document resume ed 318 587 rc 017 491 author …document resume ed 318 587 rc 017 491 author...

DOCUMENT RESUME

ED 318 587 RC 017 491

AUTHOR Salerno, Anne; Fink, MaryTITLE Dropout Retrieval Programs.INSTITUTION Florida State Dept. of Education, Tallahassee.; State

Univ. of New York, Geneseo. Coll. at Geneseo. MigrantCenter.

SPONS AGENCY Office of Elementary and Secondary Education (ED),Washington, DC. Migrant Education Programs.

PUB DATE 89NOTE 59p.; Contains a 3 page summary written by Anne

Salerno.PUB TYPE Reports - Descriptive (141)

EDRS PRICE MF01/PC03 Plus Postage.DESCRIPTORS *Adult Education; Adult Vocational Education;

*Dropout Programs; Dropouts; *High School EquivalencyPrograms; *Migrant Education; Migrant Programs;*Nontraditional Education; Profiles; *ReentryStudents; Secondary Education

IDENTIFIERS Migrant Education Secondary Assistance Project

ABSTRACTThis paper describes 15 dropout retrieval programs

that have components with potential for helping migrant dropout youthreturn to an educational program. Each profile contains informationon eligibility, identification or recruitment method, funding,services, and contacts. In addition, each program is categorized asto type of sponsoring institution or agency, format, components, andspecial features. Some entries include a profile of an exemplarystudent. The programs are: (1) adult education programs, availablenationwide; (2) Colorado's Finest Alternative High School, Englewood,Colorado; (3) Educational Clinics, Inc., in Washington andCalifornia; (4) Giving Rural Adults a Study Program, Ear *. Bloomfield,New York; (5) high school equivalency programs, available nationwide;(6) Individualized Learning Center, Delano, California; (7) JeffersonCounty High School programs, Louisville, Kentucky; (8) Kenan TrustFamily Literacy Project, in Kentucky and North Carolina; (9) MigrantAlternative School, Yakima, Washington; (10) Migrant DropoutReconnection Program, a national linkage system; (11) Project READY,Bettendorf, Iowa; (12) Rich's Academy, Atlanta, Georgia; (13)Secondary Migrant Project, Pendleton, Oregon; (14) Youth EducationProgram, Corpus Christi, Texas; and (15) 70001 Training andEmployment Institute, a national program operating in 26 states. Asummary, a glossary, and a list of 14 additional programs areincluded. (sV)

***************.t****************************************************

* Reproductions supplied by EDRS are the best that can be made *

* from the original document.******************************************************".****Rw*********

IIINIWAMMIWAMMMIMLFI111.

DROPOUTRETRIEVAL PROGRAMS

SUMMARY

"PERMISSION TO REPRODUCE THISMATERIAL HAS BEEN GRANTED BY

ert

TO THE EDUCATIONAL RESOURCESINFORMATION CENTER (ERIC)."

U S. DEPARTMENT Of EDUCATION°fr.( e 04 EducaDonx Researcr, anci imp,ovp,Ient

EDUCATIONAL RESOURCES INFORMATIONCENTER r ERIC!

Pmt has been reproduced asrn the person or orgamiat,or,

ranges have open made In improvereproduction

O Points of riew or opin,on5 Slated in this Ckx.0men? Po not rleCe5Satily cvOrt35en, °MoatOE RI 005,110 Or DOlicy

BEST COPY AVAILABLE

DROPOUT RETRIEVAL PROGRAMS

SUMMARY

Prepared and Written byAnne Salerno, Migrant Education Specialist

Authorized byThe Migrant Education Secondary Assistance (MESA) P1-.,ject

under a contract from the United States Department of Education,Office of Migrant Education

to the Florida Department of EducationFederal Compcnsatory Education

BOLES Geneseo Migrant CenterHolcomb Building, Boom 210

Geneseo, NY 14454

1989

3

With special thanks and appreciation to:

Patrick HoganUlysses G. HorneLouis T. MarshRolland MielkeAlice Williams

The MESA Advisory Committee:

Beth knowRichard BoveFrank ContrerasRaCil de la RosaRonn FriendRobert LevyJeanette MoralesSusan MorsePerfecto MunozGerald L. RichardsonJack SchulzeJoy SparrowJesse Vela

And special consultants: Kenneth Frye, Thomas Ryan and Lila Shapiro

And, of course, this project would not have been possible without thecooperation of the state erectors of Migrant Education. Many thanks!

The information reported herein was prepared pursuant toa contract with the United States Department of Education.However, the opinions, condusions, and recommendationsexpressed herein do not necessarily reflect the position orpolicy of the Department of Education, and no officialendorsement by the Department of Education should beinf

PREFACE

How do we reach out and help youth who may not want us, who arescattered about the countryside and are not receptive to theconventional school system?

This paper is a brief description of fifteen dropout retrievalprograms that could provide some unique strategies to assist migrantyouth who have dropped out. The programs were selected by the MigrantEducation Secondary Assistance (MESA) project for inclusion in a muchlonger version that has a complete profile of the program, a studentprofile, and a contact person.

If you are interested in the more complete document or a copy ofthis paper in Spanish, please contact:

BOCES Geneseo Migrant CenterHolcomb Building, Room 210Geneseo, NY 144541-800-245-56811-800-245-5680 (NY)

The fifteen programs described have many positive elements thatcan assist migrant dropout youth return to an educational program.These programs are highlighted not as exemplary dropout retrievalprograms but as models that have potential for use with the migrantpopulation.

Robert Lynch, DirectorBOCES Geneseo Migrant Center

Dropout Retrieval Programs

Summary

Adult Education Programs

Adult Education programs are located in many high schools,community colleges, and universities nationwide. The programs offer avariety of services such as G.E.D. preparation, vocational training,literacy and basic skills classes, English as a Second Language, andenrichment courses. Adult Education programs may provide eveningclasses, child care, counseling, and job placement assistance.

Colorado's Finest Alternative High School

This project is located in Englewood, Colorado. In thisalternative high school, students develop general statements ofoutcomes that focus on their emp-oyability skills, and personal andacademic development which they mast achieve in order to graduate.Classes are offered mornings, afternoons, or evenings. Self-conceptdevelopment, basic skills, career awareness, and community service ar0also aspects of the program.

Educational Clinics, Inc.

Educational Clinics, Inc. have two locations in California andthree in Washington state. Students in these clinics prepare for theG.E.D. in individualized programs based on their skill levels.Counseling, referrals, and employment orientation are provided.

G.R.A.S.P.

G.R.A.S.P. (Giving Rural Adults A Study Program) is a home studycourse that operates out of Bloomfield Central School in EastBloomfield, New York. This correspondence G.E.D. preparation coursehas three skill levels. Students receive an instructional packetwhich they are encouraged to return postage-free within two weeks inorder to receive the next packet. Presently the course is availablein English only, but is being piloted on a limited basis in Spanish.

High School Equivalency Program

The High School Equivalency Program (HEP) is a G.E.D. preparationcourse for migrants, seasonal farmworkers, or their dependents. Thereare 22 HEP programs nationwide that provide commuter or residentialprograms on college campuses. Career information, counseling,academic advisement, tutoring, transportation to.and from the program,cultural activities, and job placement assistance are provided.Programs help students continue on to post-secondary education,vocational training, or a job according to student preference.

The Individualized Learning Center in Delano, California is anadult education program that prepares students for the G.E.D. or ahigh school diploma. Students work at their own pace to earn creditfor completed assignments, averaging about nine hours a week at theCenter. No formal instruction is provided, but tutoring is availableif requested. The Center also offers basic skills classes, computertraining, English as a Second Language, an amnesty program, businesseducation, and rehabilitation for severely handicapped adults amongits other services.

Jefferson County Public Schools

Jefferson County Public Schools in Louisville, Kentucky offer awide range of services including vocational and academic courses,G.E.D. preparation, English as a Second Language, child care,transportation, and work/study in a number of sites. One of theprogratils is the Work Experience Program that provides afully-subsidized 250-hour training period to 16-21 year old studentswho have completed pre-employment skills training.

Kenan Trust Family Literacy Project

This project has programs in Louisville, Kentucky and in NorthCarolina to assist undereducated parents and their three and four yearold children overcome poverty and illiteracy. Parents receiv_ basicskills instruction, job-readiness training, and parenting educationwhile their children attend preschool class in a school three days aweek during the school year. The program helps parents realize thepositive influence they have on their children's education.

Migrant Alternative School

The Migrant Alternative School in Yakima, Washington offersG.E.D. preparation in English and Spanish, English as a SecondLanguage, basic skills, some credit-bearing academic courses,vocational training, and employment/college counseling tc) 16-22 yearold migrant or former migrant youth. Program flexibility is seen inmorning, afternoon, and evening sessions during regular term and in asix-week summer session that is open three nights a week. Eightypercent of the students in the program at present have never beenenrolled in a U.S. high school.

Migrant Dropout Reconnection Program

The Migrant Dropout R-connection Program, located in Geneseo, NY,links migrant dropout youth nationwide with secondary, vocational,and/or post-secondary programs. Through a toll-free hotline, youthreceive job counseling, and educational and social service referrals.A monthly bilingual newsletter, REAL TALK, highlights information oncareers, health, education, role models, and financial aid, as well asyouth's own writing. Bilingual clip sheets on careers, educationalopportunities, and health issues are available. A job developmentspecialist provides workshops on job-readiness skills and self-conceptdevelopment. The home-study correspondence course, G.R.A.S.P., isavailable on a limited basis through this program.

2 7

Project READY

Project READY, located in Bettendorf, Iowa, emphasizeswork/study. Students work toward their high school diploma byattending school one day a week and working at least fifteen hours aweek at a community job site. While at school, students receiveinstruction on an individual basis and meet as a group once a day todiscuss careers, social issues, and other topics.

Rich's Academy

Rich's Academy of Atlanta, Georgia, is an endeavor to involvebusiness with education. Because the program is located in Rich'sDepartment Store, students are exposed to the world of work and areoffered part-time and summer employment. Students work toward theirhigh school diploma in acadvAic courses, participate in informalcounseling sessions, and havo access to the extended day program fortutoring and extracurricular activities.

Secondary Migrant Project

The Secondary Migrant Project in Pendleton, Oregon providessupplementary instruction in English as a Second Language, orallanguage, reading, math, and/or tutorial services. Students sign acredit completion contract that is designed to help those who misspart of a quarter to receive credit in a certain course. Studentsreceive individual and group counseling.

Youth Education Program

The Youth Education Program of Corpus Christi, Texas, providesG.E.D. instruction; pre-employment/job market orientation; group,family, and individual counseling; tutoring; and human growth anddevelopment. Students receive individualized instructional packetsbased on the results of the Test for Adult Basic Education (TAM) AnEmployability Development Plan is designed by students and theirparents that shows students' preferences or goals for employment.

70001 Training and Employment Institute

70001 has programs in more than 26 states. Students receiveG.E.D. instruction, pre-employment and work maturity skills training,job placement assistance, post-employment counseling, communityservice activities, and motivation. The program gives students theopportunity to work toward their high school equivalency educationthrough G.E.D. preparation or Adult Basic Education.

3

DROPOUT RETRIEVAL PROGRAMS

Prepared and Written byAnne Salerno, Migrant Education Specialist

andMary Fink, Migrant Education Specialist

Authorized byThe Migrant Education Secondary Assistance (MESA) Project

under a contract from the United States Department of Education,Office cf Migrant Education

to the Florida Department of EducationFederal Compensatory Education

BOCES Geneseo Migrant CenterHolcomb Building, Room 210

Geneseo, NY 14454

1989

With special thanks and appreciation to:

Patrick HoganUlysses G. HomeLouis T. MarshRolland MielkeAlice Williams

The MESA Advisory Committee:

Beth ArnowRichard BoveFrank ContrerasRaill de la RosaRonn FriendRobert LevyJeanette MoralesSusan MorsePerfecto MunozGerald L. RichardsonJack SchulzeJoy SparrowJesse Vela

And special consultants: Kenneth Frye, Thomas Ryan and Lila Shapiro

And, of course, this project would not have been possible without thecooperation of the state directors of Migrant Education. Many thanks!

The information rivaled herein was prepared pursuant toa contract with the United States Department of Education.However, the opinions, conclusions, and recommendationsexpressed herein do not necessarily reflect the position orpolicy of the Department of Education, and no officialendorsement by the Department of Education should beinferred.

11

TABLE OF CONTENTS

PREFACE

Page

iiiPROGRAMS' COMPONENTS CHART

ADULT EDUCATION PROGRAMS

COLORADO'S FINEST ALTERNATIVE HIGH SCHOOL 3

EDUCATIONAL CLINICS, INC 5

GRASP 9

HIGH SCHOOL EQUIVALENCY PROGRAMS 13

INDIVIDUALIZED LEARNING CENTER 19

JEFFERSON COUNTY HIGH SCHOOL 21

KENAN TRUST FAMILY LITERACY PROJECT 25

MIGRANT ALTERNATIVE SCHOOL 29

MIGRANT DROPOUT RECONNECTION PROGRAM 31

PROJECT READY 35

RICH'S ACADEMY 39

SECONDARY MIGRANT PROJECT 41

YOUTH EDUCATION PROJECT 43

70001 TRAINING AND EMPLOYMENT INSTITUTE 47

OTHER DROPOUT RETRIEVAL CONTACTS 49

GLOSSARY 51

PREFACE

Now do we reach out and help youth who may not want us, whoare scattered about the countryside and are not receptive to theconventional school system? This publication provides someunique strategi to assist migrant youth who have dropped out.

The reauthorization of Chapter 1 Migrant Educationregulations has brought about some changes in the provisions forservice to migrant youth. One of these is the extension offunding for services to youth. Ms. Susan Morse wrote in theMarch 1989 issue of the MESA Bulletin:

"Now migratory chil,lren ages 3 through 21 generate fiscalsupport for state operated programs to meet their specialeducational needs. The provision of fiscal support for servicesfor migratory youth 17 through 21 strengthens the moral and legalimperative to seek out and assist them."

Ms. Anne Salerno, Migrant Education Specialist with theBOCES Geneseo Migrant Center, had the main responsibility for thecompletion of this booklet. Ms. Salerno was assisted by Ms. MaryFink, Migrant Educational Specialist. Thanks go to each of theprograms that responded to our inquiry for information withspecial thanks to the staff of the selected programs who providedadditional information and spent time talking about theirprograms to Ms. Salerno. The highlight of this publication isthe student profile. These profiles feature youth who arecurrently enrolled in the program or who have successfullycompleted the program. Hopefully, they will serve as role modelsfor other youth. Congratulations and thanks to each of thesepersistent young people!

Initial requests for information on identified programs weresent to approximately 150 programs. After reviewing theinformation received, it was determined that the najority of theprograms provided prevention services to at-risk students ratherthan dropout retrieval. Only programs with a retrieval/reconnection component were included in this publication. Theprograms selected represent a variety of strategies for servingdropout youth in programs across the country.

Again, Susan Morse states: "Dropouts are an enigma; they aredifficult to find; they often are embittered and disenchantedwith education and educators. Serving out of school youth willrequire some new approaches. However, dropouts are also amongthe most needy. Remember one of the "laws" of Migrant Educationis that those in the greatest need are generally the hardest toserve. That's why schools have had difficulty meeting the needsof migrant youth, and that's why Migrant Education is funded."

Robert Lynch, DirectorBOCES Geneseo Migrant Center

iii

DROPOUT RETRIEVAL PROGRAM COMPONENTSInstructional Vocational Support

w0

E

CI4'd

m

2

.,. 0C u

g

..,aC.)U

02

.W

C

J.?

.wA

. L.C.

fJ

_

s =

2"- .2AJC m

u=

m '00. Do

"c;-;(9

a.

E.mw04JaE-,

>. .LJ0 c

o

C

7_,c.

.0a

-9

i

o 0II. Q

c°

a

.

..

F 0M

L.w44

C

C0

2i

73m=

AJ

f)1 'C0`1' -9u. w,-. >w wm o

0..I

t,mu&

Adult Education

xProarams X 1111111111=111111111111=Colorado's FinestAlternative S 11111=11111.1111111111111111111111111111111Educational Clinics, Inc

4' 'A.S. minimminsolimm.mninmummilimommuilmiummuni

MITHINITENTENE.BrIMgn ooEouivalencv ProaramIndividualized M=Learning CenterJet arson County

h Schoolnan Trust Family

111.1111eracv PtalectMigrant AlternativeSchcoi

X X MM. X

.11111MIIMEMIU.11111=1-

IIIIIIIIIIMEMEIXM11.1111111

Migrant DropoutReconnection Prooram 1111113.1.1=1111111=1111 X

Project READ

%on sAademv 111111111111Secondary Ma,grantFr affect 11111111111Youtn EducationProlect

70001 Training andEx=lovment Institute

X X X NM=

ADULT EDUCATION PROGRAMSNATIONWIDE

Sponsoring Institution /Agenc":

Public High School, College orUniversity, Private orGovernment Agency, orNon-Profit Associations.

Format:

ClassroomComputer-Assisted InstructionCorrespondence/Independent Studyflexible ScheduleMulti-site

Components:

Academic CoursesChild CareCounselingEnrichmentESLG.E.D. PreparationHigh School DiplomaVocational Courses

Special Features:

Good for Rural AreaServes Migrants andMinorities

MIGRANT COWATION SHOWARY ASSISTAtWcLS Urnesto *pant CenttkHa/comb Budding, Ron* 210OtnEdeo, New Voniz 14454

PROFILE OF PROGRAM

Identification/Recruitment Method

Advertising through the media, word of mouth.

Funding

Adult Education Act and other local, state, cr..-

federal sources.

Description of Services

Adult Education Programs are a resourceavailable in many communities through publioschools, Boards of Cooperative EducationalServices (BOCES), colleges, non-profitorganizations, private or government agencies.Costs will vary but many courses are free.

There is a wide variety of curriculumoffered through different programs. One typeProvides literacy and/or basic skillsdevelopment. This program serves the non-readeror poor reader. ESL and survival skills may beother components in a basic program.

Some Adult Education programs focus onG.E.D. preparation and/or working with studentson credit-bearing courses for a high schooldiploma. Formats vary but may include classroominstruction, computer-assisted instruction,independent learning llbs. In the lab situation,students are assessed and a teacher designsindividualized programs that target particularneeds. Students work at their own pace and mayhave tutoring assistance if needed.

Another type of Adult Education coursefocuses on the vocational aspect. Students havethe opportunity to upgrade their skills or learna new trade. A variety of courses including autobody repair, accounting, computer literacy,cosmetology, and heating and air conditioning maybe offered in different programs.

Community education courses providestudents with enrichment. These serveeducational, leisure, cultural, social, andrecreational needs. Folk dance, quilting, localhistory, and foreign language instruction arepossible offerings in this category.

1

15

Many programs have evening classes orflexible hours. Some have multiple sites, childcare, counseling, or job placement. At somesites, the is an open entry/open exit policy.Other sii:es have classes on a semester basis orat certain intervals. Some programs may beindependent study or correspondence courses.

COLORADO'S FINEST ALTERNATIVE HIGH SCHOOLENGLEWOOD, COLORADO

Sponsoring Institution/Agency:

Accredited with North CentralAssociation of Colleges end schools

Format:

ClassroomComputer-Assisted InstructionFlexible SchecbilingOutcome-Based Zduos;.::

Components:

Basic SkillsCommunity ServiceEmployment OrientationHigh School DiplomaSelf-Concept Development

i r-RANT t MCAT ION Sf ('LMAR4 ASS1S !ANC/s 6-1-ncsio li(Ostrit rentiA

Hofcvmb Ii41,1t09. F

crntde u Velt. 4J4

PROFILE OF PROGRAM

Eligibility

Students from the entire Denver metropolitan areaare eligible but are taken on a first come-firstserved basis. Others are placed on a waitinglist. Students from Denver must be 16.


Referrals are made by friends, parents, andschool counselors.

Funding

Funded by the Englewood Scnool District.


Colorado's Finest Alternative High Schoolin Englewood, Colorado, was named by its originalstudent body as a statement of its goal.Students are not viewed as dropouts but astransfers.

Now in its eighth year of operation, theschool has become accredited with the NorthCentral Association of Colleges and Schools. Atfirst the school served students primarily fromthe Englewood and Littleton areas, but it nowenrolls youth from 19 high schools.

The district views this school as itsresearch and development center with emphasis oncomputer-assisted instruction and outcome-basededucation. Studies are underway to useinteractive video discs and to integratecomputers into classroom instruction.

Students develop broad statements ofoutcomes that address their employability skills,personal and academic development. They areresponsible for proving their achievement ofthese goals in order to receive a high schooldiploma. Students must also have an exitinterview by staff to determine their readinessto graduate. All students need to achieve theseoutcomes for graduation:

a 10th grade reading levelbasic math mastery- twenty hours of community service, and

3

17

-ability to write a paragraph on thehigh school level about their careergoals.

This school provides a basic skillsdevelopment program which uses the ComputerCurriculum Corporation system of programs thatincludes reading, writing, spelling, math,algebra, and logic. There are also Applecomputers for word processing and individualizedinstruction in math and reading.

Three programs serve varied studentneeds. The morning program is a highlypersonalized instructional program for 16-20 yearold students. The afternoon program serves 14-16year olds, while the evening session is forworking students and those who cannot attend on aregular schedule. Classes are ungraded butcredits are given for performance and/or effort.

The personal development of the studentis the staff's main responsibility. Self conceptdevelopment includes assertiveness training andstress management. Academic and career awarenessneeds are also considered. Students and staffworking together is central to the program'ssuccess. A teacher takes on the role of familyunit leader and counselor and is in charge oftracking student credits, attendance, and keepingin contact with the family and school. Theteacher-student ratio is one to twenty.

Fifty percent of the graduates in thepast two years have expressed an interest inattending a four year college. Most of these arenot able to attend immediately because offinancial constraints, but their educationalgoals are positive. Presently 370 students areenrolled in the three programs and 100 willgraduate this year.

Contact Person

Dr. Tom Synnott, PrincipalEnLlewood SchoolsColorado's Finest Alternative High School2323 West BakerEnglewood, CO 80110(303) 934-5786

2:1139SSorirarnstiter.

Office of the Superintendentof Public Instruction

Format:

ClassroomOne-on-One CounselingOpen Entrance/Open Exit

Components

Academic CoursesBasic SkillsCounseling and ReferralEmployment Orientation

(when appropriate)G.E.D. Preparation

Special Features:

Good for Rural Area

4113QC

HoldGent,

rT ATION SCCOWOARY ASSISTAUCtGescaeo ktq:ont Cente.,q

&u.Cding, Room :10a, New Yvt1: 14454

EDUCATIONAL CLINICS, INC.WASHINGTON AND CALIFORNIA

PROFILE OF PROGRAM

Eligibility

13-19 year old dropouts must show writtenverification from last school attended that theyare no longer enrolled and they must be lowerthan high school proficiency in basic skills.Students must be out of school 30-45 days beforethey are eligible.


Students are referred by parents, teachers,counselors, friends, private and public agencies.

Funding

Funding is through contracts and grants fromstate Department of Education, corporations,foundations, and individuals.


There are three clinics in Washington andtwo in California. ECI runs a year-round, openentry/open exit program that offers basic skillsinstruction and employment orientation todropouts. Students work toward G.E.D.completion, returning to public school, going towork or college.

The clinics focus on students' academicgains and the activities they follow afterleaving the program. Since the program's focusis on the "product" of education, the clinics donot conform to regular high school program courserequirements, length or number of school days inthe year, or give credits or high schooldiplomas.

Counseling is provided to motivatestudents and help them with personal problems.Students are given diagnostic tests to determinetheir appropriate skill level from which anindividualized orogram is based. Students workat their own Classes meet four hours aday, five days a week.

5

Student Profile

Lars Larsson

Betsy Suveg sent the following profile ofa student in Educational Clinics Inc.

Betsy said,

"Lars Larsson was in the third grade whenhis stepfather, irate and intoxicated, beganfiring shots at his mother, finally knocking herunconscious by striking her repeatedly on thehead with his pistol.

""I remember seeing my little sister whowas just learning to walk," he said, "walkingdown the sidewalk, crying, running away fromhome."

"His stepfather quit drinking for a timeafter that, but soon fell into an alcoholic cycleof drinking, abuse, losing jobs, drying out, andresuming drinking.

"Because his family moved a lot, Larsattended eight different schools before hisfather was arrested in 1985 for drug smuggling.Since then, he, his mother, and his sister havelived consistently in the same residence awaitinghis stepfather's release from prison.

"Lars maintains firmly that the problemsat home did not contribute to his problems inschool.

""I was onl 11 when my father wasarrested," Lars said, "and I didn't decide toleave school until I was 15."

"Lars, whose grades were usually A's andB's, began to put forth less effort in theseventh grade. His grades began falling rapidly.

""It was my own fault," Lars said.guess I had an attitude problem."

"Lars was referred to a psychologist byhis principal, a relationship Lars maintains tothis day. It was Lars' psychologist who referredhim to ECI.

"Lars was 15 and in the ninth grade,when, upon the advice of his psychologist, hewithdrew from school.

Educational ClinicsIncorporated1E0

""I was failing four classes and didn'tfeel like I understood anything -- especiallymath," Lars said.

""In math, we had to learn four steps aday," he said, "and when I couldn't understandthe first, I couldn't do the others."

""The teacher kept saying 'Hold on, I'llbe there in a minute,' but she never was," Larssaid. "She continued to spend her time with thekids who understood."

"In spite of having high school-graduatelevel math skills, Lars' academic frustrationwith the subject was great when he entered ECI.

"After 111 hours at ECI, Lars took thesimulated GED tests, got excellent scores, andtested over the high school-graduate level in allareas on his post-achievement test. He plans onenrolling in community college this summer orfall where, if he can maintain a 3.0 grade-point,he can transfer to the University of Washington'sEducational Opportunities Program where he plansto major in psychological research.

""In public school, some kids don't feellike they learn anything," Lars said. "Theteacher asks a question, the kids look it up,answer it, and forget it -- at least two-thirdsof it, anyway.

"When asked to compare his experience atECI with that in public school Li.rs paused onlybriefly before answering.

""All kids want to learn, but in a way,school hampers that," he said "ECI lets kidswork at their own pace without pushing them orpressuring them." "Kids don't feel restricted,"he said. "They come here to learn so theylearn.""

Contact Person

Ms. Betsy R. Suveg, Executive AssistantEducational Clinics, Inc.1415 Western Avenue, Suite 515Seattle, WA 98101(206) 622-6980

7

G.R.A.S.P.EAST BLOOMFIELD, NEW YORK

Sponso,inA Institution /Agency:

East Bloomfield MigrantTutorial Program

Format:

Correspondence/Independent Study

Components:

G.E.D. Preparation

Special Features:

Good for Rural AreaServes Migrants

1410441 IAA

FOCI S GreirAtO Mo11,10 CorfekNorce.l, fduig, Roc. aIC

m'At n, Hoc Yolk 144' ,4

PROFILE OF PROGRAM

Eligibility

Rural, disadvantaged people 18 years of age orolder; must have been out of school one year.


Program is publicized. Social service and JTPAagencies make referrals. Many students also hearof program from other students.

Funding

Combination of state and federal Adult Educationsources.


Giving Rural Adults A St.), Program(G.R.A.S.P.) is a home study coursa based in theBloomfield Central School of East Bloomfield, NewYork. G.R.A.S.P. was orginally developed as aspecial project through the N.Y.S. Department ofEducation's Division of Adult and ContinuingEducation and has since been replicated in manysites across the state. The program providesstudents in need of a high school diploma withcourse cork in reading, math, English, socialstudies, sciencc, and writing skills. G.R.A.S.P.is free to students lue to a combination offederal and New York State funding sources.Recruitment is through word of mouth, publicitythrough social service agencies, JTPA and othersources.

After the initial contact or phoneinterview, students receive a letter from theprogram along with a registration sheet and aTest of Adult Basic Education (TARE) to determinetheir math and reading levels. The programincludes three levels with the middle level basedon sixth grade abilities. If a student'sabilities are very low, an effort is made toconnect the student with a Literacy Volunteers ofAmerica tutor. Students receive study materialsthrough the mail along with instructions andanswers. They are encouraged to return theirwork within two weeks of receiving it and thenreceive a new instructional packet. Materialsare sent back and forth with postage pre-paid forthe student.

9

The correspondence nature of the programis an advantage for those who have had negativeschool experiences or those withouttransportation. The G.R.A.S.P. completion ratevari's depending on a student's reading level.When students are considered ready to take thehigh school equivalency test (G.E.D.), they aregiven a G.E.D. practice test. If they pass, theyfill out 5 G.E.D. test form and mail it to thenearest testing center. There are varioustesting sites throughout the United States withdifferent testing dates available. On a limitedbasis, G.R.A.S.P. is also available nationwide asa program for migrant dropout youth through theMigrant Dropout Reconnection Program (MDRP).

A Spanish G.R.A.S.P. program is beingpiloted on a limited basis in the local EastBloomfield area.

Student Profile

Margarita Zertuche

Margarita was born in Matamoros, Mexicoon April 17, 1968. There were sixteen in herfamily. They came to the United States in 1978and lived in Santa Rosa, Texas for two years.The family moved to Wimautna, Florida after that.Margarita said that they used to travel up Northto pick cucumbers, peppers, and tomatoes whileher father was Ftill living. He died five yearsago.

Margarita dropped out of school in theeighth grade in 1985. She was needed at home tohelp her mother after her older brothers married.She also lives with her three younger sisters andyounger brother.

She feels that the G.R.A.S.P. program hasgivLn her the opportunity to do what she wasn'table to do before. Margarita was attracted tothe program because it allows her to work andstudy at the same time everyday. She works at anursery.

Margarita realizes it will take a longtime to get her G.E.D. because of the time shehas been out of school. She is determined,however. Her message to others is, "Don't dropout if you have the chance to stay in school.Try to go back (to school). Show yourself andeverybody that you can do it. Go for it!

10

,)

Contact Person

Mr. Patrick Crowley, DirectorMs. Judith De)Vecchio, CoordinatorG.R.A.S.P.Oakmount AvenueBloomfield Central Schc 1

East Bloomfield, New York 14443(716) 657-7162(/16) 657-7176

HIGH SCHOOL EQUIVALENCY PROGRAMVARIOUS STATES N NWIDE

Sponsoring lnstitution /Agency

Varies by site

Format:

ClassroomHome-Study

Components:

Child CareCounselingEnrichmentESLHigh School Equivalency DiplomaHome-StudyPlacement AssistancePre-G.E.D and G.E.D. PreparationReferralsTutoring

Special Features:

Good for Rural AreaMulti-sites NaticnwideResidential Setting, Commuter,

or Home-Study ComponentServes Migrants

PROFILE OF PROGRAM

Eligibility

Applicants need to fill out a formal a )lication,be tested, and provide a health report. Highschool dropouts 17 years old or older, who haveworked in agriculture or are dependent:, of anagricultural worker with at least 75 days work inthe past 24 months are eligible.


Students are identified and recruited through theMigrant Dropout Reconnection Program, secondarymigrant cidvocates, state agencies, and homevisits by migrant staff.

Fundiag

United States Department of Education, Office ofMigre.nt Education

Description of Servic ©s

The High School Equivalency Programprovides migrant dropouts the opportunity toreceive intensive G.E.D. preparation. There arepresently 22 HEPs nationwide, but numbers mayvary depending on availability of grants.

Many HEPs are residential and are locatedon a college campus where room, board, round-triptransportation, and a small stipend are provided.Sessions are usually 10-12 weeks in length andare offered three or four times per year. SomeHEPs have open enrollment. Students attendG.E.D. classes, receive personal development/career awareness counseling, and placementassistance after program completion. Classroominstruction as well as small group or individualtutoring seFsions are provided. Some programsoffer ESL and child care. The residentialprograms gjve students the chance to experiencecollege life and see college role models.Students may participate in cultural activities,intramural sports, and other campus events.

There are also commuter programs thatwqm/imulAclowAR,Asusumt offer free transportation to the HEP. These mayBoas Genfeep lkormt etnitA be part-time evening programs which provide7 /7Ginfaer, Ww Yo4k 14IW Pre- G.E.D., G.E.D., and ESL courses. Other

programs may be during the day and provide ESL.

Another option in some HEP programs isthe home-study program where participants workindependently at home on programs designedspecifically for them by certified instructors.They are in communication with their instructorsthrough conference calls and visits. Thisaccommodates those with irregular or very longwork hours, or family obligations to continuetheir education.

Student Profile

Rosie Marroquin

Brigita Barobs, a HEP recruiter, tells usthat Rosie Marroquin was born in Guatemala andattended HEP at the University of South Floridafrom October to December 1988, where she earned ahigh school diploma. Rosie has applied to CAMP(College Assistance Migrant Program) and islooking forward to going to college in the fall.

"Hi, my name is Rosie. I am 18 yearsold. I come from a family of five people, threegirls and my two parents.

"My parents used to pick fruit for morethan six years and like all other migrantfamilies, we also moved 2 or 3 times a year.During those years I managed to stay in schooluntil I was sixteen years old. At that time,family difficulties arose causing me to quitschool.

"One year later I went back to school andwas introduced to the HEP program by Bob Lynchand Mary Fink (from New York's Migrant DropoutReconnection Program). I immediately decidedthat this was for me because I have always wantedto study and know that it wasn't going to beeasy. However, the HEP program has helpedtremendously.

"Specific things that attracted me to theHEP program were the opportunities that wereopened for me. For instance, getting my diplomaand most importantly, an opportunity to go tocollege.

"My message to other youth who have anopportunity to get their G.E.D is to absolutelytake advantage of it You never know, anopportunity this good may never come again.

14

"My future plans are to go to college tofurther my education. I have not decided whatcareer to study for, but college is definitely onmy agenda."

Contact Persons

CALIFORNIA

Perfecto MuflozHigh School Equivalenr!y ProgramSan Joaquin Delta Coll,.?ge5151 Pacific AvenueStockton, California 95207(209) 474-5334/3

COLORADO

FLORIDA

IDAHO

1111+11r"

Arthur CampaUniversity of Colorado/RegentsBueno Center, School of EducationCampus Box 249Boulder, Colorado 80309(303) 492-5416

Frank A. AndersonInstitutional Development andEconomic Affairs Service, Inc.

Nederland, Colorado 80466(303) 443-8789

Dr. John S. PlattUniversity of South FloridaCollege of EducationDepartment of Special EducationTampa, Florida 33620-8350(813) 974-3410

Dr. John JensenDirector, HEPBoise State UniversityDepartment of Teacher Education1910 University DriveBoise, Idaho 83725(208) 385-1754

itErzo

I

MAINE

Christopher RallisTraining and Development CorporationHigh School Equivalency ProgramP.O. Box 1136117 BroadwayBangor, Maine 04401(207) 945-9431

MARYLAND

Gerardo MartinezCenter for Human Services5530 Wisconsin Avenue, 41600Chevy Chase, Maryland 20815(301) 654-2550

MISSISSIPPI

Isaac J. BirdlongHEP Project DirectorMississippi Valley State UniversityOffice of Continuing EducationP.O. Box 125Itta Bena, Mississippi 38941(601) 254-9041

NEW MEXICO

David H. GrantUniversity of New Mexico120 Vassar. S.E.Albuquerque, New Mexico 87106(505) 277-6018

Juan GarciaNorthern New Mexico Community CollegePlanning and DevelopmentGeneral DeliveryEl Rito, New Mexico 87530(505) 581-4434

NEW YORK

Arlene WaySUNY New PaltzMid-Hudson Migrant Education ProgramHEP ProgramVan den Berg Learning Center, 304New Paltz, New York 12561(914) 257-2949

16

OREGON

Steve Marks-FifeDirector, REPUniversity of Oregon1685 E. 17thEugene, Oregon 97403(503) 686-3531

PUERTO RICO

Orlando ColonCatholic University of Puerto RicoPostal Sub Station 416Ponce, Puerto Rico 00732(809) 843-3265

Sylvia RoblesInter AmericanUniversity of Puerto RicoSan German CampusBox 5100San German, Puerto Rico 00753(809) 892-1095 x368

TENNESSEE

TEXAS

Dr. Clarence E. RoeskeDirector, HEPUniversity of TennesseeCollege of Education18 Claxton Education BuildingKnoxville, Tennessee 37996(615) 974-3103

Arturo Lazarin, DirectorHigh School Equivalency ProgramUniversity of Texas at El PasoEl Paso, Texas 79968(915) 747-5567

Hilario RinconesPan American University1201 West University DriveEdinburg, Texas 78539(512) 381-2521

VERMONT

Mr. Jose RendonSER-Jobs for Progress, Inc.SER South Texas1019 Convent StreetLaredo, Texas 78040(515) 724-1844

Kobla OsayandeUniversity of HoustonCollege of Education4800 CalhounSuite 405FHHouston, Texas 77004(713) 749-2193

John ChristiansonCentral Vermont CommunityAction Council, Inc.

15 Ayers StreetBarre, Vermont 05641(802) 479-1053

WASHINGTON

Dr. Toshio AkamineWashington State UniversityDepartment of EducationHigh School Equivalency ProgramPullman, Washington 99164(509) 335-2454

WISCONSIN

Federico ZaragozaDean, Continuing Education andBusiness Outreach

Milwaukee Area Technical CollegeHigh School Relations700 West State StreetMilwaukee, Wisconsin 53233(414) 278-6963

INDIVIDUALIZED LEARNING CENTERDELANO, CALIFORNIA


Delano Adult School

Format:

Flexible Schedulingindependent Study withIndividualized Courses

Open-entry/Open-exitTutoring, if needed

Components:

Adult ESL ClassesG.E.D. PreparationHigh School DiplomaP.A.S.S. ProgramBusiness EducationRehabilitation

Special Features:

Good for Rural AreaGood for Small SchoolsServes Migrants

MIGRANT llICATION NiCOMAR4 AS51514/411gOCLS rearnen k want Centelttelco,b guaang, co.. 110Genae.1, New Yu..' 74454

PROFILE OF PROGRAM

Eligibility

Anyone is eligible.


The Center is advertised through radio,newspapers, and regular school programs. Word ofmouth is also a meth2d.

Funding

State funding is based on Average DailyAttendance.


The Individualized Learning Center is apersonalized adult education program. There areday and evening options. Students work toward ahigh school diploma or G.E.D. Enrollment is openentry/open exit during the school year. Studentswork at their own pace to earn credit forcompleted assignments. They average at leastnine hours a week at the Center when it isconvenient for them. No formal instruction isprovided, but tutoring is available upon request.Textbooks are supplied by the Center. There isno homework as all work is done at the Center.

The Individualized Learning Center offerscourses in English, math, social studies,science, G.E.D. preparation, and P.A.S.S.Evening courses include reading, writing, andmath proficiency, computer: literacy, keyboarding,P.E. swimming, body conditioning, and CPR.

There are also E61, classes, an amnestyprogram, a business education training center,and rehabilitation for severely handicappedadults. Other programs offered include GAIN,which is an educational program to help welfarerecipients, and Proteus, which is funded throughJTPA (Job Training Partnership Act).

Contact Person

Mr. Ramon CardenasDelano Joint Union High School District1331 Cecil AvenueDelano, CA 93215(805) 725-3420

19 31

JEFFERSON COUNTY HIGH SCHOOLLOUISVILLE, KENTUCKY

Spons,:ring Institution /Agency:

Kentucky Department of Education

Format:

ClassroomComputer-Assisted InstructionExtended DayFlexible ScheduleMulti-siteOpen Entry/Open Exit

Components:

Academic and Vocational CoursesChild CareESLFree TransportationHigh School. DiplomaWork/Study

Special Features:

Good for rural AreaGood for Sall Schools

PROFILE OF PROGRAM

Eligibility

16-20 year old dropouts or students wishing totvansfir from their high school. 16-17 year oldswill need parental or guardian's writtenpermission. Students with counselor's referralwho are in 9th grade or above and have documentedfamily/personal problems that make regular schoolenrollment difficult are also accepted. Adults21 or older are accepted as well.


Open Entry/Open ExitReferrals from local public/private high schools,courts, youth agencies, and individuals.

Funding

State and local fundingKentucky Department of Adult EducationJTPA


Jefferson County High School offers anumber of dropout prevention and retrievalprograms. There are seven sites throughoutJefferson County. The Work Experience Programoffers 16-21 year old students who have completedpre - employment skills training the opportunity towork in a fully-subsidized 250-hour trainingperiod. The DuValle Education Center coordinatesan Adult Reading Program which includescomputer-based reading instruction in itsPrinciples of the Alphabet Literacy System(PALS). There is also Project AGILE which isfunded by the Women's Educational Equity Act andtrains women in higher-paying non-traditionaljobs and other job skills such as computertraining, typing, word processing, bookkeeping/office procedures, sewing, re-upholstery, andfloral design. DuValle Education Center alsooffers Head Start, Adult Basic Education, G.E.D.preparation, vocational skills classes, and child

MIGROT MCATION SLCONVARV ASSISIAKEcare. Emerson/Teenage Parent Program offers

SOUS Oirsa<sco Atgunt rentrit students in middle and high school from theHatemb 13uctchng, 204x0 110Genteco, Ycik 14454 Louisville/Jefferson County area academic

21

instruction, medical/health services, socialservice counseling, parenting/baby care skills,reasonably priced Co-op Infant Care for infants10 days to 18 months old. There are alsocomponents for young fathers, the newgrandparents, and the extended family. Residentsof Jefferson County pay no fees for the services.

Students enrolled in the program take adiagnostic test from which an individualizedbasic skills program is designed. If studentsare below an 8.5 grade level, they reviewconcentrated basic skills until they reach thatlevel and can then begin Carnegie unit work.Students receive grades on completion ofcompetencies instead of by semester or gradingperiod.

The staffing ratio is one teacher forevery fifteen students. An eighteen hourpre-service training program is a requirement forteachers.

Student ProfileJohn Brady

Linda J. Wilhelms, a counselor atJefferson County High School, sent us a profileof John Brady. John is a 35 year old Black manwho is married and has two children.

Linda writes:

"John expressed an interest in ourprogram at the same time h:ts oldest son enteredhigh school and began playing basketball. Johnbegan to attend ball games and be exposed to thehigh school environment. Perhaps mostsignificant, he realized his son had reached theninth grade, the very same grade that John badreached in 1969. Faced finally with the prospectof his own son surpassing him educationally, Johnelected to return to high school and pursue hisdiploma.

"John had grown up in a disadvantaged,inner city home. Most of his grades, throughjunior high, were barely passing and there was astrong indication that basic skills had neverbeen mastered. John entered Jefferson County HighSchool with only four of the required twentycredits and was functioning on a level betweenfifth and sixth grades.

C 11441.

Jefiersatotiatnly Public Schools

"John's goal was to receive a diploma inorder to improve his opportunity for fullemployability. He had been working in minimumwage jobs that offered no future. John'sinstructor, impressed with his quietdetermination and nearly perfect attendance,began teaching him, in 1986, where his educationhad stopped in 1969.

"John worked on basic skills for severalmonths before he could begin actual credit work.He was amazed at how quickly he mastered grammarand fractions. He experienced special pleasurein completing a computer-based geometry course.

"John graduated from high school onDecember 13, 1988. His wife and children proudlyattended the ceremony, and as John crossed thestage to receive his diploma, his oldest son,John Jr., called out, "Way to go, Pop."

"John recently entered a machinistapprenticeship program at a large commercialdairy. His future is now at his command."

Contact Person

M. Buell Snyder, DirectorJefferson County Public Schools4409 Preston HighwayLouisville, KY 40213(502) 473-3173

KENAN TRUST FAMILY LITERACY PROJECTKENTUCKY AND NORTH CAROLINA

Sponsoring Institution/AF-moy:

Administered by the SouthernRegional Education Boar:of Atlanta, Georgia.

Formst:

Classroom

Comoonests:

Early Childhood Education.Parenting EducationVocational Preparation

Special Features:

Good for Rural AreaGood for Smdll Schools

MIGRANT travArtom SECCINVAkV ASSISTANCEEW,CtS knemo Migunt CenlIAHolcomb Amitding, Roem 11:Genueo, km V0412 14454

PROFILE OF PROGRAM

Eligibil4ty

Any adult in need of literacy skills is eligible.


Contact is made directly with people who havebeen referred, Social Services, TV and radio ads,and flyers that are sent home with elementarystudents.

Funding

Funded by William R. Kenan, Jr, Charitable Trustin Chapel Hill, North Carolina.


The Kenan Trust Family Literacy Projectis designed to help undereducated adults andtheir three and four year old children break outof the cycle of poverty and illiteracy. IhroughKenan funding, there are presently three sites inLouisville, Kentucky and four sites in NorthCarolina.

The program operates in a school threedays a week during the school year. Each sitehas fifteen to eighteen parents plus their threeand four year old children. Parents receivebasic skills instruction, parenting education,and vocational preparation. Basic skills classesare three hours a day and are individualizedbased on needs assessment. Parenting educationis a forty-five minute class designed by theteacher and parents and includes skills innurturing, disciplining, communication betweenparents and children, and awareness of communityresources. The vocational component emphasizespre-employment skills including goal setting,self-esteem, interviewing, and job-readiness.

Parents also workthe school. They may workkindergarten aides, or byclass.

as volunteers withinas tutors, library orreading stories to a

Children attend preschool class whiletheir parents are in class. Parents spend part

25

of the day working with their children in theclassroom to get ideas that can be used at hometo make learning fun. The parent educationprogram gives parents effective strategies theycan apply at home with their own children.

The program's goals include allowingparents to feel comfortable and familiar with aschool setting; showing parents the positiveinfluence they can have on their children'seducation; helping parents gain knowledge andmotivation skills to get training or jobs; andgiving children a positive role model by seeingtheir parents' interest in education.

There will be model programs in severalstates. Kenan Trust Research will be done basedon those programs to see the immediate andlong-term effects the program has. Theinformation will be used to validate or modifyfamily literacy approaches and for developingstrategies that policymakers can use to helpbreak illiteracy cycles.

The outcomes of the program show that 90%of adults increased skills by one grade levelafter less than a month. Children also showedprogress developmentally.

Student Profile

Rachel

Kathy Bailey sent us some informationabout Rachel who is 20, married, and the motherof ,children ages 3 and 5. In 1982, Racheldropped out of school in the seventh gradebecause of her pregnancy and poor grades. WhenRachel was asked why she returned to aneducational program she stated, "I want to besomebody. I want to be able to get a good payingjob."

Rachel has experienced many positivechanges since she enrolled in the Kenan TrustFamily Literacy Project. According to Kathy,"When Rachel came into the program she felt"dumb," like she could not succeed. She knewthat with her lack of education all that shecould hope for were low paying jobs. Now shefeels that she can do ANYTHING she puts her mindto. She is much more verbal, speaks up moreoften, feels much more confident of herabilities. Since enrolling in the program Rachel

has become President of the PTA, spoken at alegislative hearing on adult education, and is ona committee for the public schools helping to getmore parents more involved in school. Rachel hastaken three of the parts of the G.E.D. and scoredvery well. She expects to finish by spring."

Rachel's children have also benefitedfrom the program. Her oldest child has shownimproved behavior and has become moreindependent. He has also shown improvement inschool and with his attitude toward school.Rachel's child who is enrolled in the program hasalso improved skills and become more independentand social.

Contact Person

Ms. Sharon Darling, DirectorSuite 1063, Starks Building455 4th AvenueLouisville, KY 40202(502) 584-1133

MIGRANT ALTERNATIVE SCHOOLYAKIMA, WASHINGTON

5ponsurin; institution/Agency:

Yakima Public Schools

Components:

Basic Skills DevelopmentCounselingESLG.E.D. PreparationRegular Credit ClassesVocational Training

Special Features:

Good for Rural AreaGood for Small SchoolsOffers Spanish G.E.DServes Migrants

Al1tMA41 1011C41 .51ClArVAR1 ASS IS /ANC(SOCB Grnreen 14,9%1,4 Cp,,to%tiptcoasb BuIfderv, tInua :10Gtnteco, Pkto Vat!: 74454

PROFILE OF PROGRAM

Eligibility

Migrants or former migrants older than 16 andless than 22, who are dropouts, or have neverattended United States high schools or people whoneed bilingual services are eligible.


Word of mouth, radio ads on the local Spdnishstation, certificates of schoolcounselors records of dropouts, and high schoolhome-visitors' referrals are used.

Funding

One-third of funding is from state migrant funds;the rest is from state funds.


The program provides ESL, G.E.D.preparation in both English and Spanish, basicskills, some classes for regular credit for thoseplanning to return to high school, vocationaltraining, and employment/college counseling. 80%of the students at present have never beenenrolled in a United States high school. SpanishG.E.D. is essential for those students who havebeen educated in Mexico but need to pass G.E.D.and concentrate on the English language.

During the regular term, there aremorning, afternoon, and evening sessions. In thesummer, there is a six-week session that operatesthree nights a week..

Students are given placement testing inESL and basic skills.

Student Profile

Mauricio

Terry Winet, former Coordinator /Teacherof the Migrant Alternative School , sent a profileof Mauricio.

29

MAS

Terry writes:

"Mauricio, who is now 18, finished ninthgrade in the regular school program in Yakima,Washington. That, in itself, was a significantaccomplishment as he had only been in the UnitedStates for two years, and he missed some schooleach year to work the apple and asparagusharvests.

"At the end of the summer after his ninthgrade year, Mauricio had to go to Mexico with hisfather, and was expected to stay there for sixmonths. He returned to Yakima the following yearand rejoined his mother. During his absence, theMAS program was created, and he came to me (hisformer teacher) in the fall. Since he was now17, with less than a year of high school credit,MAS represented his best chance of "finishing"school, He registered with us and studied ESLand Spanish G.E.D. However, since he was thesole support of his family, he was not able toattend regularly.

"After working again all summer, hereturned to MAS last fall and resumed hisstudies, attending either the day or nightsessions, depending on his responsibilities. InDecember, 1988, he passed the G.E.D., and is nowconcentrating on his advanced ESL classes.Mauricio is also enrolled half-day at the YakimaValley Skill Center (Yakima School District),where he is studying auto mechanics. He isinterested in beginning training in broadcasting,perhaps next fall.

"Mauricio's message to other youth:"Whatever you want to do in the future, if youwant it bad enough, you can do it."

Contact Person

Jeanette MoralesMigrant Alternative School602 S. 3rd StreetYakima, Washington 98901(509) 575-3422

30

MIGRANT DROPOUT RECONNECTION PROGRAMNATIONAL


Livingston-Steuben-WyomingBOCES Geneseo Migrant Center

Format:

Toll-free HotlineNewsletter

Components:

CounselingEducational ReferralsEmployment OrientationG.R.A.S.P. Home-study CourseJob PlacementSelf-Concept Development

Special Features:

Good for Rural AreaNational in ScopeServes Migrants

On WWI! ION .SICONVARV ACSISIANiS Genther aqunt l'enteAMb Rua &Kg Rom ?IVare, New Ycitz 14451

PROFILE OF PROGRAM

Eligibility

Migrant dropout youth between 16-21 years old.


Youth are referred by Migrant Education Programsand other agencies plus through the "REAL TALK"newsletter, toll-free hotline, MDRP facilitators,and high school counselors.

FundiRK

A grant from the School Dropout DemonstrationAssistance Program of the United StatesDepartment of Education.


The Migrant Dropout Reconnection Programis a national linkage system that helps migrantdropouts resume secondary or vocational educationand/or post-secondary education. There arepresently over 8,000 youth recruited in MDRP. 30states and Puerto Rico have been involved in theprogram.

MDRP services include a toll-free hotlinewhereby youth receive counseling and referralsconcerning vocational and educationalopportunities. Youth may be counseled aboutlocal high school equivalency programs, JobTraining Partnership Act 402 programs, Job Corpsand other residential and non-residentialtraining centers, migrant vocational programs,health clinics, Migrant Legal Services, HeadStart, Urban League, Adult Basic Educationprograms, Literacy Volunteers of America, Englishas a Second Language programs, the High SchoolEquivalency Program (HEP), College AssistanceMigrant Program (CAMP), Portable Assisted StudySequence (PASS) program, social servicesagencies, and other appropriate programs oragencies.

Youth also receive highly personalizedcommunication through follow-up letters if aspecific referral was made. A copy of the letteris sent to the program or agency contact person.

31 10

MDRP publishes a monthly bilingualnewsletter, "REAL TALK." This featureseasy-to-read articles on careers, health issues,educational programs, role models, financial aid,and articles by youth. "REAL TALK" isdisseminated to the youth as well as high schoolcounselors, wigrant program staff, community andsocial service groups, and certain state andfederal agencies in order to promote fullerawareness of migrant dropout youth's needs.

Bilingual career, health, and educationalopportunity clip sheets are available fordissemination and portions of them are featuredin "REAL TALK."

A role model brochure entitled "MigrantPortraits, Migrant Choices" provides motivationand advice to youth. A half-hour videotape,"Constancia's Choice", portrays the difficultchoices migrant teens face regarding education,family, and marriage.

Financial aid information is provided andincludes mention of the Gloria and Joseph MatteraNational Scholarship Fund for Migrant Children.

Since many migrant youth request help infinding work outside of farmwork, a jobdevelopment specialist assists in providingworkshops on job-readiness skills to youth.Advocates and educators may also receiveinformation on how to better prepare youth forgainful employment.

Another component of MDRP includes thehome-study correspondence course, G.R.A.S.P.(Giving Rural Adults a Study Program). Theprogram is presently offered on a limited basisin English and is being piloted in Spanish.

Student Profile

Irma Guerra

Irma grew up in Pharr, Texas. As amigrant farmworker, she has harvested crops inIndiana, Idaho, and Delaware, but mostly in NewYork State. Irma is 20 now. She dropped out ofschool at 17 when she was in 10th grade. Themain reason she gave for dropping out was thatshe didn't feel comfortable in school.

32 '11

Irma needed a job and realized shecouldn't get what she wanted without a highschool diploma or G.E.D. Through personalcontact with MDRP staff and local MigrantEducation programs, Irma realized there wereeducational opportunities available to her. TheHEP (High School Equivalency Program) seemed likea viable option. She took an assessment test ayear before she actually enrolled in the EdinburgHEP (High School Equivalency Program). Sheenjoyed REP because she felt comfortable there,had great teachers, helpful counselors, and sheliked the openness.

Irma has had a long history with theMigrant Dropout Reconnection Program while shewas in New York. She participated in field tripsto Niagara Falls, New York City, and Darien Lake.Her photo has appeared in "REAL TALK." Irma hasalso contacted MDRP for connections withemployment in Texas and with Job Corps. She hasplans to go to Texas Vo-Tech when she has enoughmoney to do so. Irma would like to be ateacher's aide.

Irma's message to youth: "Stay in school.Do your best. Life isn't easy." She urgesstudents to take advantage of school while theycan so they don't regret it later in theirlives."

Contact Person

Mr. Robert Lynch, DirectorBOCES Geneseo Migrant CenterHolcomb Building, Room 210Geneseo, New York 144541-800-245-5680 (in New York State)1- 800 -245 -5681 (outside of NY State)

PROJECT READYBETTENDORF IOWA

Sponsoring Institution/Agencv:

articipating School Districts

Fermat:

ClassroomFlexible Schedule

Components:

Academic CoursesHigh School DiplomaWork/Study

Easilg Features:

Good for Rural AreaGood for Small Schools

Waal' U.4.1(00164 StCOWARY ASSiSMAKEBOCIS Ganwa aigtart CvntertBe &cab Buadang, Rcom 210Gtrittleo, 1teri Ye/Ilk 141151

PROFILE OF PROGRAM

Eligibility

Dropout youth and potentially dropout youth, aged16-21, in participating school districts.

Identification/Recruitment Method:

Youth dropping out of participating schools aretold about the program as an option. Each youthalso subsequently receives a letter or phonecall.

Funding

Costs are shared by participating districts.

Description of Services:

Project READY, the innovative work/studyprogram of several school districts nearBettendorf, Iowa, is designed to help dropout andpotentially dropout youth to earn high schooldiplomas while improving their occupationalskills. In operation since 1980, the programhelps about fifty students each year by givingthem a chance for schooling as well as workexperience.

Project READY students attend school oneday a week, receiving instruction on anindividual basis. Each participating districtcontributes a teacher to the program, who thenworks with students from any of the districts.Each class a student schedules is worth onecredit per semester with work experience yieldinganother credit per semester. Carrying an averageof 4 credits each semester, a student is nearlyon schedule for the 37-credit graduationrequirement. Besides their individual workstudents also meet as a group once each class dayto discuss a variety of topics, including careersand social issues.

To earn their credits, students realizethey must also finish homework requirements.Absences and tardiness are considered so seriousthat repeat offenders are placed on contractswith three violations meaning that the student isdropped from the program for the semester.

35

I

In addition to attending school one day awe.K, participants must work at least fifteenhours per week at a job site in the community. Asite analyst helps each student find a job, thenmakes monthly visits along with the student'steacher to discuss the student's progress withthe employer. Most students receive wages fortheir work, but those who are unable to find jobsmust work on a volunteer basis if they wish toremain in Project READY. After the Project READYstaff meets with the employers, students meetwith their teachers and talk over both academicand employment successes and problems. Parentsare also kept informed with monthly reports.

Staff members believe Project READY helpsstudents develop confidence and positive selfconcepts while becoming competent workers. Manystudents receive diplomas, but students who usethe program as a springboard to completion ofG.E.D. requirements and entry into the armedforces are also counted as successes. Employersin the area benefit as well from access to a poolof local, trained workers.

The Bettendorf, Iowa area schoolsdeveloped Project READY, a dropout retrievalprogram with a work/study emphasis.

Student Profile:

Christine Mizer

Linda Goff sent us the following profileof Christine Mizer, age 23.

"Christine dropped out of school in 1981when she was a sophomore. She said that she wastired of teachers who only wanted to teach theirsubject matter and took no personal interest instudents. She also didn't want to attend schoolevery day. Chris realized after a year of beingout of school that she could only be a waitresswithout an education. She stated, "You can't getby without an education."

"Christine visited Project READY with afriend. The teachers were friendly, and sheliked the one day per week format, because itallowed her to work the other days of the week.

36 '4 4

"Christine earned her diploma in January,1986.

"Christine's message to other youth is,"No matter what program you choose to go throughschool, getting a diploma is the most importantthing. Employers look less favorably on aG.E.D."

"Christine has a five-year-old son, whowas born while she was attending Project READY.She has spent her time since graduation caringfor her son and attending community college,working on an associate's degree in criminaljustice. She plans to graduate in May and getmarried in June."

Contact Person:

PROJEM Ms. Linda toA Project READY

951 27th StreetBettendorf, IA 52722(319) 359-9375

37,45

RICH'S ACADEMYATLANTA GEORGIA


Exodus, Inc.

Format:

Classroom in a Department StoreSetting.

Extended Day

Components:

Academic CoursesCounselingHigh School DiplomaRemedial Math and Reading

Special Features:

Serves hinorities

IJitAANJ tOUCAI ION SICCMARr ASS1S IBeCIS Gencter Quitant l'entenHvicumb t4ilrft,79, Rem 110Genczen, Nag VoAl, 14454

PROFILE OF PROGRAM

Eligibility

Students must have high school transcript,withdrawal form, immunization records, birthcertificate, and must be cleared through the areaoffice.

Identification /Recruitment Method

Referrals are made by high school principals,probation officers, youth workers, parents, andother students.

Funding

Rich's Department Store provides space andrelated expenses. Atlanta ealic Schools provideteachers and materials.


Rich's Academy of Atlanta, Georgia is oneof several schools that is part of theExodus/Cities in Schools program. The Academy,which serves dropouts and at-risk students, is anendeavor to join private business with publiceducation. The program has a 70% graduation rateand a 15% rate for students returning to regularhigh school.

The program is located on the sixth floorof Rich's Department Store. Because of thelocation, students are exposed to the world ofwork. They are offered part-time and summeremployment. Store employees can volunteer partof their day tutoring, exposing students tovarious jobs within the store, and helping withother school activities.

Students work toward a high schooldiploma and are provided required academiccourses and electives. Remedial math and readingclasses are required for students in need ofthose services. Students are placed in smallgroups with male and female staff members, as ina family model, for daily informal counselingsessions.

An extended day program which goes until

3946

six o'clock, allows students time for tutoringand extra curricular activities. Health care,counseling, and social services referrals aremade by staff and are available through outsideagencies.

Self-esteem is a main goal of theprogram. The Rich's Academy staff emphasizethis to students in all activities. Teachlrsmake home visits to infdrm parents of theprogram's objectives and to encourage theirparticipation in school activities.

Rich's Academy is an excellent example o4:a successful partnership between public educationand the private sector in its attempt to reachdropout youth.

Contact Person

Mr. David Lewis, esidentExodus, Inc.96 Pine Street NEAtlanta, GA 30308(404) 873-3979

SECONDARY MIGRANT PROJECTPENDLETON, OREGON

Sponsoring Institution/Age

Umatilla Education Service District

Format:

Extended Day during March and AprilResource Room

Components:

Basic SkillsCounselingCounseling PacketsCredit Completion ContractsESLTutoring

Special Features:

Good for Rural AreaGood for Small SchoolsServes Migrants

MIRANi WC:CATION SICONDARV ASSISIAMIWEI &enema Oismant Cen(eAMacomb Building, Room 210Gentaao, FittYcAit 14154

PROFILE OF PROGRAM

Eligibility

Students and dropouts who qualify as migrants areeligible.

Identification /Recruitment Method

Students are referred by schools, home-schoolconsultants, younger siblings, certificates ofeligibility.

Funding

Migrant Education Funds


This program sery "s both migrant drop;Itsand migrant secondary stu,.ents. They receivesupplementary instruction in oral language,reading, ESL, math, and/or tutorial services.Extended afternoon and after-school classes areavailable for those working in the fields withtheir parents during March and April if fundingis available.

A credit completion contract between theclassroom teacher, Migrant Education teacher orcounselor, student, and principal is designed tohelp students who miss part of the quarter toreceive credit in a particular course. Thecounseling component is divided into the areas ofacademic career, and personal/motivational.Counseling packets were designed forparaprofessionals to give them step-by-stepprocedures in counseling and include academiccareer, and personal/motivational components aswell. ''_here is also a packet on graduationrequirements for them. Counseling is usuallyprovided on an individual basis but grouping istypical for informational sessions.

The program measures its success onwhether students enter a G.E.D. program in acommunity college or enroll in a High SchoolEquivalency Program, or if they go back to aregular school or have successful employment.

41

Student Profile

Maria Guadalupe

J. Kay Fenimore-Smith sent us a studentprofile of Maria Guadalupe Torres. Maria is 18.Kay writes:

"Lupe is the oldest of nine children of amigrant family. Her depends on her toaugment their income. She started school afterthe potato harvest, which was usually two monthsafter the beginning of the school year, and leftschool two months before school was out to workin the potato planting.

"While in school Lupe was a veryconscientious student. She won the Student ofthe Week award in recognition of her goodcitizenship and academic achie'yement.

"Lupe dropped out of school in the 10thgrade in 1986. Frustrated because she did nothave enough credit to project a possiblegraduation from high school, she decided to stayaway from school. Through counseling sessionsconducted by Mary Ann Horn, the Counselor-Assistant in Morrow County, Lupe went back tohigh school. The Counselor-Assistant presentedLupe varied alternatives to complete high school.In January, 1988, Lupe enrolled in a high schoolequivalency program and received her G.E.D. inMarch, 1988. Lupe is very grateful to theMigrant Education Program for having assisted herin her academic achievement.

"She would like to encourage all thesecondary migrant students to pursue their dreamsof finishing high school and to keep in touchwith school personnel who could show them variedways of attaining that dream."

Contact Person

Ms. Kay Fenimore-SmithDirector of Special Programs412 S.E. DorianBox 38Pendleton, Oregon 97801(503) 276-6616

YOUTH EDUCATION PROGRAMCORPUS CHRISTI, TEXAS

Gulf Coast Council of La Raza

Format:

Classroom

Components:

CounselingG.E.D. PreparationHuman Growth and DevelopmentJo' PlacementPre-employment/Job Market

OrientationTutorial

Special Features:

Good for Rural AreaGood for Small School

PROFILE OF PROGRAM

Eligibility

16-21 year old dropouts, pregnant teenagers, andhigh risk youth who are residents of NuecesCounty, Texas and JTPA certified are eligible.25 participants are served in each of two terms.


Gulf Coast Council of La Raza recruited inneighborhoods, thriugh the Department of SocialServices, community organizations, and radio andTV ads.

Funding

Section 123


The goals of the program are to helpstudents get their G.E.D., improve their academicskills in order to return to school; givestudents pre-employment job market orientation;and to teach job seeking skills. Eligiblestudents must have at least a 6th grade readinglevel and/or a 5th grade math level and may notexceed the 11th grade reading level toparticipate in the program.

Students will attend a minimum of fourhours daily in remediation/G.E.D. preparationclasses. They are given individual instructionpackets based on the results of the Test forAdult Basic Education (TABE). Students receiveindividualized seatwork and computer work.Students and their families develop anEmployability Development Plan which showsstudents' preferences or goals for employment.

Group, family, and individual counselingare provided. Students are counseled on how toset realistic goals and completion times for theprogram. They sign an agreement about theirresponsibilities to comply in the time allotted.Tutoring is available.

Incentives of $25.00 per grade levelPIGMY LVLECATION SlCWe1TAQV ASCISIANCt increase as measured by pre- and post-test scores

Cear.ac CraCcA are given. Students who gain the G.E.D. receiveGeneAer, kiew Volk ;WIKnico.d, SuAtrf4ng, Rom 110

a $30.00 incentive payment. Thr average programparticipation length is four to seven months.

43

50

Outcomes are expected to show a 457attainment of G.E.D. 80% of participants willshow an increase of one grade level or more asevidenced by pre- and post-testing. 80% ofstudents will receive a 70% or higher grade inthe pre-employment job market orientation.

Student Profile

Patricia Prado

Gloria Gonzalez sent the followingprofile:

"Patricia Prado, age 17, becameinterested in the G.E.D. classes for pregnantteens after hearing one of the GCCLR counselorsspeak at a local Health Department Clinic duringa routine prenatal doctor visit. She waitedafter her baby, Tabitha, was born and then beganattending classes. Her husband also became anactive participant in the GCCLR programs.

zY .d: "When it was announced that the NationalCouncil of La Raza's annual conference would be

PatALciaPlutdo with daughter sponsoring a Youth Leadership program in July,she became motivated. She also motivated therest of the youth that made up the "Youth inAction" club, which included other participantsof the Pregnant Teens Program and participants ofthe Drug Abuse Prevention Program. TogeCier theyheld car washes, cake sales, and otherfundraising events to raise money for expenses ofthe conference. Fortunately, it was worth everyounce of work. While at the conference, Patriciaentered the essay competition and won a $200.00savings bond.

"After the conference, Patricia decidedto return to class and get really serious aboutgetting her G.E.D. After polishing up on Algebraand passing all the simulated tests, she wasencouraged to go take her G.E.D. tests at the DelMb College Testing Center. Patty passed allfive tests in no time at all. She is interestedin going on to college to study advertising. Shewould like to begin her studies soon, but therising costs of college education may hold herback for a while.

"In the meantime, she will continuetaking care of her two children, and working at alocal hospital in the Accounting Department. Shealso volunteers hours at the Salvation Army.

Thanks to many hours of hard work Patty will getthe chance to do something her family neverthought she'd do - have her picture taken in acap and gown."

Contact Person:

Dr. Maria Garza2203 Baldwin Blvd.Corpus Christi, Texas 78405(512) 881-9988

70001 TRAINING AND EMPLOYMENT INSTITUTENATIONAL

Sponsoring Institution!Agencv:

Private Non-Profit PublicServ4ce Corporation

Format:

ClassroomComputer-Assisted Instruction

Components:

Community Service ActivitiesEmployment OrientationG.E.D. InstructionHigh School Equivalency DiplomaJob Placement AssistanceMotivationPost-Employment Counseling

Special Features:

Serves Minorities

MIGRAXI /VOCATION 5E0)1'0740 ASSISI/MIBOLES kneAto $441cust Ctrs tutitotectob Bwildt, Roos Y ICGerettee, lora Yonk 1404

PROFILE OF PROGRAM

Eligibility

16-21 year old dropouts who are economicallydisadvantaged are the main group served. Manyother students are high school graduates, adults,or ex-offenders.


Students are referred by friends, family, courts,and human service agencies. Public serviceannouncements, advertisements, public relationsmaterials are also used.

FundinK

Most programs are funded through the Departmentof Labor resources under the Job TrainingPartnership Act (JTPA), state education orjuvenile justice funds, and grants fromcorporations and foundations.


70001 is a national program that has 80programs in more than 26 states. Programs arerun directly by 70001 or as affiliates throughcommunity-based organizations and schools.Education, employment services, and motivationare the basic components.

Pre-employment and work maturity skillstraining are provided. A Job Readiru:ssCurriculum helps students,, who calledAssociates, find and keep unsubsidized employmentwith private businesses. The Curriculum meetsthe United States Department of Labor's 11 coreemployability competencies and the accompanyingassessment instrument is used by staff to gaugeAssociates' attainments. Post-employmentfollow-up is done for up to 90 days after jobplacement to ensure Associates' successfultransition.

70001 provides remedial education thoughG.E.D. preparation or Adult Basic Education.

Associates receive hands-on leadershiptraining and communication skills throughcommunity service activities and career

47

FLZ

awareness. Motivation is emphasized inconfidence-building through theSeventy-Thousand-One Career Association (SEVCA)87% of the approximate 5,000 who are enrollednationally per year, complete the program.

Contact Person

Ms. Lisa Anne HawkinsProgram Development Specialist501 School Street, SWSuite 600Washington, DC 20024(202) 484-0103(800) 424-9105

Other Programs

For information about other dropout retricial programs, pleasecontact:

Adult Diploma ProgramContact: Mr. Robert G. AimoDiploma Consultant/ADP CoordinatorCommunity Learning Center614 Massachusetts AvenueCambridge, MA 02139

Alternative Education ProgramFergus Falls Public Schools511 W. Fir AvenueFergus Falls, MN 56537

Columbia Basin Alternative IT2 SchoolContact: Mr. Bob Jamison, Alternative School DirectorMoses Lake School District1318 West Ivy AvenueMoses Lake, WA 98837

Council of Chief State Schools OfficersContact: Mr. Jay GoldmanPublic Information Director400 North Capitol Street, NWWashington, DC 20001

Dearborn Public SchoolsOffice of Alternative, Adult, and Community EducationContact: Ms. Mary Jo Lomas4824 LoisDearborn, MI 48126

Des Moines Alternative High SchoolContact: Mr. Vincent C. Scavo, Principal1000 SW Porter - South CampusDes Moines, IA 50315

Dropout Prevention and Recovery ProgramContact: Mr. Pete Martinez, Director450 North Grand AvenueRoom A-427Los Angeles, CA 90012

Kennedy CenterContact: Mr. Richard Randels1541 N. Saginaw StreetFlint, MI 48503

Learning Assistance CenterDes Moines Area Community CollegeDes Moines, IA 50300

Metro Secondary School1212 Seventh Street SECedar Rapids, IA 52401

North Central Regional Planning CouncilContact: Mr. Scott Koons235 South Main Street, Suite 205Gainesville, FL 32501

OPPORTUNITY CENTER - Royal Oak, Madison PublicSchools, Lamphere and Clawson Consortium

Contact: Mr. Douglas C. LightDirector of Continuing EducationSchool District of the City of Royal Oak1123 Lexington Blvd.Royal Oak, MI 48073

Second Chance Opportunity CentersColorado Department of Education201 E. Colfax AvenueDenver, CO 80203

Wil Lou Gray Opportunity SchoolWest Campus RoadWest Columbia, SC 29169

505 6

Glossary

Academic Coursework - credit-earning courses.

Basic Skills reading, writing, and math.

Child Care - supervision of small children while parents/guardians arestudying.

Community Service volunteer work within a community.

Counseling - assistance with personal or family problems andacademic/career guidance.

Credit Completion Contracts - contracts between the migrant student,principal, and classroom teacher, Migrant Education teacher, orcounselor to assist the student in earning missed credits. Thestudent signs a contract that lists the necessary assignments to becompleted in the resource room in order to gain credit for aparticular course.

Employment Orientation job-readiness skills such as developing agood attitude toward work, finding and applying for jobs, as well asdetermining job preferences.

Enrichment - educational, cultural, social, and rec aationalactivities such as field trips, foreign language instruction, arts andcrafts, and folk dancing.

ESL - English as a Second Language classes for people with limitedEnglish proficiency.

G.E.D. Preparation - instruction to prepare students for the fiveareas of the General Educational Development (G.E.D.) exam in order toreceive an equivalency diploma.

High School Diploma - participants receive a high school diploma uponsuccessful completion of a program.

Home-Study correspondence style courses for preparing for the G.E.D.exam.

Job Placement - assistance in locating employment.

Parenting, Education teaching parents ways to help their childrenlearn at home, to nurture, discipline, and improve communicationskills between the parents and their children.

Post-employment Counseling - follow-up after a student completes aprogram and is placed in a job to ensure that the student maintains asolid working relationship.

Pre-G.E.D. Preparation - instruction to enable students with low skilllevels to increase their abilities to a point where they can preparefor the G.E.D. exam.

Rehabilitation - therapy for severely handicapped adults.

Referrals - contacts with appropriate educational, social service, oremployment programs.

Self-Concept Development - activities to foster self-esteem.

Transyortation - a means to and from an educational program isavailable to students.

Tutoring individualized or small group instruction.

Vocational Courses - training in technical skills such as auto bodyrepair, cosmetology, food service, prP.cLical nursing, welding, andhorticulture.

Work-Study - placement of students in part-time jobs while they areenrolled in a study program to gain wor'4 experience and extra income.

document resume ed 318 587 rc 017 491 author …document resume ed 318 587 rc 017 491 author...

Documents