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INSTITUTIONPUB DATENOTEAVAILABLE FROM

ERRS PRICEDESCRIPTORS

IDENTIFIERS

ABSTRACT

DOCUNENT RESUME

EA 014 354

Fuller, Bruce; Lee, GinnyToward More Human Schools: Exemplary Efforts inSelf-Concept, Susan Values, Parenting, and ScaoolClimate. A Report to the California Legislature.California State Dept. of Education, Sacramento.8156p.Publications Sales, California State Department ofEducation, P.O. Box 271, Sacramento, CA 95802 (61.75prepaid; California mildest' aunt add sales tax).

NFO1 Plus Postage. PC Not Available from EMS.*Demonstration Programs; *Educational Environment;Elementary Secondary Education; *NumanistIcEducation; Instructional Improvement; *tiaras oedEducation; *Self Concept; *Values Education*California

The California Legislature asked the State Departmentof Iducatiea,to identify good school programs in the areas ofself - concept, irterpersonal skills, and parenting. This reportdescribed' various ways schools have improved programs and extractsfactors or el amts common to all the improvement efforts. Reports ofVisits to 12 aximplary programs -and schools are presented. 'Part 2 ofthe mon bristly outlines general observations from the entire setof case studies. Part I then examines specific levels or paths forimprovement and explores specific factors and curriculum areas. Part4 reports the case studies and shows he* implasentation stepsinteract with local conditions to yield .1141-unique content andorganisational shapes of individual programs. Part 5 examinesspecific means for improvementsteachar skills, collectiveparticipation and discussion by teachers and parents, and resources.

___Part-6-contains resource and networking information. (Author/NW)

***********************************A************************************ Reproductions supplied by IDRS are the best that can be made *

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Its OSPAIMAINT Of EVOCATIONNATIONAL INSTITUTE Of EDUCATION

EDUCATIONAL RESOURCES INFORMATIONCENTER IERIC)

XThe document toe been reproduced asmooted hom the demon w OrylenashonOegaM11119

PAN14 chops have 000o mode to .npnwe

tepicOuctton itutety

Poet% u1 wow ot commons stated in .10111i0CV

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"PERMISSION TO REPRODUCE THISMATERIAL IN MICROPICNE ONLYHAS BEEN GRANTED BY

TO THE EDUCATIONAL RESOURCESINFORMATION CENTT1R (ERIC)."

TOWARDMORE

HUMANSCHOOLS

ExemplaryEfforts in Self-Concept,

Human Values, Parenting,and School Climate

A Report to the California Legislature

Prepared under the directionof the Department of Education

8y Bruce Fuller and Ginny Leo

3

Publishing Information

Toward More Human Schools was prepared for theCalifornia State Department of Education by BruceF.,iiler and Ginny Lee in accorJance with the provisionsof Assembly Bill 1674, which was authored by Assembly-man John Vasconsellos. The document was edited byTheodore Smith and prepared for photo-offset produc-tion by the staff of the Department's Bureau of Publi-cations, with artwork and design by Cheryl Shawver.

The report, which was printed by the Office of StatePrinting, was published by the California State Depart-ment of Education, 721 Capitol Mall, Sacramento, CA95814, and distributed in accordance with the provisionsof Assembly BiU 1674 and the Library Distribution Act

1981

Copies of this publication are available for $1.75 each,plus sales tax for California residents, from PublicationSales, California State Department of \Education, P.O.Box 271, Sacramento, CA 95802.

A partial list of publications that are available fromthe Department appears on page 51 A complete list ofDepartment publications can be obtained by writing tothe address giver above.

4

Contents

Acknowledgments iv

Summary 1

Part 1/Introduction and Study Approach 2Study Approach and Organization 3

Limitations of the Study 3

Part 2/General Findings and Environment 5

General Findings 5State Action and Encouragement 6Goals for Human Learning 7Survey of Principals 8

Existing Human Development Efforts 10

Part 3/ Approaches to Improvement 13

Level I: Teacher Styles and Values 13

Level II: Student Self-Concept and Values ISLevel III: Curriculum in Parenting, Human Sexuality,

and Confluent Programs 16Level IV: School Climate 21

Part 4/Case Studies 23

Bakersfield High School 23De Anza Junior High and Santa Barbara

Junior High 25Dominguez High School 26Valley Alternative School 28Grape Street School 29San Jose High School 30Fresno Unified School District 31

Open Road's Student Involvement Network 32Tulare Follow-Through Program 34OUTREACHA Center for Independent

Study 35Peninsula School 36Far West High' School 38

Part 5/Next Steps 39

Part 6/ Resot,rce and Networking Information 40A. Footnotes 40B. Additional Written Resources 42C. Bibliographies and Resource Lists on Self-Concept

and Human Development 42D. Helpful People and Programs 43

Appendix I Characteristics of Elementary andSecondary Schools Sampled 43

Appendix 2 Factors Encouraging or DiscouragingEfforts to Address Human Development LearningGoals 44

Appendix 3 Copy of Survey Form Used in Study45

Appendix 4 Assembly Bill Requiring This Report 49

List of TablesTable I Seriousness of School IssuesLearning

Priorities 9

Table 2 Number of Students and Teachers inHuman Development Programs II

Table 3 Methods for Addressing Human LearningGoals

it

is

5

Acknowledgments

Throughout this yearlong study, we have beenassisted by numerous people, each in a unique way.They helped in adding clarity to our ideas, encourage-ment for our hearts, and necessary support with var-ious production tasks. Those who direct and teachwithin the programs reported here gave us their timeand displayed a warm commitment to young people.The lively energy of teachers and students addedmeaning and fun to our work.

Several Department of Education staff persons pro-vided necessary support: Claire Quinlan, Pat McCabe,Tilana Green, Sue Toy, Earl Watson, and Vicki Hof-feditz. Throughout the study, many others helped setour direction and pushed for greater precision in ourthoughts: Nel Noddings, Grace Hibma, Jim Olivero,Bob Reasoner, Art Costa, Ed Lewis, Greba Jackson,Vera Casey, Elizabeth Cohen, David W. Gordon,Jon Vasconcellos, Linda Bond, Patrick McCallum,.1 Roberts, and John Gilroy. Thanks also to MaxineR dkin for inspiration. Thank you all.

GI BRUCE FULLER

iv

r+0

Summary

Assembly Bill 1674 (1978) asked the Department ofEducation to report on good school efforts thataddress (a) individual growth and enhancement of stu-dents' self-image, self-esteem, clarity of values, andsense of personal responsibility; and (b) improvementof human relationships, including interpersonal skills,parenting instruction, self-esteem, or values develop-how these learning objectives are viewed by students,parents, and school staff. Findings based on pastresearch and the authors' 1979 statewide survey ofCalifornia school principals reveal that Californiansinvolved with schools desire a balance between (1) thedevelopment of basic literacy skills; and (2) schoolenvironments and teachers that build students' self-confidence, values, and inerpersonal competencies,as discussed in Part 2.

Reports of visits to 12 exemplary programs andschools are presented. These case studies reflect thediversity of local settir.gs, learning priorities, andorganizational focus evident among human develop-ment programs (Part 4).

An examination of several programs reveals certaincommon factors or characteristics. First, teachers,administrators, parents, and students act to establishparenting instruction, self-esteem, or values develop-ment programs when they feel collective ownership ofthe programs and when they receive supportive per-sonal feedback or dollar resources. Teachers andother change agents are skilled in working with thecontent and inspirational process of human develop-ment curricula; they also know how to act collectivelywith others to implement improvements. Yet, theorganizational structure and method of allocatingschool resources determine whether efforts to buildthese programs are recognized and rewarded. TheSchool Improvement Program (SIP) appears useful inproviding a school-level participatory process andresource allocation method which enable those involvedto have broader ownership and collective decisionmaking over school improvements (Part 2).

Various human development programs also sharesimilar teacher styles and values, views of student self-concepts and values, approaches to improving over-all school dimate, and curriculum emphasis (Part 3).

Influenced by local learning priorities and teachers'own methods, the ways in which schoob enhance stu-

I

dents' self-esteem and interpersonal skills are diverseand complex. School initiative in the human develop-ment area are often ,ntegrated with Game literacyinstruction or addressed in varied organizationalformsfrom alternative schools to distinct programswithin conventional School structures. Thus, proceed-ing from a uniform definition of "the problem" that ismatched by the creation of a categorical programseems unwise. One "cookbook" method does notexist, and local pnorities and methods vary enormously.

Yet, further progress is recommended in five areas:(I) dissemination of information on self-esteem andu_terpersonal skill development should be encouragedto help local educators; (2) careful thought shouldoccur on how the Department of Education's schoolreview process, within the consolidated categoricalprogram, can better assess and assist local schoolswith human development curricula; (3) state-administeredfunds could be consolidated or better coordinated toret.;,ice duplication and confusion at state and locallevel.% particularly in supporting parenting programsmore effectively; (4) additional information about par-enting programs for organizing and informing localcommunities could be developed by the Departmentof Education or a consortium of school programs;and (5) inquiry into students' views of their school'sclimate could be added to the California AssessmentProgram. Carefully piloted, such information couldbalance c ,gnitive skill information currently collected(Part 5).

A variety of resources -both people and i.teratareare included to help create a network for local educa-tors with similar interests (Part 6).

Findings point to a desirefor balance between literacyskills and environments thatpromote kitten development.

=11111k

7

Part 1/Introduction and Study Approach

The California Legislature, in calling for this studyfound that "the healthy development of human per--ionality" is a major issue facing schook, parents, andyouth Assembly Bill 1674 (a copy of which appearson page v) requests that the Department of iducationreport on good school efforts addressing

Individual growth and enhancement of students'self-image, self-esteem, clarity of values, andsense of personal responsibilityThe improvement of human relationships inter-personal skills, parenting, and human sexuality

The legislation also urges *he Department to examinehow these areas are interrelated and how parent par-ticipation in schools and staff development affect theimplementation of program improvements

The learning objectives specified in AB 1674 existwithin a context of many other developmental goalsof patents and schools Nurturing self-est:em andimproving Lumaa relationships are, nonetheless, indi-vidually viewed as high educational priortoes by par-ents, teachers, and schiol principals This finding issupported by quantified evidence that appeared in ear-lier national and California research and in theauthors' recent statewide survey of school principals'views. Visits with many teachers, principals, and par-ents over the past year also support the survey results

Educational concern with self - esteem and humanrelationships appears to stem, in part, from tradi-tional salues related to individuality and freedomAmericans have long preferred individual responsibil-ity and self-determination to simply following institu-tionally prescribed ideology Achievement of thistraditional ideal relates to respect for oneself andrespect for others' values.

The healthy development of the humanpersonality is a major issue facing schools,parents, and youth. 1,01

Evolving social conditions, however, complicatethis social philosophy. First, social values of youthspeer groups and of adults are very diverse. Beliefs areincreasingly pluralistic about what constitutes a "goodjob," what role work should play in our lives, what thestructure of families should be, and whet/ are accept-

2

ehle mode-1 of expressiry, ow s uelit Regardless oftheir parents' views, youths err hiely see, and berequired to choose from among, many different valuesand life-styles I he traditional emphasis on personalresponsibility and individual choice remains helpful,yet, youths face, and daily 'tspond to a spectrum ofdiverse values

Second, our society hiStOriCtilk has included spaceand mobility in defining of life As housing

,Skills helpful in improving human rela-tionships may therefore become an increas-ingly valued 1150411Cf.

=1and energy costs rise, we arc becoming closer andmore in erdependtn, within our social communitiesSkills helpful in improving human relationships maytherefore become an increasingly valued resourts. Forexample, a Gallup Poll of school attitudes reportedthat many parents believe "foreign relations" shouldbe added as a basic skill because cif growing globalinterdependence (le A possibility is that greater poten-tial in building meaningful friendships and supportivecommunities will offer a brighter alternative to antici-pated diminished economic expectations

Third, many schools do not motivate their studentsand teachers Low achievement levels and high drop-out rates occur in many areas Dropout rated fre-quently exceed 40 percent in urban high schools (2)

hroughout this study, the authors have 'tried tounderstand better the links between sett-concept,school climate, and motivation to learn The case stud-ies report somewhat encouraging findings on howtome schools are stroggling with this issue When stu-dents are responsive and curious, the teacher's work-ing environment is much improved Schoolwide andclasiroom efforts to improve self-concepts and humanrelationships can motivate and serve interests of Ntu-dents and teachers

These perceptions were shared by many who wereinterviewed Beyond these common social concerns,local conditions vary enormously For example, Nom-

e 101 appt Pao r, 4,h-4 h.5711 pif40 nd lit iltVed 1111.ht r,,Amti.ct, Ktrob r ; 41r.r ^nit Olfr 141,1"o .hefell

sula `school, located in an affluent flay Area community, experiences economic realities that are very differ-ent from those confronting Dominguez High Schoolin Compton The survey data and case studies high-light similarities and differences in the circumstanceswithin which schools are attempting Improvements

Study Approach and OrganizationAssembly Bill 1674 asked the Department to iden-

tify good school programs in the areas of seif-concept,interpersonal skills, and parenting hrough conversa-tions with persons in various networks, we identifiedand visited 20 such programs The 12 wise studies inPart 4 of this report describe the findings These pro-grams are representative of the diverse curriculur-priorities and organizational forms evident in themany more programs that we visited or read aboutGeneral observations from the entire set of case studyes arc outlined briefly in Part 2 The case studies,along with additional resource materials (Part 6;, airintended for use in building stronger networks of peo-ple interested in similar school initiatives. If the rcadiris interested simply in looking at an array of ideas andlearning about resource people, these sections of thereport will be helpful

However, this report fundamentally suggest, !nalimproving human development efforts, from enhanc-ing school climate to developing parenting curricula.equires (a) careful awareness of the, environmentwithin which schools operate. and 05) thoughtfulrecognition and local discussion of factors influencingthe success of various programs How state- administereddollars and organized local efforts of teachers, princi-pals, and parents come together varies enormously, asevidenced throughout the case studies Yet, commonelements of school programs recurred throughout theauthors' visits and research To learn about how these'Teel& factors are delineated, the reader should see

Part S. which exari.r.r-i d=tft-r,:t,' A :0

human development effort...,

I esti I

I ttcel III cool ii

I cart IV

reacher ,ifylr's and .Sirsstudent self concept and `.41(1C's(urric'st1m development in parenting

uman ;ex cialit:1, and confluent educationSchool climate

he Utility of all information depends uponhow schools and cirrnmunittes define and perceive'school and youth problems Based on a decade ofresearch in-Iuding the spring. 197',i, turns; of schoolprincipals, parents and school staff appear quite con-cerned with student motivation and self concepts andwith such interpersonal skill areas as parenting Under-standing the foregoing educational priorities seemscritical to achieving a balance txtar-n therrrand con-cern with basic liter4C:. skills If the reader wants tothink about how local efforts are part of the generalenvironment surrounding schools the discussion ofthe survey findings in Part 2 may be helpful

this report, it read in its entirety describes variousways ichools has,: improved programs and tictractscommon factors or clement* (oand across these

efforts (here exists no right wal, or "cookbook- de-scription of how magically to erhance students' self--oncepts or social skills I his report is instead, a firststep in describing exciting Inttiatis,-4 of -xveral schoolsand in pinpointing factors contrihuong to successfulimprovements

Limitations of the Studythis report is constrained by the 'imitaiioni, of 1,41,r-

!en words I he texture of activities in the schools wevisited cannot be fully communicated Full awarenessof the energy and warmth of teachers, students, andparents, along with their frustrations can result onlyfrom direct dtalogta, not written re',iew Simi

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tor ;,ocal deithefatior, and allarti.ari:,r, 11%,

sequehrtal, and rc-srahk chardczer ot re. dingy:'_ -nairrhatics, for example.. often de. rocs the ;:harac,erlearning In these sub;eg.f.1/2 h cororasr rh,-..,:ontero-.rnpfrrong .07.11 esteem or cxxr.inc-4 .

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his tersort, then is onls c tool to rie1p ,rio-adideas and narnv, r,:sourte

The utility of the information in thisreport depends on how schools and com-munities define and perceive -achool andyoeth problems"

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Sceortd this rep6rt destrihes program, arrtlit does nor. deal iAlth r%,31uation research I irticc.aluanon of outcomes resulting from carefi.,;-,,pared approaches has occurred I alu.rtion dor,the future cou'id 41arif," program rnr-,,dck and%elf vrah more ahundant re-search on schoolfit.:tors which influence 1/2<11-...ste.em and dchitr.crnen,

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Part 2 General Findings and Environment

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concepts and skills tor hhan r,.:lattort1/2hIrkcurrent concern ah-ut nastc ;11crasTs Ik pat-nf.a nd school sh& !_onttnuc to -e%concept and soclai diS 40, ;Cr- . rnp-urram Disclisse,!helm* in more depth ..-.-(shtit:, .c.hot.3) programs pa-

enting, human relations and jarificatofflimng more esterv,:sc *herr mogfaeris arc 'a or II,

ing, a seen in the case studies teachers princips1-.parent& and students soled and optimist!,

The programs share ne furtdømcnt.mb clement Prn !plc insolsed feel their elton t make's a differencesense of efficacy arises in different shays Teachers'efforts at Peninsula School resulted in a strong senseof community with students and parents A principaland teachers in Compton redesigned their readingprogram and sass renssed motivation among stu-dents A district curriculum coordinator in f-ftsni,successfully organized the community to build a par .enting program and sescral child care canterstrating whacks often occurred, yet, succes3 in gamingpositive feedback from students or organising tomove "tht system" and its rewurcc is a clear somv-nerit of the programs studied

This personal sense of efficacy. felt by teacliers, par .end. pnnapals. and district admintstrators, appearsto result from the interaction of indolduats with spr-ark skills ond a v..-hool structure which enables inch.vtduals a ne local level :o obtain and allocate

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Parents and school staffsbelieve that motivation,seff-concept, and social skillsare very important. And peopleinvolved in effective schoolprograms believe that theirefforts do make a difference.

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Assembls Hill 65, %hid) reused the state's schoolfinance s;stetr. in 1977, refkcied a culmination sitpohe)-les-el interest Prefacing authoritation for theSchool Improsemcnt Program (preceded hs the EarlsChildhood Education Program), ',laic lass nov. urgesschools to

recognue that ca h nup-1 is J unique numan king tohe encouraged and assistec: to learn, grow. and &scionin his or tier in manner to ketone a t,-onifi:Sui,nkr aridresponsits!e rnernher of so<iet land) assist pupt5,. t.clesclop esteem or sell and others persons: And socia:responsibilits ctiticol thinking_ and astleperidcni rudt;-mcnt (6)

ocal plan-, of school, participating in the Sc tlImprovement Program (tiff) must, in part. addressways lot enhancing self-esteem and per sOrdi responsiMtt, A strategi, for impr'ning school ell ate must

cmphasitee. -including improsernent of relation.ships between and among pupils. school personnelparents. and the community The Gosernor.198041 state budget protected annual SIP support at$120 million Separate from these dollars, legislatiscarticulation of human d_ clopment learnityrifws considerable policy-lesel support

A portion ot P't A, Title -C. (tends, toia1HivSI I 7 million annually has been allocated in the

ihr Den ot Education to support s,hoolOrnate imiNosement shorts For example, follov.ingthe RISE rcport, !bort, hinds %err used to supportprograms to antis dualitc instruction I he Stole Boardof Education annualii. les Ise. priorities for lute /'sallocat ions

Human A-clopment pais arc 31, hill-Torii:0h almost SI million in support of ,tail des clop

Men! aelisttleS. administered by thr c+tate Departmentof Education and a netti.ork of ;i3,;a1 teacherFunds were augmented in 19"S to support hilingua.staff deselopmcnt ettorts (7)

Proposition 13 and related controls on gosernmentspending hate alreads affected these programs Icore courses for example- the Bakersfield parentirg

I Pr.'44.1 at,--4 Alt kr,,1, ;.

ircigram (reported in Part 4i has been cut hackcscn %Ohm this ens ironment progress in terms

of additional resource support is possihle hi: instance,leg,slatise support of nigh school parenting programs

js cspandcd scion 000 in the 1914-10 l'scol

sear ($1

Goals for Human LearningSursc!,s of parents', teas 'ler,' and pf wopals`cduca-

tional priorities consisterals %hos. a balance betuicen.:ieraci, and human de,:lc.pr it goals Recent pollsof parents, conducted )c iris hs cialluF. and the k etler-ing Foundation, reteJi a clear concern for greaterartentn-n basic literals skills and "stricterpilots Paii!nts, hosteter, also suggest schools ssouldhe better It tew.hets took a stronger 'personal interestin each student- and improsed their ahilit!. to -inspireand motisate" children and south Mans parents also%mild ilk:- to ay.1%.! ,rachers more in their children'sirarning (9i

I his support for halaoced learning ohjectises is

clear in ,arses, tit ( JiltOrnisin%. In 1973, onesurces reported Ha: NrC4 parents' lop ecItn:ationaipriorities v.erc ic.o.dint: comprehension scliconceptleseloperierit. and m Itisation touard learning 1 hese

prior:tics ssere generalls stable skheri :icss, of teachersparem and sarted sociocsonorn., Kr our, 'sere corn.pared

I he legosiatise Joint i ducational;utak and r,1..vhiti 1'474 ?;11W`Il '11,4tCV.IfiC

ito.t!-01ing proL . ins ills mg :irons1)4 ticipating districts slu-

dints ,,tict teachrs tr, disciissing Ind deoding upon;skhiiitl gtia, I nitied districts reported

the,' top (Fr, priorities to he 1,1) reading and+1411k i2-1 math skills ill desire for learning.

14) orai and csraing skills in I nglish and i deselop--rig pride in wttrk and reeling iit sell-um-1h I lemen!Acs dolt ten. ranked 'scltsi.orth..1+ the se and priority',rhino reading skills I his patterri generalls held

ethnic, grcr.;ps and regarcile.:s of s herb AtOolsNCO: in rural urban area, seltre ssas

.inked higher :n itricis :iii!orits enrollinents exceeding ::".5 per:,

Surveys of parents, teachers, and principals' educational prioritiesconsistently show a balance between literacy and human developmentgoals. And recent polls of parents reveal a clear concern for greaterattention to basic literacy skills and "stricter discipline"

Survey of PrincipalsDo past surveys reflect current educational priori-

ties within today's environment? This question waspartially answered through the authors' survey of allCalifornia elementary and secondary (including ju-nior high) school principals in the spring of 1979. Thesurvey asked about learning priorities, size of existinghuman development programs, and factors whichcourage or discourage improvements in these learn-ing areas. The response rate was 36 percent for highschool and 28 percent for elementary school princi-pals. Sample sizes equal responses from 398 highschools and 1,608 elementary schools. These responserates suggest that some degree of self-selection occurredwhich should be recognized in interpreting the resultsHowever, response rates for schools within typi4,41categories (such as size, socioeconomic status, andrural-urban) were very similar,

Perceptions of students, teachers, and parents onthese issues may be dissimilar. Limited time and

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0),

___.=.111.11111111L

resources for this study necessitated a survey of onlyprincipals_ Because the principal is viewed as a keyfacilitator in determining support of humanistic learn-ing and motdrzing efforts for schoolwide improve-ments, principals' views are fundamental Each principalwas asked to consult with a teacher in completing the,uestionnaire Forty-two percent indicated they were

assisted by at least one classroom teacher.

Debates seem to focus on a desirabkbalance or Integration of learning goals, noton pursuing one dissection or the other.

In contrast to :miler surveys. this one did notinquire about general teaming goals independent ofeach principal's existing school setting. Instead, theauthors asked. "How serious are the following issuesat your school'" Each response indicated a priority ineither cosmos e or broader human development areas.The question implied that the principal take intoaccount the current balance of activities at his or hetschool, tf- n at the margin. respond on how each goalwas viewed as a priority

lahle I reports findings co, the relative seriousnessof school issues, reported separately for elementaryand secondary school principal, '.'ercents reportedequal responses of "4" or "5- on five-point scale Aresponse of "5" indicates a -vets serious issue", aresponse of indicates "not a serious issue " Theentire questionnaire appears in Appendix 3

Student motivation is consistently viewed as a mid-tivelv serious issue. partieularlv in lower incomeschools Deficiencies in skills emphasizing cognitivedevelopment, such as reading and writing. are alsoviewed as serious problems This balance again confirms past a.ssessn,ents of learning priorities Stable,simultaneous support of cognitive and affect's e learn-ing gook over the past several sears h parents,teachers, and principals is significant This finding issomewhat counter to perceptions of an exclusive-hack to basics" movement Pie debate, which isindeed explicit at the schools !hat were visited, seemscr,- focus oh 0 ,_.sirable balance or integration of learn-.:1g goals. not pursu ng one direction or the other

Repnt,ses from urban and rural school principalsshow few differences that are not foreshadowed bydifferences in school size The factors of school Sinand rural-urban location are highly related for cit.menu:tr. schools 'Therefore, redundant date for urban-rurat groupings arc not reported Howei,cr. the sursesindicates, not surprisingly, that teacher morale is amore immediate problem in urban high schools as

14

1 Aril 1 I

Seriousness of School Issues--Learning Priorities11111111 ...amews

indicating item to be a senous issue,size and SES

School issuet

Percent of schoOlsby

Sc hoof size

Q Please indicate how senous each issue rr at your school

Reported "very serious issue-a Level of students' motivation

Elementary .

Secondaryb Student cntKism or others

32

70

4262

Elementary . 25 26

Secondary._c Level of parent involvement

14

Elementary _S1 39

Secondary._ _

d Level of computational skills

39

Elementary 24

Secondary.

e Level of teacher moratc

62 43

Elernentars. 2t4

Secondary 1:4 tie

I Level of student self confident '-Elementary . 21

Secondary

g Level of reading writing kills

24

Elementan, 43

Secondary 52

Knowledge of parenting tarnih,Elementary 2s 30

Secondary 58 2-

I Knowledge of different culturesElementary . 18 22

Secondary. 4-3 28

SES /eve!

52

3213

2561

22it

2439

2050

30ti. 24

1647

53

21

"Cutoff points for school use and socoeconomic status (SES) increments tor all tables are based on datribi.tion or statewide poputai.ons Smear andlarge" elementary school* represent rchools with enrollments under 373 and over 550, respectively Each increment int )udes one third of all elenwntarl.schcole_statewade School sae increments for limb schools equal less than 338 lot small and more than 1,53/ 'Or large Socioeconomic status ISESI is haled

on percent of residents m each school's senesce area receiving Aid to Fambes with Dependent Cnildren (AFDC) "Low SES' and 'High SES~ cutoff pointsfor elementary schools equal more than IS percent and less than 6 percent on AFDC. respechvely For he* schools. "high' and low- equal less than 4percent and more than IC percent Data lot middle increments generally tall between the high and tow, and thus are not reported 'response rates for anyone inclement divot, not more than 9 percent from the total teapots** rate compared 44th svatewsde disinbunons Appendiii I ,

?The muse ate cited here to correspond with the questxnuseire Thenrfore the alphabencal arrangement may not be comet wive because of the

deletion of vane *sue categoeses lag. h, i, It)

9

I V-

?figh school size may have less impact on interactions concerningIstik matters than on interactions concerning personal

.111ins and feelings.

compared to rural schools (43 percent indicating avery serious issue in urban, versus 29 percent in rural,high schools). Comparing this result with the findingsin Table 1, one sees that low morale is apociated morehighly with school size than with loci economic con-ditions; both, however, seem to be important correlates.

Size effects in secondary schools differ significantlyin some instances from elementarrithools. For exam-ple, problems of student self-confidence aad readingskills are perceived as more immediate by principalsof small high schools. The reverse is true for principalsof elementary schools One explanation may be thatin large high schools, principals become managersexclusively anc: are less aware of such problems. How-ever, they appear very conscious of the teacher moraleproblem.

Existing Human Development 'EffortsThe 1979 pnncipals' survey also asked about exist-

ing programs address ; "g self-esteem and interpersonalskills. These efforts iniude courses (psychology or arteducation for example) and programs somewhatwider in scope (parceling, peer tutoring, or multicul-tural education). Average numbers of students andteachers part:smating in such programs are reportedin Table 2 Principals could also respond that suchprograms were not offered. Data are reported forthose curl lculum areac in which a significant propor-non of schools offer p- ograms Variation exists withinand between elementary and secondary school groups.For example, 30 perte.nt of the high school principalsreport not offering a parenting and family living pro-gram (only 8 percent in larger, more urban schools)In contrast, ye, y few elementary schools offer "parent-ing programs." but many explore human sexuality inclasses. As indicated ..bove, most urban-rural differ-ences arc also reflected xhen responses are groupedby tie categories. Data in Table 2 do not necessarilyrepresent statewide patterns; again effects of self-sekstion by those phi-sap/us responding to the question-naire may be significant.

Within both elementary and secondary schools.human development programs in low SES schoolsinvolve more students and teachers than are involved

10

in similar programs in high SES schools. These pro-grams include multicultural education, values explo-ration, interpersonal relations groups, parenting, andsexuality. However, this distribution is more a func-tion of school size than of socioeconomic condition.Schools in the low SES" increment are 37 percentlarger than "high SES" schools (Appendix 1). Never-theless, it is important to note that human develop-ment initiatives involve a similar proportion of students,regardless of socioeconomic condition. This evidenceruns counter to the assumption by some that humandevelopment programs are found mostly in middle-class white schools. Rural school principals alsoreport that efforts to address self-concepts and inter-personal skills involve similar proportions of studentsand teachers.

Principals were also asked how frequently teachersemployed Various interactive methods in addressingaffective and social learning goals. Data in Table 3indicate, logically, that large school size tends toreduce the interpersonal closeness between both teachersand students and teachers and parents. Again, differ-ences between high and low socioeconomic (SES)groups are not apparent.

Interestingly, high school size may have less impacton interactions concerning academic matters than oninteractions concerning personal problems and feel-ngs Frequency of interactions may be determinedboth by size conditions and internal attitudes/stylesof teachers. As perceived by principals, small groupdiscussions of personal feelings occur more frequentlyin rural schools than they do in urban schools. How-ever, teacher interaction with individual students is nomore frequent in rural schools than in urban schools.This finding supports the infereneeIthat while schoolfactors, such as enrollment size, influence the oppor-tunity for meaningful interaction, teachers' own valuesand styles operate somewhat independently to deter-mine the frequency and content of small group andindividual interactions.

The reader should understand that solid generaliza-tions from these data must be limited. However, thesurvey findings help illuminate factors within theschool environment that may be important to discussin developing school improvements.

1 t,

TABLE 2Number of Students and Teachers in Human Development Programs

Program

Number of students/facultyin programs, by school

size and SES level

School size SES levelSmall Large Low High

Q. How many ktudents/faculty are involved in each of thefollowing programs?

Reported: numbers of students/faculty*

a. Exploration of personal valuesElementary 171/8 431/17 323/13 278/12

Secondary

c. Independent study

89/4 556/9 320/7 279/5

Secondary

d. Multicultural education

70/4 87/8 70/5 94/6

Elementary 221/11 580/24 471/19 334/15

Secondary

f. Interpersonal relations groups

73/4 458/13 309/11 176/5

Secondary

g Crossage peer tutoring

62/3 248/4 149,'3 132/13

Elementary 65/6 109/10 15/2 86/5

Secondary

h Psychology course

15/2 86/5 56/6 52/2

Secondary

j. Parenting, marnage, family

31/1 150/2 93/1 88/1

Secondary

k. Human sexuality

4612 202/3 121/2 88/2

Elementary 95/4 269/5 168/5 170/10

Secondary 60/2 463/4 275/3 170/3

I. Work experienceSecondary 46/2 240/3 150/2 101/2

in those instances in wh'ch programs are offered only at the secondary level, elementary school data cannot be reported

11

TABLE 3Methods for Addressing Human Learning Goals

Method used

Percent of schools m whichteachers use methods,by school size and SES

School size SES levelMa arge Low igh

Q. In addressing affective and social learning goals, how fre-quently do teachers use the following methods?

Reported: "very often"

a. Small group discussions of academic materialElementary 68 58 64 70Secondary

b. Small group discussions of feelings and social classroomproblems ,Elementary

42

49

39

37

38

49

40

44Secondary -

c. Discussions with \irxiiviclual students about academicprogress

50 15 30 35

Secondary

d. Discussions with individual students about personalfeelings

91 72 74 86

Elementary 66 51 59 '59Secondary

e. Discussions with parents

71 21 39 54

Elementary 69 63 61 73Secondary 43 15 24 39

1s

Part 3/Approaches to Improvement

Four common paths for pursuing positive changeare apparent from reading the case studies and review-ing current literature. These four levels within whichhuman development efforts are occurring are highlyinterrelated. Specifically, these paths for improve-ment include:

Level I: Teacher styles and valuesLevel II: Student self-concept and valuesLevel III: Curriculum in parenting, human sexual-

ity, and confluent programsLevel IV: School climateAgain, the authors suggest that no precise blueprint

exists for improving students' self-concepts and inter-personal skills. The common elements of differentlocal programs are reported here to widen the readers'knowledge of the alternative ways local staff and par-ents might move. For additional help, the reader maywish to consult the listings of publications andresource people that appear in Part 6 of this docu-ment. The intent o; the ideas discussed here is to sharethe experiences and learning of others, not to pre-scribe one model of improvement.

7 -IN lit.%..r

-...,,,111M. 1

Level ITeacher Styles and Values

By focusing on program models and curriculumguides, one risks not understanding an importantelementthe teachers, students, and principals whocreate instructional programs. Those interviewed arenot unique or even especially different from mostschool staff. Their attributes and methodsof workingwith young people and each other largely ditermine aschool's attention to students' self-esteem and socialdevelopment. These individuals often share fie per-ceptions and priorities:

I. Building personal responsibility. Teachers inter-viewed repeatedly expressed and acted from arespect for students' opinions and feelings. Schoolstaff cared about and trusted students' sense ofresponsibility. Opportunities were provided forstudents to develop a sense of ownership in slagsroom work and the school enterprise. The castudies provide examples. For insthnce, ValAlternative School involves students in decihow student choice over course selection maymaintained and at the same time have studentsspend more required instructional time on writ-ing and math.

One's self-concept regarding academic skills islogically influenced by achievement levels. Bothself-concept and achievement may be largely in-fluenced by time spent on instructional tasks, clearlearning objectives, feedbag on performance,and expectations for high achievement. (12)*This teacher-directed structure, however neces-sary, nay potentially limit students' sense of per-sonal responsibility and choice. An explicitbalance between a clear structure for achieve-ment and considerable choice within or amongcurriculum areas is being explored by severalschools that the authors visited.

2. Nature of human potential. Many of the inter-viewed teachers who are committed to buildingself-esteem, personal responsibility, and socialskills do not view potential for learning as

'I he footnotes in this document appear in Part 6, which begins on page40, and are keyed to the numbers shown in parentheses throughout thetext.

limited by "intelligence" or inherent abilities.For example, teachers at Dominguez HighSchool, located within one of the most bleaklower economic settings the authors visited, areself-consciously discussing with students the dis-ti ..ction between learned competence versus"innate ability." These teachers and their princi-pal are committed to improving the learning cli-mate and experiences, not skeptically assumingthe students are "slow" or unmotivated.

Matey teachers committed to buildingself-esteem do not view potential for learn-ing as limited by "intelligence" or baker-ent abilities.

Many teachers that were interviewed sawhuman potential as multidimensional. They arguedthat teaching reading and writing in isolationfrom students' opinions, questions, and interestsdiminishes motivation. Yet, total individualiza-tion or divergent pursuit of students' interests isimpossible with limited school resources. Again,many of the case-study schools are exploring abalance. One shared perception among theschools visited is an image of children and youthas whole persons with many feelings, strengths,and values, not one-dimensional individualsinterested only in soaking up facts.

3. Awareness of students' social interactions. Thepopularity of "individualizing instruction" revealsa recognition that individual students, just likeadults, are unique. Individualization also tendsto enhance self-determination and choice withincognitive instructional units. For example, FarWest High School individualizes learning exten-

sively through each student's community workexperience, which is linked to the academic class-room program.

Yet, many teachers in addressing interper-sonal competencies are also aware of students'social interactions and how group discussionscomplement individualization. Two elementsbeing discussed by school staff are: (a) Howmuch instruction should be spent in shared dis-cussions; and (b) how should the content relateto students' own questions, values, and feelings?The statewide survey of school principals andlocal discussions indicate that elementary schoolshave the organizational advantage of teachingchildren in the same (or fewer different) class(es)during the day. In high schools, where days con-sist of 50-minute segments, smaller group dis-cussions of feelints and values may be moredifficult. However, progress is occurring throughuse of "counseling" sessions, homeroom, ormore flexible scheduling. Parenting programsalso seem relatively unconstrained for the pur-suit of personal topics within limited time peri-ods. Expanded sue of the independent studyfinancing option could also be used for studentsto work as a collective in pursuing community oracademic interests (see Project Outreach casestudy).

4. Images of students' futures. Many school staffwho were interviewed are explicitly exploringthe world children and youth will likely enterand how this world might be improved. Thisissue of shaping the child to adapt to societyversus enabling the child to become personallyresponsible and to act toward an improvedsociety is openly explored.

The parenting and family life curriculumallows students to discuss responsibilities andvalues involved with raising children. As societydebates various quality of life issues, from mar-

-IP

14 20

Self-esteem and interpersonal cumpetencles of teachers seem toinfluence schools' ability to address these same learning priorities forchildren and youth,

riage to energy policy, teachers who were inter-viewed suggest that youths' personal responsibilityshould be built through their gaining moreknowledge and sharing their values, not by theirjust reacting to the media or institutionally pre-scribed solutions. As life -style alternatives broaden,including choice of jobs and housing arrange-ments, the self-esteem and knowledge requiredto act responsibly become more important accord-ing to several educators who were interviewed.

5. Teacher? interpersonal skills. Self-esteem andinterpersonal competencies of teachers, ngt sur-prisingly, seem to influence schools' ability toaddress these same learning pitoritits for chil-dren and youth. Several case studihow thatteachers seek to improve their own interpersonalexperience and their work climate as students'development is addressed. An overwhelmingfeeling came from visiting school programs:These initiatives are led by strong teachers andprincipals who are confident that improvementsare possible. Often working within nonsupport-ive conditions, these people are committed andcreative. They frequently show a self-awarehumor about their mistakes and reveal clear car-ing for the young people they work with.

Beyond these values, many staff members who wereinterviewed demcnstrzted organizing skills. They seemedcompetent in working cooperatively with other teachers,their principal, and/or parents. They respected viewsof others and carefully sought a consensus beforemoving ahead.

Case-study schools receiving School Improvementand other categorical moneys raise an importantimplementation point: School-based organizing fo:curriculum improvement appears more likely whenschool site staff have leverage over some resources.Funding, allocated by formula (using units of averagedaily attendance as a factor) and often bypassing prin-cipal and teacher discretion, offers relatively littleincentive for schoolwide organizing. When categoricaldollars are available and allocated through a partici-patory planning process, team building and conscious-debate over a school's development Appear moreprobable.

Level tiStudent Self-Concept and Values

In the school site visits, three sets of factors wereconsistently discussed as influencing students' self-concepts and self-confidence: (1) teachers* own styles,values, and ways of interacting, as reported above; (2)classroom or school processes, such as group discus-sions, improved counseling, or community-based learn'ing experiences; and (3) the content of interactions,such as values exploration, parenting, or other "cur-riculum areas." All three elements are often inte-grated, particularly in combining cognitive and affectiveareas. For example, students may report on readingsabout parenting and move into a soup discussion ofpersonal feelings and values. Frequently, self-conceptis equated with persanalshOice or responsibility indeciding learning units or de...4es. These factorteacher style, process, and contentare at times insep-arable in designing an instructional program. The casestudies report various ways of organizing different stu-dent experiences.

One may become overreliant on curriculum pack-ages or school climate checklists. Their conveniencemay diminish teachers' curiosity to understand betterthe students' views of the world and of themselves.One teacher in the Bakersfield parenting programreported personal joy in learning more about herchildren and her own ability to facilitate lively groupdiscussions that touched youth deeply. This explora-tion and discovery of motivating students seemed toimprove the quality of school life for students andteachers.

In the application of self-concept and values mate-rials, various dimensions of self-concept may beimportant. First, the much discussed link betweenschool achievement and self-concept is more fre-quently substantiated when one examines differenceswithin schools or classrooms. For example, Domin-guez High School teachers reported that many stu-dents feel confident of their academic competenceuntil they enter college and discover that the averagereading level at Dominguez was low relative to themore competitive college situation. The level of localstandards of performance is important.

2115

Second, academic achievement is only one way ofmeasuring one's sense at worth or competence. If thiscriterion yields a negative self-image, a student maychoose other ways of achieving (athletics is a commonexample). Evidence suggests that dropping out ofschool is a way of protecting one's self-image. In onestudy, self-esteem increased after the subjects leftschool. Related ly, academic self-concept is just onecomponent of a youth's composite overall self-image

Students' images of self are iefisteneed inmany ways outside of schwa'.

Finding different ways for students to thieve and feelgood about themselves is one way tc avoid forcingyouths to choose between achieving in literacy skillsor dropping out of school.

Third, self-concept appears to result from feedbackoffered by others, including parents, friends, andteachers. The influence of these different referencegroups may change for many youth as they growolder. Generally, adolescents feel atiat adults knowthem less; therefore, adults lose influence in shaping ayouth's self-image. Poor interactions concerning valueissues, facilitated but not directed by the teacher. maybe more effective. The survey and case :tudies cited inthis paper, show that peer tutoring is ?Iready a com-mon method for enabling youths to experience andreceive feedback about their own strengths within apeer interaction. "Positive reinforcement" strategiesoften assume that forms and ways of achieving,important to the teacher, are valued by the student.Positive feedback from the teacher may be effectiveonly when the form of achievement being reinforcedand the person providing the reinforcement are valuedby the student.

Fourth, teachers as role models likely influencechildren's and youths' perceptions of openness andtrust in discussing feelings and personal concerns. Thestaff at Grape Street School, for instance, are con-sciously trying to know one another better to create amore trusting social environment for the staff membersand students.

Academic achievement isonly one way of measuringone's sense of worth orcompetence.

16

111111.11111.1IM

...y.f.77Lifiaalli

Finally, students' images of self are influenced inmany ways outside of school Children's self-imagesand senses of competence ase probably affected byhow much influence they feel in dinner discussions,weekend outings, and time spent with parents andother adults. These learning experiences are difficultto understand fully, but they stem important if one isto understand the determinants of each student'simage of self. Teacher interaction with parents regard-ing students' self confidence would probably be help-ful Where schooling has benefitted parents less, suchas in economically disadvantaged communities, par-ents' expectancies for school effectiveness in both aca-demic achievement and personal development may below When reading or interpersonal skills yield fewapparent rewards, value placed on these skills may begenerally lower (13)

Level III

Curriculum in Parenting,Human Sexuality, andConfluent Programs

Beyond an understanding of teacher characteristicsand student self-concept, improvements in humandevelopment efforts involve specific curriculum strate-gies Three curriculum areas to he explored are: self-concept development, parenting and human sexuality,and confluent education all are similar in contentand method

Self-concept development. The dimensions of pro-cess and content are important in improving CUITICU-:urn to address self-concept Personaliiing teacher-studentinteractions, emphasiting student choice among cur-riculum alternatives, and improving counseling arecommonly suggested and utilized means of encourag-ing self-responsibility and improving self-images. Morespecific curriculum approaches and materials are alsobeing utilized. They vary in process involving individ-ual study and group discussions. Content also rangesfrom studying physiological aspects of pregnancy toan open exchange of students' values regarding datingand birth control. As outlined below, personal valueissues and cognitive processing of facts are ofteninterrelated in discussing, for example, moral and tac-tual aspects of political history.

Three curriculum approaches applicable to elemen-tary and secondary levels are reviewed here: (I) self-exploration and awareness; (2) values exploration,

22

1)isc11 sNions enable siiiih'irts to see- each illher'sstrem:Ilis and worries. rethicini.,, competitive attliiiiles

.resithint: from dillerita: acuifemiciichievement

re

And i o.aor r P ='

"l.irr .ii ir Litt.'d;"`

i tormat tI : ..t. st, d 'V :Ittirrt !Lt't tt"- J .`

meetaigs taulitaied h. tit et '

ttipics stiLha,rciationshIps 'Ian: = 'i' . .'

0;r-,.e d a ,I17- 1_ h tr . F

i)t.eloping an I r.,1,..r.!,in.img - -r r,

11)! Ak(, s' .

rit.,,tetmg,., !",

Li.rting _ regard,ne A i''t'ies " -

hotel, p.-op ard mr -,7rilas I aLts , s! - r ;Ca

,n opinion ma'. a h hrht ro .9r- . --

regarding faivd'i_i! ilt: Jr"! ,`....has.a,r I :N.rjt p ,rhen arneL.; ri zrtis= r g t-1.,ph -

'nee un ml. dudents. "- at._d 1, .t'

Ntrength. and .ri-, Arr,-,T i ni . _hdLlren

tusks reolltinv .1, it, Mt! a . h`.

Iccls 114) a,`(i A- et 0.k dticr

An ext.en,i,t2 se' ,r and _on:pl.:N.. pot"-d.aging ,clt-entplorat,, AtiN .4,r,=en rm ia ( ..nt ind )t sJp d"."-

and ifaro!d 1)w,rig m 2rrtra...)r. I mmecc K It"e at.: ." efs t:tarr,e xerLise Persona' ( oat tt Arms, r F eni 1 , r'..01,."

turning irnagis n,.v. u'dc- _ 'hatbctiel.ed she a. per.t '' and %;,..v.pttin"s and .i.e pro.- Ag.on.

CNCt,1,e, rci.mi 'hat persona' rtidl,e.i.or -p cad it peer t...ititrt. rtpor'ed ,nwroup disLussion 'awhten the ind .'dn MO.( rut

problems and enhanLe strenVihs ot othersaluc e'sploration !mn.ue n ne :rater ,T

ev.ploration and human !re.ations t- 1r Ile re onets 'too t ii r--

Lalues often integrate r ,t.;'he 1-resno F nilled Lhmd 141striLt 01, it V,,,n... indCtrrISIC parenting materiac, ,rn.o1.ing I rq d:.v, wing CNcrLiscs related to mines regar.i,nv. ittorari P"'eniw P.7,1 '

parenting, and tarniik life (1(o liaker-1,e,c1 parenting program and T(rit:r t2..

)ht i no tons betviLen personm aucs and tat,'s norniL. departmen=, I het.t,,,iss trlatt,t-

tden,c .ire often stressed ,nher, A's _ arrnntin Lhoosing A =fiend Tow's: uh ter plaLe th -nds andlotuses the povicr and re- ptmnshatt it ._i-. n 'n_

4 X21:11 i 17

greater awareness of the process and results of socialinteraction. The State Department of Education'sBureau of Homemaking Education is now sponsoringthe further development of these materials. voth afocus on parenting educanon.(20)

Paneling and Mama sexuality. Teenage pregnancyand abortion rates are one indication of the impor-tance of teenagers and preteens receiving adequateand accurate information about sexuality and parent-ing. Because" most adults become parents, one canconsider parenting to be a basic skill. The largenumber of school-age children hying with a single par-ent further underscores the importance of parentingskills. One finds maqptes for parenting educationunder the AB 65 proOms at the elementary level.(2 I )Finally, Superintendent Wilson Riles' Commissionon Child Development "made parenting education apriority under its Five-Year Master Plan for ChildDevelopment Services in Cahfornia"(22) when itrecommended offering parenting education in gradesseven through twelve. including "supervised expe-rience working with children in child Developmentcenters and family care homes."(23)

Largely through the efforts of members of homeeconomics departments. %pet'sl classes for pregnantteens and courses in family life, parenting skills, andchild development are now being offered at numerousschools throughout the state_ Responses from schoolsto the authors' survey reveal that enrollments :n var-ious human development programs at the secondarylevel show an average of two or three teachers provid-ing instruction in parenting, marriage, and family toaverage numbers of students ranging from 46 to 202,depending on school sire Even larger numbers offaculty and students are involved in human sexualitypro, rams at both the elementary and secondary levels(set fable 2, p. I I ).

School programs in parenting and human sexualityhave increased dramatically in the past decade Preg-nant teenagers :ire now able to remain in many

schools and receive relevant instruction prior 10 go ingbirth In many instances. teenage mothers can bringtheir children to on-campus infant and child care cen-ters, thus enabling young parents to complete theirhigh school education. At the same time, both parentsand other students are able to participate in child careactivities as par of learning about parenting and childdevelopment Other kinds of course offerings that arerelatively new address broader areas of adult or familylife, such as consumer education, marriage, personaland social life, psychology, sociology, and sexualityThe sanely of courses and programs is matched bythe variety of related school and district policies,which range from no such offerings at all to mandat-ing completion of one such course to meet graduationrequirements=

The Bakersfield and Fresno parenting programs(discussed in Pan 4. Case Studies) illustrate twoexamples of educational approaches in this area Theyshare many features, including on-campus child careiacilaies and self-contained classes for pregnant sto

School programs in parenting aid &smartsexuality have increased drantstkaly it thepast decade, However, the variety cf pro-grams is matched by a variety of policies.

amOMM----11 1111101ININNINMe

dents Observation of these two programs, discussionswith other educators from throughout the state, andexamination of written materials about parenting pro-grams suggest a number of considerations pertaining

the establishment and operation of curricular offer-ings in this domain Ihrse include the following

The touul (if organt:att,,n I he Fresno districthas mandated parenting as a grad.atton require-ment, other districts .ticluding Hakersfteld. offersuch courses as part of circuses ;slit together bythe homemaking department District priorities

* 4, arm&AL..

111 2 1

may nept --, influence efforts in parentingeducation when emphasis on the more tradi-tional basic skills treading. writing., computa.

results in drawing students as a} fromclectise parenting courses I ne place of parent.ing obiectisca in the oserall district plan, then, isan important factor in the promotion 01 effortsin this area

urrt(-44/um lort/45 curneri 441 rnane goal, offr,,me goals, of p f-,,mhinurion Is the goal toimpart facts about areas, such a., seauality, chiddeselopment, and consumerism, or to explorestudent values about these issues, or a combina-tion of both"' Related to this question are thekinds of materials and the types of learningactivities used in courses For example, a ffecove-onented classes may emphasite self-understanding or emphasiic social skills related to supportiveinteraction among students, courses with cognolist goals arc often concerned with literacy skillsas well as the more specific course contentthaw al 'urn influence optimum clays sire

-Ippropriale las.Irri, cm learning 07% irunrnrrli !.kWh Issues here include 4ansoons

such as insolvement of nonparcnts in child car:separation or nonseparation of pregnant Nutdents from other students, aod number of teachersinsolsed with pregnant minors For example d.'these students stay with one teacher in sett-contained Liassrocirn for the entire das

a Influence of Iii..'";ng on program quahrt Teach-ing styles and teacher skills are critical elementsin an effectisi program The Commission onChild Doelqment, cited ceocr recommendsthat parenting staff "base a background in childdeselopment and family using, including forniaatraining and work experience with young chi!dren and their families "1241 This point of slewwas supported to intersiews with school-leveland district.!ev el personnel invoked in parentingprograms

rommuntration frh rite ,orrtmantr; Acositicaunder this heading include disseminating infor-mation about the program, soliciting informa-tion regarding similar programs in the communityand organieing for local support of programsWithin the community, parents, school site coun-cil members, groups, such as the Junior I cagueand the American Association of UniversityWomen (AAUW), as well as the various sees iceagencies ins nIsed in health care anu other socialsupport sets-ices, are all potential supporters of aschool parenting program

Ignoring the affectivedomain appears to contributeto many problems faced by ourschools, including high dropoutrates, violence, and the schismbetween young people and "theestablishment,"

r2 ,10,1:rne t 2,1 toe" While

114.0, :ON tr1 04 (furzsampla direct service ,arc sersus parent-ng instroctionn one st,tE firs,;. 1.4:3tiet% of fund-

,ng programs addressing comp:ern:mars ohjec,A school which remsc.,4 Not-ming IrnIrtztin-13

_,rid4. from two or mil: t,- ourct mai, find',creased adminnoratoc r''°% :CMS of pro.oosai writing. monitoring and coordination

onsolidation of sources ma: improse program::tficiencs On the other hand, schools desiring to_rwierient or expand parenting programs wiltt:nd it useful to be aware of additional soutecs offunds as thcS hecome asa,lahle f ore example,:.veal CE IA programs for Ilisadsantaged youthWE potential sourCe's of aid tor scLondars Schools125t

C influent education One of formal ant;well-dock:pest curriculum approaches which addressesaffecuse development is confluent teaching and learn-ing Confluent education Lsific intcgr.0 ion or flowingtogether of the Adfctine and ogniiise elements in

individual and group learn:rig "i2ni -r.,;:lnasis on

this confluence or flowing toge--ai --hatera fromapproaches which address affect ,.sues As distincttram the cognitise domain 127.

Ihe fundamental belief behind the rit approachis the concept of the studera as A unique feeling-thaiking Indisidual Ignoring the alfestisc domainappears to contnhcite to many prOsIrms faced h)schools, including high dropout rates, siolencc, andthe schism between young people and -the establish-ment "(DO Confluent educators Isclicsc that concen-tration on the affeciise dimension associated with thepersonal relesance of learning esperiences or youngpeople has enormous potential in dlterroining stu-dents' feelings of adeuaacs or xiailequacs The see

19

thdisettn hoeldi two.ti and .4 orifh004 3 tell the iliac)" as ',zilch about tierchildren thenturitei as indivtduais. as the)tell about the itudenti stills us reading anstlanguage

R

3 ;7

A

.1FrIzt:;

LevelSchool Climate

As reported in Part 2, responses of the principals ofsecondary schools who participated in t e survey

-show that more than 60 percent consider tstudent motivation to be a very senous sue (seeTable 1, page 10). While student motivati n is influ-enced by many factors, teachers interviewed and thealthors' research consistently suggest that schoolwidecharacteristics play a big role in enhancing or dimin-ishing self-esteem and interpersonal skills_ Just asteachers must perceive that their efforts will be

rewarded in improving programs. the overall schoolclimate seems to influence students' feelings of whethertheir efforts will be recognized. Beyond individualclassroom activities. schoolwide performance expecta-tions and climate reportedly boost students' achieve-ment and self-concepts.

In comparing the cast studies, one finds consistentreferences to the development of respect, trust, andeffective communication between teachers and stu-dents as significant features of successful programs_ Inthe instance of Valley Alternative School. these con-cerns are partially addressed by the organization ofthe school in with an emphasis on social equalitythrough the reduction of status differences Numerousother examples suggest, however, that respect, trust.and effective communication can occur within tradi-tional settings, through venous instructional method,and with a variety of curriculum materials. These con-cerns appear in such diverse programs as the Demon-stration Programs in Reading and Mathematio, whichemphasize cognitive achievement, and the Open RoadProgram, which focuses on improving communica-tion patterns through student involvement

These examples from the case studies, tooher witha study of the literature, support the idea that thesocial settings within which teaching and learning takeplace play an imponant risk in determining a varietyof outcomes. As Wilbur Brookover concludesAlmone comprehensive study. "some aspects of flirreolsocial environment clearly make a difference in theacademic achievement of schools_"(31) The factor

:counting for much of the difference in academicachievement levels between schools studied was stu-dents sense of academic futility High academic futil-ity means that "students feel they have no contrcl overtheir success or failure in the school social systems. theteachers do not care if they succeed or not, and theircllow students punish them if they do succeed- "(32)I terestingly, but not surprisingly, a further analysis-n cated that students' sense of academic fa Any wasre ted to teacher climate variables, including teachers'

aluations expectations. commitment to improve,a d others.

In Oklition to implications for ,achievement, schooln. classroom clnate variables arc also Important

contributors to the setting in which social interactionstake place- -that is, the kind of experiences in humanrelations that an individual undergoes in a school orclassroom will be influenced by the climate or feel ofthat environment Gm-en the problems faced by schoolssuch as vandalism, Interracial conflict, apathy, andhigh dropout rates school climate has become aserious concern ariong stuk;,rits, parents, teachers,

and administrators[he factors that influence climate include not only

the processes that occur in schools but also the pro-grams and materials as well So, for example, pro-grams that contribute to good climate might have thetullou inp, features- opportunities for active learning.indisiduali-ed performance expect- ions, flexible cur-riculum and extracurricular 84:11% MO. and supportand structure appropriate to the learner's 7natu.ItyExamples of process determinants include problem-solving opportunities, capacity to identify and workKith conflicts, effective communications, effectiveteaching-learning strategies. and ability to plan for thefuture Material determinants refer to the suitabilityof the school plant, adequacy of resources, and avail-ability of a supportive and efficient logistical system(for example, 'n scheduling class periods) The Impor-tance of these various factors het in their ability tofacilitate jr_ Climate characterized by respect, trust,high morale, cohesiveness, school renewal, and con-tinuous ar demic rind social growth

Improvement of school climate begins with diagno-sis and assessment of needs Numerous instruments

Respect, trust, and effective communication can occur withintraditional settings, through various instructional methods,and with a variety of curricuiwn materials.

21

Reducing teacher isolation,providing collegial resourcesand support, and sharing inprogram development andimplementation 41 contributeto positive teacher attitudes.

are available for principals and other administratorsto use (33). alternatively, staff-developed survey instru-ments or discussion groups may be a first step Onceneeds arc identified. goals can be determined and aplan implemented Intervention typically addressesitself to logistical, process. or curricular concernsWhile one school might attempt to reduce teacher-student status differences as a means of promotingrespect and trust, mother might focus on clarifyingacademic performance expectations as a step towardmore effective communication In order for suchplans to carry with them the possibility of success,commitment is required from all participants Suchcommitment does not seem to occur by mandate, ithappens most often when the people involved share inthe decision-making processes This kind of coopera-tion creates a sense of ownership which is far morelikely to generate results

In addition to the factors discussed thus far, schoolvisits also provided insights into other elements whichcontribute to positive school climate Teachers in theDemonstration Reading Programs and at GrapeStreet School cited team building as important to theeffectiveness of their programs through its influenceon teachers' working environment and collective devel-opment Reducing teacher isolation, providing colle-gial resources and support, and sharing in programdevelopment and implementation all contribute topositive teacher attitude at these schools This positiveattitude, in time, affects the quality of classroom inter-actions Another impetus for total staff planning andcommunity involvement is participation in the SchoolImprovement Program (SIP) All the SIP schoolsvisited (Grape Street, De Ann, Dommbucii reportthat SIP funding is making significant Oorcrences intheir ability to plan and implement changes at inslocal lesel

A final important factor in influencing the socialsettings where teaching and learning happen is thecontnbution made by professional staff development

22

Many of the programs suited include staff develop-ment components (for example, SIP schools andschools with Demonstration Reading Programs), whichwere often mentioned as important resources in sop-porting teachers' efforts In addition, the survey ofschool principals shows that among elementary schoolsgrouped b) site and SES lesel, between 65 and 73percent report that staff desclopment greatly en-hances learning goats related to human development.Corresponding figures were se rnewhat lower for second-ary schools (sec Appendix 2)- (While these observa-tions indicate the relevance of staff development tothis report, this finding is not to deny numerous otherconsiderations that make professional desclopmentan important concern in general )

Staff development efforts sary from local activitiesconducted on an ad hoc basis to state-sponsoredefforts, such as the Professional Development andProgram Improvement Centers program, which offersin-service training in reading and mathematics instruc-tion Still other sources of professional developmentactivities are urns ersity-sponsored continuing educa-tion programs as well as various commercial pro-grams, such as Teacher Effectiveness Training (TET)

Effect's e staff development programs may nelp tofoster a trusting and creative environment for teachers,one which nurtures growth and collective commit-ment as antidotes to the -burn out" phenomenonSuch teacher support has direct effects on the qualityof teacher-student interactions, the classroom climate,and. potentially , overall school climate

In an attempt to isolate factors that contribute toprofessional development activities which arc per -ceised as oleo c. the authors inter-stewed staffmembers of the School Resource Network (SRN), afederal teacher center located in the Office of the Ven-tura County Superintendent at Schools SRN is oneof eight federally funded centers located throughoutthe state, another six resource centers are supportedby state funds The goal of the work being done bythese centers rs to provide teachers with a resourcenetwork that will deal with their perceived needs asthey arise Centers may locate materials. speakers.resource teachers, or programs for teachers, school, ordistricts facing any one of numerous concerns

What is important about the work of these centersi the emphasis on teacher initiation that is, teachersare the source that centers tap to determine activitiesand offerings This goal is typically achieved by curse}and feedback techniques as well as through requestsfrom individuals and groups The kinds of develop-ment activities which loves on specific identified areasof concern and the sense of "ownership" which con-tributes to motivation and ,.rrintilnlent arc importantdeterminants of the centers' eliectis mess

2

Part 4/Case Studies

This section of the report includes descriptions ofgood school programs that address student self-concept and interpersonal skills. These case studiesare abOut individual programs. Common elements orshared experiences from these programs are discussedelsewhere in this report. Of all the programs theauthors visited or read about, those reported hereillustrate the diverse objectives, organizational forms,and curricula employed statewide to address interper-sonal skills and self-concept.

Bakersfield High SchoolLed by Lois Whisler, the Kern Union High School

District has developed comprehensive parenting edu-cation programs at seven high schools. The visit toBakersfield High School's program revealed that ruraltowns do not escapeproblems of poverty usually asso-ciated with cities and aging suburbs. Each year inBakersfield, 1,500 babies are borne by women undernineteen years of age. Local teachers see Bakersfieldas reflecting national figures.- 80 percent of the teenagemothers never finish high school. In this town, whichprospers economically from oil and agricultural indus-tries, parenting programs serve young mothers fromboth middle-class and impoverished family backgrounds.One-third of the participating soung mothers wererepor'edlt abused as children.

Learning objectives and content. The Parent andChild Enrichment (PACE) program is the core initia-tive at each of seven participating campuses. B&sed

within homemaking education departments, coursesare offered in specific parenting skills and br,,aderfamily !ife areas. These courses use on-campus infantcare centers to provide direr,. learning experiences inchild development and nutrition areas. School atten-dance of teenage mothers has improved because theirchildren may now receive care at the high school,although transiency of young mothers still remains aconsiderable problem.

The course for pregnant students and recent moth-er.; emphasizes instruction in birth control, nutrition,and child development, Direct concerns of mother-hood are addressed. Classes are kept small to ensureadequate time for and minimal resistance to discus-sions among the students themselves. Birth control is

emphasized: many young women either know little ofhow they became pregnant and or are ignorant ofbirth control practices.

The PACE program does an excellent job of involv-ing nonparent students as infant care center aides end

also as students in the parenting class. Hcwever, thisclose contact with children and young mothers oftenis not encouraged because of the categorical nature ofpregnant minor and child development programs.Bakersfield serves as a model program that, withinlimited resources, encourages interaction among var-ious kinds of students.

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When a principal and teachers choose to exert schoolwide leadership,parenting courses tend to serve a broader range of students, andparenting issues are addressed more comprehensively.

The more genera, living course serves about35 students from diverse backgrounds. This coursecovers a variety of independent living skills: marriageand family relationship, housing costs and availabil-ity, job and course information, taxes and insurancecosts, and child develooment.

The Bakersfield High School program is exemplaryin its ability to integrate several functions and fundingsources. For example, the state-funded preschool is` leaned just behind the infant center and parentingcourse classrooms. The preschool, which providescart for children from disadvantaged backgrounds, isalso used by students in the family living class as aplace to observe children.

In the fall of 1979, Bakersfield High School alsobegan a full-time program for 20 pregnant students,who spend the entire school day with one teacherBecause of varied student skill levels, instruction inbasic literacy skills is largely individualized. This classsize allows for group discussions among the girls in asafe social setting.

Lois Whisler's direction, has encouraged the com-prehensive nature of the Bakersfield High School pro-gram. Through a curriculum guide which she largelyauthored, Maximizing Human Potential, this pro-gram also covers broader human issues. Funded bythe Department of Education's Bureau of Homemak-ing Education, this guide helps teachers to establishlearning objectives and contains specific learning unitsin several humanistic areas: interpersonal competen-cies; evolving social roles (hie-style, sexual relation-ships, marriage, work, family); the balance betweensocial independence and interdependencee'and look-ing ahead and personal planning strategies.

Developmental process. Deyite PACE's breadth inconnecting children's services with a rich variety oflearning content and processes, a developmental ques-tion is clear: this initiative within the homemakingdepartment reportedly has little interaction with othercampus programs. Post-Proposition 13 actions cansignificantly damage elective courses, such as parent-ing education, even when they are demanded by stu-dents. Matched with popular pressure to emphasizebasic literacy skills and legislated minimum compe-tency tests, new graduation requirements approved by

24

the district board require more time in math and En-glish, leading to cuts in elective courses Unless parent-ing or broad health areas a:: viewed as priorities bydistrict boards (or the California Education Code), asis the case in Fresno and to a lesser extent in Bakers-field, courses will be cut, and the political base ofteachers of parenting courses will narrow. The currentpressures and demands on these teachers are alreadysubstantial.

Throughout this report and in other case studies,descriptions of schoolwide efforts to improve schoolclimate are presented. Parenting programs will likelybe more effective where campus-based improvementsare undertaken. When a principal and teachers, collec-tively, choose to exert schoolwide leadership, parent-ing courses tend to serve a broader range of students,and parenting issues are addressed more comprehen-sively. Where only individuals act within an otherwiseunconcerned school environment, the symptomatic"problem" of teenage pregnancy is addressed in a . ar-rower, more categorical maiiner. Within a benign ormerely tolerant school environment, parenting pro-grams can work only from their base of support.

The Bakersfield parenting initiative has grown inpart as a result of broad advocacy from local .om-munity groups and youth agencies, including women'svolunteer groups, such as the Junior League.

Resources and costs. Bakersfield artfully combinesvaried funding sources: parenting monies from theDepartment of Education's Office of Child Develop-ment, school apportionment funds allocated to thehomemaking department, federal vocational educa-tion funds allocated by the Department of Education,and, interestingly, local CETA dollars. Often localCETA funds for in-school youth are allocated to con-ventional job skill training. This allocation of CETAdinars to parenting education and infant care effortsis a creative option available to other schools. (Infor-mation about CETA is available from local county orcity offices.)

A follow-up survey of 34 former student partici-pants found that 30 women are now living indepen-dent of public assistance. While enrollment in thePACE program is but one factor determining post-high school outcomes, such evaluative data are obvious-

31,

ly helpful. Information on students who are leavingthe program is now being systematically collected bystaff.

Bakersfield staff also report concern about prevent-ing emotional "burnout" and fostering mutual sup-port networks for faculty members and others involved.Program designs -%ould recognize how a criticalnumber of teachers and staff is necessary to videthis support base. Staff development efforts malso explore this "burnout" issue which we repeatedlyhear of.Contact person: Lois Whisler

Kern Union High School District2000 24th StreetBakersfield, CA 93301

De Anza Junior Highand Santa Barbara Junior High

California's Demonstration Programs in Readingand Mathematics were authorized in 1969 by Assem-bly Bill 938, which enabled school districts to establishexemplary and innovative programs at the junior highschool level. Planned and developed by the staffs ofthe participating schools, the demonstration programshave, as their principal goal, cost-effective improve-ment of student skills. Participating students includeall those at the selected grade level in each program;students typically remain in the program for the twoor three junior high school years. This length of timeallows the program staff to maximize their effective-ness with a target population. However, students notin the target grade are unable to enjoy the benefits ofthis learning opportunity. (For a comprehensive de-scription of the demonstration programs, the readermay wish to refer to a Department of Education publi-cation entitled California's Demonstration Programsin Reading and Mathematics, which was published in1980.)

Two of the Demonstration Programs in Readingwere visited, one at De Anza Junior High in theOntario-Montclair School District and the other atSanta Barbara Junior High. Both of these projectswork with target populations that are over 40 percentminority. Since the visit to De Anza was lengthier,that program will receive the focus of attention here;the Santa Barbara program, which it replicates, isvery similar in its goals and approaches.

Lurning objectives and content. Although the dem-onstration programs are required to focus on cost-

effective skills improvement, this does not precludeother goals. The De Anza program specifies, as asecond goal, increasing the self-concept of each stu-dent in the project. The programs also have the poten-tial to affect the larger school environment in severalways. At De Anza, for example, the entire school pro-gram has shifted from tracked to heterogeneousgroupings as a result of the funding requirement ofsuch groupings within projects. In addition, the pro-gram has been replicated for the alternate grade levelat De Anza through the initiative of the principal andthe use of district and SB 90 funding. At a more infor-mal level, project staff members report that a gener-ally positive school climate exists; at De Anza, wherestudents are eligible to attend incentive assemblies ifthey have no teacher referrals, 73 percent were eligiblefor the most recent assembly.

Both of these programs use primarily individualand small group instruction. Students often interactwith teachers and aides on a one-to-one basis inkeeping with the orientation of the DemonstrationPrograms in Reading, individual programs place astrong emphasis en students' positive accomplish-ments and focus students' attention and energiestoward what they c'.n do. Teachers use a large varietyof high-interest materials and activities; some of theseare commercial and some are teacher- developed.Upon completion of their assignments, students receivefeedback individually and almost immediately.

One of the unusual features of the programs thatcontribute to their effectiveness is the presence of on-site counselors. Working with students on an individ-ual or small-group basis, these persons supplementand reinforce the work of other staff members. At DeAnza, for example, project students may elect to par-ticipate in an eight-week group counseling programthat meets one period a week. This year, each studentin these groups is working on the development andimplementation of an action plan. In their actionplan, students identify one specific academic problem

The programs at De Anzaand Santa Barbara place astrong emphasis on students'positive accomplishments andfocus students' attention andenergies on what they can do.

25

and one specific behavioral concern for special atten-tion.sThey ieport to the group on their progress forthree weeks and receive feedback from the counselorand their peers. At the end of four weeks, they assesstheir accomplishments in carrying out their plans; thesame plan or a modified version then can be arriedover to the four-week period that they spend aut ofthe project and in a regular English class before theycome back to the project and the group for an addi-tional four weeks. Through the group experience andthe action plans, students learn to examine and mod-ify their own behaviors in a self-determined and self-directed way with reinforcement and guidance.

In addition to this group counseling program, DeAnza's Reading Center counselor, Mary Guillen,offers an elective class in human relations. This elec-tive class meets one period daily for nine weeks, anduses the same action plan as the weekly group counsel-ing program described above. Increasing the oppor-tunity for more in-depth participation facilitates thedevelopment of effective problem-solving techniquesand communication skills. Response to this class hasbeen very positive, both from students and staff.

All Demonstration Programs in Reading and Mathe-matics include strong components in staff develop-ment and dissemination. This means that teacherswho work in these projects must be willing to committime, interest, and energy to these activities. Teacherswe spoke to were genuinely enthusiastic about havinghe opportunity to be part of these teams and to par-ticipate in these activities. The staff/ aide screeningprocess looks for individuals with the abilities andInterests to meet these requirements.

Development and costs. The developmental processin these projects is a formal one that begins with thesubmission of a proposal to the funding group. Yearlyassessment determines whether the projects are meet-ing the goal of cost effectiveness and will be refunded.

Teachers who work in demonstrationprojects must commit time, interests, and en-ergy to staff development and discrimina-tion activities.

In both schools that were visited, project directorsreported difficulties in the early stages of the project interms of relations with other school staff memberswho perceived the project teams as favored in theirfacilities and low studen.-teacher ratios. Therefore,one important part of the developmental process hasbeen the establishment of supportive relationshipswith other school staff.

26

Despite the demands that such a largely individual-ized program puts on teachers, those the authorstalked with perceive their experiences in very positiveterms. At De Anza, where all project instruction takesplace in one large open area, teachers express pleasureat not being isolated. A visit to these programs allowsone to observe adults and youngsters working in asupportive, productive environment. Not only do stu-dents make considerable strides in skill development,but also they and their teachers feel good about them-selves as this happens.Contact persons: Ann Glaser

De Anza Junior High School1450 South Sultana AvenueOntario, CA 91761Dorothy RossSanta Barbara Junior High School721 East Cota StreetSanta Barbara, CA 93103

Dominguez High SchoolA stark feature of Dominguez High School is its

community setting. A town of 80,000, Compton hasbut one theater and almost no restaurantstwo vividindicators of the economic poverty characterizing thecommunity surrounding the school. High unemploy-ment and low adult literacy create strong counter pres-sures against school achievement. Over 500 of Doming-uez's 1.800 students read below the fifth grade level.

Learning objectives. Sparked by School Improve-ment Program implementation funds, a tangible school-wide effort to address self-concept and cognitive skillshas emerged. Teachers believe that in the past, readinglevels of materials used in classes have often been toohigh for many students who have low reading skillsand v. L.o continue to experience failure. This expectedreading level is at times too low for others, resulting infrustration over limited growth. The former group ofstudents feels that reading failure indicates lack of"intelligence" or inherent ability. The latter group isstifled from making further progress and reportedlydevelops a false sense of high academic self-concept,which is later shattered when competition becomesstronger in college or on a job.

The emphasis of Dominguez High's school improve-ment plan is a "Skills Saturation Program." Onethrust of this initiative involves explicitly disentan-gling, for teachers and students, the concepts of innateability versus cognitive skills (reading, math, and Ian-

32

guage arts). For example, some social studies teachersbelieved that low readers were unable to discuss con-temporary issues. Thus, learning tasks were con-structed for slower students. The fundamental themefor both classroom strategies and staff development isto break down conventional wisdom that literacy skilllevel equals "intelligence." An explicit attack on this"conventional wisdom" is designed to turn aroundteachers' performance expectations and students' expt.c-tations about their own ...ompetence and potential.

Content. With a cautious approach, the DominguezProgram begins by grouping low readers by similarskill levels. During structured discussions students aretold that this grouping procedure is determined byacquired skill level and reading experience, not on thebasis of ability or "smartness." Reading materials atappropriate levels have been developed and integratedinto various curriculum areas social studies, typing,ceramics and shop, and English classes. In all, 25teachers from toese various disciplines have collec-tively developed this schoolwide reading reinforce-ment approach.

The authors observed a lively, vocal discussion in asocial studies class comprised of the lowest abilityreaders. Topical issues facing innercit; youth wereexplored. After discussions demonstrating to studentstheir knowledge, opinions, and cognitive skills, read-ing material presenting additional information onthese issues was introduced. The strategy is to matchsuccessful experiences in verbal discussions with high-interest, appropriate-level reading material. Becauseof a shortage of such material, teachers are writingmany of their own materials. Similar approaches arebeginning in the language arts and math areas.

Consolidated program monies are also supporting astrengthened group counseling program, serving 150students annually. These discussion sessions, comple-mented by individual counseling with parents, exploreself-images, coping with emotions and conflict, com-munication skills, and drug abuse education. Partici-pants in staff development workshops will also look atways to improve student self.zonelpts. Monthly work-

shops for parents on parenting and family crisis reso-lution are also being developed.

Developmental process. The schoolwide nature ofDominguez High School's effort is clear. A consensusfavoring this approach has been built among thefaculty by integrating various means of addressinglow student motivation and self-concept with morecareful development of basic literacy skills. A skilledprincipal appears to have nurtured creative directionscollectively mounted by the faculty. Discussion andimpetus by the school site council, which is composedof teachers, students, parents, classified staff, and theprincipal, have aided this effort. This broad base hasbegun to counter distrust of the school by parents andthe community.

Teachers are now beginning to meet informallywith junior high and elementary school teachers toexplore collaboratively how language arts and mathskills can be addressed more effectively.

Required resources and costs. Categorical programs,delivered through the consolidated allocation process,provide necessary funds fo- Dominguez High School'sefforts. The planning process appears to give power tothe school site staff and principal to determine theirown strategy. This approach contrasts with regularbudget processes, which are usually dominated by dis-trict administrators and formulas and are apparent inmany districts. Where SIP is implemented in a fashionsimilar to that of Dominguez High School, the princi-pal and resourceful teachers are provided necessaryleverage for change. Changes in individual teacher'sstrategies are linked to shared themes and schoolwideapproaches. The integrated quality of this initiativeseems, in part, also to result from the SIP fundingprocess. Teachers report revitalized energy and com-mitment from their planning and implementation pro-cess, which they feel belongs to them.Contact person: Fred Easter

Dominguez High School15301 San JoseCompton, CA 90221

3327

Valley Alternative SchoolConverted stables comprise the secondary school

campus of Valley Alternative School in the LosAngeles "Unified School District. A week before theauthors visited the school, two goats invaded theadministrative office, formerly a ranch home. Locatedin the San Fernando Valley, the setting provides openspace, animal hfe, and a relaxed atmosphere.

Valky Alternative is now a magnet school withinthe Los Angeles desegregation plan. The school serves430 students, ages five through eighteen. Studentscome from the neighboring white middle-class com-munity, and many more are bused from south-centralLos Angeles. Valley Alt %motive school vividly demon-strates how affective learning goals can be addressedwithin, and aid in the success of a major desegrega-tion effort.

Learning objectives and content. Social equality inteam of minimizing student-teacher status differencesis a cer ral objective at the secondary level. Interac-tions between students and teachers are marked byinformality and openness. Faculty are committed tonurturing self-direction, autonomy, and interpersonaltrust. This philosophy is addressed through field tripsand social gatherings which, in part, work on friend-ships among students and between students andteachers. The structure of classroom lessons and cur-riculum content are important. However, a key factoris the value held by teachers in interacting with stu-dents as friends with varied strengths, experiences,and feelings.

Students are now given considerable discretion inchoosing their courses. Informal discussion sessionsare held in homerooms to explore problems concern-ing family or friends. A shared expectation existsbetween students and teachers that problems or differ-ences can be discussed directly and openly. Teachersconsistently attempt to recognize and value strengthsof all students. The development of positive feelingstoward self is a central goal.

Community resources are tapped extensively. A fewparents volunteer to teach classes, and several moreare tutors or classroom aides. A School WithoutWalls coordinator facilitates learning opportunitiesthrgughout the community Experience in a widerange of fields is possible at Valley A.ernative.Courses are offered, for example, in Renaissance his-tory, "ethnic Los Angeles," sentence buildirg, andchild development.

A school site council is very active. Participation ofblack parents is difficult, however, given the 30-miledistance from the school to central Los Angeles. Thesecondary school faculty is relatively small. Beyondconsiderable informal interaction, weekly faculty meet-ings also seem informal, yet substantive and direct.Issues are decided by consensus or actual votes of thestaff.

Developmental process. Valley Alternative Schoolis now frankly debating whether basic literacy skillsare receiving adequate attention. In recent years, theschool offered students freedom to choose most oftheir classes, to decide activities within classrooms,and not to attend courses when desired. The facultyand students are now debating how to pay greaterattention to basic literacy skills. Beginning in the cur-rent school year, students will likely spend more timeon reading, writing, and mathematics. The wide va-riety of courses and community experiences will notbe sacrificed. However, somewhat of a shift toward amore conventional curriculum seems likely.

This evolution in educational objectives is prompt-ed in part by competency standards now required forgraduation. Yet, some teachers and students are advo-cating more structured classes, clearer academic pt--formance expectations, and increased student effortand responsibility. The school seems equally commit-ted to enhancing self-direction and building strongstudent self-concepts. Yet, students and teachers alikeare searching for ways to accommodate affective goalswhile improving cognitive achievement.

One teacher marveled over the creative and openfeelings expressed in a student's composition, yet was

28

34

deeply concerned about poor grammar and spelling.Valley Alternative is seeking a means of addressingsuch inadequacies without diminishing creativity, curi-osity, and a warm school climate.

Required resources and costs. The school receivesfew additional funds beyond regular state support(based on units of a.d.a.) for pursuing nontraditionalgoals. While the principal is very supportive, the facul-ty's cohesive commitment to affective pale appears tobe a driving force. The principal and district providesufficient ;ndependence for the faculty. Implementa-tion of competency standards is an external source ofpressure. Yet, again, the faculty generally supports astronger emphasis on basic literacy skills.

Additional resources in the form of communitylearning opportunities and teachers and aides fromthe community are valuable and not costly. Theschool does inflict emotional costs on staff. Outsidesocial activities with students and other teachers aretime consuming. Failur' of a newly designed course ispainful for teachers. However, the rewards of a trust-ing, creative school environment are reportedly veryrich and motivating.

Little interaction with other magnet and alternativeschools is apparent. This lack of networking and mu-tual support seems unfortunate. The debate withinValley Alternative School is happening elsewhers.The sharing of other schools' responses would be help-ful. Valley Alternative also has much to offer tradi-tional schools trying to cope with desegregation.Contact person: Corey Jacobson

Valley Alternative School18200 Superior StreetNorthridge, CA 91325

Grape Street SchoolThe Grape Street Ekmentcry School is adjacent to

Los Angeles' Watts district. To reach Grape StreetSchool, one leaves a crowded industrial area andarrives in an open-space region. Indeed, once a per-son leaves the main roads, many open lots and brownspace become even more visible. Yet, the neighbor-hood has very few trees and almost no stores or busi-nesses common to other neighborhoods. Houses aresmall at best, often dilapidated.

Learning objectives and content. The staff at GrapeStreet School are a collective burst of energy withinthis economically impoverished community. Sparkedby the School Improvement Program (SIP) and addi-

The team building amongteachers, principal andstaff and the increasedpotential for improving theschool climateis very clear atthe Grape Street School.

tional categorical funding, this school is planning toimprove instruction on a schoolwide basis.

Until recently, Grape Street. School had an openclassroom approach. Each teacher designed his or herown curriculum and materials. Students were givenconsiderable freedom in the classroom to exploretheir interests. However, little caordination in sequenc-ing language arts and mathematics instruction acrossgrade levels occurred.

Led by a principal committed to collective decisionmaking that involves teachers and parents, staff nowwork more closely in designing and implementing amore structured basic literacy skills program.

Somewhat independent of instructional content,the team building between teachers, principal, andstaffand increased potential for school climate im-provementis very clear here. The principal worksclosely with two resource teachers in (I) helping tocoordinate teachers' planning; and (2) developing newcurriculum methods and materials.

Grape Street has considerable staff flexibility fromwhich to build a sense of collective participation andcommitment. Faced with its innercity location andpressure to desegregate txaching staffs, Grape Street'sstaff is relatively young, energetic, and new to theschool.

Developmental process. SIP concepts and dollarshave clearly aided Grape Street School's initiatives.For example, a variety of staff development effortsare being implemented. They include working withteachers to introduce Glasser's method of class meet-ings for student discussion of personal and socialproblems. The relatively new teaching staff has recentlyheld more informal gatherings than in the past, lead-ing to greater trust and sharing of ideas amongteachers.

ESEA Title I funding, which attempts to influencecognitive skills through "di.-ect means," restricts expen-

35 29

diture of funds on affective-related efforts. SIP dollarshave balanced available resources and have providedsupport for school climate efforts which Title I willnot presently cover.

Clear expectations of behavior and school perfor-mance are communicated to students. Teachers workwith students to voice feelings and work out conflictsopenly.

Members of the Grape Street staff report that workwith the SIP council and other involved parents isimportant to explore affective learning objectives.Experiences of many parents at times do not lend par-ticular support or experience related to affectivegoals.

Classroom aides are reportedly quite valuable, bothin assisting teachers and in working with parents. Asresidents of Grape Street's neighborh.:Tid, aides areoften quite familiar with children's families.

The impact of minimum profkiency testing is diffi-cult to predict here. According to the principal, par-ents and teachers are beginning to realize that minimumcompetency standards are coming.

Resource teachers are exploring the possibility ofworking with parents to help in developing children'slanguage and reading experiences. In this way, theimportance of resource teachers as organizers andsources of ideas becomes apparent. Resource teachersalso serve to facilitate teacher involvement in districtstaff development opportunities in the humanisticareaand may build school-level stall developmentworkshops.

Contact pers,,n: Roy BrownGrape Street Schoo;1940 East I I Ith StreetLos Angeles, CA 90059

San Jose High SchoolSan Jose High School is similar to most irinercity

schools. Students, primarily Chicano, come fromworking class or low-income families. Many areachieving at low levels; many youths drop our orsimply never pass enough classes to graduate.

The Alternative Program at San Jose High School,beginning as third year. serves 90 youths annuallywho are from throughout Santa Clara County andwho have not succeeded in conventional schools.Some program participants have attended high schoolfor 'wo years without gaining any units towardgraduation. Participating students stay together dur-ing the morning with one of two teachers involved inthe program. Afternoons are spent in regular coursesor %Pt one of a variety of community-based trainingwork programs.

Learning objectives and content. The AlternativeProgram's two teachers fundamentally believe thattheir students have been unable to develop a sense ofpride and competence within the conventional second-ary school structure. One student described the pro-gram as "a second chance for me" in making itthrough high school.

The program integrates basic literacy skills with avariety of social studies. Most participating studentsread at the fifth grade level. High interest, low-levelreading materials are used extensively, augmented byworksheets requiring reading and written responses.

The program provides students a more secure, con-sistent environment for the first half of each day.Teachers have good rapport with students. Teachers,however, have clear expectations about social behav-ior and academic performance.

The student selection process seems critical for com-municating student expectations and program struc-ture. Teachers meet with the referred student andparents to explain the program. Expectations aboutattendance, classroom social behavior, and level ofeffort in school work are clearly nresented. The stu-dent and parents then choose wh r the program isappropriate. Ongoing parent contacts to discuss prob-lems and successes experienced by students are main-tained through conferences and phone calls.

Within this structure, students are asked to reflecton their values and feelings. For example, in discus-sions about jobs and life-styles of different people,personal characteristics and values are contrasted.Ethnic history, taught by teachers who share students'backgrounds, connects more directly with social andemployment conditions facing these youth.

Teachers try to avoid lecturing. Group discussionsencourage participation by all students. Discussion

36

between teacher and student also occurs as youthwork individually on assignments which integratereading, writing, and social studies.

Alternative Program staff follow how their studentsare doing in afternoon courses. When problems anse,the staff work with other teachers to help thembecome more sensitive or to counsel students toresolve the problems. Tie program staff, workingwith a variety of community agencies, also developvocational training or employment opportunities thatrange from part-time jobs to academic work with SadJose State University's Upward Bound program. Thisdegree of coordination with community-based learn-ing and work akernatives seems exemplary.Resources sad costa. The program, after being cutback following Proposition 13, receives slight addi-tional support through an additional preparationperiod for each of the teachers and a part-time secre-tary. These resources a- arcely sufficient to developrich parent contact. extc ie student counseling, link-ages with regular teachers, vocational training, employ-ment, and tutorial programs serving stuOnts in theafternoons.

Attendance of Alternative Program students is atleast comparable to the schoolwide rate, bringingadditional state dollars to the school and district.

Contact person: Sal BasquezSan Jose High School275 North 24th StreetSan Jose, CA 95112

Fresno Unified School District".. . the family is no longer instructing the childrenin child rearing and marital skills . . firresently,other members of the class and I are trying to get aparenting class started,"

Letter to Fresno umerintenCentfrom Yvonne Berenguer.

Vail* High School student

Located in the heart of the Central Valley, theFresno Unified School District recently mandatedthat every high school student take a parentingcourse. This m9ve expresses a desire to improve thequality of life for mothers and families. Each year,half of all single mothers who give birth in FresnoCofAty are teenagers, totaling anion 9,000 women.Over 1,800 women-under 20 years old receive abor-tions each year; this group comprises 40 percent of allrecorded Fresno County abortions. Almost 100 abor-tions are performed annually on young women underthe age of fifteen.

I

Fresno UnVied SchoolDistrict has mandated thatevery high school student takea parenting course.

Learning objectives and content. The Fresno Uni-fied District has been developing a voluntary parent-ing and family skills program for several years. Childcare centers at four high schools are a highly visible(and at times noisy) part of campus programs. Funda--mentapy, the on-campus centers avoid stigmatizingattacks on the self-concept of teenage mothers whowish to continue their schooling. The centers providedirect learning opportunities in studying child devel-opment and parenting. Centers also serve as voca-tional training sites for potential child care workers.The content and priorities of each participating highschool's program are unique. Pieces of two schools'curricula will be reported on here.

Structured classes in sociology and family livingexplore self-images, personal values, and parentingThee curriculum at Fresno's Hoover High School be-gins with students discussing various areas of self-understanding: (1) interpersonal skills, such as toleranceand handling disagreements and criticism; and (2) per-sonal values and philosophies, such as one's feelingsof altruism. The class moves into social relations, suchas family issues, differing attitudes toward sexualbehavior and roles and responsibilities within mar-riage. Then a unit on "understanding oneself as a par-ent" is explored, which includes family planning,differing values reprdinchild care and rearing, anddevelopmental stages of children. Actual observations

And Fresno has also developed spec*.means for integrating bask literacy skillswith growth \in qffective competencies.

of children occur in Hoover High's child care center(serving children o(,students and staff).

These structur-altexplbrations of students' self-concepts and feelings regarding social relationshipsaddress issues faciiig youth otherwise ignored by con-ventional curricula which address only cognitive skills.For *sample, on a simple worksheet asking studentsto sketch and write about the view they had of them-selves and the views they believed others had of them,

37 31

(41,11/11ilit'a ti /Mill 11

f)/014 fin 51/I t t sslrr /ll /CIO //Itlll inn IWO (Vie 1/lI1115

3IM/ 1h '111C11/tIlle

one Fresno girl described herself as hard-uorking andtnendlt Houeter, she described her friends "as seeingme" isolated from social groups She telt her mothercrewed her as a drug addict. since her brothers useddifferent drugs She heheted her father tieued her esa chore I he teacher ue mtertieued was unsure howthe girl might he helped At least the prchlem hadhn identified

Fresno has also des eloped specific means for inte-grating basic hteract kills with growth to affectitecompetencies For e, ample. one oral and untten lan-guage skills curriculum unit explores how socialbehatior or roles often obtuscate true feelings I orexample, a person mat hehase as if he or she is aluat sright, tell only of personal interests. he sets competi-ttse, or aluats conform to the group I hese roles and"social games" mat he minis ated 1-i!, a student', lackof self-( onfidenee, desire to gain populardt, or needto escape an uncomfortable sit wino-, Oral discus-sions and urdten exercises are structured iv-our:Lithese topics

Dr%elopmental process Fresno t Tidied School I)is-tnct's initiatise demonstrates hot., one committed and

inditidual within a costrict office can success-Wilt lead implementation of program improtementsFor seteral tears. Maxine Rodkin has mohdi/ed com-munitt groups ar,d school actors to support and helpnurture this comprehensise parenting program. whichintegrates on-campus child care centers and classroomcurriculum As in other areas. such as Kern HighSchool District and the I os Angeles Counts Superm-rendent's Office, Fresno homemaking curriculum coor-dinators are plating a poi erful organising role in

creating parenting programsMaxine Rodkrn has demonstrated how the parent-

ing issue can des clip support from carious _ornmu-nit!, groups and south-setting agencies Agenciesconcerned with iutendc justice, child abuse, and singleparents are secs nterested in more presentatite strate-gies Fresno has also found that classroom instruc-tional aides. often parents of school-agi:d children arc

32

..aluahlc .contacts in iiutlding paint anti ncicithr-nood support tor parenting pr .erams( t)n!,iLl person 1,ixine Rodkin

I resno I nified ho,,I ulare and S..1 `streets} R.,(10 A 91-2!

Open Road's StudentInvolvement Network

Dist ',I

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ref of student, in pr,d3Itnt %id; ;1,4, an,/ al tn:prt-ii,it /WI )1 /1!1111 i )'ern Road% pritk,rar?;\ s, 1.4 [,, rtnpr();,,it'll -c (me elm WO it %ere if t rift i1, ; heldttudents ti Ito art . ont ent tortaill them/la '' (ticmains trearn %Warn/ Iii, tat strig, Hire

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I earning ohjecti%es and content. I he , ore o! ;his,IpproaCn is the creation of a 'leadership framing

ILiNN, taught ht regular lacuitt memher I he clas,,(imposed of leaders or dominant personalities tram

.ar:.ius groups throughout the student populationOtten contentional student got ernment and schooiactit 's insults on ft pc tit student 11orking \kith

adsicc from a sariets of campus stall, student, trornsarious student subcultures are insited to becomeinsol!ed in the leadership training class This selectionprocess is critical in bringing together south with dif-ferent academic skills, ethnic backgrounds. and groupor gang affiliations This initial objectise P. to ins (Ilsemeaningfully those south most alienated from theschool environment

The leadership class is sodtctured first to idenithissues concerning the school These include sandal'ism, stealing among students, use of drugs. inadequateinstructional programs, and tack of teacher es aluationby students Action strategies are then desised toaddress identified problems The leadership classoften works with a schoolwide "concerned students'organisation

As students work together in determining problemsand acting collectisels, sorral skills are learnedunderstanding and interpreting disersc opinions andinformation, group decision making, problem anal,. -cis and problem solsing, negotiating skills, and sequen-tial planning of decision making and action OpenRoad's handbook for the class suggests specific waysof addressing these learning objectives For example,exercises in critically listening to opinions and 1.-11:-playing activities to help students understand disusesiewpoints are included

Leadership groups have reportedly achieved realimpact on school climate and policy Acts of vandal-ism and violence have dropped on some campuses Asstudents learn ways of exercising influence and assum-ing responsibility for their school, gains in self-

concepts and skills are perceived by teachers andprincipals involved One class designed a rumor-contr, network as a was of diffusing exaggeratedinformation between student groups regarding fleasAt Santa Barbara High School, students recom-mended a lower allocation of school improsement(SIP) funds to the ESL program since college work-study students could serve as aides at less cost Otherleadership classes have distributed information on stu-dents' legal nghts and designed student conduct rulesregarding smoking and drugs on campus

Fundamentally, the Open Road approach suggeststhat when alienated students are asked to participateand learn skills for influencing the school's social sys-tem, greater social cohesion and collective decisionmaking will improve both the school environment andaffective states of individual students involved

Developmental process. Open Road's role is toassist interested schools in setting up the leadershiptraining class. Each school must have a principal opento hearing and involving students as well as a skilledteacher-sponsor for the class. The long-run viability of

3;)

the student irlso;vemcnt pr .4,(rN, school'sieccptisits tit discussion and l!r,pr;o.cincril of schoolclimate Open Road prosidcs .1 techrikal ,!.,ssistanceand organizing role Open Road is also pullingtogether teachers from participating h(VOIS It) echangc,cleas and csperiencrs Open Road is now olganitngprocess for student ins olscrnent and kotuributions to1 os rIgetes. desegr,b debate

Required resources costs. Moo. support for theIcadeRhip training .-1 its teacher-sponsor isprowled thriwr.' ,ular .tats tirancing process(based on uii, ada) No added costs to theschool site arc cc-gulled Open Road's suppwt is pres-entls cos erect bs I ay. Enforcement Assistance Act

I AA) funds troni the state (Mike of c(itninal Justrue Planning Such presentatise, deselopmental approaetics appear to be a sreatise was for allocatingjuvenile itistiec monies However iimited support ofOpen Road's approacn fver Mit% tew schools toparticipate

ontact pvttry, %Would Mow,-Open Rii.ad155 9th Street'tan Fr,incis.t ( 44101

David Reiss1429 SummetiandSan Pedro, CA 90-11

/or

3.3

4n hour.; drive 1,uth of freino Tulare is a rurallotAn of 20.000 in the middle ( the San Joaquin Val.Its Tulare's Follow-Through Program rs based atLincoln Elementary School, serving 300 voungsters.kindergarten through third grade The student popolotion o &' percent Me an A merit an and 30 per( entblack: VW 40 pert ent of thr students have a singleparent at home

In contrast to ambiguous evaluation puling,' regardMg the national impact of federal compensators- pro-,grams. evtdence Indicates that Tulare Follow Throughis one program that works. Reading scores has-ejumped ten percentile points against national normsin the past three sears Average dot school wrendance has increased to 93 percent Students workingNub the most skilled teachers have made ,rmarkablegams Migrant families are finding wars of keepingtheir children in sihool

Learning objectives and content. IulareThrough has pioneered various ways to invoke par-ents in their children's learning process Integratedmethods use individual parents as teachers and learnersFor rumple, "Home Learning Centers" place trainedparents in a teaching role through afterschool, home-based lessons twice a week "Home Secrets" reinforceparent support of learning at home by providingenrichment lessons for the individual parent and hisor her youngster A structured patenting program inchild rearing and family relations is also provided forparents Parents are trained as group leaders who then°wrote and facilitate parenting discusser

The parenting education curriculum explores howparents can inquire about, and explore their child'sviews and feelings of, early experiences and interac-tions, including the shad's perception of his or herown skills and self-image Parent expectations regard-ing school performance and reinforcement techniquesarc also explored

Emphasis is plated on ord; language developmentas a foundation for integrated cognitive and affecThelearning Across cognitive and motor skill areassuch as listening, vocabulary development, and phycal competencies. body awareness and movement sell-images. family, and community people and char-acteristic, are discussed Af festive related ideas, part ic-uiarl) knowledge of self and racial environment, arcdefined and manipulated utilir,ng more cognitivecompetencies

Teachers employ specific conversational techniqueslinking oral language development, awareness of self,and man.pulation of concepts For example. Follow-Through teachers may ask a youngster a questionsuch as."How do ;ou feel about that"' and requestthat a response be stated in a sentence Then. often asecond response is requested that does not begin with

feel so that a student will be forced to use amore complex sentence structure than he or she usedin the first response Ideas and feelings are later broad-ened through construction of compound sentences

A, distinct social education component forms a panof the Tulare curriculum Various curriculum unitsexplore wa,ss children can share their interests andfeelings with others. .1)% in which people communi-,:ate to others. differences and similarities in familiesand neighbornoods. ensi, -*mental knowkdge andsocial interdependence

Developmental patterns i..!are's project is recogeared as an exemplary effort within the national net-work of Follow-Through programs Tulare's federally-funded resource center as staffed and organized toexport curriculum components and parent participa!Ion strategies, including ors -site staff developmentworkshops Tulare is very able, not only in disseminat-ing information but also in working with teachers,principals, and district staff user a period of time tohelp implement suscesstui components within variouslocal contexts

(Ware's wales,' is enhanced t.is a strong principalwho can facilitate coil-ems: decision making and

Mt. Diablo 's center for independent study seeks to find karningenvironments within which students way gain a sense of achievement.

111111111=1, `,1111111M81111100,.......m....

coordination among teachers Stall commitmentalso neces,k1r to help implement parent imokementefforts

RosoutLes and costs. As a participant in the NationalDiffusion Network and through collaboration withthe Southwest Educational Devekpment Laboratory1ulare's staff development and dissemination resourcecenter berte; from fraiaal Follow-Through fundingLincoln SeSoort own Follow-Through program isalso aided Ivy ongoing categoncal support HCKIlirve-rthe successful experiences, classroom organintionstrategies, and curriculum materials could be realisti-cally adopted within regular 1chool budgets. providedteacher and principal co.nnutment is evident I he

availabilit!. of Tide f or School Improvement Pr.0gram funtis would likely =prose the hcnefits g.,1, r.;by local adaptation of Tulares techniques

Cont...i person lone Waitehrough Program

9044 East Cedar, Roomf ularc. CA 4,12.'4

OUTREACHA Centerfor Independent Study

Of rREAC II_ a program <4 tilt Mt 1habmlied School Asir:. t in the San Iran. is<:. rote ha:area, &Wird err an rff-site het anon, separate iron,ant stiwol (armpits The fuirfrti is open in designenerkized hi -toff tonterting 'Alai anti tworiag- set.dents_ R EA C it one of oler 200 /rut 1;4.,14'd

independent stitch programs resulting frorn 19'o iegis/attar: :SB 1591. hi Senator Arlen toregort,0gram offers alternairve tearninr opportunities for 0% I,601,1 high school students eat 1i year The legtsiationallows S the it; aol (II Wit (d1r,-1 slaw " fundfor learning opportunities 0,, wring in the tr orior3,./-nit, provided the student is super sist frederirioted teacher

Tsso-thirds if ()VI-REACH-, students slie unahl<to at have:' in we llinvenitonLP high ,s( setting

dropped ow, or attended school :nfrequentii .11;

1591 encouraged the Aft Mahlo district to rectrut tree

.11

'ear nink. e tper tem es arsamii ,,m/rmiturthaied it Urkrather than tr trig t % in, I !! :11 keep attend%

mg conventional t 11155e% or %myth k.iling up on them'faith The remaining ant -third of OUTREACH',

students are Pugh at set -Arne nor.- //Molt expe.tient es through ollege.leve I trait se% ter apprentice-ships Koh tommunits mernhers

0/ 7 REA CH also serves as the <learinehouse for a%kites% av,th tOrl f study pr grams.:he California Con.tortiwn Independent Studs

/,S./ ,frimorA trtl kith k rani frUChef, ands, hoot state is uh ideas about p.:itlitating alternative(num lar%rot,nit learning expo' terri es sthwh enhanc e;niith, sense of whit _enu-ne and sell.unage

Lemming objectives land content he center funcia-trail!, seeks to find learning ens ouriments within

students mac gain a same at achievement Low-.iicv tog studen:s are referred to the district wide pro-

gram by keachers, comniunits agencies, the SchoolNricridalicc Board. arr,f iicr.,:e probationIndisidual students also heii! c-1 the program andmake contact direct!, Students nuts be insoRed withthe program lull-time, combining tutoring in basicliteracy skills at the center with community-basedlearning I he tormal curriculum alsi includes instruc-tion in personal decision making and small groupdiscussion

1Nhile enrolled in a coriscntional high school pro-gram, other students ma) arrange for enhancementopportunities For m.rnple, independent study '.4,been arranged for students in choreographs , Russian,and science training in actual lahoratorie- 1 his pro-gram is not unlike independent .tird!, units offeredwithin some high schools llov.v:er, a pooling _-if stagreNoufies dislrict%itie crealcs rrT <erc opportunItiCS for abroader range of students

I- urinal learning contrasts ate le..elorys.d tointh,with the student and rnon:tored hs the teaching staffin contrast to enrichment r pciwnLc+, learning eon-trase,s with lowashiet nig student-, may emphasto-hasie lnerass skins Connections with the Fmploi.merit Deseloprnent Department and the Netghbor=hood Youth C orps also pro%ttle access to paid work,pportunsties whit h integral- torm41 learning

As.- ible also through (ft 1141 CII is the pro -gram "1' as!, TIIC(,,- a high sehoot geiontologs corn%

ulum umting south .srici the eldeC., ;11 the t.omrnimit!,

35

Students arc trained to help senior citizens write letters and journals or to advocate on their behalf con-cerning problems with businesses, landlords, or neigh-bors. This program demonstrates how helping otherscan enhance cognitive skills. =prose learning motiva-tion, and improve one's perception of self-worth

Developmental process. OUTREACH. which isfour years old and well developed, offers a structuralauernative for high school students. The programdemonstrates how individual attention and placingconsiderable responsibility for learning on the youthhelp some students_ This approach is assisting low andhigh achievers, tnose from impoverished backgrounds,and those from affluent families

the new association of independent stus:, pro-grams is a useful model for uniting teachers interestedin one alternative. The legislative approach of pros idit g a fiscal incentive through apportionment alloca-tions, rather than a categorical program, seems setsuseful The Depanmem of Education has also strength-ened the burgeoning network of programs by co-sponsoring an annual statewide conference held cat. hspring

Contact person Mary Beth Woltord01' !REACH Program1026 Mohr LaneConcord, f, 9451S

Peninsula SchoolPeninsula Sc him/ /or we,/ in an uI fluent San Fran-

, ISeo Peninsula s onintunit seri e s 2511 hrli ren. kin-dergarten through eighth grade I private 11(1;4,

Peninsula School_ ts lice cued in and around a gracious:41 Victorian house surrounded bi trees and unniani-

cured open vale and gr:Trieri The seems hi+insei feelings of openness trust nt1 caring heriscenteachers and children

Learning objectives and methods. Peninsula Schoolbegan during he progressie era well before WorldWar IL its roots are apparent today The school issignificantly influenced-by the free school philosophy_As elaborated below. basic literacy skills at not ne-glected However, the student's affccuse state, socialinteraction and skills, feelings about learning, andcreatisity and spontaneity are considered primary_

1 eachers with significant diversity of individualstiles arc open and candid with chilOren Someteachers base regular class meeting, to plan and dis-cuss class actisities and projects Often class meetingswill he called to discuss social friction between cla,member\ 1or example. students at times feel theycannot work when a tew others are noisy Consider-able responsibiht% rests with the k hildrcn themsekesto work out such dnierenees

Peninsula School emphawes respect reponsibil-it., and sell-determination as a ml:ans toward desel-oping sell-concept and esteem lest, teachers theauthors talked with cr.tici/cd tca,het training pro-grams (pre and in-service) for not eilabling teachersto interact with children in was s which enhance thesemeans In class and during lice time, teachers andstudent, appear intormal and, indeed. die affectionatefriends, respecting each other'\ sew and feeling.sthis trust and shared ownership ot the school build

collecto.e respons,bilit% for problem soking Forexample, when the school had to eliminate supportfor a iiinitor, the problem was discussed with the chil-dren, now children, base ssoik ta.k,, to heir maintainand keep the school clean

'the eoncensu, user Peransu;a's general learningobjectives and phdosoph% pros ides dant% for bothchildren and parents In contrast to sescral schoolsthat the author, sisited, nemnsula s oos.ion is clear,efforts to improve are often schools*. ide, involvingmost stall Nonetheless, %ariation among individualteachers' priorities is apparent_ In part, this diversity isa function of children's age For example, the seventhand eighth grade classes geheralls meet with oneteacher just a% the elementary grades do However,formal class meetings a re used more often to explore

PCI11.111110 CryStUll.:e1 tile is sin' lacing manyteachers whi) are wrioadt. !Jiving In blendimtructiop jl ctimilive Skills and develupment

srnereigg parcht h aIlif.'" lo ,2T;00.

quest:ons restimtmng tronm ,m.-Nira' a \karL

ncs, ms%lae, mAhmk h mIltrent.t the ;Louth '. se't-imagc

and ontitienic Lhangc, (Ci t. h: r, ark- Nit-P...-

11\c to admust tht ,trv,,ture and to rc,porm!intormall\ ( la+, Js thererated hot no! &rc m. ted tn. :vat Nit

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rs,w ta,,n).: mans !ea, htr,. that tt;m'

%liked m.; ith utto are ,crlomi,;\ tr t Nem,:

tmon .r1 tognitit.e .tflci \ tiopment tt

esteem %,,Imint.rh3h-!.rf. !rum .m.ttfuml, hi,tor.m-sim\ hakm.

ernphasmicml .irrin 'hrough ':r'' us' ,r

the Chid natur ti and choli.cs and't tiNes ro. htih u hiL1 epho L, Ni' or ,).L Lmmm

refen: and metrent.m. It:am:haw it tits ;Mk

tlistoriidi% i 1.1th m..ontrart amoumption, regard

mne the naturm. 01 Lt :dhood and the Ault v.or,ct \more tirttetured itaining satuatRph tm-11-1 -1,041.1.,:trtntr

d ti,:t1td mI iknomAledm. 10

dc!,mrett vkithin this modem ick.kt,-(1 a, )e,,

.1'!e and art less IR:quer:to. t:\peLted mar,i de-,slims `No.oa, problem, !It', \m,cch m.hildrl.:n are ,oripi\m.-tr.ed tym, mrdm:mts ohie rn ath! .n. lilt \m.r.m.

it\ :Itc-,Om.iem. or \m.ork are cutler ignortd oirttportdr-41 ot doitun.int se! it run";

I )1,11n, t teaLtiPri: ;al

Icor', h ode'', (.1 a. trn

ing and i.tioth topmcntl'ertin-wa 'tl,,t '11.01 t' h.,01 "1

AtrigC1C ,rnmod,itc tht

ntodLit tticttcr T aproam_ht, hm,tori..011\ hate hcttdut mottit. tht attuinpt.cn,

,th(wt sh,litrcr, att, ,ircd liwkeei IT'

rUsr brldiTIF h, 0,, alimony partrit.l'entrtsi;.i a,_ trt .ng tt, fit( grati

Pre.entii. ,mdcritt (110(111(11!:, O.= Cu

tared tia,,roorn a,tmmmtme .tf \ triF

tfcnt.: ages le..iiri, hit us 011 OgIllh. iiii \t r h,t

Immngmmay.c matt, lir:ring reading and to,. ,N1(11.,

art' tpt .,n ttudttrit-t trtrtresIron -.'1,..lem-protimeti

:At pri:tting.more ard grtart r emphatit on husk.

htera,t. tkIi, In tht rust the s, ho.i' a...I.:hied that

Olt sPildrent languag::tt top pat t r.dt pt rrjmn it

.15: t t+t

I he thu iNc rhti.d rit '1' Mt( inng, %%her: tht

tichate Ant; k..1

teN th,t the' ritttring ptihtit hight,hoott v.ith umuittihahtt ilterat`t.uhtt thri;: ctdentt vt.r. t...t11C; side t'

Sra;fs.;.,1..

;N,mruti tt,ti.s rs'

hers. tittltit t, ,t1t. nt' tm. .iu ....atuti to !twitu:cd in,' ..t.on 1ru su C4' tug or rtith, is

jt_FiCt t't student Must interpertormi trustand attt ii in he 1st art, illation olle nt pertlqniar,C.: ohmettm\ mr: ,pchtng or mathtietre.t., ITprirtunitiet to a, 'them LAO, and

hi treati,c in other v.-rt..' Dot-, a greater letcI iii'-at her dirtstt.rin duriru .! part ot a .tudene. dut real) \tort4i' Triortun,tiet for et.. p!m5;tk atitirvt.ing student

it and building esteem III 'he ,-111(iCUILITTI

Resources bind costs, rct, 1.01.1 teat hi r' repiqt.pt fiLimr Loim,rderahli time plan: rqg v.ith other [cat her,and meeting v4 ith part ott rit- &Jet Isaon makingArtionp +1,01 and parent, us reirm.,hmor arid 41: irrnm.-

imrIng et. Pcnin.u1./ is .mm rerun'. ,ormnunit,.;or student, parent, and team. her," 1/4.,urrort ,ornc,[coin vmmt;:mri thm\ Lothripmnit I tl: 't ttco 1,,t1

c Ith10.1)11tA( ',cer., N nu,tm,r1.. 0 t'a:L;;on and ,1

5''p..trte spirit that re,porhi, to m:.tkr,,.:1m.c, troom4,1'.,.; ecu.. 'I( III

" pm I 11,01C t h ker;

P:111(1,411.1 \A, is

',.1( p, ( (411:

37

Far West High SchoolFar West High Sc-c'ool, an alternative secondary

school serving 150 irnercity Oakland youth, grewfrom early "career edvcaion" efforts. Distinct fromspecific wicational skills training, Far West HighSchool facilitates worA and research experiences in avariety of community settings. The emphasis is onenabling youth to better understand workplaces aidmaking "career cholas" from direct and diverse exito-sure to community settings.

like other alternative schools that the authorsvisited, Far West is expIrring how to integrate- broadercommunity experience. -Irmal instruction in basicliteracy skills, and a more humanistic schdol climate.

Learning objectives and methods. The principaland staff at far West believe they serve a cross sectionof Oakland youth. As in most innercity high schools,the range of reading levels is very wide. Far Westdoes, however, h.lve the advantage of selecting fromyouth who have ; 'plied to enter. Selection criteria donot necessarily et.pnaPze academic skills. Instead,curiosity about comma arty experience and the abilityto be self-directed are explored with the student appli-cant and parent(s). This more formal selection processserves to clarify he school's learning objectives andperformance expectations.

Both youth and parent participation in the explicitchoix process helps build joint ownership in schoolactis,:ies Ak.o. the ritst week of each year focusesexclusivrly cn oricntiiip students to the school's objec-tives enJ means cf accomplishing learning tasks

The state self-conscir)usly attempts_ to build a per-sonalized climate. This is a it easier at Far West,given the -latively small (I50 student) enrollment.Neverthcle_, the student teacher ratio is 30i I--similarto most sigh schools. r West's staf; els that closerinteractic n between teachers and students, and amongthemselves, improves attitude:, of respect and caringfor each other and :nahles the school to achieve itsobjeczaves.

Basic literacy ..kills are emphasized every Monday,Wednesday, and Friday through math, reading, andwriting classes. More divergent discussions are coveredin government and literature classes on Tuesdays andThursdays.

Each student spends five hours per week on one ofthree community research projects to be completedeach g ar. Working vith 80 community sponsorsthroughout the Oakland area, Far West provides stu-dents an exploratory anprenticeship in various areas

38

For example, one student worked 12 weeks with apublic housing authority counselor, studying the prob-lem of child abuse. Another student, working with aplanned par;.nthood organization, did research onhow information and services are provided to thecommunity.

Far West's staff help students write structuredreports on their experiences. These reports, oftenbased on direct student interviews, explain, in part,the characteristics and functions of jobs involvedwithin the organization. The structure of requiredwrite-ups often is integrated with classroom instruc-tion. For example, a student's child abuse studyemerged from a class discussion of reasons underlyingthis social problem.

The one-to-one relationship with different adults inthe community is emphasized. Business and publicagency sponsors are reportedly enthused by the pro-gram. As a result, Far West High School receivesbroad-based support from the community.

The emphasis at Far West High School ison enabling youth to better understandworkplaces and making "career choices"from direct and diverse exposure to com-munity settings.

Developmental process. This alternative school wasoriginally supported by the federal office of careereducation. The emphasis remains on enabling stu-dents to observe a variety of adult work rolesencouraging youth to examine their skills related to,and feelings about, different work settings. Thisphilosophy differs significantly from specific voca-tional skills training. As the Oakland School Districtbegan assuming ongoing support of Far West, a localadaptation process occurred. More time is now beingspent on basic literacy skills. Research on social issuesby students is viewed as complementary to "careerexploration."

The Far West model also could exist within a con-ventional high school. The smal size and resultingcloseness of the staff seem cri:ical in building schoolclimate and focusing on the school's philosophy andmission.

Contact person. Mrs. PerryFar West High School991 14th StreetOakland, CA 94607

44

Part 5/ Next Steps

Addressed in Part 2 and reflected throughout thecase studies, school staff and parents act to improvestudents' self-concepts and the quality of interpersonalrelationships when individual effort brings a rewardthrough positive student, parent, and/or teacher feed-back. Therefore, if local schools and state policy-makers are curious about improvements, three specificmeans should be examined further.

First, the self-concept and human relations pro-grams studied involve teachers' possessing skills bothin (I) curriculum processes and how students interact;and (2) curriculum content and ideas discussed. Schoolstaff also appear skilled in working with othersteachers, parents, and principalsto collectively improveprograms.

Second, the decision-making process within theschools visited recognizes and supports collective par-ticipation and discussion by teachers and parents.Individual effort appears to be greater when schoolstaff hold collective responsibility and intermtt inimproving curriculum, This participatory model, isalso evident within departments, such as some honkeconomics departments' progress in developing pat-enting programs.

Third, resources, including personal energy, 'dol-lars, and/or ideas, are required. Within levelingschool funds statewide, people in the community, sup-portive of human development efforts, have beenfound to be a valuable "resource" in implementingseveral programs reported in the case studies.

Given these key locally determined ingredients, acategorical definition and uniform response to a manyfaceted problem seems unproductive. As outlinedthroughout the report, agreement on a single blue-print for improving students' self-concepts and inter-personal skills does not exist.

Within these themes the Department of Educationis beginning to discuss:

I. How this mport may be distributed on anongoing 'mils through established dissemi-nation channels, including the Department'sstaff development efforts.

2. Whether ideas and methods discussed inthis rep rt might be utilized to improve heongoine, school review and funding processof the consolidated categorical programs.

3. How state and federal funds, administeredby the Department, might be better coordi-nated to maximize local program improve-ments (particularly in the parenting area),including monies from Title IV-C, SIP,vocational education, school health teen-age pregnancy, counseling a' .1 guidance,state'CETA, and the Office of Child Devel-opment. Clearer coordination and possibleconsolidation of funds of fragmented par-enting programs could reduce local admin-istrative costs and unnecessary duplication,white clarifying state polity and commit-ment. Improved information about fund-ing sources, could be disseminated by theCalifornia Task Force on Parenting or bythe Department.

4. The desirability of providing more specificinformation, perhaps through a brief pam-phlet, on parenting programs which couldhelp link school staff and community groups.

5. The usefulness and feasibility of field test-ing a brief survey of students' views of theoverall school climate, for possible inclu-sion in the California Assessment Program.Al incremental extension of student back-wound data already collected, this infor-mation would broaden the informationavailable to schools, parents, and the mediaprovided through the program.

39

45

wit ilk

a

Part 6/Resource and NetworkingInformation

This section includes (A) references footnoted in thereport narrative; (B) a list of additional written litera-ture and curriculum materials; (C) bibliographies andresource lists on self-concept and human develop-ment; (D) a list of additional programs the authorswere unable to visit, including individuals who areworking in the self-concept and interpersonal skillareas. The intent of this resource list is to strengthennetworks of people and ideas. None of these materialshas necessarily been "validated" or "endorsed" by theDepartment of Education. If you have trouble locat-ing these resources or people, write Bruce Fuller orGinny Lee at the School of Education, Stanford Uni-versity, Stanford, CA 94105.

A. Footnotes

(I)

11114 !Mr% t irs( I% /0II /101: \ to 0 '4/1, (111(1

San Frantisco Chronicle, "Parents List Their WorriesAbout Schools," September 5, 1979.

(2) Assembly Subcommittee on Postsecondary Educa-tion, Unequal Access to College, California Legisla-ture, Sacramento, 1975.

For example, brookover, Wilbur, and others, SchoolsCan Make a Difference. East Lansing: Michigan StateUniversity, 1977.

(4) Contact person: Ples Griffin, Bureau of Intergroup.Relations; Department of Education 721' CapitolMall, Sacramento, CA 95814. Guide for Multicultur-al Education, Sacramento: California State Depart-ment of Education, 1977. Banks, James A., TeachingStrategies for Ethnic Studies, (second Edition), Bos-ton: Allyn and Bacon, 1979. The issue of cultural dif-ferences in affective instruction is examined in: Zimmer,R., "Necessary Directions for Anthropological Researchon Child Care," Anthropology of Education, fall,1979.

Art education contact person: Kay Tolladay, FresnoUnified School District, Tulare and M Streets, Fresno,CA 93721. Arts Prime Time, published by Communi-cart, P.O. Box 4195, Santa Clara, CA 95054. Eisner,E., "What Do Children Learn When They Paint?"Education Digest, September, 1978. Environmentaleducation contact person: John Harter, School ofEducation, University of California, Berkeley, CA94720. Math anxiety contact person: Lenore Blum,Mills College, Oakland, CA 94613.

Assembly Bill 65 (Chapter 894, Statutes of 1977),Education Code Section 52000.

Authorized by California Education Code Section4200.

Senate Bill 190 (Chapter 249, Statutes of 1979). StateBudget Bill, 1979-80,

Elam, Stanley (ed). A Decade of Gallup Polls TowardEducation. 1968-1978. Bloomington, Ind.' Phi DeltaKappa,' 1979.

(3)

(5)

Reasoner, R. "A Matter of Priority," CaliforniaSchool Boards, December, 1973

Compilation of Fpll 1974 Goals, Subgoals and Priori-ties Meeting Goals Collection Criteria, Sacramento:Joint Legislative Committee on Educational Goalsand Evaluation and D ;:..-rent of Education, Janu-ary, 1975.

40 46

(12) Brookover, W., and others. Schools Can Make A Dif-ference, Eist Lansing. Michigan State University,1977, Brophy, J J., and Good, G. Teacher-StudentRelationships, 1974.

(13) Considerable research examines these issues in moredepth: Massey, G., Self-concept, Personal Control,and Social Context Among Students in InnercityHigh Schools. Stanford University, School of Educa-tion, Doctoral Dissertation, 1975. Purkey, W., Invit-ing School Success: A Self-Concept Approach toTeaching and Learning, Belmont, Calif.: WadsworthPublishers, 1978. Rogers, C., and others, "SocialComparison in the Classroom: The RelationshipBetween Academic Achievement and Self-Concept,"Journal of Educational Psychology, February, 1978.Rosenberg, M., and Simmons, R., Black and WhiteSelf-Esteem: The Urban School, Washington, D.C.:American Sociological Association, 1971. Luepton,L., "Parental Status and Influence on the Achieve-ment Orientation of High School Seniors," Sociologyof Education, winter, 1975.

(14) These and other materials are further discussed in:Mazzarella, J., Improving Self-Image of Students,Burlingame: Association of California School Admin-istrators, 1978.

(15) Canfield, J., and Wells, H. One Hundred Ways toEnhance Self-Concept in the Classroom, EnglewoodCliffs, N.J.: Prentice Hall, 1976.

(16) Contact: Maxine Rodkin, Home Economics Coordi-nator, Fresno Unified School District, Tulare and MStreets, Fresno, CA 93721. Fresno curriculum mate-rials: "Exploring Childhood Goals and Objectives"and "Personal and Social Living."

(17) Smith, M. A Practical Guide to Value Clarification,La Jolla, Calif.: University Associates, 1977.

(18) Harmin, M., Kirschenbaum, H., and Simon, S. Clari-fying Values Through Subject Matter, Minneapolis:Winston Press, 1973.

(19) Jensen, L. That's Not F.vr: Helping Children MakeMoral Decisions, Salt Lake City: Brigham YoungUniversity Press, no date. Mason, H., "Moral Think-ing: Can It Be Taught?" Psychology Today, February,1979.

(20) Maximizing Human Potential: A Curriculum Designfor Human Development and Interpersonal Relction-ships, Sacramento: California State Department ofEducation, 1976.

(21) The Department of Education's school review pro-cess, utilized for schools receiving consolidated cate-gorical funds, begins to address self-concept andinterpersonal skill development. See: the Department

4frof Education's "School Plan, 1979-80, Reviewers'Manual"; and consolidated program handbooks forassessing elementary and secondary schools. Also:Office of Intergroup Relations, "Improving-the HumanEnvironment of Schools," Sacramento: CaliforniaState Department of Education, 1979.

The Department ofEducation's school reviewprocess begins to addresssell-concept and interpersonalskill development.

(22) Schweikert, Mary Ann, "A Basic Skill," CaliforniaSchool Boards, September, 1979. p. 17.

(23) Ibid.

(24) Ibid.

(25) County CETA and school district offices will be ableto provide information to interested school personnel.

(26) Brown, George I. Human Teaching for Human Learn-ing, New York: The Viking Press, 1971, p. 3.

(27) Studies in confluent education originated with thework of Professor George I. Brown of the Universityof California, Santa Barbara. His work began with apilot project exploring integration of the affectivedomain with the school curriculum; this grant wasprovided to Dr. Brown and the Esalen Institute by theFord Foundation. His work continues at the centerfor Development and Research in Confluent Educa-tion at UCSB. An introduction to this approach isdescribed in his 000k, Human Teaching for HumanLearning.

(28) Brown, op cit, p. 6.(29) Kickbusch, Ken, "Values Education in a Confluent

Social Studies Curriculum," The Confluent Journal,No. 8, fall, 1978, p. 3.

(30) Ibid., p. 6.(31) Brookover, Wilbur B., et al. "School Social Climate

and Achievement," American Educational ResearchJournal, spring, 1978, p. 316.

(32) Ibid., p. 31 A.

(33) Materials on factors and determinants of school cli-mate are taken largely from Fox and others, SchoolClimate Improvement: A Challenge to the SchoolAdministrator, available from the Nueva LearningCenter, Hillsborough, California; Also Clark, Improv-ing the School Climate, ACSA Operations Notebook19, available from the Association of CaliforniaSchool Administrators, Burlingame. Two sources ofassessment instruments are Dolph, B. J., and P. B.Novotney, Prescriptions for Principals, Los Angeles:Educational Resource Association, 1974; and Foxand others. Diagnosing Professional Climate of Schools,Fairfax, Va.: NTL Learning Rt_ lurceg Corp., 1973.

4 741

B. Additional Written Resources

L Communication, Awareness, Responsthihts, Environ-ment Teac her rldvisement Program, Fresno. FresnoUnified School District, contact: Richard Brown, Gui-dance Services, Fresno Unified School District.

2. Coopersniith, S. Developing Motivatiin in YoungChildren, San Rafael Albion Corp , Co,, 1975,

3 Felker, D Building Positive Sell-Concepts, Minneapo-lis Burgess Publishing Company, 1974

4 Reasoner, R Chis.irooni .4( tn,ities to Enhance Sell-Esteem, Los Altos, Calif Los Altos School District,1978

5 Maizarella, J hnproving Self-Image o/ Students, Associ-ation of California School Administrators, 1978. ACSApublishes a variety of monographs and staff develop-ment materials in the area of self-concept, school cli-mate i.nprovement, and school community councilsContact Jim Olivero or Gail Bulatao ACSA, 157501dBayshore Highway, Burlingame, CA 94010. Jim hasmany useful materials on school climate, for instance.Clark, F "Improving the School Climate," ACSA,1977.

6 Metcalf, I, values Liu( ation Rationale, Strategies,and Prot Mures, Washington. D C National Councilfor the Social Studies, 1971

7 Rogers, C On Personal Posser, New York DelacourtPress, 1976

8 Bilingual self-esteem materials Caracolitos Books, TheEconomy Company, P 0 Box 25308, Oklahoma City,OK 73125 Yo Soy Asi (Got to Be Me), Developmen-tal Learning Materials, 7440 Natchei Avenue, Niles,II. 60648 Contact Dale Zevin, Santa Crur, Calif(408) 462-3713

9 Scharf, P Moral Education. Davis, Calif ResponsibleAction, Inc . 1978

10 Philips, G and others. Group Discussion A PracticalGuide to Participation and Leadership, Boston Hough-ton Mifflin, 1979

11 Hart, 6 Values Clardic anon for Counselors, Spring-field, Ill Charles C Thomas Pub , 1978

12. Reasoner, R "Enhancing Self-Esteem in Childien,"Los Altos Los Altos School District, 1978

42

13. Oakland Unified School District, "Parent EducationAdult Education Curriculum Guide," spring, 1978Contact person: Bob Williams, Oakland Unified, 1025Second Avenue, Oakland, CA 94606

14. Head Start Bureau, Administration on Children, Youth,and Families, "A Leader's Guide to Exploring Parent-ing," Washington, D.0 : Department of HEW, 1978.

15 Evaluation materials Plakos, J., and Russell, D"Measuring and Evaluating the Affective Domain inSchool Programs" (draft), 1979 1 his guide will assistschools to integrate affective and interpersonal skillgoals into minimum proficiency tests Contact personDale Russell, Los Angeles County Superintendent'sOffice, 9300 East Imperial Highway, Downey, CA 90242Also Oakes, P., "A Longitudinal Study of the Effectsof the ECE Program" (draft), San Juan Unified SchoolDistrict, Research and Evaluation Department, 1979.

16 Olsen, L Lost in the Shuffle A Report on the Gui-clan«, St stem in Cali /ornia .Sec Inclary Schools., SanFrancisco. Citiiens Policy Center' Open Road, 1979

17 "Improving the Human Environment of Schools: Prob-lems arri Strategies," Bureau a/ Intergroup Relations,Sacramento California Department of Education, 1979.

18 Jamieson, J , and Harter, J (eds ) "Professional Devel-opment in the Mt Diablo Unified School District,"School of Education, University of California, Berke-ley, 1977. The report, sponsored by the university andthe local teachers' association, examines teachers' ownviews of staff development activities

19 McLaughlin, M Parent Involvement in Compensators'Education Programs, Cambridge, Mass Harvard Uni-versity, Center for Educational Policy Research, undated

C. Bibliographies and Resource Lists on Self-Concept andHuman Development

I Simpson, E , and Gray, M Humanistic Education. AnInterpretation, Cambridge, Mass: Bellinger PublishingCompany, 1976.

2 Valett, R Humanistic Mutation Developing the TotalPerson, St Louis Mosby Company, 1977 Containsextensive list of curriculum materials and very thor-ough overview of humanistic concepts

4

D. Helpful People and ProgramsI. Ed Lewis, California School Boards Association: Ed

Lewis is working with a network, The CurriculumAlliance, encouraging teachers and school boards toimprove curriculum.

2. D. J. Peterson, Staff Development Office, Departmentof Education, Sacramento: D. J. Peterson has consider-able information on staff development centers andefforts supported by the Department.

3. Pat Campbell, San Ramon Valley Unified, Danville:Pat Campbell is designing a parenting curriculum,working with Catherine Welsh, Bureau of Homemak-ing Education, Department of Education, Sacramento.

4. Vera Casey and Greba Jackson, Berkeley UnifiedSchool District: Both women are working with Berke-ley's parenting program.

5. Grace Hibma, Los Angeles County Superintendent'sOffice, Downey: Grace Hibma provides parenting cur-riculum materials and staff development for manyschools in the Los Angeles area. The Los AngelesSuperintendent's Office, through the Educational Re-source Consortium, coordinates staff development in avariety of areas. Contact person- Carol Fox (213) 922-6353.

6. Nel Noddings, School of Education, Stanford Univer-sity: Nel Noddings is currently writing on qualities ofhuman caring; she also teaches in the areas of matheducation and affective curriculum.

7. Cheri Duncan, Roseland School, Sonoma County:This school was praised by the SIP school review team

for efforts with integrating self-esteem and drug educa-tion curriculum.

8. Roger Skinner, Walnut Valley Unified School District,Walnut: This district has a variety of programs toenhance self-concept.

9. Tony Martino, Omochumnes Alternative High School,Elk Grove: Omochumnes has a very specific process forbuilding school climate.

10. Hanford Rants, Gahr High School, Cerritos: Gahr isone of many schools that has a peer counselingprogram.

1 I. James Piatt, Delta High School in Santa Maria (805)937-6356: Delta self-consciously works to improveschool climate.

12. James Mathiott, Ohlone Elementary School, PaloAlto: Ohlone is an alternative school integrating cogni-tive and affective objectives.

13. Tony LoBue and Donald Slezak, Scotts Valley UnionSchool District, Santa Cruz County: This district hasdeveloped a comprehensive curriculum in the areas Ofself-concept, communication, iand values exploption.

14. Elaine Harper, Grace Miller Elementary School, LaVerne (Los Angeles County): This school has inte-grated several self-concept objectives into their schoolsite plan.

15. Joseph Roberts, Newark Unified School District, Newark:A group of Newark teachers are operating confluentclassrooms.

16. Earl Watson, Demonstration Programs in Readingand Mathematics: Department of Education, 721 CapitolMall, Sacramento 95814.

APPENDIX 1

Characteristics of Elementary and Secondary Schools Sampled

Percent of parentsin school attendance

Type of school School size area on AFDC School area

and type of 374 Sub-

data 1-373 555 556+ C-6 6-15 15+ Urban urban Rural

Elementary schools (N= 1,608)

Number of sampled s..lools, by increment 575 551 482 539 562 507 347 932 316

Mean school size 241 459 788 469 466 521 607 508 283.

Mean AFDC percent y -12% 12% 15% 2% 10% 27% 21% 12% 12%

338 Sub-

1--338 4533 1,633+ 0-4 4%-10% 10%+ Urban urban Rural

Secondary schools (N.7:398)

Number of sampled schools, by increment 157 132 109 144 138 116 68 253 70

Mean school size 148 1,019 2,140 862 1,096 1,175 1,852 1,047 463

Mean AFDC percent 6% 9% 10% 1% 6%i

22% 14% 9% 10%

49 43

APPENDIX 2 \Factors Encuuragirg or Discouraging forts to Address

Human Development Learnin Goals

Factor and type of school*

Percent of hools reporting factor as encouragingeff ts, by school size and SES

School size SES levelSmall Large Low High

Q: To what degree do the following factors encourage ordiscourage school efforts to enhance students' affectivegrowth and skills?

Reported: "greatly 'encourage"

a. Staff developmentElementary 71 65 73 67Secondary

b. Affective-related instructional materials

69 45 54 68

Elementary 52 49 54 51Secondary

c. Single textbooks62 39 53 58

Elementary 20 17 20 20Secondary

d. Reports on existing affective programs18 16 21 22

Secondary

f. Parent attitudes and values30 18 21 25

Elementary 52 50 43 59Secondary

g. Concern over basic literacy skills35 40 38 62

Elementary 57 57 54 58Secondary

h School site council (if operating)56 54 55 64

Elementary 62 59 59 68Secondary 39 51 48 43

College admission requirementsSecondary 15 44 35 29

*The factors are cited here to correspond wit'i the questionnaire therefore, the alphabetical arrangement may not be consecutive because of thedeletion of some factors (e g , e and 0

44 50

APPENDIX 3

Copy of Survey Form Used in Study

Please return by May 31, 1979, to:

Affective Learning Survey CoordinatorOffice of Program Evaluation and ResearchCalifornia State Department of Education721 Capitol MallSacramento, CA 95814

County District School Code

Write the code number specified in theCalifornia Public School Directory, 1979.

To be completed by the school principal.We suggest this questionnaire be convictedwith the help of an individual or smallgrOuP Of-tedeller -(lease indi,iite if

you were able to do this: Ye. ) No ( )

AFFECTIVE LEARNING SURVEY

1. Please provide information on number of students and faculty involved in each type

of program. If the program is not currently offered, check the last column.

Number of Number ofstudents faculty

enrollee inve'ved

this year this ar

a. Exploration/clarification of personal values

b. Small group, magic circle discussions

c. Independent study (within classrooms or off-campus)

lb d. Multic'lturai education

e. Aesthetic/art education

f. Interpersonal relations groups

g. Cross-age/peer tutoring

h. Psychology course

i. Community service experience

j. Parenting: marriage and family

k. Human sexuality

1. Work experience

ta.

a.

Other: please list any other affective relatedeffort

51

Not

offered

45

2. Please indicate the relative frequency with which the following events occur onthe average within classrooms at your school. Circle your response.

a. Students choose their courses orinstructional activities

Occursrarely

1 2 3 4

Occursvery often

5

b.

c.

Teachers lecture to the class

Students and teachers discuss personal

1 2 3 4 5

d.

feelings and problems I 2 3

Students and teachers collectively decidefuture lesson plans 1 2 4 5

3. In addressing affective and social learning goals, how frequently dc teachers atyour school use the following methods? Circle your response.

Rarely

a. Small group discussions of academic material 1

b. Small group discussions of personal feelingsor social classroom problems i

c. Discussions with individual students aboutacademic progress 1

d. Discussions with individual students sbautpersonal feelings 1

e. Discussions with parents 1

f. Discussions between counselors and individualor small groups of students about personalfeelings and issues I

Other. please add any other affective-relatedinteractions

8 1

h. I

4652

Very often

2 3 4 5

2 3 4 5

c

3

2 i 4 5

2 3

2

2 3 4

4. Listed below are several issues facing schools. Meese indicate how serious each

issue is at your school. Circle your response.

Not

a. Level of students' motivation

b. Student criticism of other students

c. Level of parent involvement in scr -1 programs

d. Level of students' computational skills .

e. Level of teacher morale

f. Level of student self-confidence .

g. Level of students' reading and writing skills .

h. Students' knowledge of the job market

i. Level of students' interpersonal competencies

I. Knowledge of parenting and family life

a seriousissue

Very seriousissue

1 2 3 4 5

1 2 3 c. 5

1 2 3

2

1 2

1 3

k. Awareness of community issues ant. problems 3

1. Knowledge of different cultures and people .

Other: please list other issues

s.

n.

53

3

5

47

.1

46

At your school, to what degree do the following factors ncourage or discourageefforts tc enhance students' affective growth and skills. Circle your reoponse.

Greatlydiscourage

s. Staff development

b. Affective-related instructional materials . .

c. Single textbooks

4, Reports on existing affective programs

e. Scheduling of classes

f. Parent attitudes and values

g. Concern over basic literacy skill'

h. School site council (if you have Ono) ,

i. Communication between schools . .

I. College admission requiresen

Other please add other factors

k.

7

2

4

Greatly

encourage

S

6. we are anxious to lern of particularly succeisful pro Of at your school whichaddress affective growth. Please describe such efforts and feel tree to send usany written material on these OrOVAISS. Also identify contact person, it yo...4

wish, with whoa we might follow-up.

Contact persor

Thanks again for your help. We will send you our final report 441 the v,pd. -arlynest year.

Assembitr Bill Requiring This Repoli

Aisembl, Bill 'io 1874

An act rd;'3Ing Pt'applopriation ther, ,or

Appt,cdSccretJts St.04: NITIetnt,,I '4 :4

I t.IN! %Ill 1 N,Nt

AB I 74 as mended, Vaseoneelli ;Id Sehoo!,Superintendent of Instructioa

Existing law does not require the Superintendent of Putslie instruction to prepare an!, report identiling and anal:ing good programs in in arca% of instruction

I his bill would require Inc Superintendent of l'unii,Instruction 10 prepare such d retort ,ornift)ing and ar~,a,,,ing prescribed good program in spew.. .d area; of lnstt u,lion and to submit this report to the legislature arid 1.disseminate a cop to cash school Jrid school district in :1:state

his hill uoulti appro;41,w; 5Z0.604: to the 1)cp.irioi Education to prepare and disseminate report

ott maim it!. ApopildiaorA,cs State-mandated !oral pr

the popie ii./ Sic.ri, err ( oiN4III(114 ,

(_i i() ; It is the 't the I cgt.laturt.mote the imetagalion ,tiuLationalthe area 4.4 per,onaho, dopment sin, thL 1 ,tend that one 01 Inc 04101 ,,th ,a1 monk-tn., ,n l ahlothla H

;ht haitly, dc,1_1,prnetc, r:uman1 ceislaturc Os, .

i)stc..t%Ing anal heeominghe 'Nil), nth nt Owl!

pi (Tart a report Ritml11*.inl,... triv,

try. toilov.Ingla: ilurtiar. gt..u.!-

hehat! citay.arent.

2) Neltc,,tcernt i, human rciet,ono),p-

:h) Ik.:cioprrtinr ,Jr/c._1

, t) mural LI.,%,ii,pirlin:C2) t this., 1. Lhara.t,-:

rd.o.on,n,p-! 11 parcritng12i human- ,,esuaio.,

tdi t he mit trciat;or,,ions (al to !. los,,,I ni report %h.1:1 spec t,If ormtent anti ,

!,,:nt own I hilt: program,I he Surcrintendeot .Than sohma

th], report to the 1 ego,lature poo, arik!tit .1 cop'. al epoN i .41 Naito'

the st,itc INctot. 1.1r,h I I9,,11

' l ; I ht sow +11 t%kent tholv,.1,1d,roil.11.. 15;20 nOttir, APpropi:ated (le,iet.i: n,. Depart

Ou,,t,,n 1of prcpar.r1.0(L14,`!. eLfklif aNt

silt ;milk

49

Other P -blications Available from the Department of Ft location

, '4,11,fr Human N.: hfo,! t. unc ,t apprwirmdtci 4S(1 puhlKatonIN that arc ..afiahlt Ir,m) tbitte Deparimcnt ut EduLation Sor.c the rt4r retcrll ruh11,.11,00, tho,1 rrro..z

,.rd arc the lotiomong

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i"fclio I Jnguatc I farm %or t,,r ( ardor tird f'"hh,4,,

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