HomeMy WebLinkAbout1978-07-18-SC-min Page 96
July 18, 1978
A meeting of the Lexington School Committee was held on July 18,
1978, at 8:00 p.m. in the School Administration Building. Those in
attendance were: Swanson, Gaudet, Brown, Michelman and student repre-
sentative Mende. Also present were: Lawson, Spiris, Pierson, Mac-
Innes and Monderer.
There being no one who wished to speak during public participation PUBLIC
Dr. Lawson took the opportunity to announce a year end balance of PARTICIPATION
$298,950 in the School Committee budget. This amount, the largest the
School Committee has ever had, was returned to the Town.
Mr. Brown commended the administration and staff for a year of
frugal operation. He noted that he was especially impressed because
the balance came about without taking away from the educational pro-
cess.
It was MINUTES - 6/13/78
VOTED: to accept the minutes of June 13, 1978 as amended. (Swanson,
Gaudet, Unanimous)
It was decided to delay discussion and approval of these minutes MINUTES - 6/26/78
until the next meeting, when Mr. Barnes could be present.
It was EXECUTIVE SESSION
MINUTES 6/26/78
VOTED: to accept the executive minutes of June 26, 1978, as amended.
(Michelman, Swanson, Unanimous)
Upon the recommendation of the superintendent of schools it was SCHEDULE OF
PAYMENTS
VOTED: to accept the following schedule of payments (Swanson,
Gaudet, Unanimous)
SCHOOL DEPARTMENT BUDGETS
Personal Services
June 23, 1978 Classified Payroll #27C $ 96,004.78
July 7, 1978 Classified Payroll #28C 30,142.76
June 30, 1978 Professional Payroll #27 461,339.18
Expenses
June 30, 1978 Bill Schedules #202 4,784.84
June 30, 1978 #203 8,667.05
June 30, 1978 #204 132.09
June 30, 1978 #205 6,092.37
June 30, 1978 #206 1,455.93
June 30, 1978 #207 1,717.63
June 30, 1978 #208 4,878.75
June 30, 1978 #209 20,771.28
June 30, 1978 #210 12,335.53
June 30, 1978 #211 7,680.85
June 30, 1978 #212 3,950.69
June 30, 1978 #213 20,272.61
June 30, 1978 #214 15,968.01
June 30, 1978 #215 273.84
June 30, 1978 #216 3,108.14
Page 97
July 18, 1978
Out-of-State Travel
June 30, 1978 Bill Schedule #24 $ 1,224.10
Athletics
June 30, 1978 Bill Schedules #37 286.90
June 30, 1978 #38 7.68
SPECIAL PROGRAMS-Non-Lexington Funds
Adult Education
June 30, 1978 Professional Payroll 128.32
Driver Education-Adult Education
June 30, 1978 Professional Payroll 1,147.78
METCO Program
June 30, 1978 Professional Payroll 5,574.23
June 23, 1978 Classified Payroll 2,943.91
July 7, 1978 Classified Payroll 38.00
June 30, 1978 Bill Schedules #18 12,454.48
June 30, 1978 Bill Schedules #19 2,259.07
PL 94-142 Transition to Employment
June 30, 1978 Professional Payroll 603.92
June 30, 1978 Classified Payroll 769.76
June 30, 1978 Bill Schedule #16 355.36
Title I PL 89-313 Special Education
June 30, 1978 Professional Payroll 1,036.19
Driver Education
June 30, 1978 Bill Schedule #13 30.94
June 30, 1978 #14 368.41
Bus Ticket Account
June 30, 1978 Bill Schedule #9 795.90
Mr. Spiris noted that this was the first request of this year for NEW PERSONNEL
the School Committee to elect new personnel. He explained that these
candidates had not replaced anyone who had been released because there
was not a position. The new people were to fill positions for which
those released were not available, qualified or suited.
Upon the recommendation of the superintendent of schools it was
VOTED: to accept the following new personnel. (Swanson, Gaudet, Unani-
mous)
Name
Page 98
July 18, 1978
Upon the recommendation of the superintendent of schools it was PERSONNEL CHANGES
PROFESSIONAL
VOTED: to accept the following professional personnel changes. (Michel-
man, Gaudet, Unanimous) (See attached)
Mr. Brown took the opportunity to commend retirees Anita Cook and
Sara Jaffarian for their years of service to the Lexington Public Schools,
and to wish them well in their retirement.
Upon the recommendation of the superintendent of schools it was PERSONNEL CHANGES
CLASSIFIED
VOTED: to accept the following classified personnel changes. (Michelman,
Gaudet, Unanimous) (See attached)
Upon the recommendation of the superintendent of schools it was COACHING SALARIES
VOTED: to accept the following coaching appointments and salaries.
(Gaudet, Michelman, Unanimous) (See attached)
Upon the recommendation of the superintendent of schools it was BIDS:
STUDENT ACCIDENT
VOTED: to award the student accident insurance to Lester L. Burdick INSURANCE
Inc. , for the school year 1978-79 as Item I and VI as being
in the best interest of Lexington. (Michelman, Swanson,
Unanimous)
Upon the recommendation of the superintendent of schools it was TOWEL SERVICE
VOTED: that the towel service be awarded to Basbanes Linen Supply,
based on their low bid of .095 per towel for the school year
1978-79. (Swanson, Gaudet, Unanimous)
Upon the recommendation of the superintendent of schools it was RUBBISH CONTAINEF'
VOTED: to award the rubbish container service to Miller Disposal, Inc.
(Gaudet, Swanson, Michelman, yes; Brown, abstain) (Mr. Brown
wished to abstain from voting as he has a business relationship
with the company recommended.
Upon the recommendation of the superintendent of schools it was FLOOR TILE
VOTED: to award the contract for removal and replacement of floor tile
to the W. B. Houser Co., at Diamond Jr. High School and Franklin
School, in the amount of $5,565. (Swanson, Gaudet, Unanimous)
Upon the recommendation of the superintendent of schools it was ACOUSTICAL CEIL-
ING TILE
VOTED: to award the contract for the installation of acoustical ceiling
tile to K & H1 Contractors, Inc. , at Fiske School, in the amount
of $6,911. (Swanson, Gaudet, Unanimous)
Upon the recommendation of the superintendent of schools it was ROOFING
VOTED: to award the contract for roofing work at the Harrington School
to Allstate Roofing & Waterproofing Corporation, based on their
low bid in the amount of $18,871. (Swanson, Gaudet, Unanimous)
PERSONNEL CHANGES - PROFESSIONAL
RETIREMENTS
YRS. IN LEXINGTON EFFECTIVE
MATERNITY LEAVE
RESCIND RESIGNATION
CHANGE EFFECTIVE DATE OF RESIGNATION
CORRECTIONS
**Subject to change upon completion of negotiations
•
PERSONNEL CHANGES (Classified)
Retirement Effective
Resignations Effective
New Employees Effective
New Business
PERSONNEL CHANGES (Classified)
FOOD SERVICES
Transit: Effective
New Employee Effective
•
•
YOUR SUPERINTENDENT RECOMMENDS ACCEPTANCE OF THE ABOVE.
* SUBJECT TO CHANGE UPON COMPLETION OF NEGOTIATIONS.
�ECOD rNEX N LI I°02). 8-79
_. _
Page 99
JULY 18, 1978
Upon the recommendation of the superintendent of schools it was PAINTING
VOTED: to award contracts for painting in the Lexington Public Schools
as follows: (Swanson, Gaudet, Unanimous)
Southeastern TLT
Description Painting Co. , Construction
Item No. Interiors Inc. Corp.
1. Sr. High - Auditorium $3,595.
2. Sr. High - Boys & Girls
Locker Rms. &
Corridors $6,638.
3. Harrington-Admin.Wing,
gym, Lobby,Rm.7 2,870.
Exteriors
4. Harrington-Complete 3,895.
5. Hastings - Complete 6,145.
6. Bowman - Complete 2,875.
7. Clarke - Exterior doors
& Frames 767.
Upon the recommendation of the superintendent of schools it was TYPEWRITER
SERVICE
VOTED: to award the typewriter service to Gayne Typewriter Co. , as
the low bidder meeting specifications. (Swanson, Michelman,
Unanimous)
Upon the recommendation of the superintendent of schools it was COLLATOR
VOTED: to purchase an automatic 30 station collator from Pitney-Bowes
based on their low bid meeting specifications in the amount of
$10,695. (Swanson, Gaudet, Unanimous)
Dr. Lawson read the proposed charge, "To study the maintenance and CHARGE FOR ENERG1.
operation of plant activities of the Lexington Public Schools in a pro- CONSERVATION TASI
grammatic effort to recommend to the School Committee a long range policy FORCE
and more immediate alternative short range objectives which could be used
to plan for a more efficient and effective:
. consumption of energy
. expenditure of human resources
. expenditure of financial resources."
He noted that those considering the charge felt that it would re-
quire expert help which we feel we do not have in the Lexington Public
Schools.
Mr. Brown noted that since Mrs. Swanson is a member of the Massa-
chusetts Association of School Committee's Sub-Committee on Energy, it
might be appropriate for her to head the committee. He further suggest-
ed that the School Committee ask for citizen volunteers who have the
needed expertise, and that Mr. Maclnnes represent the administration.
He informed the committee that Mr. Charles Code has already volunteered
and presented his resume' .
Dr. Lawson noted that NESDEC has an energy conservation inventory
which they would make available.
Page 100
July 18, 1978
Mr. Michelman said that while it is true that we could obtain and
would appreciate information from other districts, the dynamite in the
charges would be to secure the volunteer services of a highly trained
professional.
Discussion followed in which Dr. Lawson noted that some items are
of an immediate nature and can and are being taken care of. Others,
however, are long range and might require capital expenditure. Mr.
Michelman asked whether Mr. Code' s list of suggestions covered several
categories not referred to in the administrative proposal. Dr. DiGiam-
marino thought not. Mr. Michelman noted his own preference for allowing
sub-committees to choose their own chairman. Mr. Brown stated that the
selectmen had appointed one of its members to chair a task force and he
felt there were many benefits in the appointment of a chairman from the
parent body.
Following discussion it was
VOTED: that the School Committee establish a sub-committee on energy
conservation to consist of School Committee representative Pa-
tricia Swanson as chairperson, administration representative
James Maclnnes, and a number of professionally qualified citi-
zens. The charge to the committee is that proposed by the
superintendent on July 18, 1980. (Gaudet, Michelman, Unanimous)
Dr. Lawson expressed the hope that the sub-couuuittee will submit
a report for the next budget deliberations.
Upon the recommendation of the superintendent of schools it was REQUEST FOR
PSYCHOTHERAPY
VOTED: to approve the request for an exception to its policy on psycho- EXCEPTION
therapy, allowing reimbursement to a designated psychotherapist
for a student's therapy. (Michelman, Gaudet, Unanimous)
Dr. Lawson noted that payment would be shared with the student's
parents on a limited basis.
Dr. Lawson presented a proposal to establish a full time Division ESTABLISHMENT OF
of Employment Security Office at Lexington High School effective Sep- EMPLOYMENT SECUR-
tember, 1978. He asked Dr. Clune to comment. ITY OFFICE
Dr. Clone described the plan as a unique opportunity for expanded
services to the high school age youngster. The office, he explained
would be located in House E, adjacent to the Career Center. This would
provide a vital adjunct to that facility in both during and post-high
school career counseling and placement.
Mrs. Gaudet expressed some reservations about the idea, particularly
that it might involve excessive numbers of clients from within and out-
side the Lexington community. Mr. Krichmar, Career Center Coordinator,
responded that the proposal was designed primarily to serve students.
He said he had discussed the possibility of outside use with the DES,
and they indicated that they felt it would be minimal.
In response to a question about need by student representative Mende,
Mr. Krichmar indicated that the DES office would provide a more organized
approach, one more formal and thorough, to the whole process of securing
employment. The Career Center, he said, was more of an information agency.
Page 101
July 18, 1978
Mr. Michelman asked what could be done if the point raised by Mrs.
Gaudet which he thought other members shared, became a reality. Mr.
Krichmar noted that changes would have to be made, and agreed that any
arrangement should be made in such a way that a problem could be addressed
immediately and the office services could be adjusted or terminated. Dr.
Clune added that a similar service had been offered in other towns. Re-
ports were good from one and mixed from another.
Mr. Michelman noted that, other than possible interference problems,
it is an appealing proposal.
Mr. Brown asked about possible ramifications of opening space in
a school, rent free, to an outside agency. Dr. Lawson responded that
this was technically shared, not rent free space, due to the nature of
the proposal.
It was
MOVED: to approve the proposal in principle, with the understanding that
an appropriate agreement can be made with the Division of Employ-
ment Security, and that that agreement will be submitted to the
Superintendent and School Committee. (Michelman, Swanson, Unani-
mous)
Mrs. Swanson supported the proposal, adding that despite the ques-
tions, she thought it was a good idea. Paul Mende added his support,
and encouraged much publicity of the services available.
Dr. Lawson presented a proposal from Dr. Clune and Dr. Pierson ADMINISTRATIVE
for reallocation of high school staff to provide for a part-time facul- REPORTS -
ty position to develop and coordinate opportunities for students to learn EXPERIENCED BASEI
and apply their skills outside the classroom setting. He noted that the EDUCATION
reallocation would not involve an increase of staff, and was made pos-
sible by the retirement of two department heads, and an increased teach-
ing load for three department heads based on the size of their depart-
ments.
Mr. Michelman asked Dr. Clune if he had identified specific teachers.
Dr. Clune responded that he was looking at the staff as a whole in light
of scheduling needs. Mr. Michelman wondered why the idea was not pro-
posed at budget time, and cited the problem of cutting a specific teacher's
time and resulting student disruption because this seemed to be a good
idea now. Dr. Clune said that the idea had existed before, but wasn't
feasible until now. Dr. Lawson said that waiting for budget approval
might mean a two-year delay, and reiterated that the proposal cost no
additional money--simply re-allocation of staff.
Mrs. Gaudet asked about community involvement and researching such
programs at other schools. Dr. Clune responded that one of the first
steps would be to involve students and community, and reminded the com-
mittee that the prime purpose of the proposal was to free a person to
do just the kind of investigating to which Mrs. Gaudet referred. The
person would be a developer, researcher, and coordinator for this year
at least, and actual programs would not, in all probability, be in action
until later next year, or in 1979-80.
LEXINGTON PUBLIC SCHOOLS
LEXINGTON) MASSACHUSETTS 02173
MEMO TO Jack Lawson SUBJECT
FROM Dave Clune, Geoff Pierson DATE July 11, 1978
Introduction
We are proposing the reallocation of high school staff to
provide for a part-time faculty position to develop and coordinate
opportunities for students to learn and apply their skills outside
the classroom setting. Such "experienced based" opportunities
would include internships, volunteer work, paid jobs, performance,
projects, career exploration activities, and community service.
These experience-based activities would relate directly to an
individual student's academic interest, career aspirations or
course work. They would occur during the school day, after school,
on week-ends and during vacation periods. Credit would be available
when such experiences are part of a course.
Background
Recent studies' of the high school have identified as a major
shortcoming the isolation of adolescents from the adult world for
which they are presumably being prepared. The reports agree that
the development of "cognitive" skills is incomplete without the
opportunity for students to exercise these skills in settings where
their actions have significant effect on others, or where students
provide authentic services or products which are valued by others.
The social and intellectual isolation of adolescents from the
adult community, it is argued, have serious consequences. Rather
than encourage increased independence, responsibility, initiative,
high schools provide only an "incomplete context" for maturation.
Opportunities for students to test their competencies in new settings,
to manage their own affairs and to expand their understanding of
citizenship have not expanded beyond those provided in elementary
school and junior high.
1. Reform of Secondary Education, sponsored by the Kettering
Foundation, a McGraw-Hill Book Company paperback; Youth:
Transition to Adulthood, a report of the .Panel on Youth of
the President 's Science Advisory Committee, a University of
Chicago Press paperback; The Education of Adolescents;
National Panel on High Schools and Adolescent Education,
a. Department of Health, Education and Welfare publication.
(over)
2.
In partial response to the problems of the high school, these reports
call for the establishment of "non-school learning environment" , for a
more structured mixing of school and work. Summarizing the same reports,
Passow states, "The reports propose reforming the schools by integrating
the learning resources of school and community, by making available a wide
variety of educational options and program alternatives. . . by involving
the school in providing valid and meaningful work experience for all." 2
(For a more complete discussion of this subject, we are attaching a chapter
from The Education of Adolescents, cited on the preceding page and a chapter
from a 1975 NASSP Publication. )
Programs in Lexington
Over the past five years attempts have been made to offer Lexington
students opportunities to apply their skills in authentic settings.
Presently programs in Business Work-Study, Teaching English as a Second
Language, Computer, Art Cadets, Child Care, EWOW offerings, and tutoring
and assi^ting in elementary school are involving a small number of students.
In addition, internships through EDCO, Metropathways, and other foundations
have been available to a few students. By providing students with significant
responsibilities, these experiences appear to promote a level of commitment
and performance impossible to reproduce in many classroom courses where
demands are highly predictable, and, to a degree, artificial.
Though the limitations of secondary education require more complete dis-
cussion and more comprehensive solutions than those contained here, past and
current experiences with programs described above suggest the need to make
them more regularly available to all students.
Planning
Programs involving experience for students beyond the classroom,
however, require careful planning and close supervision. In order to
explore and develop adequately the concept, we are recommending that a
teacher devote half of his orher time during 1978-79 to the following
initial tasks.
-Determining the extent and structure of current programs.
-Developing with interested high school staff a "working paper"
which can be used to discuss the concept and its application
with staff.
-Identifying skills and/or attitudes which could be developed
through experiences outside the classroom and school.
2. A. Harry Passow, "Secondary Education Reform: Retrospect and
Prospect" p. 47.
(over)
3.
-Locating appropriate points within the curriculum for such
experiences.
-Developing procedures for establishing and supervising
opportunities.
-Identifying potential "placements" and opportunities outside
the classroom and school.
00} a Chapter 6
INSTITUTIONS OF ADOLESCENT EDUCATION
AND HOW THEY RELATE TO THE PROBLEM OF INTEGRATION
INTO THE BROADER COMMUNITY
4
v°1-
, Of the 27,835,808 12- to 18-year olds (13.7 percent of the
total U.S. population) reported in the 1970 census, nearly 98.9
percent of 12- to 15-year-olds, 94.0 percent of 16-year-olds, 86.2
,,',; percent of 17-year-olds and*55.0 percent of 18-year-olds were enrolled
in school in October, 1971 . Recent high school graduation and
retention rates are also high. In 1968 high school graduates totalled
p� , } 78,4 percent of 17-year-olds, while the 1970-71 graduating class
`'. pepresented 78.9 percent of the class that entered the ninth grade in
11967. By contrast, in 1899-1900, 3.5 percent of 17-year-olds were
ts, ;;high school graduates, and in 1939-40 50.8 percent.
pr' Thus, today, more adolescents are spending more time in
school than at any other time in history. Although Americans are
:1,justifiably proud of the democratization of educational opportunities
!` which the public education system has provided during this century, the
school-enrollment process has also resulted in a relatively new
phenomenon--the isolation of youth from adults and adult experiences.
1973 4 . Being in high school now means not being involved in a variety of
experiences, activities, and institutions to which large numbers of
inal previous generations of adolescents were exposed. Formal schooling
• ` has come to dominate the "adolescent experience" in the United States.
" One need not advocate a "school-of-hard knocks" philosophy
• ':. or overlook the importance of academic and cognitive knowledge and
skills in society to feel that there is much of importance to be
learned outside the secondary school classroom. Adolescents need to
• learn what it means to be a functioning member of contemporary American
' ' < society. This may be especially important for the increasing numbers
of youth who are completing their physical and, quite probably,
intellectual and emotional , development earlier than their grandparents.
The efforts usually begun during the adolescent years at determining
lifestyles, careers, and world views seem to be improved y exposure
• to and experimentation with various ways of assuming and relating to
"adult" roles and responsibilities. In a society where social roles
*Enrollment figures of the civilian noninstitutionalized population
-47-
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{ P7e fie, Ogd io t' U (5. r ,'
-48-
are increasingly fluid and diverse and where change is becoming the
only constant, stability in the society and psychic security for youth
may result from more experiences among the generations than all-day
schooling now permits. }
Out-of-school learning experiences seem to offer a great
potential for individual cognitive and affective development, although a
empirical data in this area are limited. John Dewey asserted that
learning depends on experience, with the learning which takes place n
closest (in physical proximity or relevancy) to a situation of t
' immediate concern to the learner being most effectively accomplished. S
Several case studies suggest that at least'some students learn i
traditional high school subjects such as mathematics, language skills, i
and social studies as well in work experience projects as in the i
i
classroom. In addition, learning from and in the community can c
supplement, integrate, and substantiate scholastic knowledge by T
, putting it to use or testing it. Such benefits are in no way limited F t
to nonacademically oriented youth. Self-reliance, personal responsi- a
bility, confidence in one's own judgment, and effective action skills
have to be practiced to be achieved; they cannot be learned adequately i.
from print or from the passive, waiting-to-be-taught nature of the t'
il
student's role. In contemporary society, for instance, having a job
and earning money is often a very definite source of independence, p°
while being shielded from responsibility and productive work a
frequently results in irresponsible and unproductive behavior. ' T1
Opportunities to participate actively in, rather than merely observe, a
activities enable youth to utilize and appraise their developing
competencies and encourage them to evaluate themselves, their performance,
their skills, and even their sense of the world. By increasing their el
knowledge of personal strengths and weaknesses, such experiences and sc
evaluations expand adolescents' understanding of themselves. s`
Og
No single institution, including the high school , can provide Ru
the diversity of experiences necessary to meet adequately the widely st
varying abilities, needs, interests, aspirations, and learning styles Cl
of 12- to 18-year-olds. Only the wider community, reflecting the
diversities of the general population (although with cultural Jo
limitations) , has the flexibility and human and material resources to 50
provide learning situations diverse in both content and style. Research or.:
indicates that self-confidence and optimism appear to be predictors of to
later personal and employment success. One study concludes that em
young people who have experienced repeated failure in pihevious schooling hi'.
and work need to achieve some successes to allow the development of the acl
optimism and self-confidence necessary to undertake efforts at improving
their skills. Community involvement opportunities--a part-time job,
an internship, artistic performance--appear to offer a much greater scl
variety of possibilities for successful experiences than the traditional ed€
high school . There is no guarantee that such a nonschool experience
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-49-
will be positive rather than merely neutral or even negative for self-
development. It is clear however, that the secondary school , by
offering only a limited number of sanctioned learning experiences,
has detrimental effects on the education of many adolescents.
Involvement of adolescents in various community activities--
whether it be through working, investigating local social problems or
utilizing community information facilities--can place youth in
meaningful contact with people of a much wider range of ages, interests,
backgrounds, and professions than can be found in the high school .
Such interactions outside the paternalistic child-adult relationships
in the schools can lead to the development and/or refinement of skills
in human relations, as well as to a clearer perception of one's place
in and relationship to society as a whole. The benefits of such
contacts and interactions do not accrue only to adolescents, however.
The inclusion of adolescents in activities outside the school enables
the community, as a whole and as individuals, to become much more
actively involved in the education of their youth. Being involved
in another's education--through personal contact rather than just
tax-dollars--creates a learning experience in itself. Ideally, an
increase in substantive interactions between adolescents and older
people sill weaken mutual stereotypes and enable everyone to be seen
as a teacher of some kinds of knowledge and a learner of others.
The vigor of youth and the idealistic views of adolescents serve as
a constant prod to the older generation.
Present day secondary education does not significantly
encourage adolescents to acquire some of their education outside the
school building; in fact, it frequently inhibits the process. Work-
study programs, where they exist, are usually small , employment-
oriented, and considered an option only for nonacademic students.
Rules and regulations, and occasionally laws, often attempt to confine
students to the school grounds or the presence of a certified teacher.
Class schedules, homework assignments; and other school practices
limit the opportunities a young person may have to hold a part-time
job or do volunteer work. Actually, many adolescents do work for
some period of time during their high school years (50 percent in
one Labor Department study), but school personnel seldom contribute
to the job-fine4ng process, are frequently unaware of such student
employment, and rarely accommodate a student's academic program to
' his employment schedule or recognize or "certify" the learning
achieved in the work place.
Originally intended to develop intellectual skills, the
schools have come to be seen as the providers of all a young person's
educational experiences. Compulsory education laws require youth
fl:Ppl �` '4) � ,-LAsi4r�'' ya 4ra ,.
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d 5"�yf' r del '^ �b r .. t "'
-50-
to attend school until the age of 16,* and social pressure is hete
exerted for them to remain until graduation, at approximately age of u
18. "Dropping out" of school (to do something else) is not regarded s )ole
as the exercise of an option but as an indication of the individual 's $ -rs,
failure. The schools, of course, did not assume such an overwhelming
responsibility for adolescents all at once or simply on their own The {
initiative. Such factors as the fragmentation of the nuclear family, w . role
the separation of residential and business areas, occupational . a maj
mobility, child labor laws, the decline of the apprentice system, and gener
the working mother have often joined with American faith in formal subje
education to isolate youth from the rest of society by concentrating „° endor
them for longer periods of time in the schools.3 n ' rathei
reinfc
Regardless of its cause, the segregation of young people
occur
from other age groups can have serious consequences. The White taisolat
House Conference on Children reported to the President in 1970 that: t''group
A decrease in opportunities for meaningful contact between
children and persons older, or younger, than themselves is r ,tenden�
disturbing because the isolation of children from adults Affect
simultaneously threatens the growth of the individual and Fptinfluer
the survival of society. Child rearing is not something mporta
children can do for themselves. It is primarily throughJudy)
observing, playing, and working with others older and ;; trap
younger than himself that a child discovers both what .@5 g
he can do and who he can become--that he develops
can seri
both his ability and identity. It is primarily through to
�A Of the s
exposure and interaction with adults and children of ,�� �' �ces
different ages that a child acquires new interests and ice
skills and learns the meaning of tolerance, cooperation, :",,•,
and compassion. Hence, to relegate children to a world
Cc-'s
of their own is to deprive them of their humanity, and `'" rollme,
ourselves as wel1 .4 'aminates
Such ill effects would appear to be heightened by the evolution of large
an adolescent society isolated from substantial relationships with to of a
older adults and younger children. -r ;ency
Age segregation has resulted in a much greater associatiost' Cexpant
of youth with their age peers, and thus significantly increased the 410,11f; to c
influence of the peer group dynamic on American adolescents. These `,n'1,"'tead,
groups provide only a transitional structure between the family '44jiy wit
group and the larger society. They assist in the development of a ;,,,' up or
aArabi
fall
t k""" arrant
*In several States education is required until ages 17 and 18. (<1,
T
.4 •arys
r _
. . +� _
W � „ 7 „ 4N •_nMa''fi't a` n
0
a o, ry
=:4- ,
. w+'er
us` A. L..-�: ' 1
.�Cf_ .� w.. ..
-51- ,;
t 'le
•
heterosexual role; provide feedback about behavior; afford a means
of understanding self and others; help adolescents adapt to new
,roles and relationships; provide job information; offer a highly { `'
1 a Ep (
y 'F
personal and emotionally important form of guidance, which includes jFy
sympathy, support, and help in meeting peer and/or social expectations. „ ,k
The peer group also plays a critical but not uniformly determining i- ' '^a"
role in shaping values. These age-segregated peer groups have become
a major educational force in the lives of adolescents. Their lack of
generational stability and their narrow age-base, however, make them
subject to rapid change in the activities and personal styles they
endorse. Although in the past such groups have generally reinforced
rather than opposed adult values, there is some feeling that such
reinforcement is declining and will continue to do so as increases
occur in population mobility, the influence of the mass media, the ra'
isolation of youth from adults, and its related phenomenon of peer
�� t
group rootlessness.
Adolescent peer groups are also a powerful factor in the
tendency towards delinquent and antisocial behavior, significantly ::::::,
,affect the operating norms of classroom behavior, and profoundlyinfluence individual self-esteem. The latter is particularly
important because a significant number of youth (11-22 percent in one
study) are ignored by their peers or are otherwise seriously 3
estranged from meaningful group involvement. Such peer rejection
can serve as a difficult obstacle to the development of self-esteem
and to learning. Since clique and crowd members are almost invariably ;h
of the same ethnicgroupand social class, strong group identification
produces definite segregating tendencies in the age group. The Panel y:IT ,_'
}s concerned that one result, unforeseen and unplanned, of the
uccess of the comprehensive high school in achieving near saturation , 0 14
enrollment of an age group has been the creation of a peer-group Y" ��
dominated youth culture.
y
•
As high schools came to house larger numbers of adolescents ,'� 0 ;
and larger percentages of the age group, they also became the major s 6
site of adolescent social relations and activities. Although the h ° V'
tendency to form peer groupings normally increases with the size of ,
a community, schools usually have not dealt constructively with
the expandingnumbers and centralityof adolescentpeer
groups nor a 4 ,;
tried to utilize their positive aspects for educational purposes. 5 •ff
Instead, schools and teachers have frequently interfered superfi- ,, ,
cially with the functioning of these groups, often trying to break Akreokce ' `t
them up or reduce their influence. Such efforts have often had the 'Ng
undesirable consequences of increasing the number of isolates
(especially in large schools) and of reducing large, fairly diverse t,. '
peer arrangements to small , ethnocentric, highly segregated groups.5 r, 47' Ea
t'u l?S
• ' `
The concentration of increasing numbers of youth in the . fr
secondary school and the concomitant decline in adolescent exposure c
rr
O"'s
yeif hietfr e., t x,�ikt-
f
.a, w5> rte_; -
-52-
It i
to other institutions coincided with a rising American faith in high "1 learning
school education as the cure for society's ills. In response to ' office wo
these trends, the high school gradually became an educational '
conglomerate, absorbing such tasks as vocational preparation, sex rFfli �� expc enc
1, 4
education, driver training, drug counseling, etc. , into its academic
framework. Although an effective adolescent educational system should r a"twhich ado
offer such varied types of learning, the assumption that the manual le(
institution of the high school can be expanded to incorporate all
educational functions has to be seriously questioned. A trulytG"`frmodel for
1 � ;jituaposes
"comprehensive" high school has rarely, if ever, been achieved. In + +
addition, "the school , when it has tried to teach nonintellective ;' situation,<
ablE
things, does so in the only way it knows how, the way designed to '•l (s such F
teach intellective capabilities: through a teacher, transmitting r�, situ tions
cognitive skills and knowledge, in a classroom, to students." a klinSituations
At the same time, secondary schools have been criticized for ''`
diluting their efforts to the extent that many students' cognitive
skills are poorly developed. Supervises
,;`negotiated
1 ;u
In sum, despite the numerous types of learning that can Stpre pers
and frequently must take place in the community or the "real world," s$ *any partici
the only sanctioned educational experiences of most 12- to 18-year-oldsr..0{,r,reflection
are those which occur in the secondary school classroom. Thisu are unrelal
equating of formal schooling with education is not only functionally - :academic cr
inaccurate but also often damaging to individual development.
1 -,,
Although empirical data on the specific results of various nonacademic "
experiences are lacking, the problems stemming from the conventionalI
to the neig
secondary school 's inability to be all things to all adolescents are ' by the high
clear enough to warrant designing complementary educational approaches. 4 "asties ith
Thus the Panel recommends that the U.S. adolescent education systemShe we s f
I
actively integrate youth into the broader community by providing a
wide variety of out-of-school or "experience-based" learning r tabnsfortat wh
opportunities. � _• ieG, for me
A to suppl emei
The range of viable out-of-school learning experiences for ethnic het wring bei ut
can
adolescents is virtually limitless. Valuable and varied learning !
occur in regular part-time or full-time jobs; community service ` d�ut whatt
activities in hospitals, schools, old age homes, mental institutions 7
environmental action groups, etc. ; "school without walls" programs ..1Y.,,
ttfaalocal de
which encourage young people to decide what they want to learn and �$ local ju
to raw on the knowledge and resources of individuals and institutions ,, � , ,,,,py integrate
in the community (banks, art galleries, courts, auxiliary ,police , ,; high sch
forces, etc. ) ; internships in public agencies; apprenticeships; ,� `-.
credit. All
personal performance opportunities in drama, music, art, etc. ; ..,
' ', TiliTion as
"action learning" in paid jobs or volunteer work with associated
. ,,;t school n
academic study; public action activities, perhaps as part of regular .. r,"
social studies classes, which investigate and work to reform local " ;fit does tem
enc(
social injustices (e.g. , assisting tenants to fight negligent
does
vagal system
landlords, aiding
and advising youthful offenders) ; curriculum-based �s4 -.
v
r�t
�{6
; ria
s ry ¢6
� $% ,� t - r vt
'1" , r s'
°4
zL4. . �..e� n ; .. -',',1. -.ak , .ry� ' � Ctige ,.. ' t
"v, • t ..1: ',„4 $k:41„114-) ..000a.,t0 �� �� �„ Drf,''flr:',� _ hr .,-04" � xM , "-n 30 �ti"aP9i&s u, ,', 14,,T
•
learning projects involving concrete experiences (field anthropology, ? t : °.
office work, etc.) ; identification and programmatic structuring of , n
,experience-based learning opportunities for other youth.
rr, ,
Just as there are numerous nonacademic experiences fromtl
which adolescents can achieve various cognitive, affective, and
manual learnings, there is no single administrative or structural
model for the design of a community-based experience. Table I 1it1 , t ¢ A4
juxtaposes so e of the different types of experience-based learning t �
situations against a few of the various structural components of 1
any such program. As an illustration, adolescents "A" , "B" and "C" K u -,!!'
(see table I)) are involved in three different out-of-school learning ` r !!,,
situations.
"A" has a part-time job in a local hardware store, which
supervises him and pays him the standard wage. He found and
negotiated the details of his job on his own, and is viewed by the i 2 '
store personnel as a regular employee rather than as a member of '
any particular program. The store management does not attempt to
rovide him with cross-cultural experiences or opportunities for r ` `
reflection on his work and his education. "A" 's duties at the store '! I '1,
are unrelated to any of his school studies and he receives no ' ,G '
academic credit for them. i ,
'Y3 4
"B", on the other hand, is engaged in a 3-month project .
x t �� .
in the neighborhood F—alth clinic. Supervised and funded jointly
by the high school and the clinic, "B" worked out her specific
duties with the clinic and feels no allegiance to any special program. b"w" jtic'
he works full time for the 3-month period and is paid for her 4`='�w
ansportation expenses only. Her activities in the clinic's t
lab, for which she receives partial academic credit, were selected Hs--
to supplement ner science training. The clinic designed her duties
to bring her into contact with people of many social classes and wl '
II,
ethnic groups, and to allow her time to talk with staff members l,�,? lq „
about what she is learning there and elsewhere.
l(
"C" participates part time in a school-sponsored and �'lr �!
school-funded public action program investigating inequities in , ` �,
the local juvenile court system. The program, designed and operated , Syr , 0
by interested students, is the action-oriented component of one of
the high school social studies classes and receives full academic 4
credit. All participants follow the same basic program model and `i „
function as a group in assigning, performing, and discussing tasks. 4 44 grvt.`
the school ntither pays them nor stresses cross-cultural contacts, der." °
out does enccurage the students to relate their findings about the
legal system to other academic and nonacademic experiences.
t � i f 1m f s »a , * 1,
6414'2414
Q. ti r ,� y� ,qk2; iN�'4 M �` ,te '.
!j 1 4'2414 1 /4y4"te�ll� '43 y '‘ 4 3N ' �f ' h i9 N�R,' {; 1�Yi ,hyo L ,y' t " iii it ',, bar'�' t� gwisHre ,1.1, 4 yI , d�.
dP r ' `til Y rs Jsd - h fi i e ,5;554
l`S,� �t �r
�' )p';air j{f Me �¢g+Y w» �� � 64s ' ),,t I* ''4 '112 ' .- k,:, t ', s,r' 1 = .
�fi '4f „ 4�, �. 2 v
f. 2 p* t ' v1 1, a ,,a :dr ,k 144 . xx uq . w A^i rr "t '
. fite.,..;• u'" s� o .�...mz " a.2'�.` y ft_ • •a^ �` YF, dv"r-3t 'h i ''��$i 2v'° ,�` "' w
-54-
Table 1
MATRIX OF DIFFERENT ExPERIENCE-BASED LEARNING SITUATIONS AND j(°±F
THEIR VARIOUS STRUCTURAL COMPONENTS
d
LFAP.NI.;S = ;A
SITUATIONS _ N; S-
9.¢ 0
Rut Hw
Nt C0
' N N T u
> o CO .- .- "
Y•*.
1. O • - cby c 'ocmN
d -, U . '- d 1- ,- > O mLUN Tr t
> N ' Nd• nUNN N 6 d CO u •+ It
O _ dUL. NN ud > TU i
•' Nd -= ^a .- JNGQ,cc cTco
> c ' • J0rd
. ...
> d C > >-
t
STRUCTURAL ,2 >> o i- m _tm t- o.c i > �'c^ y u 0 e If y i
y' •"O y y O d > d y O d
COMPONENTS a oL u 12 . � n '< au ,u ' vcx' a.to a.:;
d O U u _d Gc c o - -r0 m e o.- -•W vfl... ':.
C U Q N :: h`.
,.
1. PAYMENT
----1) No pa`ya>
b) Partial or T ,,:,.
subsidized ft
;;,,,.
payment ��
c) Full pay A
2. ADMINISTRATIVE
SUPERVISION i.
a) Full school
supervision - C x l; is
b) Joint insti-
tutional
supervision B - - °
c) full super-
vision by
non-school F� r�
institution A
3. FUNDING SOURCE - C ' -- li
a) School `; ;
b) Joint insti-
tutional B +
funding - �
c) Non-school „
institution A ._._.— .
4. ACADEMIC CREDIT _ t :;'
a Fu credit —"- --"-""--- n
Partial `' :
B
b
credit -- - - - --- ` I
c} NocreditA C _ e -
5. AMOUNT OF ,�
PARTICIPANT r
INVOLVEMENT _ ---
a) Part-time A -- .
b) Full,Full-time B ---- --- — *esti"`
.
ei
rK *-,�
>'v'�I p��l'I
,3
,,,:,30.-.},"{
0.4i
�
0.J�} � Ff .,. i "� r a T "A Y i�,. x : .r.'-'],:Y � Y .,3` T . x 3$' 9 L� F o- �,
` .,i.`k`,r+'t m; i s tr i 4'„,., e. , a. � r r i?r ,�. e �' Y 3 .F ,z'
`$ *Y,*,5'We, 1. ham I.°yi � �.� '•%M.`,Tl , f i 4,..",. ..,;-$-....';
rtrirr.4,%,rrc.a X�q � j',,,:a'' ', �3.
.a;.b. I v.. 'k C" ii„t`'v'�Cro'+km 4.k1` .: 'Vo-ii"
pe c.crit lithe . illi .vath . ". :�_.�.9a< `+u u-",i-a Wit : . w«°224,4„! .,.s.t� -,*::C
{
In, 56-
Table 1 (cont.)
MATRIX OF DIFFERENT EXPERIENCE-BASED LEARNING SITUATIONS AND
THEIR VARIOUS STRUCTURAL COMPONENTS
exN
LEARNING
SITUATIONS 3q C - 0.1
L
t U I qE MO v Y W p o
} MI N N L co—
'( � > = C O a 0 - >, N W W N
4 i L N W L C N
.0 N �+ N C N W W s......- = O 000 [O W
�iyt[ 0 N a W W a^ W O N J N 11.“..30 O{ 1 L
C'j -p TO 3 01 u ...a0 u W ,a OI V C U .- J
[, L .-Y N C '- u C mu c..- .- OIC C L C OIC O
J C C" V J C r W u O C J Y
STRUCTURAL - ="> o i- i m ,-c w ...-- >uLi—- i u i c L L
$ - COMPONENTS J E'^ o w.-- L ..... 0 4J....)-0 . L o W J W L O W
{�' O+ E ., L C a a 4+ 0. u n- q G aJ L q > O. Lama=
W
W 00 0 C J a 40. CU = 0 J W C % w+ IC W a++
';;', cc UQ N .+a Q QO q C.cc UJ.-.W VI WJOO
k�;,_..... 6. DEGREE OF PRO-
: GRAM AUTONOMY
a) Integrated
wit'
acacemic
p' curriculumC
, b) Related to
academic
curriculum e B
._,.. c) Independent
K,. of academic
curriculum A
, _. 7. PROGRAM CONTROL '
�.., a) Student-
controlled C
b) Joint stu-
" dent-adult
controlled B
c) Adult- -
controlled A
8. PROGRAM
IDENTIFICATION _
a) Participant
identifica-
I tion with
i,. and responsi-
l; bilities to
the program
['. __ itself - C
rs,
Y''
•r
4
Ra441" 4j^t^ ,et 2 2 j^
4 5� � e $I{' t k iia. ' 4'kJ'm� 'm.Jk a '' v ''$i. t
trrni-
� 11 {
al. ° ..$ as'144a 4 4,.4°J L R �. a.:k.t u, ., .....
-5h- '
Table 1 (cont.) _;
MATRIX OF DIFFERENT EXPERIENCE-BASED LEARNING SITUATIONS AND +`a
THEIR VARIOUS STRUCTURAL COMPONENTS . id K
s.iii',. ovl
,; pater
LEARNING c NN 1.-
'CI diffE
SITUATIONS d _ Oa �„u i' w '
S N N r N resec
A 1 C A N
> > C d VO- N C p'O C
N d "C d L L d it-5
« O CO 1.3
N Pm Y .. r i ntec
L N a N C •N d w. d O N w+ N E 6 d C u ai.- 4 r
O N 6d d 0. U d O O+U L C p�C O lry and r
y J N Q.C C {,
L d 3 L C V C N u_ u Y 0 C•r d O d C . L to bf
L C.i.“ C V C -'Y ^ d E } r. Ce- L U L C L L
STRUCTURAL ' >> o LY i o ..5-% L o d , d Lod 3"" 1'eCel
COMPONENTS rn E++ t .d+IO c u n u n Jo.) a c K Y 0.03 0. N ' '"'
d o u u 00 0 L n avm �a 33. ,,i vew: o0 oc Curr
UC N 6 C CO - pj'c
b).Participant w;; opt i(
'. '
has no spe- ,. _y;- rob
cial status d °P
in the non- ' �
•
school A B F;; ca poi
setting 4, pass
which derives atte
from the `r:}^:. OPPa
program • ,,
9. PROGRAM
PATTERNING .x cias
bei n
a) A general C
program model
b) Each
experience A Bc'reduc
individually deli
negotiated =
1p. CROSS-CULTURAL d
tot
EMPHASIS - — - tote
a) Efforts to
provide par- �,, eit
ticipants B " `ddJu
with such came
contacts leve
b) No particular A c
efforts and
11. PERSONAL ands
REFLECTION OPPORTUNITIES `
out-
a) Provision ofI or c
opportunities
for partici- B r F',- ydr
panten t
reflec- shit
experience
reti
the
?`'c ides
the;
Sem
may
eth
its
•
�- s :
i ' ta £ a@44v ¢Nqicyttc. r 214fs � t
Vqtr
-57-
A wide selection of experience-based learning opportunities
.---and programs in a given community appears much more capable of
roviding diverse learnings for the varied adolescent population than
ne or two conventional high schools. Such programs are not without •
potential hazards, he ever. Decentralizing education, especially in
different physical locations, could create the conditions for
resegregation. Although the comprehensive high school never really
integrated youth from different backgounds, the expansion of student
and parent choices does increase the likelihood of students electing
to be with others like themselves, judged by race or religion. The
recent development of minicourses and minischools has already given
curricular recognition to adolescent subcultures, with many of the
options revealing highly self-selective enrollments. A related
problem is the possibility of the traditional high school becoming
a "pauper school ," composed of all those youth without the interest,
capacity, or information to choose some other option(s) . To minimize
possible detrimental effects, an adolescent education system should
attempt to make each of its alternative institutions or learning
opportunities as integrated (in terms of ethnic background, social
class, age, etc. ) as possible and should prevent such factors from
being used as the basis for admission or exclusion.
For out-of-school learning opportunities to be most
educationally significant for their participants, they have to be
designed and operated as independent but integral parts of the
total educational environment of adolescents. Thus, effective
experience-based learning opportunities and programs must operate
neither as a replacement for the existing high school nor asa mere
junct to it. For community-oriented experiences to be viable
components of the adolescent education system, the emphasis in their
development should be on opening up alternative educational structures
and experiences, not on offering diversity for its own sake or as a
substitute for structure in general . Such an approach is necessary if
out-of-school learning experiences are to be more than game-playing
or officially sanctio;,ed truancy. The Panel notes that the number of
variables in the component designs of community-based learning
enterprises makes local design a necessity, not a mere political
shibboleth.
Nearly all students, most probably, will need or want to
retain a significant base (in terms of time and identification) in •
the existing high school . Many adolescents need a sense of
identification with or belonging to a certain institution where
they are able to meet and share experiences with their friends.
Secondary schools, reduced in size and better focused in purpose,
may be better able to mix youth of different social classes and
ethnic groups than smaller alternative educational settings. With
its historical emphasis on academic disciplines, the high school
r r ,w ), ,P f t r. --
d6 bdiams, xa r iii
�.,µ {ye.. R, .. }r&' r
aV,"1•,'; � S a Yx •�� F� S esa Hc' y xn x ' h ,730,71t-43��i� xw Y i � :; ,gn' dgt y
r ac?_61 ictika"o- .[ H, a 9` I' y �" rro d � � �� a u", Y 'gV " �7 '?
-58- .rp ,, .
, fi d,,,7 1
ndertake
and developmental tasks 9. �,
a
instruction action better lar as ofalearniinganddevelopmental
institutionsmentevaluation--whichh ;
sequencing, andpreciser'�. ,r .
instruction of those rigor, seq Other types of learm ng, p�f ,y"�,��a�
mathematiprogrammac Cally and speaking• learner initiation,ofl
however,
mathematics,appearitocb, wribetterting, shed by dominance. telopment �ro �� rv' " ~i
direction,
and tor be n thancmblished by WseaDp
in theiar, n participation by ofd ihenrtheion "w'''
for instance, seems enhanced when the „ �� s t
in the arts and citizenship, .l SUP
and guiding the student' s effort to find
dfhis the school ,open
professional 's function shifts from a direct imparting
S supporting or geographically
are necessa yet physicallymethus
are used for ��z �� �x pro
5th
are necessary to meet those educational needs more successfully � tact
:10f 1
pture ise possible
whi when were personnelnotilities designednd ortrained. Separat ,nof ' ', Tlfay
these ne far woldh they shigh
hl c institution. , . ;tat
pruned and programmatically �, � tei
these new and old functions c sn could the eresult in the demise of the
Althcourough
somed to a The the ecognitive {, re"
2.
Altondah h fl , ith s unlikely to do so.
developmentsevonory cabol , plant investment, and the availability of
uniueadexpensive es, . a (gymnasiums, science
c aborawastes,
ulassr and etc.) wi fa make hs (gY ; ar
will make that institution's
top come.
classrooms, hfor many yearso
and its continued use necessary la an important, but not the :�� "
adolescents, conceptual 8
Sane the high in echool will play lest existing the t
,, only importantetioa role ewilltbennecessay. Such requirement,and operational adaptationsear graduation graduation,e
year, rigid academic requirementsfor
;,�; structures and practices as theperiods,
, . 9e e month ng classes,Y 45-50 minute class p to enable
semester-long cldstos,
credit units need to be relaxed, if not eliminated,personnel will have :.
to utilize school
facilities
ions. and
dol adolescents to e
engageity people learning
+,f engage in community
outh's employment needs and requirements. J
to bed more , owe to Y
anticipate in teaching and ome of
In addition, adolescents should p
counseling their peers and younger children. Admittedly,
these proposals run counter to teacher concerns thnts threatens their that at
tm reducing s
d
�fi, , Finally, ,�
inschoolmber courses ty eseof� assignments, etc., than expanded that the
11,4'' r number of eoof themfor lex students'
�'
al responsibility _ involvement.
Mi ^ i,` can require y school 'sulegalld be limited rather
", t e econdary students to stay o campustenvl day,
, welfare need not pose a barrier to well-designed community
Instead of requiringn loco parentis obligations ,
°' projects . for all the safety considerations nset
�'� ,, the institution can meetandsplanning
carefullytiinvestigatingtrnortinvolved in any P P
''mrd
transportation,Then t, etch
�� ( (location, and concerned. parent 5,
y
setting. Then the school or some other institution would
; a ' learningeprecautions that a prudent the alternativeconceroath
,4,OI wouldoul all the conceivable olice force, notifying
take (alerting
expected arrival time, not sending Y
institution of each student's
via
apt
Iti F
1 ' ' Sm
1
Sis‘ts 3." .
.� . n 3vf&tx
-59-
i
•
out alone, etc.) before sanctioning student involvement in that i
-Iternative education site. The Panel strongly recommends that
igh school changes come after new programs for education are
`armed in a step-by-step program of reciprocal activities.
Community learning options are both facilitated by and
supportive of smaller educational units. Keeping the school building
open nearly all the time and involving increasing numbers of
adolescents in community-based educational settings decrease the
size of the inschool population at any given time. Student utilization ,;;
of community facilities (buildings, libraries, art centers, etc. )
provides an educational diversity not dependent on teacher-pupil
ratios or on expansion of each school 's physical resources and
facilities. All these factors, plus the projected decline of the
12-18-year-old group (beginning in 1976 and continuing in absolute
terms until 1985), can have the additional benefit of greatly
reducing, if not eliminating, many school districts' building needs.
The development of performance or proficiency measurements
is recommended by the Panel as an important mechanism for enhancing
and controlling the diversity of an adolescent education system
offering various inschool and out-of-school learning opportunities.
In replacing the Carnegie credit unit approach to educational
assessment, performance measures would facilitate movement between
(entry into and exit from) different alternatives within the school
framework and between school and nonschool offerings. Records of
a student's performance in various areas will enable cohesion and
`ontinuity to be maintained in his or her educational program despite
^ticipation in a number of different alternative institutions. On
another level , rigorous evaluation controls should be established for
each alternative program or learning setting in order to evaluate
the process taking place and the outcomes in the students' lives.
Research and inprocess evaluation are necessary to determine what
types of alternative learning settings, and under what conditions,
produce what results.
Equally important for a diversified secondary education sys em
is the development of an effective information dispensing and guidanc- j '
system to help adolescents effectively utilize the available options.
The existing high school guidance system is performing so poorly,
however, that it seems dubtful that it can be sufficiently improved •
to meet any new demands.' The present mechanism tries to make
adolescents adapt to the system rather than vice versa, serves
such structural needs of the education industry as career advancement
rather than more client-related goals, and fragments the school 's
responsibility and concern for the students. It has also emphasized
simple (and usually inadequate) information distribution, rather than
k4; - *x � •, , .�,s .;rxN
tk
•
w-�. J.� r
__�
-60- 4
111
students' institutional and personal adjustment problems, largely
because of the institution's pressure on counselors to protect the b`.
interest of the school and the faculty before those of the students.
rf.
The more recent concept of the guidance office as they:
provider of humane treatment and personal support within the school i :;
frequently has assumed psychiatric overtones. As a profession,
high school guidance personnel seem to be both overtrained and 3 "
inappropriately trained, unable to define their functions and goals, z
and more concerned with college placement than job placement or ,
student needs.
The increased need for effective guidance and counseling 71
is more evident than how those functions should be performed, where , n":,:
they should be housed institutionally, what new types of personnel 01'
are
are needed, and how they can be obtained. College and job information ?
and placement might be performed by the school or handled by an ,s`r
autonomous community guidance center which would be beholden to its 1
clients rather than to educators or employers. Such an independent '' `y
agency would certify all an individual 's competencies and learnings,
regardless of where obtained, since no current high school , with ",_
rare exceptions, awards school credit for learning which occurred ,it;
outs ie its walls. Assistance with course and institution selection,
as well as with "learning the ropes" of any given institution, are W1.-
other
a`"other important counseling functions. The former must be carried .1.
out more aggressively than at present to prevent students who lack * '
direction or initiative from getting lost among the alternatives and
falling out of the educational system. In addition, an education
system which increases the contents and styles of learning settings s4
needs some means of helping students to interrelate their disparate F
learning experiences. Some type of student advocacy or ombudsmanlike '
function also seems important. "Counselors" should be people of a
variety of skills, backgrounds, experiences, and ages to be truly
knowledgeable about options and requirements in the community at '`
large.
To become viable, an adolescent education system offering
4i
a wide variety of inschool and out-of-school learning opportunities
will require not only adaptations in the existing secondary education 1:i'
institutions but also supportive changes in the larger society. # ,
Educators alone cannot effectuate a wealth of rewarding local ,': ;
community learning options. Without adequate numbers of jobs or the
alleviation of structural barriers to existing jobs (child labor laws,
unemployment insurance, etc. ) work experience will not be a realistic
nonschool alternative for many adolescents. Other experiences will
not be available either if local adults have no interest in integrating ';
young people into their own daily activities and work places. Colleges
also must alter their entrance requirements to sanction nonacademic
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learnings before students with college ambitions will feel free to
deviate from the traditional high school curriculum.
Most young people will not select options, regardless of
how they are designed, which they clearly perceive society does
not honor. In some cases, State and/or local regulations on
,ducational governance and financing may require modification before
various out-of-school learning experiences can be sanctioned by the
educational system. The Federal Government might also try to
encourage the development of local educational alternatives--perhaps
by endorsing the creation of out-of-school learning settings or by
funding the development and implementation of evaluation models of
community-based learning experiences. For adolescents in the United
States to be integrated into, rather than further isolated from, the
workings and experiences of the larger society, the society as a
whole must recognize that the school is not the only institution
which needs to be actively involved with youth and their education.
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The Curriculum
The Association believes that the secondary school curriculum
should be redesigned and placed in a more comprehensive setting.
Opportunities for service and work, serious contact with adult in-
stitutions, and experiences which span age and ethnicity need to
be a part of secondary education. Thus would schools become less
exclusively cognitive, egoistic, and segregated by age and culture.
The times call for more than the simple addition of a few
courses. Rather, a new and different perspective must be brought
to bear. Among the pertinent questions to be asked today in
• making a thoughtful analysis of the secondary school curriculum
are these: What total set of experiences makes sense for a healthy
transition of contemporary youth from childhood to the adult
world? How can society best provide for the full development of
youth in an era of specialization and transience? How may the ed-
ucation of youth be benefited by the various institutions of so-
ciety7 What roles do the schools assume in the overall design?
The basic responsibility. of the secondary schools within this
total context is to instruct students. Even as new understandings
develop of thebroader needs of youth, the secondary schools
1.`" must make an honest appraisal of their own limitations to serve
pdjY an needs of all youth.,Where learning, or the planning or spon-
1 sorship oflearning, is not the central purpose at hand, institutions
other than schools should provide the needed services. Schools
should not presume to be the singular cocoon of youth; they
cannot furnish all services to all youth.
Learning is not confined to the classroom, however. Superior
instruction may occur in a variety of settings, both on and off the
school campus. As the sponsor and caretaker of the educational
needs of youth, schools will necessarily develop a broader defini-
tion of education than commonly is applied today. The commun-
ity as well as the school affords splendid opportunities to learn.
h
NASSP hoids that a lull use of these opportunities must become a . `"`-us yI'"' 1,V'^ ,>.t., .'Ill. .,t.Y.,l I „e,:511ou1u.oe
part of curriculum planning. offered during the school day for credit.
Under this concept the school will assume responsibility for Good mental health may be nurtured by such programs.'
ulling_tog Cher the leaxcurtg,cesuurces of the entire community as Among the findings of the 1970 Report of the Joint Commissionn P
well as developing. courses for classroom instruction. The Asso- I on Mental Health of Children was this comment on the
ciation believes that the identification and design of learning relationship of real work to the affective life.
opportunities in the community must become a new curricular Work satisfaction, security and success play important roles in the mental
priority for the school, and that the role of the school overall is to health of our children and youth. Work continues to be a central part of a
orchestrate these opportunities for the education of youth. man's — and increasingly a woman's — sense of personal identity, signifi-
The current tendency to equate education with reading a book cance, and status.+
or working in a laboratory should be redirected, so that com- While the Association feels that community-based learning
munity-based learning is accepted as a partner of classroom-based
learning. The purpose of this thrust is not for vocational training provides a unique Opportunity for youth to develop perspective,
or job orientation, although these may be by-products. The pur- maturity, and leadership; at the same time, it recognizes the com-
plexities involved. The intended purposes need to be carefully
pose of community-based education is to offer youth a wide
variety of opportunities to learn in the public worldr_to.test theoFy defined. Thoughtful planning and organization are required. The
cooperation of the community is essential. Supervisory personnel
With practice, to assume a partnership with adults, to deliver
u on res onsibi(ities ofcopse consequence, to gain ayrnutuality syith must be trained. A shift in school resources may become neces-
p p q— -- - sary. Legislation will be required in those states which require the
• other age and ethnic groups,to participate in solving problems
iathef than merely talka7gout solutions to problems, and to physical presence of the student in the school building in order to
& quality for state aid.
gain a deeper understanding of thepossibilities and the limitations
of society s institutions an-d of the e2ple they serve. Experience-based education is a complement to, not a replace-
The opportunities to learn through action and participation will
- ment for, the more traditional curriculum. For a significant
vary. Some students may find value in job situations. Others may number of students the contemporary secondary school with its
prefer volunteer work in social service agencies or special interest many options fulfills most needs for learning. A wise blending of
organizations. Still others may organize and contract with public the best of the newer approaches with the best of the proven ones
or private agencies, through the school, to provide a specific provides the truest assurance of quality education. Wisdom sug-
service. For still others, the school itself may provide the oppor- gests that the curriculum should not be reinvented each year.
tunity for a responsible role as tutor or recreation leader or aide. Schools should feel no guilt about repeating successful programs.
Among the benefits of age integration, youth with adult, is the Secondary education, for the sake of good practice, must always
incidental learning which takes place. In the process of working give proper attention to the center of.professional knowledgl as
alongside adults, youth assimilate ideas and information about well as to the growing edge.
the broader culture in addition to various job skills. They learn in The Association believes that a comprehensive secondary
adult institutions by observation and conversation, as well as by school curriculum will include three general categories of study:
job participatic .. Adults, in turn, may gain a new appreciation of (1) Common Learnings, (2) Optional Courses, and (3) Commun-
youth from this partnership. ity Programs. Common Learnings include the basic skills and core
Students are supportive of community-based education. Studies knowledge required to function in this culture. Optional Courses
by ACTION, the federal agency for volunteer youth, by the Panel
on Youth of the President's Science Advisory Committee, and by 'Crises in Child Mental Health: Challenge of the 70's,Report of the Joint Commission on
the Gilbert Youth Poll show that approximately 75 percent of Mental Health of Children,Harper and Row,1970.
18
r=
provide students the chance to explore personal interests. Corn- time students need the experience of defining t nselves'and the
munity Programs are opportunities for learning provided beyond direction of their lives more clearly. The Association believes,
0 the classroom door. I therefore, that schools should design opportunities for students to
Common Learnings remain the heart of the curriculum. NASSP consider their own value systems so as to clarify personal convic-
recognizes that only with some web of mutual understanding and tions and, whenever possible, to reconcile value conflicts. This
common values can a society function. Without these a society process will equip the student to face the succession of complex
ceases to exist as a society. The main strands of the web for youth choices that will likely mark the future.
in the United States are these: Two other dimensions of the Common Learnings curriculum
(1) Communications: the ability to read, write, speak, listen, I are highly significant. Their presence in the life of youth is impor-
and interpret, tant. The Association believes that multicultural understandings
should be reflected throughout the curriculum. They should be
(2) Quantitative Thought: the ability to use quantitative rela- interwoven with 4 number of subject areas, to include English,
tionships to solve problems and to select correct operations, social science, science, and the fine and practical arts.
including operations using decimals and percentage. The cultural roots of the United States are extraordinary, corn-
(3) American Civilization: an understanding of the history and ing from Europe, Africa, Asia, and the Americas. They constitute
culture of this nation, of the values and processes of demo- a richness of resource unparalleled in other nations of the world.
cratic governance, and of interrelationships with the peoples Whether in music or military campaigns, in literature or scientific
and resources of the planet. inventions, the contributions of all these peoples together form the
complete story of the nation. This story endows youth with a
In addition, until completion of grade eight all students should unique heritage, one that when understood is appreciated. These
explore on a consistent basis these areas: (a) Natural Science, (b) understandings should grow, course by course and year by year.
Practical Arts, (c) Fine Arts, (d) Body Function and Nutrition, (e) A well articulated and integrated curriculum in multicultural/
Physical Education. The extent to which one or more of these sub- multiracial understanding should be part of every student's edu-
jects would be required at the senior high school level should be cation irrespective of the composition of the community. Schools
determined state by state and community by community, as goals that enroll significant numbers of a particular ethnic minority
are developed and priorities identified. As was previously stated, should expand the units that are devoted to the contributions of
the Association considers the development of s and priorities that ethnic group. This approach not only enhances the education
for secondary education to be a central responsibility of the of the majority student, it also adds to the sense of pride and
secondary schools reflecting their position as a prominent integra- identity of the minority student.
tive institution in a divergent society. Care and priority must be j The Association believes that serious attention also should be
given to this planning function. given to career awareness and career preparation, and that their
At early adolescence opportunity should also be provided in the presence is appropriate to most subject areas. While some of the
curriculum for values clarification. Caught in a highly transient current deficiencies in career education will be ameliorated by a
1 and inconsisten wor , outh aces problem of overchoice.
Y the closer integration of school and community, full benefit will be
They find themselves constantly be ibarded with conflicting gained only by preparatka for such experiences. Work is potent.
opinions and options. Yet, students seldom are encouraged to re- No society can survive without work. Most people spend a life-
1 fleet upon their own values or those of friends. They are not time at work and identify to a considerable degree with their
expected to search out or to discuss candidly contradictions which ! chosen careers. Schools, therefore, have the responsibility to
Iimay exst in their own value systems. While secondary schools develop programs of career awareness and career training that
should not impose a rigid set of values upon students, at the same will acquaint students with a variety of work values and roles.
20
I
The relationship of occupations to courses taught should be a part One corrective initiative can be for the studen , join a smaller
of the total effort. subgroup at school for recognition and support. •
The NASSP does not equate "Common Learnings" with identi- Experience suggests that comprehensive options, commonly
cal courses. A series of alternative courses or programs, for in- i called altern s, should not g Jjyarcedsirely from the main-
stance, can be offered within the general framework of Common stream of the school The life of most alternative off-campus
Learnings. Furthermore, the Association is persuaded that Com- schools has been short, averaging about two years. Alternative
mon Learnings should not be required at the twelfth grade level pro rg ams withiaschools,,howeverthave been considerably more
except for those students showing a serious deficiency. successful. All educational options, including those called alterna-
Finally, the importance of Common Learnings must be empha- tive programs, should allow students the opportunity to elect
sized. The thre 's are not a quaint frill or an academic artifact. from the regular curriculum as well as to be part of a special
They are necessities foryersonal fulfillment, for economic liveli- a) curriculum.
hood and for citizenship. The illiterate can be a burden to them- A third general area of the curriculum, Community Programs,
selves as well as to society. In similar vein a familiarity with offers important opportunities for learning. As secondary schools
democratic precepts, the identification of personal values, an begin to rely upon the broad educational resources of the total
awareness of careers, and appreciation of cultural diversity are community instead of upon the confined resources of the school
all requirements for effective livins throughout the United States. campus, new doors will open for youth.
Optional Courses, the second major category of curriculum, Work-study and work-experience programs are seeing steady
allow students to pursue personal interests. As students advance growth. Volunteer and public service work is gaining acceptance.
through the secondary schools, they should be encouraged to Internships; apprenticeships, assistantships, and similar ap-
build upon interests, to gain depth in areas that they elect to pur- pr�oaches to integrating students with adult organizations are be-
sue. In an age of increasing specialization, students who exhibit a ginning to enrich the learning environment for youth. .All
particular talent or aptitude should be allowed the opportunity of community enterprises should be enlisted to develop these
an educational apprenticeship in their interest field. They should broader opportunities for learning. Governmental aaen„ejjs,
move forward as far and fast as talent and enthusiasm dictate. A . hospitals, political organizations, volunteer service organizations,
quarter or semester elective system will enhance the choices research firms, and retail outlets are but a few of the locations
available to such students. Similarly it will benefit students who where adults are finding a place for secondary school students.
desire to explore in breadth rather than in depth. Community advisory committees are most helpful for identifying
Among the options available should be interdisciplinary I learning stations and for gathering community support for these
courses and alternative programs. Electives should not be con- programs.
fined to single courses. Rather, a common theme, a common in- As the community reassumes some degree of responsibility to
terest, or a common need ma bring subschools of students educate youth, so in turn will the school begin to assume a, ew
together tttllal advantage within' t a tote campus. mall res.onsibilit for .r_anizin: the total range of educational o..or-
--scEools-within-schools can operate successfully alongside the tunities available to votih. Schools o er t e most natural base for
mainstream program in the typical comprehensive secondary —sticr a program. School personnel can draw together the appro-
school. The essential pedagogical elements of this approach are priate elements. They can catalyze for youth the learn:..g re-
twofold. They include (1) a unifying theme and (2) a smaller and sources of the entire community.
more intimate si7P Recognition is growing that the larger While this organizing function could be assumed by other pub-
secondary school designed (' ring an era of community and lic agencies, the more sensible approach is for schools to lead this
family stability may, during times of high mobility and trans- effort. Historically, the efforts of non-school agencies to educate
22 ience, cause feelings of isolation and anonymity among youth. youth have been expensive and short-lived. Also, community
.4- .
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learning exp ences should be intevrate(I r••;th th rtaluattnn and independent, the twelfth grade has developed into r• -rear of transi-
credit systems of the lAo1• This can best be achieved with school tion for students. No longer exclusively a catt. Jne for high
ea ers up. school, it is becoming a bridge to the next phase of life.
The Association believes that secondary schools should identify The twelfth year of school becomes more attractive to students
and organize the learning resources of the community as well as when limitations are lifted from the opportunity to do advanced
those of the campus. Toward this end the schools should begin to academic work. The Association believes that in the spirit of
place a nem acus upon total instructional design so that the best • offering extended educational opportunities for youth, college
options are available for learning withizaktisJuoad..ceniext. This courses should be provided on the high school campus. These
designing function includes a more thoughtful attention to the courses would preferably be taught during the school day by
nature, needs, and learning styles of students as well. It provides, qualified secondary school teachers appointed as adjunct proles-
also, for a.,pdent to join the planning-team whose task it is to sors by cooperating institutions of higher education, and would
identify and bring about a particular learning environment for utilize college syllabi. When such arrangements cannot be made,
that student. students should be allowed class enrollment on the college campus
In sum, schools are the appropriate agency for diagnosing the while still attending high school. These opportunities should be
learning needs of students, for locating and managing the total re- available to all serious students rather than to a small elite. Stu-
source pool available to serve those needs, and for initiating, or- dents may receive college credit for successful completion of these
ganizing, supervising and evaluating all appropriate educational courses.
experiences for students on campus and in the community. Using Attitudes in youth evolve from a number of sources: the
a mix of school and community resources, the school should family, the neighborhood, the media, travel, religion, and peer
orchestrate this broader educational enterprise of design, outlook. Schools, as well, make contributions to attitude
delivery, and evaluation. This expanded function will be in con- development in youth. By linking thinking with feeling, by organ-
trast to the traditional role of the school as a dispenser of izing to accommodate individual needs, by discussing the conse-
education in the classroom. quences of alternative actions, by considering many viewpoints,
An attendant benefit gained from learning in a community by offering encouragement and support, by assigning responsi-
setting is growth in academic skills. Often students who have ex- bility and giving trust, and by adult example, the schools weave
perienced difficulty with reading or writing in a classroom setting the affective strand into student consciousness. Secondary schools
show significant growth when job requirements include the use of reflect the values they consider important; they teach by example..
such skills. Also, acting as a tutor of younger students may benefit This example is part of the curriculum.
the development of reading skills as well as enhance the growth of
maturity and responsibility in youth.
Community Programs may extend beyond the immediate
locale. Various field experiences, work camps, restoration
projects, rural-urban student exchanges, sister school residen-
cies, foreign study tours, archeological digs, and environmental
projects all offer valuable dimensions to learning. They, also,
should be available in the school's storehouse of learning
opportunities.
The secondary school curriculum sho""td be expanded vertically '
into college level courses, as well as horizonta iV mto the com-
4 munity. In recent years, as youth havebecome more mature and
Page 102
July 18, 1978
It was
MOVED: to accept the superintendent's recommendation. (Swanson, Gaudet)
Mr. Michelman noted that he was not voting against the proposal as
such, but the timing and staff and student disruption.
It was
VOTED: to accept the superintendent's recommendation. (Swanson, Gaudet,
Brown, yes; Michelman, no)
Dr. Pierson presented a report which assessed the effectiveness of EVALUATION FOR
a reduced teaching load for department heads. The report, compiles after REDUCED TEACHING
consultation with the secondary school principals, concluded that the LOAD FOR DEPART-
reduction accomplished a number of things: more complete, precise evalua- MENT HEADS
tion of staff, greater attention to the junior high school, greater
availability of department heads to deal with crises and difficult super-
visory situations, adjustment of work load to reflect the task.
In response to a question from Mr. Michelman, Dr. Pierson stated
that each department head would be teaching at least one full class next
year, with some teaching more based on the size of the department. He
noted that teaching by department heads could take two forms: teaching
of teachers, and teaching in the classroom. He did agree that the lat-
ter helped a department head maintain credibility.
Mr. Michelman concurred, noting that classroom teaching helped de-
partment heads to orient themselves to the task of being teachers as
well as supervisors. Dr. Lawson indicated that he, too, had a strong
feeling that all department heads and coordinators should teach.
In presenting a report on the Summer Reading Program, 1978, coordi- REPORT:
nator Paul F. Lombard; noted that he was extremely pleased with the pro- SUMMER READING
gram this year, and that the staff and parents shared his feeling. He WORKSHOP
said that a state evaluator, who had visited this summer, offered two
comments: that the programs ought to be six weeks to be in compliance,
and that a better evaluation of kindergarten entrants might be devised.
Mr. Lombard said that the School Committee should keep the first in
mind, especially, since increased time would have budgetary implications.
Mrs. Swanson asked if past attendance problems were continuing.
Mr. Lombard replied that while some problems still exist, overall attend-
ance has improved.
Mr. Maclnnes presented a copy of a letter to the town manager out- PARKER TRANSITIOI
lining the recent transfer of Parker School to town control. Both he
and Dr. Lawson had high praise for the staff who had made the speedy
transition possible. Mr. Brown also thanked town officials and depart-
ments for their cooperation.
It was
VOTED: to ratify the decision to turn over Parker School to town control
as of July 12, 1978. (Michelman, Gaudet, Unanimous)
Dr. Lawson presented a memorandum from the State regarding compul- COMPULSORY PHYSI
sory physical education. He said that Mr. Lord would report fully on CAL EDUCATION
the situation at a later date.
Page 103
July 18, 1978
Dr. Lawson took the opportunity to note that he had received noti- PROJECT DISCOVER
fication of the approval of a $25,000 federal grant for Project Discover.
He described this as a modified Outward Bound program for special needs
youngsters, and praised Mr. Lord, Dr. Monderer and others whose work had
made this grant possible. Dr. Monderer noted that the project would
help to bring Lexington Public Schools in compliance with Chapter 504--
equal facilities for handicapped people.
Dr. Lawson reported that the search for a principal of Fiske School PRINCIPAL SEARCH
is on target, and that he hopes to have a recommendation for the School
Committee at the August 15 meeting.
Due to the lateness of the hour, it was decided to postpone a dis- SCHOOL COMMITTEE
cussion of School Committee priorities until the next meeting. PRIORITIES
It was
VOTED: to adjourn at 10:28 p.m. (Swanson, Gaudet, Unanimous)
Respectfully� submitted,
(_Z 4 € /7
'
Eliza eth A. Quinn
/k Recording Secretary pro tem