety of occupational experiences,with emphasis on thdSe requiringsubstantial contact with members of thepublic.

4. Faipiliarity with the Madison High schoocommunity and the school. Some knowl-

. edge of the FOCUS project's goals andprodedures would be desirable. 41IP

Responsibilities:

1. Maintain complete and accura,te recordsregarding-pupils' attendance patterns,home contacts, and daily prdgramactivities.

2. Be available for contacts with students)particularly those seeking personalsupportive dialogue.

3. Coordinate special activities 'plannedfor FOCUS staff members and parentswhich will enrich the program andimprove the linkage between home,schdol, and cdmnIumity.s

41 Serve in a li'alson-and developmentcapacity for FOCUS contact withcommunity service groups and organiza-tions 'concerned with the welfare ofyouth. (CUE, churches, 'Metropolitan,Youth Center, Contact Ce.nter, etc.) 16

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5. Seek continuing contacts with indi-viduals and groups for the purposeof disseminating information regard-ing FOCUS among members of the publicwho are unaware of the project'sobjectives and activities; and pro-vide inputs to the FOCUS 'team regardingparticular concerns and needs of parentsstudents, and other concerned membersof the community.

6. Extend his professional competence byattending such seminars, college,classes, and short-courses as may berequired kq. pie school district And'project.dMOtor.

7. Function,,aS necessary, in a varietyof roles within the structure of _thedeveloping FOqiUS program.

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* Position not filled after 1972-73 school'year due to elimination of job category through-out School District #1.

Job Description: ';Non- Certificated Resource Aide*

Qualifications:

1. High schdol graduate with some college,preferably in education or liberal arts.

2. Variety of occupational experiences,with emphasis on those requIring sub-,stant5.1 contact with peo e.

,3. General clerical skills, includingrecord keeping.

4. familiarity with school. istrictorganizat: n. ) Some knowl dge of theFOCUS projectrs goals and procedures.would be disirable.

Responsibilities:

1. Locate and obtain instructional materialrequested by certificated staff.

2. Assist teachers with classes in subject/areas related to special skills andexpertise.

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3. Assist project. director and communitycoordinator in maintaining projectrecords.

A. Conduct small group field trips inmetropolitan area.'

5. Work with project director in develop-. ing staff assignments for Unclassroom

activities.6. Supey'vise distrfgution and inventory

of all audio-visual materials.7: Maintain and record distribution of

project supplies.

Salary:

Based on negotiated Aide salary schedule, SchoolDistrict #1.

Work Nat.:

As determined by Board,of Direcitors, SchoolDistrict #1,

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* Position not filled since 1972-73 schoolyear due to reduction of funds.

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OREGON ,BOARDOF EDUCATION

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Office-F--

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FOCUS

Responsibility Flow Chart - 1973-74

School Dist. #1Inter-governmentRelatibns Dept.

Area IIAdministration

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. Madison H.S. -1 -1Administration

ProjectEvaluator

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FOCUS ProjectDirector

SCHOOL DISTRICT#1 Central Admin.

Madison H.S.Staff and..Resources

Curriculum'Vice Principal

Project'Secretary

1. Program Reports2. On-Site Visitations3. Dissemination .4. Finances/Accounting5. Staff development

yTeam Leader forDaily Operations (1/2 FTE)

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1. Class Schedules2. Student Intake3. Pupil Data4. Parept Contacts.

Meetings5. Teacher Assignments

PROJECTTEACHING (Five FTE)TEAM

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Classroom InstructicinCounselingCareer Education;..Program Planning

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ST DENT AUDIENCE

Students selected for FOCUS-are those who fallwithin one or more of, the three categoriesfollowing:

1. Students who rave dropped out ofschool or who appear to schoolauthorities to be potential drop -outs.

A2. Students who have had a history of

School failure; have failed two ormore subjects during the preceding

3. Students who have been designated as"apathe "tic" or "turned' off" .by teachers,and/Or' counselors. ,4;

Selection Criteria.

In practicei the above categories have beenrefined and the expanded list includet twelve

. specific criteria used in considering studentplacement in FOCUS.

\\,_1. Students who do not lilce school.

2. Students who have not acquired suffi-cient command of basic skills.,

3. Students who do not believe in themselves,

4. Students who do not work well in groups.4

5. Students who do not respect or respondto authority or leadership toles.

6. Studefits who have not found studiesmeaningful `to' them.

7. Students who have not viewed teachers oradults as approachable.,

8. "-Students who do not set long-range goals.

9. Students who may -have left school andare re- enrolling.

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10, Students who have failed two or moreof their subjects their first year inhigh school,.

11. Students who are seen as likely to havetrouble in tlip remainder of school.

12. Students who have displayed high academicpotential but are not responding toschool due to boredom, rebelliousbehavior, etc.

Overall Composition,

The project is designed to handle 100 students.The original FOCUS proposal calli%,d for fifty'freshman and fifty sophomore participants.Designation of freshman and sophomores as the

...

audience was the result of extensive researchin the literature which indicated that the 'first two years-of high school are critical ifthe potential d -out is,to remain in school. -'-Reliable studie demonstrate that the sophomore ,year is the mal -or-break year for marginal stu-dents: the summer between the tenth and eleventhgrades short-circuits,many high school careers.

FOCUS began its first operational year with astudent roster which included 45 freshmen and55 sophomores. Of the original 'group, 54 stu-dents were mile and 46 were female.' All studentswere volunteers and entered the project accordincto the following procedure. After three years,the program was -revised to include students fromall grade levels, 9-12.

Sqlection,Procedures

.Freshmen. Since the'rortland schools

operate on a K-8, 9-12 organizational pattern,all FOCUS freshn* came to the project fromeighth Trade elementary school classrooms.During .the Late spring of the school year, ageneral des.c.riotion.of the planned FOCUS pro-grIam is sennialong with student selectioncriteria, to,all principals in elementaryschools feeding into Madison high school.Additionally, the descriptive materials aresent to members of the Prescriptive EducationProgram (PREP) staff. (PREP is a local .diagnostic and remedial team offering specialist

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services to elementary school students with,learning, adjustment, and/or behavioral 'pro-blems.) Working in concert, eighth gradeteachers, teh elementary principals and PREPpersonnel compile a list of students they feelmight be better served in an alternative school,,program than irra Standard couf-se of study.It must be noted that FOCUS-personnel do notparticipate in the i-nitial screening ofpossible candidates. In order to guaranteethat the project cannot be faulted for "handpicking" its audience, preliminary screepingis completed according' to. the criteria ,inter-pretations of PREP personnel,,, teachers, andprincipals.

_Following the compilation of the original listof potential candidates, project personnel meetpersonally with small groups of referred studentsin each elementary school. The FOCUS program isexplained and students are asked, to considerwhether they feel the alternative structure isof interest. If a student rejects the oppor-tunity, his name is removed from the list ofthose being, considered for FOCUS. Those whoexpress an interest are continued on the listof eligible students and contact is subsequentlymade with their parents. All parents arecontacted, either individually or by means ofa group meeting, and the project's philosophy,operating objectives, and pro.cedures are ex-plained. Only after a studerit has l) beenreferred by professional personnel 'in hiselementary school , 2) expressed an i nteret injoining the project,-and 3) received his parentspermission, to Participate in the project, is hisname entered on the FOCUS student roster.

Grades 10, 11, and 12. Much, the same procedureis followed in selecting students who havealready attended high school. In the cpse ofthese students, the referal process begins with.Madison high school, counselors, teachers, andthe boys' and girls' deans. Again, preliminaryscreening is completed accordtng to the referringindividual's interpretation of student selection

.criteria, Not until the names of potential'participants are provided' by these personneldoes the project staff come.in contact with stu-dents. Then the program is explained, parentsof those interested in entering the program are23contacted, and final selection is made on the ''

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basis of school referral, student Interest, andparent approval.

Replacements

It is FOCUS policy -place students who leavethe project.during the first semester of theschool year. Selections are made from ,the"waiting lists" of counselors. The same generalcriteria and., selection-process is followed aspreviously described but, in addition, the pro-ject attempts to add a degree of "balance" to'the overall'student population by taking sexand ag..p into considera'on.,

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Several students whd parIicipated in the firstyear of the FOCUS project left the project priorto the 'second year because their familiqs movedfroM the Madison district. Another small grpupasked to be transferred to the regular programbecause, they felt they were ready to move intoa more structured program of studtes. Parentsof six students requested that their childrenbe programmed for regular classes rather thancontinue in'FOCUS and the project staff madethe decision to terminate the participation ofsix other students. Since the project servedsophomore and junior students during. its secondyear, the preliminary screening procedure de-scribed above was begun as soon as it was kndwnthat vacancies would occur. Several students'were referred by the school counseling staff,the faculty, and the administrative deans.Students'who asked to be included irr-the project'during the second operational year wee listedand their parents contacted. On the last day ofthe 1971-72 school year,-the FOCUS roster includied the names of 88 students. The replacementprocess continued during the summer months andinto the 1972-73 school year. ful,l,complementof 100 students was reached bef re the end ofthe first month of the 1972-73 chool year.' Thesame replacement procedure (including eleventhand twelfth graders) has been repeated for eachsubsequent school year.

Caution.

It has been the experience of FOCUS that referralto the project is too often seen by some cot-leagues on Ahe school faculty as a convenientmethod of displacing students who are "problems" 24

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in their own classrooms. Despite extensiveefforts to explain the project, its goals, ,procedures, and strengths, several seriousmisconceptions contvinue to exist regardingthe FOCUS project's function in the overallschool structure. Every effort is made,therefore, `W assure that a.11 referr'als onstudents already enrolled in regular classesare made on the 1,4SiS of what is best for thestudent, not whal%is, most comfortable for eitherthe regular school. faculty or the FOCUS staff,In 'short, the project actively resists, effortsto make it a "dumping ground" for other schoolprograms.

Recommendations

On the basis of experience 'during the firstoperatiohal years of the project, it isrecommended that:

1. All school personnel making studentreferrals to an alternative project beappraised as to the type of students theproject is designed to serve far in advanceof any actual contact with students regarding\thq project. This would serve to give referraland project personnel a chance'to diScussselection criteria in terms of interpretationand should eliminate any misconceptio'ns as tothe student audiende for whom the project is,intended.

2. -All ,part-icipants should know thattheir kortIcipation is purely.voluntary.

3. Every effort must be made to ensurethat students and parents accept' the' legitimacyof the alternative program. Under no circum-stances should students or parents be'led tobelieve that the project.is a "last chance"proposition or that it caters only to the "goofoff" element in, the school population. '.

4. No student should be admitted to theproject unless his participation is fullyendorsed by his parents.

5. Specific procedures for dropping andadding students should be determined and definedprior to the start of the program and studentsshould be informed of these procedures.

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6. Revisions or changes in selectioncriteria and procedures should be made knownto all referral personnel as they occur inorder that. subsequent placeMents be made ina manner consistent with alterations i,n theoverall operation of the program.

7. ,FOCUS should not be viewed primarilyas a "fix it" shop, Olace to send studentsfo:r performance rep ediation preparatory toreturning them to traditional programs.

8. FOCUS should be a long-term alternativeavailable to all students for whom, on the basisof professional consideration of earlier schoolperformance, a traditional educational situationseems inappropriate.

9. FOCUS should not'be th,e only alterna-tive available to studgnts -seeking relief fromthe traditional school program. Strong linkageswith such agencies as Vocational Village, theResidential Manpower Center, the Evening HighSchool, and local community colleges should bedevelOped and extended in order to allow thesestudents the greatest possible selection of -educational opportunities.

10. FOCUS should move toward more careerawareness and career exploration activitiessince it is likely that a great number of stu-dents will enter the work world directly uponleaving the project. Career education andcounseling services 'should become key componentsin future project planning.

11. Very serious consideration should begiven to the advisability of returning FOCUSstudents to the regular Madison program if.-they.were originally.referred to the project becauseof unsuccessful experiences in the regular pro-.gram. Such transfers should be made only afterall.persons involved - project staff, student,parents, school counselor, school administratorsand school faculty--have explored in depth theeducational alternatives aftilable and can agreethat the regular Madison program is actuallythe best choice possible.

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CURRICULUM MODEL

The following fragments of philosophy representthe basic educational beliefs undergirding theFOCUS program and 'its curricular structure.Some may be readily substantiated by research,some by direct observation, and some reflectthe professional opinion df the FOCUS staff.It is from these ideas that the project'sstructure has evolved.

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a. The student-teacher ratiohas a significanteffect on classroom learning.

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b. The "I teach, you; learn" relationship isnot sacred.

c. The scfflool and community offer a multitudeof resources whiCh,,are too frequently un=tapped by the classroom teacher.

d. People learn to succeed by succeeding,and school activities should logicallyprogress from one success to another.

,.e. The development of a posi. tive self-concept

is more important to the alienated schoolchild than ayy pre-determined, structured ,body of knowledge.

p.\

f. The positive aspects of school "rewards"and the negative aspects of school "punish-ments" have not been powerful ,enough moti-vating agents for a substantial number ofstudents.

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g. The student can profit from his s oolexperience without being .confine to anexternally imposed, rigid cur 1 lum.

h. Adequate time is required for teacherplanning, ,observation and 'evaluation ofstudent performance.

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i, To be effective, the teacher must allowhimself to be seen as a real person andmust_ be willing to accept the risks andpains involY6 in this huManizing process.

j. More effective learningoccurs when thestudent is involved in the initial choiceof classroom activity than when the teacherdirects and controls the classroom routine.

k. Feedback to students can be designed toprovide immediate positive reinforcement.

1. The cost of student-centered performancecurricula would be cheap in contrast towhat the community and the nation pay forthe unemployable or delinquent youth.

m. To be a significant person to students, theteacher must seek out feedback from stu=dents and act accordingly.

n. One's ego development i enhanced by havingthe opportunity, to be heard.

. Emotional, stress can be effectively recog-nized and dealt with through group encountersessions.

Instructional Program 0

While lacking the speciific definition of mostregular school courses of studyI e.g. English 2,French 4, Social Studies 1-2, Intermediate

,Algebra, etc., the FOCUS curriculum can becategorized to some degree. Project activitiesrevolve around what the staff calls, "instruc-tional labs" of four distinctions-- Communica-tions Lab, Analysis Labs, Values Lab, andRealities Lab. (See Monograph Series #2,FOCUS Curriculum Model.) In addition, classmodules are set aside for Elective activitiesand out-of-school Career Exploration placements.(Figure 2.)

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Classes underElectiveheading

L_

Career Explorationplacements

Classes underAnalysisheading

Daily "Menu"i of Choices

Classes underRealitiesheading

Classes underCommunications

heading

Classes underValuesheading

Figure 2. Six ;tai or ,Areas of the FOCUS Clirriculum.

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Communications labs. Activities withinthe Cummunications Lab category roughly parallelthose in English, speech, film, ournaiism, andeffective reading classes in traditional schoolprograms. Unlike most "regblar school" languagearts classes, however, FOCUS Communications Labclasses center almost exclusively on the ptc-tical. All students are required to partic'pate,in daily Reading Workshop sessions only untilsuch time as a ninth grade reading level can bedemonstrated. Other lab groups have completefreedom tb develop their own curriculum. Typicalcommunications lab programs. have involved suchactivities as Motion Picture ProAction, "Readwith Rock", Conversational French, TelevisionProduction, Developmental Reading, Poetry, FolkLore, Drama, and Song Writing.

A special feature of-the FOCUS communicationsskills program is the special attention givento non-written message systees. Recognizingthat toda'y's youth Are of the "media age,"FOCUS teachers devote a great deal of time toactivities which will help students become mor9'skillful in intercepting, interpreting, andsending media-oriented communications. This isnot to say that reading, spelling,.andvcomposi-tion are relegated to seconday positions in the

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project; on the contrary, FOCUS students can'spend as much time developing these basiccommunications skills as students in theregular Madison program. However, they alsohave opportunities for involvement with filmmaking, sound recording, mixed media presenta-tions, and television production which arecoOparatively rare in most traditional class-rooms. In short, "FOCUS Communication Labssupplement the basic skills program with aheavy "visual literacy" treatment, and students,may !meet the requirement that they take oneCommunications Lab each day by sigding-up foreither a "standard" or a media-accfrAted class.

Analysis lab. A daily requirement forFO OS students who. cannot demontrate basic

th "Skills is participati n in an Math Work-shop group. Once basic fa is (through multi-plication and divi-sion of fractions and decimals)have been mastered,, students sign up for Analysis,Labs on an elective basis. Activities in Anal-ysis lab sessions have a definite science/mathtone, but students anal staff. are completely freeto structure their time together according toindividual and group concerns, interests, andneeds. Some analysis labs have designed objec-tives and procedures which closely parallel'traditional' math and science classes. Othergroups have adopted distinctly "non-traditional"approaches to the study'of man's quantitativeprocesses and the natural systems and phenomenawhich affect his life. Typical "standard" labshave outlined mini-courses in consumer math,geography, astronomy, navigatioh, and book-keeping while others have undertaken suchunusual school pursuits as building geodesicdomes, designing and building and launchedgliders, and maintaining a mi nature weatherstation on the roof of the school,

Values lab. The various c,lasses offeredunder the Values Lab heading are intended toprovide students with opportunities to ekpldretheir own values and, also, those of thesociety. For example, individual concernsregarding self-identity, family relations andcareefh direction, sex r9le-- the "I'm OK, You'reOK" construct--are pursued with the aim ofbringing students to the point at which they

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can accept and value themselves and the peoplewith whom they work and live. The FOCUS stafffeels that the area of ersanal and socialvalues is critical to a lident's gducationalprogram and, therefore, the project's ValuesLab program go.es far beyond the limits of\thetypical sociology, psychology, and groupcounseling offerings in the traditional courseof study. The goals of each Values Lab class,then, is to assist the student to achieve alevel of self-actualization which will allowhim to understand both himself and his rolein society and sensitize hini to the needs and

. values of other people.

2tfr Realities lab. Generally speaking, theFOCUS Realities Labs. provide-students withexperiences which approximate those in tradi-tional social studies, humanities, and businessclasses. The goal of these FOCUS classes isto help students understand the social, cultural,economic, and political factors which influencetheir lives. The project requires that eachstudent select at least one Realities Lab aday. The menu typic'ally includes such choicesas "FamoUs Ipeople,"."Youth and the Law," ."OutdoorSurvival," "The Court System," "Typing," and"Death and Dying."

Elective classes. A tremendous variety ofele'ctive choilces are offered project students.Based on a "arning can be.fon" concept, eled-tives almost always involve some sort of activ-ity or "hands-on" experience. Most electivesare geneYated directly by students and it isnot uncommon to find students carrying on muchof the actual instruction. The philosophybehind the elective program is one which says,"whoever has the skills does. the teaching."Well over four hundred different electivechoices hap been offered since the project begaroperation in September 1971. These choices haveranged from such school-based activities asceramics, leathercraft, Spanish, tumbling, Yoga,wood carving, and interior decoratiag to suchout-of-school activities 'as aviation flighttraining, horsemanship, rock climbing, salmonfishing, forest land usage surveys, and publicopinion sampling. The goal if to have studentsinvolved in activities for which students havestrong feelings of flownerthip and relevancy.

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Career exploration. The FOCUS staffrecognizesithe need for intensifying schoolefforts in the area of career education.Follow-up studies on students who Have left',,the FOCUS project during its operational periodindicate that mist of those who leave do notcare to return to a traditional educational pro-gram preferring, instead, full-time work. Con-,,sidgrable effort, therefore, has been made toestablish an "on-site job practicum" programfor FOCUS students. Typically, such placementsstart with a staff meeting in which high inter-est activities.of each student are considered.When a single "most probable" career directioncan be identified, the project director meetswith the student and ,determines whether he orshe would be interestt4 in spending half ofeach school day "on site" for an orientation/observation experience. If the student expressean interest in such a .placement, the directorthen attempts to find an appropriate trainingsite. FOCUS students have been involved in avariety of such practicum experiences. Forexample, the project has been able to placestudents on such locations as televisionstations, newspapers, auto repair shops, andcity/state'agencies for highly pernalizedinternships.

It should be noted, howeve, that the projectdoes not foresee the day when all students willbe involved in out-of-school job placements.Only students who have good attendance recordsand who have shown dome interest and abilitywithin the prospective field of work are placedout of the building. Special precautions aretaken to keep the career exploration programfrom becoming an easy way to displace class-room problems. If FOCUS has any "preferentialtreatment," it involves students considered forthis component of the instructional program.

Class Scheduling

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For a complete discussion of the class-' scheduling proce s, reference is made to FOCUS

Monograph #8, Cla s Selection Procedure.

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Determinth9 Classes for the Schedule

Inputs for classes which appear on the FOCUSmenu are gathered from four primary sources,1) students, 2) staff members, 3) parents,and 4) the community. (Figure 3.)

ParehtInputs

StudentInputs

Inputs

Figure 3. Input Sources for ClassesOffered in FOCUS

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Student inputs. Most student-generatedclas.ses appear on the menu because studentshave requested them during the staff planningsessions or during informal "rap" sessions.The first route is the simplest--the staffdetermines that there is a high degree ofstudent interest in a topic and begins planninga class for the next instructional cycle. Suchclasses as "Movie Production," "Astronomy,""Dome Building," "COnversational French," and"Shorthand" have been direct outcomes of suchrequest by students,

The second route, via "rap" sessions, is morecomplicated. Small groups of students occasion-ally meet to brainstorm ideas for possible

"`classes. All suggestions are recorded on longsheets of butcher paper. These sheets are thenhung in the Unclassroom and both students andstaff members indicate in writing which onesthey would be able to teach and which ones theywould like to, pursue __a9 learners. If a matchbetween learners, insIructors, physical and.material ,resources, and available finances can

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be made, the-class is then put in the planningcategory and eventually, assuming planning 'goeswell, appears on the class menu. Approximatelyone-third of the project's instructional pro-gram originates with students, although-thereis no "quota system" which specifies that acertain number of classes must start with.stu-dynts.-"(It has been interesting to the staffthat student suggestions -in these brainstormingsessions have become less bizarre as the projecthas evolved: there are now very few suggestionsthat classes in "X-rated Movies," "Drug Sam-pling," or "Sky Diving" be offered in the pro-ject. This maybe a reflection of previousstaff "censorship" or, more hopefully, anindication of a growing sophistication on the,part of students.)

Staff inputs. As may be expected, themajority of classes on the instructional menuorigi.pate with staff members. These classes,as frequentlyas not, follow the lines ofteachers' personal interests and activitiesas often as they do the lines of their collegetraining. It is very common to find a teacher'senthusiasm "rubbing off" on student, enthusiasm'both for special interest activities and for morformal academic studies., (There is somequestion, however, whether this "rubbing off"is a function'of the teacher's personality orthe subject matter under consideration.)

Parent inputs. Several 'classes haveappeared on the FOCUS menu as a result of parentrequest.,, In general, parents have tended toask that the project provide students additionalclasses in basic skill areas-- reading, spellingand mathematics. They have also made requestsfor students to have,such specialized classesas typing, and sewing. On the other hand, whenparents have taken instructional responsibilitie1in the project they have almost exclusivelyoffered specialty classes such as social dancinggourmet cooking, and job interviewing techniques

Community inputs. There have been a fewinstances' in which classes have been offered inFocus as a result of suggestions received fromvarious people and/or groups,i the community.These classes result primarily from inputsgenerated by trainers during the career explor-ation job placesents. ,Cooperating personnel at 34

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one local televisibn station; for example,suggested that, the project provide a basic.Graphic Art class for students interested in'television broadcast practcum placements,and 0-site supervisors at one newspaperreconimended that the project provide someelementary instruttion in the area of page

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make-up and design. It is felt that suggestionssuch as these aretvery important if the projectis to function according to the/actual needsof students, especially those who have fali-lydefinite career targets.

aRtgILAaILAELCill§.

Following is a list.af classes%which,meregenerated by studepts, staff,, parents, andcomm nity,spokesmen during the first semester

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of h project's sedond operational year,Se temb 1972 -= January 1973.(Also 'see F, re 4.). °),

Communications Labs

Symbols and LanguageNewspaper WritingDrama c R -News Interpretation'Group Reading,Group Speaking -,Speech

Analysis Labs

Human BehaviorPhotographyAstronomyDiseasesBasic Math -*AlgebraCity PlanningRemedial MathLand Use

Realities Labs

Art - CeramicsOutdoor SurvivalPortland 'ResourcesTyping .Individual ProjectsPolice/Community RelationsSelf-Improvement

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Reading ImprovementHumorEnglish WorkshopCreative WritingFilm UnderstandingWriting/CalligraphyIndividual Skill Building

Geodesic Do es - GeometryGeneral MathSpecialty CookingMechanidal DrawingAuto MechanicsBiology Review .Ecology Problems

Dealing with DollarsBookkeepingShor thandTelevision ProductionChild Growth & CareFamous PeopleDeath &

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Values Labs

Individual Projects4Law & SocietyFamily RelationsGroup "Rap"Natural EnvironmentPolitical SystemsCareer Concerns.Womens' Studies

Electives

Social DanceSewingPoetryTumblingGym SportsOutdoor Sports & GamesSpanishIndividual Art Projects

Field Trips

Roslyn Lake.MerwlnIndian,Beach ,01MW,t,- TV ,

Pore land Commun- Cg1lege',Angel's Rest °

Cascade BOW1In% Lanes ,-,Uftchng PoSt,StableaPort -land Selte Un*versity'Imperial Roller Rit*SaresCourrty Court Aouse,OMSI

Cultural AnalysisNew Art FormsMusic - Guitar/RecorderThrill SeekersAmerican IndianPhysical ConditioningPollution SolutionsFilm Appreciation

Art CraftsInterior DecoratingGroup DiscussionUse of Leisure TimeWood & Stone Carving"World TravelersCamping Gear ConstructionCteative Dance{Christman Crafts

Pearson-Allen MortuaryBow and Arrow ClubLaLooska''- Ariel, Washington

,Eagle CreekHorsetail FallsMemorial Coliseum- BasketballCinema 21 - Movie

'OMSI Forestry CenterYaw's Restaurantqiazama Photo ShowOregon Historical Society

-`r, , ''1.arch Mountain

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,,T t17 ,BiOrcle Ride - Greshamo ,0, , Port. of `Portland

p . ,z,,, ,

Activ t.,ies tn-8'itain

Beau4, Culture f' A,Cross Conn-try Skiing C'li'nicBowling

,e

',C-reaive,Dante'Crocheting and Knitting',

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Wood CarvingCheag:!and CheckersBaking ,,,Yugoalayian Bread ,Chtr tni,as ,,Cooking,String,Inatrument,s

BanfO, uttarEarring"Makintgraas ,f

,Macraitte"':

Calli:graphyCokitig - Mexican Food^Cookink,7--Pumpkin PieCooking - Soul FoodCeft.tiM'ics

SivriWir,e

43re.ladbakipng

Batik et

ooA kin,g -j'Chi,ckea DinnerVolk Dancing

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FOCUS MENU FOR

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C 55

Library

Unclasslioom

Conf. Room

Conference and Planning time:

Staff available in project

ANALYSIS

2Math Work-

shop

Vat

VALUES

Women's

3Studies Kathy

Weaving

4

1\D

Pat

Foreign

,Foods

5Cooking

:Ankh

Pat

REALITIES.

6Re -ycting

Solid Wastes

Pat

COMMUNICATION-

Reading nul,

7Informwtiae

Pat

Other

Other

office area:

Rooms open for individual work.

COMMUNICATION

REALITIES

Writing

History

Workshop

Clinic

Kathy

Dory

ANALYSIS

COMMUNICATION

Math

.creative

Writing

ClinicRalph

Dory,

Youth and

Ceramics

the Law Kathy

Carol's

Chinese Kite. Dramatic

Building

Reading

Ralph

Mary *

'VALUES

"I!m OK,

You're -OK)

Leon

REALITIES

Local Court

System Leon

T.V.

Production

Steve *

Man the

Apo Steve *

Mary*

Steve *

Wilma **

Wilma **

What's

Happening

Squad #2-

Plan next

newsletter

Group

Counseling

Bill

Secre4t

Codes , Dory

ANALYSIS

Small group

workshop

Carol*

FOCUS P.R.

Team:

Meet

to plan MBS

presentations.,

B-19

Bill

Attendance

Check Squad

(office)

Wilma **

Bowling

Cascade Lanes

Ralph

.

Jogging

'4,N;

t;

outdoor track

.' Leon

Photography

Enlarging

Prints

B.52

John

REALITIES

Elem. School

Tutoring

Tumbling

erc se

Ex

i

ItockPI-Gym

AMary *

VALUES

"The Genera-

tion Gap"

--

Ralph

REALITIES

filing With

Daftars Kathy

* = student teacher

** = program aide

ANALYSIS

Astronomy

Dory

VALUES

,

Effective

Civil Protest.

Dory

COMMUNI

TION

Remedial

ClinicLeon

ANALYSIS

Advanced

Math

-

Ralph

Carol*

Leon

Shorthand

I

Wilma **

Student

Teacher

Seminar

=_Ralph N.

Figure 4.

Typical Menu of Available,EOCUS Classes

Photography

Deie loping

Color Prints

B-53

Steve *

REALITIES

Typing

C-3

**

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instructional Strategies

An important goal in FOCUS is the attempt to_decrease the amount of teacher talk in theclassroom and to increase the amount of stu- e,dent participation. This necessitates, ofcourse, utilization instructional approacheswhich go beyond the simple lecture- book ign-ment-oral report-test mode which is so c monlycondemned but which is, unfortunately, socommonly followed in most school classrooms.Although there are many well-recommended instruc-tional taxdnotni s current in the literature,FOCUS has adopte e model developed by DwightAllen at Stanford University and UniverSity ofMassachusetts (Amherst).. The Allen systemidentified sixteen teaching strategies rangingfroM basic lecturing and questioning skills tomore sophisticated techniques such as set induc-tion, use of examples; and closure. All FOCUSstaff members have gone :through a series of,micro- teaching experienles in which thesevarious skills and identified, practiced inisolation, video-taped, and analyzed in detailwith a trained supervisor. (Details of theAllen model are prese ted in the film and book-let serie, Teaching kills for SecondaryTeachers, General Lea ning Corporation, 1969.)

In terms of organization and numbers, FOCUSclasses range in size from the completelyindividualized to groups as large as fifty stu-dents. Most classes, however, average betweenfifteen and twenty students. Teachers make,every effort to break most groups into smallee'sub-grou4: e.g., a group of twenty might bedivided into four units of five, each working.on a different unit goal. In both cases; theteacher serves as a coordinator as well as aninstructional leader, organizing resources,providing suggestions and guidance, and fre-quently as a participating member of the learn-ing group.

Whenever it is feasible, FOCUS classes moveinto the community for field based learningexperiences. (Sze FOCUS Monograph #3, Utiliz-ing CommunitY ilesources.) The staff and stu-

have made a serious attempt to make the"Community as a,Classroom".concept a matter ofroutine for project activit-es,

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I,Evaluation and Credits

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All FOCUS activities are directed toward theattainmentof prestated individual goals andobjectives. Evaluation, therefore, is interms.of goal accomRlishm,ent rather than bycurve, accumulated points, or testing. Nogrades are given and no report cards areissued. At the end of the year, each 'student'swork is evaluated by the staff and transcriptcredit is determined .on the., basis of goalattainment. In most Cases, FOCUS students aregiven five units of credit in the same sub-jects they would have taken if enrolled in theregular school program. For example, FOCUSfreshman aregiVen credit in the five mostcommon ninth-grade.classes, English 1-2,Social Studies 1-2, Physical Education 1-2,Applied Scien%e 1-2, and General Art 1 -2.Sophomores are given credit for English 3-4,Physic0 Education 3 (1/2) and Health (1/2),Commun9Ications,Skills 1-2, Art Crafts 1-2, .and General Math 1-2. Grades are recordeas "Pass" rather'than as "A", "B", "C", et .(Also see FOCUS Monograph #16, Evaluationvs. Accreditation.)

Supplementary Instruction

There.ae occasional instances in which FOCUSresources are not adequate to meet the needsof an individual student. In such cases, thefull range of classes available in the regular,school program are available to the project.FOCUS students have been placed in such reg-

.. ular school classes asSpeech, Metal Shop,Typing, Physical Education, Music, andComputer Science for instruction beyond theinternal capacity of the FOCUS project.,Additionally, such resources as local Commu-nity Cpllege classes, evening school classes,private vocational schpol.classes, and on-the-job apprenticeships are open to FOCUSstudents, on an individual basis.

ASummary

The FOCUS project is committed to the prin-ciple of curricular flexibility. There are 7,no tpecific requirements for students intermsof classes they must take other than

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the general expectation that each student takeat least one class a day in both the Communica-tions and the Analysis categories. A greatportion of the FOCUS instructional schedule isdeveloped from ideas and requests of students,a feature which the teaching staff feels islargely responsible for the project's positiveimpact on student attendance records. Teachersassume class assignments on the basis of theiroverall areas of/knowledge and interest, notjust within the narrow confines of the formalcollege teaching majors. Class sizes are keptas small as possible, with large groups sub-divided whenever practical. Students, parents,and volunteers from the community are used asteachers whenever they have talents and skillswhich others would like to share. In short,the atmosphere is relaxed and conducjve tobuilding strong proprietary feelings for FOCUSclasses as well as all other components of theproject.

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CROSS PEER INSTRUCTION

Rationale

There are :two principal reasons why the FOCUSproject maker a determined effort to placestudents in roles,either of which would suffice as a rationalefor the project's cross peer teaching compo-,nent. One of these reasons is obvious, -project students have and can offer a tremen-dous variety of skills and talents which, ifmade available, can enrfch the-learning oftheir classmates. Of equal importance is thefact that FQCUS students, as a group, have hadrelatively few leadership opportunities intheir previous schooling and the satisfactiondervied from helping others contributes strong-ly to the development of positive self- regard-ing attitudes.

Instructional/leadership experiences providedfor FOCUS students are primarily of two types,1) in"-program teaching, and 2) out-of:schooltutoring and youth service.

In-Program Teaching

It is not uncommon for the project to encoun-ter student, requests for classes and activitieswhich go beyond the individual or collectiveresources of the teaching staff. Quite fre-,quently the staff solves this lack of "exper-tise" by enlisting the aid of one or morestudents who do have the special skills neededto transfer a request into an actual class ontire daily program. For example, FOCUS ;students

`41avetaught project classes in guitar, woodcarving, model construction, geodesic domebuilding, astronomy, drama, and first aid.Others have served as primary resources forclasses in photo developing, drug ftbsue educa-ti'on, cooking, rock climbing, and stage light-ing. Almost without exception, FOCUS studentshaVe accepted classmates as their teachers,validating the project's belief that "whoeverhas the resources should do the job."

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Out-of-School Program

There are two major out-of-school leadershipactrivities included in. the FOCUS cross peerinstruction program. One involves students whowork in local elementary schools as "one-to-one'tutors and activitytoordinators: FOCUS studentshave participated astutors at Jason Lee School,Gregory Heights Scho 1, and Younoson School. Aninteresting aspect of this tutoring program isthat it is not completely coordinated by theFOCUS staff. During the 1971-72 school year,a staff member from Portland State University'sSTAG (Student Tutoring Action Group) served as.the field coordinator of the FOCUS tutoringprogram. The.1972-73 tutoring service isdirected by a representative of the MetropolitanYouth Commission's "Step'I" program. Both STAGand Step; coordinatOrs have establishecra "per -formance contract" system for FOCUS tutors, bywhich specific job expectations arid-requirementswere defined and agreed to by all parties-- thestudent, the coordinator, the elementary schoolprincipal, and the FOCUS project staff memberresponsible for the overall conduct of theactivity.

The second out-of-school activity in the crosspeer teaching program involves a linkage ,betweenFOCUS and the CATCH project, an environmentaleducation program operating in Southeast Portlandgrade schools. Under the sponsorship of theCATCHAirector, approximately a dozen FOCUS stu-dents travel weekly to the CATCH outdoor schoolsite on Larch Mountain to perform both mainten-ance and instructional duties. In additiov toassisting in the construction of new facilitieson the site, FOCUS students work individuallywith elementary school children, particularlythose who have been iderntified as being inspecial need of a caring "buddy." FOCUS studentsalso have been especially helpful in teaching,grade school youngsters about the outdoors,instructing small groups in first aid/survivalfundamentals, and providing basic instruction insimple building construction tasks.

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Evaluation

Evaluation of the cross peer program is oftwo types, formal and informal. Informalevaluatibn, consisting primarily of casualobservation and comments from parties involved,indicates that FOCUS students are extremelyhelpful titheir roles with younger students.Classmates of students serving as teachers andresources in FOCUS classrooms claim that theyenjoy and profit, from the experience of havinga.peer in charge of their classes. Teachersobserve positive attitudinal changes in stu-dents who have participated in the program,particularly in the area of "self-image."

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Formal evaluation of the tutoring program iscarried out in terms of how well or to'whatdegree FOCUS students have met the conditionsof their performance contracts. Both STAG andStep I coordinators have indicated that FOCUStutors s have, with few exceptions, done a verycreditable job of meeting the expectations out-lined in their individual contracts.

Additional evaluations of the overall programhave been made by instructional and administra-tive personnel in the elementary schoOs serviced by FOCUS tutors, and all offer unqualifie0support for the concept and student personnelassigned, to them.

(7Summary

The cross peer instruction program conducted inFOCUS serves two primary functions:

1. It provides an important source ofinstructional expertise and skill for projectclasses.

2. It provides students with an arenain which they may generate and reinforce posi-tive self-regarding feelings by giving theman opportunity to offer a service recognizedas both needed and appreciated by others.

Feedback indicates that the tutoring/leadershipprogram is benefiting all, concerned- the studentsoffering service, the students receiving theservice, the,project stiff, and the staffs of _*operating elementary kchools.

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UTILIZING COMMUNITY RESOURCES

Rationale

-FOCUS staff members take the position thatstudents must be provided with as wide avariety of learning experiences as possible,and, therefore, that the project's instructionalenvironment must be extended beyond the limitedconfines of the classroom and school proper.'Correspondingly, the staff also views the metro-politan community as a reservoir of talent whichis too often left untapped by the'school. .,Forthese reasons, there is a consistent effort madeto structure out-of-school activities for projectstudents and to provide them with in-schoolinstructional and activity resource personsapart from those formally employed by FOCUS orthe school district.

Out-of-School Opportunitift*

In general, FOCUS out-of-schoo) activities areof three types, instructional, social service,and recreational. Staff members are constantly .alert for newspaper stories, magazine articles,word-of-mouth suggestions, and news fi.om otherschools and teachers which may lead to profitablefield experiences or FOCUS students.

Instruction. One of ost common sights inthe FOCUS project is that f students leavingthe building. Daily, the roject sends groupsinto the community for on7site instruction.Gi'oups leave to meet with the drivers andmechanics at the garages of a large truckingfirm, to take lessons from the professional ina nearby bowling establishment, to meet with anastronomer at the local museum of science and

--41rdustry, or to observe legal procedures duringa criminal trial at the county courthouse. Thesame students may use part of the next day tovfsit an international trade show at the Civic(enter, watch millions odollars being processedat the Federal Reserve Bank, or dismantle andtrouble-shoot motorcycles at a local Hondacycle shop.

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The project staff has found that local craftsmenand businessmen are, in most cases, delightedto work with individuals and small groups andthat students have voracious appetites foralmost any experience which h's a strong "thisis real" flavor. The potential of the communityas a classroom is practically unlimited andstands available to students and teachers who ,are willing to move from the cloister of theschoolroom.

Social service. A second aspect of the FOCUSout-of-school curriculum puts students in acommunity action role. Particularly for thosestudents who. have had limited, explrience athelping others fbr no reason other than to behelpful, the opportunity for voluntary involve-ment with persons and agencies needing assist-ance has been a very positive element of theoverall FOCUS program. As-an example of this 4-social service function, FOCUS'students have.worked with the Countil of Churches' "Fish"program, collecting; packaging, and distributingfood and clothing for, needy families.. They havetaken their guitars and folk songs to entertainthe elderly-at local churches, and have operateda remedial tutoring program, at nearby elementary

(') schools. On several 'odcasions,'FOCUS studentsparticipated in city- -wide campaigns to raisefunds for medical research and also planned,orgahized, and produced an all-school rockfestival and light shOw for the benefit of thePeace Corps.

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The benefits of'-this aspect of the FOCUS out-of-school program are reciprocal: not onlyare groups in' the community given needed -

' asistance, but FOCUS students, many of them ,with extensive 10-stories as "takers", experi-ence the personal gratification and rewards ofbeing "giyers".

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Recreation. The third element in the project's'off-campus program centers on recreationalactivities. One of the first observations madeby the staff when the project began operationwas that few students were aware of the varietyof opportunities available in the city andsurrounding areas. Consequently, concertedefforts have been made 7/familiarize students

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with such opportunities. A considerable portionof the project's budget is earmarked for trans-portation and admission fees. Charter busesare used,,to introduce the mountain and coastalareas of the Northwest to FOCUS camping,, rockclimbing, skiing, fishing, and hiking grOups.Few FOCUS students, for 'example, had ever doneany serious rope climbing.prior to entering the

oject. By the end of the first year,llowever,the climbing group had grown to fifteen avid"rope nuts", and had made several climbs in theColumbia River Gorge and Mt. Hood areas. Crosscountry skiing, an inexpensive alternative tothe downhill sport, became a very popular partof the project's physical education program_andseveral students have taken up the sport as apersonal favorite.

Horseback riding, rifle marksmanship, '§olf, andice skating are other examples of regular out-of-school activities offered in FOCUS. Theemphasis, again, is exploratory and almost anysuggestion or clue which promises to offer anaJternatiVe to "movies, T. -V., and sittingaround" is made part orthe project curriculum.(One student suggestion, sky diving, was over-ruled, however, by the timorous project director)

Visitations to'the cultural attractions of themetropOlitan area have enriched the lives of allproject personnel. Groups have watched a tour-ing Russian ballet company pe-rform Swan Lake atthe Civic Auditorium, have attended Fijor motionpicture showings, have photographed exoticanimals at th,e zoo, and have seen and discussedexhibits at the Art Museum, Hand Crafts Fair,and Black Studies Center. Some students havebecome involved in the environmental'educationand action, program at Portland State University,and others have spent hours filming, editing,and producing motion picture documentaries onsuch subjects as Portland's churches and his-toric buildings of the city.

Special Resource Personnel

FOCUS uses regularly the services 9f specialresource persons, both paid and volunteer. .4is not at all uncommon to'visit FOCUS classesand find students working with parents, college

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students, residents of the school neighborhood,business and professional men, and craftsmenfrom the metropolitan area.

Parents. Parents of FOCUS studentsafford ,one of the most productive sources ofsupplementary program personnel. By servingas group leaders, for instance, parents makeit possible for the project to provide adequateadult leadership for out-of-school field trips ,without seriously affecting the pupil/teacherration of FOCUS classes remaining in the school.The project's developing "job sampling" program in career educaticin has been sponsoredby a parent support group, and several classesnave been taught by interested mothers andfathers with expertise to share with studentS:It has been the staffs' experiencd"that parentsare very willing to assist the school if Oeycan be shown how their .contributions, are /important and appreciated.

University students. Another source ofpersonnel which staff members have explored isthat proyided by pre-professional college stu-dents seeking informal instructional practicumexperiences. A number of students from localcolleges, and universitiesheve worked withFOCUS students, leading such, classes asAmerican Folklore, Handcrafts, Literature,.Self-Defense, and Graphics. Others hayeassisted staff members as group leaderS duringcamping trips, and one young lady organizedand supervised FOCUS students who conducted a

\\cross-age tutoring program in nearby elementaryschoolt. Several college instructors haveagreed to allow their students class creditfor volunteer work in FOCUS and, based on thepositive reports received from these professorsduring the first operational year, it is quitelikely that this mutually beneficial aspect ofthe project will be extended in the future.

Business and community personnel. Perhapsthe greatest number of supplementary learningexperiences available to students in an urban'community are those provided by representativdsof business firms and civic agencies. FOCUSgroups have had specialized, practical instruc-tion by 'local lawyers,,,personne) managers, .physlcians, weavers, social workers, media

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technicians, Tilgts, foresters, and militaryservicemen. While some of those working inthe resource specialist role have been paidsmall sums for their services, most have workedwith project students, both in' the school andin the community, without compensation. Asmentioned previously, the ';reality" factor isa powerful motivating influence for academicallydisinterested students and, for this reason, theuse of practicing expers from business, industry,and the professions will continue to be animportant component of the FOCUS instructionalschedule.

Recommendations

In view of the experiences of FOCUS'personnel,the following recommendations are offered thoseconsidering a extensive out-of-school learningprogram.

Transportation. Obviously, any out-of-school program is dependent-upon adequatetransportation resources. Ideally, a schoolor project should have "in-house" access toa bus for large group excursions and one ortwo vans or mini-buses for small group outings.'

Ideal facilities are not critical-, however. Theout-of-school, program described above is con-ducted without any project or school districtvehicles. Large groups are moved in buseschartered from private bus companies or fromschools in surburban districts. (Charter pricesvary greatly and wise cost comparisons cangreatly extend available transportation funds.)For small groups going out of the urban area,staff members use their private cars, with theproject reimbursing them for operational costs.However, the possibility of legal action result-ing from an accident dictates that any staffmember using his car to transport students pro--vide himself with adequate insurance. FOCUSrequires all staff members to maintain "100-300"insurance coverage as a matter of course. How-ever, short term protection in this amount canbe purchased quite inexpensively for driverswhose coverage is for a smaller figure.

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(Ahother FOCUS policy is that only salaried_employees of the school district-may transportstudents 'Or lead field trips, again for liabil-ity reasons. While,thi'S regulation rules outthe utilizztion of parents, friends , pupils,and student teachers as drivers, it doesn'tcompletely incapacitate an out-of-schoolprogram.)

Public bus transportation is used frequentlyby FOCUS groups traveling within the city.'Since fares are greatly reduced.fox, thosewith specialNs cards, the project urges allstudents to vOchase.such cards at the beginningof the school year. From a financial view point,public buses provide perhaps the chetpest modeof trspsportatibn available ,nd should, there-fore,' be' the first alternative considered whenplamning field trips and visitations.

Resource bank. It is recommended stronglythat an accurate, up-todate file be kept onall supplementary ,resources utilized by theschool or program. Such a, record is kept' in'FOCUS by maintaining individual filefoldersfor every field tri p.ond excursion. The -folderfor a given trip will contain information .re- .garding destination, contact persons, trans-portation cost comparisons, necessary equipmentsand an overall evaluation of the experiente.

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A similar file system is being developed to .refer staff members to persons in the communitywho are available to the project. File. entriesindicate names, addresses, telephone numbers,areas of expertise, availability,and similarinformation. These records should be availableto .colleagues outside the project and thesuggestion of faculty members should be usedto expand the file. (An attractive' possi bi 1 i tyis the use of parent volunteers to develop and,,maintain this material.),

Student contributions-. It is recommendedthat students be expected to contribute finan-dial ly to any opt-of-school project in whichthey participate. The rationale for this isnot financial .but affective. FOCUS staffmembers have observed a different dynamic atork when students Make,a contribution, however'small, toward the costs of a field trip or

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special project, As a Matter of practice,students, are expected to rkise app?oximatelyten.perdent. of .the costs for gut, oftown excursions and pay* all of the fare

city`buses are used' for local trips. Inti'm-ca-~t)(tegsled trips to distant locations

f.away ,iV California, etc.), part ofthe grbup P`reitel imi nary planning should be fora variety 'of, fund raising projects which willhelp At accomplish the travel 'objective.

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