HomeMy WebLinkAbout27-Council Office
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~ S. Bernardino City Unified .001 District .
E. Neal Roberts, Ed.D., Superintendent
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Your Public Schools. . .
There's No Better Place To Learn
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2 31
April 4, 1986
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Councilman Steve Marks
300 North D Street
San Bernardino, CA 92401
Dear Steve:
The programs instituted in our District within the last two years
to focus specifically on dropouts total approximately $700,000.
In addition, two ongoing programs that have as one of their prin-
cipal objectives the reduction of dropouts--Sierra and San Andreas
high schools--total approximately $2 million.
Sincerely,
luf
E. NEAL ROBERTS
Superintendent
ENR/cs
Attachment
omCE OF THE SUPERINTENDENT
777 North F Street . San Bernardino. CA 92410 . (714) 381-1240
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INT.FFICE COMMUNeTION
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To, Dr. Roberts
Subject,
Dote, April 4, 1986
From:
Message:
Dictoted by, H : n r
The approximate 1985-86 costs for the newly implemented dropout
programs are as follows:
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Independent Study
601 School
Study Support Class
Tutorial
High School Attendance Program
Elementary/Intermediate
Counselors (3 elem., 2 sec.)
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$ 50,000 -.f+" .
1 0 0 , 0 0 0 .. , I . t lOk
100,000 I- C'""'-~\"'-u..\.
50 ,000 ~
200,000
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Sierra High School
San Andreas High School
200,000 G- -c,- . ~~J(~
$700,000
$1,500,000 \
$ 500,000
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C I T Y 0 F SAN B ERN A R DIN 0
INTEROFFICE MEMORANDUM
8604-1001
TO: Honorable Mayor and Common Council
FROM: Council Office, Ward Four
SUBJECT: stay-In-School Task Force
DATE:
April 4, 1986
(6669)
COPIES:
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FY 85-86 CDBGbudget includes a sum of $100,000 to be
utilized as budgetary support for a RStay-In-SchoolR anti-
dropout program. The Council in making this specific allo-
cation recognized the severity of the dropout problem in San
Bernardino and the need to develop an intergovernmental
strategy to help facilitate community objectives in this
regard. Consequently, the Council authorized the formation
of an intergovernmental RStay-In-SchoolR Task Force with the
elected official membership consisting of Mary Jo poindexter
(President of the San Bernardino Community College District),
Elisa Diaz and Howard Grossman (San Bernardino Unified School
District) and myself representing the City.
The Task Force charged itself with developing a cost-
effective anti-dropout program which would bring forth
measurable, predictable results, given the constraint of
limited resources. In this endeavor the Task Force invited
numerous interested groups, organizations and persons to
participate in its deliberations. The net result of this
activity led the elected officials to the conclusion that a
critical need existed for specialized counseling services in
the transition grades between intermediate school and high
school. Consequently, the Task Force's efforts over the past
few months have been centered on developing and refining the
attached program scenario entitled RSan Bernardino City
Unified School District - Proposal For City Dropout Preven-
tion Plan - February 1986.R We recommend that the Council
adopt this plan of action and fund accordingly.
The recommended program is a 4-year pilot project which
will cost approximately $360,000, the City to fund $100,000
and the School District to fund a minimum of $260,000 of the
program costs. The goal of the program is to identify a
minimum of 100 high risk students at a point early in their
transition years to high school and to provide professional
intervention strategies with predictable positive results
including graduation at the end of four years. The grant
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INTEROFFICE MEMORANDUM: 8604-1001
stay In School Task Force
April 4, 1986
Page 2
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funds will provide professional counseling services, certi-
ficated teacher services, student peer counseling training
and operational program support. Inasmuch as drug abuse is
often correlated with student dropout problems, the program
benefits will spillover to other community objectives
associated with our .War On Drugs..
I have invited the other Task Force members and School
District officials for a 3:00 p.m. (approximate time) hearing
on Monday on this matter.
During our deliberations we received proposal scenarios
from Dr. Mildred Henry (Operation Retain) and Dr. Armando
Navarro (Phoenix Project). Although we are recommending
funding for the School District proposal outlined above and
detailed as attached, we suggest you also review the attached
individual program scenarios from Drs. Henry and Navarro. I
have also invited both of them and their staff members to
make presentations at the hearing.
Counc Iman Steve Marks
Chairman
Stay-In-School Task Force
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SAN BERNARDINO CITY UNIFIED SCHOOL DISTRICT
Proposal for City Dropout Prevention Plan
February 1986
Subcommittee Charges
The subcommittee of District personnel from the City Dropout Committee
was asked to develop a plan to use the $100,000 funds set aside by the
City Council to alleviate the dropout problem. It was suggested that
the plan include funding from the school district matching the amount to
be given by the city. In addition, emphasis was given to developing a
program at a level which would have the possibility of showing results
within a relatively short time period.
The subcommittee wrote this proposal with the following underlying
considerations:
To develop a Dropout Intervention Program modeled after and using
components of the successful Drug Intervention Program.
To develop a program which would allow greater utilization of the
relatively limited number of staff members with the training,
personality, and motivation necessary to successfully make a
difference with high risk youth.
To develop a program which provides coordination of the new program
with the large number of programs already in place in the high
schools to help the dropout-prone student.
Overview
Over the past several years, the San Bernardino City Unified School
District has recognized the problem and has implement~d programs to
address the numbers of students who are potential dropouts from the
school system. These programs have taken the form of both preventative
(elementary and intermediate counseling programs, remedial laboratory
programs in basic skills, improved curriculum, character education, and
programs that address absenteeism and truancy) as well as intervention
programs. Several programs designed for intervention with students
already experiencing problems and exhibiting characteristics identified
with dropouts have already been implemented at the comprehensive high
schools. These include after-school tutoring; self-contained classes
for some 9th and 10th graders; an intensive student attendance program
involving special counselors, computerized attendance records, and
automatic telephoning devices; an intensive substance abuse program;
improved reporting to parents of proficiencies passed, of deficiencies
in credits, and of units needed for graduation; a districtwide
independent study program; two alternative schools; on-campus suspension
classes; remedial laboratories and courses; and an expanded summer
school program.
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In addition, the District has developed a definition of a dropout and
set up the procedures to collect data based on that definition. From
these data, the profile of a dropout will be generated, along with the
profile of a graduate, in order to help the District plan better
preventative programs which relate directly to factors influencing
dropouts in this District.
A major need seen by the Dropout Subcommittee which formulated this
proposal was the coordination and focusing of these existing programs
and services on students for whom there is a reasonable chance for
success.
In addition to the coordination, the provision of a knowledgeable,
informed, caring, and interested professional who has resources at
his/her disposal and time to act as a teacher advocate and liaison for
the identified students between individual teachers, the District, the
school, and the family, is seen as essential. A key resource available
to the teacher advocate would be a cadre of understanding, trained, peer
counselors to work with and relate to individuals and/or small groups of
potential dropouts as friends and role models. The teacher would have
one hour a day free from classes during which to identify appropriate
strategies to meet individual needs, work with small groups, meet with
the teachers to assess student progress, contact parents, etc. It is
envisioned that the teacher advocate, with the help of a counselor,
would focus the appropriate program or component on each high risk
student according to his/her individual need. This would include
helping a student find a way to make up credit deficiencies immediately
rather than waiting until he/she is too far behind to catch up. This
might include taking additional courses during the regular school year,
investigating independent study possibilities, and/or attending summer
schoo 1.
Scope of Project
It is proposed that this project be funded as a pilot project to be
imp)emented at one comprehensive high school site with another site to
be designated as a control for the purpose of evaluation. The long-term
goal would be to identify a minimum of 100 high risk students at a point
early in their high school careers and provide intervention strategies
which would result in their remaining in school and graduating at the
end of four years.
Time Span
It is proposed that this project be funded as a four-year pilot. The
beginning date of the project would be September, 1986, with annual
interim evaluations and a final evaluation following the graduation
ceremonies of 1989-90.
Identified Group of Students
Statistics are being gathered and will be analyzed to help focus the
project on the appropriate group of students. However, the assessment
of professional educators based on preliminary data has led to the
following recommendation:
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Approximately 100 students would be identified early in their high
school career (preferably at the end of the 8th grade) using
indicators which would identify them as high risks for becoming
dropouts.
Selection would be made on the basis of those who showed the most
potential of profiting from the four year intervention--those with
fewer numbers of F's, those whose family history indicates that
they are seem likely to remain in the school until graduation, and
other factors to be determined. A similar group of students will
be identified at another high school to act as control group.
Goals
The long-term goal is that identified students will remain in school and
complete necessary requirements to graduate.
The short-term goal is that each year students who have been identified
as high risk students will be provided with appropriate intervention
strategies with the result that they will earn the required number of
credits within the school year to be promoted to the next higher grade
level. Measurable objectives will be developed which will focus on
yearly accomplishments that will allow the long-term goal to be met.
These specific objectives, including expected percentages of students
who will fulfill credit requirements and graduate, will be determined by
selected high school staff members in conjunction with the Educational
Services Division and will be submitted and approved prior to the
implementation of the program.
The following components are seen as essential to the success of this
project.
Component 1
Designate a counselor of the selected high school, preferably the head
counselor if feasible, as the Coordinator of School Dropout Prevention
Program and give him/her two additional released periods from his/her
regular counseling duties to carry out this additional responsibility.
This would involve the formation of the Dropout Prevention Steering
Committee composed of persons involved in all aspects of the school's
intervention programs and the coordination of all existing programs with
the new elements contained within this proposal.
(Cost: 1 counselor released 2 hours per day = $15,000)
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Component 2
Select five teachers, preferably from five different subject areas, who
exhibit a caring, interested, and accepting attitude toward students and
a willingness to work as a teacher advocate/liaison person with high
risk students. These could be persons who have already received
training and are participating in the Drug Abuse Program. These
teachers would be released for an additional one period a day to counsel
with students, train and assign peer counselors to high risk students,
meet with other teachers and/or administrators on the student's behalf,
and confer parents. Each teacher would be assigned approximately 20
identified high risk students and four trained peer counselors with whom
to work.
(Cost: 5 teacher advocates released 1 period per day = $37,000)
Component 3 - ~.y\J \ ~"'\Y0.t{~
Provide training for a group of high school students to act as peer
counselors for students in jeopardy of dropping out. In some schools, a
cadre of students may already be trained and available due to the large
numbers of students who have volunteered for the Drug Suppression
Program. Training based on an extension of the Drug Suppression Peer
Counseling Program is envisioned with an extra emphasis placed on the
dro~o~t. The five tea~her advocates would coordinat~ t~ese ac!ivities.
Tra n would be provlded by personnel from th~r~g ~=p~esslnn~
rogram with input from counselors and teachers lnvolve 1n Dropout~~
ion Programs. ~ \ ~ y
(Estimated cost of inservice = $800) , 1--(" -e..... ~(; &. "--' 5 . s
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Component 4 ~\ ~" I\~\
Provide a total of 20 days for the counselor and the five teacher ~tJ~
advocates to work with the high risk students to help them achieve their
short-term goals. The two we~ks immediately after school is out would be
spent contacting students who had failed courses and, thus, were in need
of summer school in order to complete the required number of credits for
that year. This would include parent contacts, home visits, help
through summer school registration, etc. The two weeks immediately
prior to the opening of school would be spent in personal contacts with
high risk students, helping students select appropriate classes and
teachers, reviewing schedules, developing a four-year plan, etc.
(Cost: 1 counselor and 5 teacher advocates for 1 month during the
summer = $22,000)
Component 5
Develop an evaluation plan based on the specific objectives written by
the staff involved. This plan would include a four-year longitudinal
study with interim specific evaluation data gathered and presented
annually. The evaluation design may include objective and subjective
data such as test scores, grade point averages, attendance figures,
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credits earned, as well as measures of student, teacher, and parent
attitudes and opinions. It is essential that the evaluation be
conducted over a four-year period if we are to determine the success of
a program designed to keep high risk students in school until they
graduate. However, it is recognized that the ability of the District to
use the long-term data to make generalizations will be limited by the
numbers of students from the original group who remain in the District
throughout the four-year period. Efforts will be made to select
students likely to be in the District until graduation and to follow
them if they move within the District. Data will be collected yearly as
an evaluation of specific efforts and results during that year. At the
beginning of each school year, a review of each student will be made and
those who have moved will be replaced in the project with students from
the treatment grade level with characteristics similar to the original
group. The data for these latter additions will be reported separately.
(Cost: Computerized data collection, hand data <ollection.~
instrument purchase or development = $2,500)
Budget Considerations
It is proposed that a fairly small scale, less costly program, be funded
as a pilot in one school over a four-year period. The first year's
costs are estimated at approximately $80,000. When considered as a
four-year program, the total cost would be approximately $360,000 with
allowances made for inflation and salary increases. If the City Council
and the Board decide to jointly fund the project, there are a number of
vari~tions in funding which could be explored.
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Budget for Pilot Program
Component 1:
1 Counselor (preferably the head counselor)
released 2 periods per day
Component 2:
5 Teacher Advocates
released 1 period per day
Substitutes for teachers for staff development
1 day per month - 5 x 9 x 60
Component 3:
Training of Peer Counselors
Component 4:
5 Teachers & 1 Counselor
for 20 days each in summer
Component 5:
.Evaluation - data collection, instrument
development or purchase, etc.
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$15,000
37,000
2,700
800
22,000
2,500
$80,000
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PROJECT EARLY 0llTREACH
1m early intervention, dropout prevention,
educational supplement for elementary school
students needing renedi..ation and IIDtivation.
A Component of
OPERATION R ETA I N
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(Rescue Educational Training and Initiative Now)
SuI:mi. tted to
The San Bernardiro City Council
by
Provisional Educational Services, Incorporated
Dr. Hildred Dalton Henry, President
1686 West 19th Street
San Bernardino, CA 92411
714/887.7002
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PROJECT EARLY OUTREACH
AGENCY OVERVIEW
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Provisional Educational Services, Incorporated, a non-profit agency
was founded in 1984 by a group of citizens concerned about the low acade-
mic achievemmt and high dropout rate of our youth. The corporating
nanbers of the agency had a strong conmitmmt to outreach services for
educationally disadvantaged students. Subsequently, Operation RETAIN
(Rescue Educational Training and Initiative Now) was designed to provide
acadanic and support services that neet the needs of low-achieving, high-
risk potential dropout students.
To provide these services, the Provisional Accelerated Learning (PAL)
Center was established. For the PAL Center to be effective in outreach
services, individuals 1IU.lSt be secured wh:J are interested in ranaining or
re-entering education and exposing than to the conc.ete barriers that
nust be overCOllE if the students are to become canpetitive and graduate.
The PAL Center has been carefully structured to fulfill these requirEUalts.
NEEDS IDENTIFICATION
Research shows that at least one-fourth of California's ninth graders
do not canplete their high school studies. The three critical periods
when IIDSt dropouts decide to leave school are (1) DURIN; junior high school,
(2) at about age 16, and (3) just before high school graduation, according
to - the California Postsecondary Education Conmission Director's Report,
December 1985, The report fu::tbe1.' states:
Their academic preparation for high school had begun in the
elementary schools, where most educators feel that students'
habits, interests, and attitudes toward sch:>oling are
fomed, By the middle-school years, many students had al-
ready developed the reading and corrputational skills, study
habits, self assurance, and support groups of family and
friends needed to adjust successfully to the increasing
danands of the junior high school years., . Simply the size
and canplexity of junior high school can be confusing and
intimidating, .. Based on their experiences thus far, IIDre
than a few had already decided that school was not for them. .
Project Early Outreach proposes to implement dropout prevention strategies
in elEUaltary school where "attitudes toward school are fomed."
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SERVI <E AREA
The PAL Center, 1686 W. 19th Street is within 5 minutes travel of
in excess of 4,000 students in 7 elanentary schools: California, Martin
luther King, Rio Vista, Mt. Vernon, Roosevelt, Alessandro, and Muscoy.
The comm.mity is a "high need area" of extrane unanployment, poverty, drug
users, welfare recipients and crime offenders. Youth residing in this
area have a great need for positive reinforcers.
PR(X;RAM GOAL
The 'Project Early Outreach corrponent of Operation RETAIN is designed
to nvtivate elenentary school students toward higher academic achievanent
and career aspirations; heighten students' awareness of positive and
negative opportunities; and increase parental awareness, support, and
involvanent in the educational endeavors of their children.
PROGRAM OBJECTIVES
To insure achievemant of the program goal, the following objectives
have been developed and designed to:
1. assist students vith acanernic studies, study skill development, and
aC<lnPlTlic enri~t in the areas of reading, writing, and math;
2. help students develop effective camunication skills, increased self-
estean, and increased awareness of their potential;
3. provide educational and career opportunities and assist in plaming
options for accessing those opportunities;
4. . provide exposure to positive role nvdels who will nvtivate elanentary
students toward higher aspirations;
5. increase parental support and cannitment for the education of their
children; and
6. assess. the impact of Project Early Outreach on participants.
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PROGRAM .ACITVITIES
Project Early Outreach will recruit 60 students from 6 elementary schools
in the San Bernardino Unified School District.
1.0 Students will receive 4-6 hours per week of individualized acadanic tutor-
ing and study skills training by credentialed teachers, student interns,
or ccmpetent vol1,mteers.
2.0 Students will be assisted in developing oral canmmication skills, receive
individual and group coonseling, learn coping strategies for negative
hfluences (i.e., drugs), and participate in self-enhancement activities.
3.0 Students will explore educational and career opportjnities through readings.
speakers. A-V materials, and field trips which will include University
tours.
4.0 Students will be mentored by successful professionals who voltmteer time
to serve as role IOOdels.
5.0 Parents will bring their children to sessions, participate in parental
support groups. and participate in a series of parent education programs
designed to provide parental skills to assist their children in academics.
6.0 A canprehensive and statistical procedure Will be designed to evaluate the
effectiveness of the Project Early Butreach services .
The program will include the following ccmponents:
- Screening and Selection - Exposure to Positive Role Models
- Needs Assessment - Survival Skills Training
- Orientation and Goal Setting - Parent Effectiveness Training
- Rarediation
The PAL Center proposes to offer elementary school students the academic,
personal and social support activities to combat those influences that inhibit
growth and contribute to student dropout.
CONCLUSION
We all realize the critical educational needs of our youth. The dropout
rate is still escalating and no one entity can effectively address all the
factors that impact. There IIlllSt be a collaborative effort by all concerned
organizations, groups, and individuals. The pressing needs of our youth MUST
supersede politics or any individual ideologies.
We ask that the City of San Bernardino fund Project Early Outreach so
we can attack the problem at its roots - the early elementary years "where
\IDst educators feel that students I habits. interests, and attitudes toward
schooling are fomed."
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BUDGET NARRATIVE
(Program to service 60 students 6 lIDIlthS, May 1 ~.October 31)
PERSONNEL
Director (10 hrs. wk., 6 00.)
Teacher/Coordinator/Bookkeeper
(10 hrs. wk. 6 00. )
Secretary (10 hrs, wk. @ $8 hr. x 4 =$320 00. x6 )
6,000
5,000
1,920
Student 'futors, 3
(6 hrs. wk. @ $5 hr.. $120 oo.x3 =$360 x 6)
(10 hrs. wk., 6 00.)
2,160
6,000
Teacher
Computer Specialist
(4 hrs. wk.x $13 hr. ,$288 00. x 6)
1,628
CONSULTANr
Certified Public Accountant
(2 hrs. 00. @ $50 hr.) .
INS'lRUCTIONAL MATERIALS
(60 students @ $60 ea.)
600
E1ectrici ty
Gas
Water
Telephone
$35 00. x 6
2000. x 6
14 00. x 6
50 00. x 6
3,600
2,000
3,600
420
240
84
300
roND - & INSURAN::E
REm'
UITLITIES :
$600 00. x 6
MAINrENAN:;E & UPKEEP
Custodian, $40000. x.6
Supplies, 70 00. x 6
20~ mile x 20 miles da.x 4 x 6
2,400
420
480
500
3,500
1,000
1,000
Subtotal $ 42,852
TRAVEL
. ADVERTISll{;, OFFICE/PROGRAM SUPPLIES:
EQUIPMENT 2 Canputers @ $1500 + $500 software
- 16nm Film Projector
1 Copier
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CLASSROCM FQRNISHINGS
File Cabinets, 2
Chairs, Folding. 20
Bookshelves, 4
POSTAGE
ENHAN::F11ENT
Bus, 1
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@ $70
@ $8 ea.
@ $60
@ $50 nD.
$
140
160
240
300
2 Field Trips @ $500 . 1,000
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Suhtotal +42,852
TOIAL....$ 44,692
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BROKEN DREAMS, EMPTY PROMISES
RECLAIMING THE POTENTIAL
OF POOR, H~SPANIC.AND BLACK YOUTH
< 1J~($ [p)~~($@~(Z.
[p)~~ D($(tfr
REVISED JANUARY 1986
INSTITUTE FOR SOCIAL JUSTICE
350 W. 5th Street, Suite 206
San Bernardino, CA 92410
Dr. Armando Navarro, Executive Director
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The Phoenix Pro~
First and foremost, the Institute for Social Justice recognizes
that there is no magic wand approach to the high school dropout
problem. If the City of San Bernardino had $1 million to spend
and three years to work with, it is probable that the d~opout
rate would still be relatively high after both the money and time
ran out. (The headline in June 1985 Education Week article was
typical: "No Gains Seen Yet In New York Dropout Efforts"-- with
the schools projecting no substantial gains despite $22.5 million
expended by the City on dropout prevention programs during 1984-85.)
"Keeping youth in school," the primary objective of the City of San
Bernardino's Community Development Block Grant's Stay-in-School Work
Program, will prove to be a long and formidable endeavor. Because
of limited resources and what little time' remains of the fiscal year,
an already tough assignment becomes herculean.
We realize that with only $100,000 available, if the City of San
Bernardino were to fund direct service projects, such as tutorial
or ~ounseling programs, it would have the cumulative and long-term
effect of a swamp mosquito landing on a brontosaurus.
Why? I~a 'district the size of San Bernardino, no significant dent
on the dropout problem can be accomplisbed by 'tutoring 30 kids or
hiring three or four counselors to work with a score of students.
After the last dime is spent, None of the conditions within the
schools or the San Bernardino community that served as causative
factors to the dropout problem would have been altered. The drop-
out problem would just be perpetuated. A direct service project
might help a few youth in 1986, but when the $100,000 runs out...
the dropout problem would be as serious as ever in 1987, 1988, 1989,
1990. . . .
In a February 1985 report, Stern, et aI, from the University of
California at Berkeley's School of Education noted that available
evidence" shows no clear effect of vocational or other alternative
programs on dropout prevention." (The alternative programs that
have yet to prove their effectiveness as a strategy to resolve the
dropout problem, according to their review~ include career counsel-
ing, vocational education, independent study, individualized instruct-
tion, on-the-job training, work experience, peer tutoring and job
placement.) ,
Because the reasons given by young persons for leaving school are
so diverse (ranging from "didn't like school" to pregnancy; from
"had to support family" to getting married; from "offered a job and
chose to work" to expulsion or suspension,) only institutional change
can effectively combat the dropout problem. A direct service project
may assist 30 youth, yet have absolutely no impact on the thousands
of other San Bernardino students. On the other hand, an endeavor
that seeks institutional change can influence the key school curriculum
planners and department heads within the San Bernardino City Unified
School District -- who can in turn influericethe instructional prac-
tices and strategies of ' hundreds of classroom teachers.
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In his recent paper, Beyond Statistics: DoinR SomethinR About
DroppinR Out of School, and in a subsequent conversation with the
Institute for Social Justice, Stanford University's Peter Treadway
observed that institutional change was indeed "the most promising
approach to preventing dropping out." While conceding that "insti-
tutional change is never an easy endeavor," Treadway noted that
"it can be accomplished, lastingly, if the appropriate conditions
are created by those who lead the effort." How?
The Stanford scholar stressed these factors:
. Local recognition' and ownership of the need to change
. Local planning of change strategies
. Clear, concrete objectives linked to a vision of what the school
ought to be
. Use of carefully selected outside resources -- change agents,
subject experts,university faculty, etc.
. Adaptation of practices imported from outside so they fit the
local context
. Support and involvement of community members, central adminis-
tators and parents
. Sirong leadership fro~ school principals and cooperation from
classroom instructors.
. Substantial extra work from school staff members
IIWith those parameters
Ildino's Stay-in-School
Ilshall:
in mind, if funded by the City of San Bernar- II
Work Program, the Institute for Social Justicell
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Seek to have the city of San Bernardino chosen as an Educa-
tional Equality Project Collaborative cite by the College
Board. As desc,ibed in their literature,
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"the Educational Equality Project is an effort by the
College Board to increase the number of students well-
prepared to enter and succeed in higher education, par-
ticulary students from groups that historically have
been underrepresented in ~igher education. To work to-
ward this goal, the Educational Equality Project fo-."
cuses its primary attention on helping high schools im-
prove curriculum and instruction, on supporting and mo-
tivating students themselves, and on promoting public
policy conducive to these objectives."
If funded by the City of San Bernardino, the Institute for
Social Justice will be able to organize discussions between
the College Board and San Bernardino educators and civic
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leaders on the possibility of San Bernardino being selected
by the College Board as an Educational EQuality Project col-
laborative site -- thus enabling our community to benefit
from the expertise and resources that the College Board can
bring to our schools.
Preliminary sessions would be held in San Bernardino during
February and March with the Executive Director and Associate
Director of the College Board's Western Regional Office.
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Strive to improve the employability of San Bernardino young
people by promoting greater awareness among schools, parents
and youth on what students need to be employable.
If funded by the City of San Bernardino, the Institute for
Social Justice will be able to arrange for a presentation to
San Bernardino educators and business and industry represent-
atives by the New York-based Committee for Economic Develop~-
ment, a coalition of two hundred of the country's top business
executives and educators, which recently issued the national-
ly-acclaimed report Investing In Our Children: Business and
the Public Schools.
In a task force effort lead by the Chairman of the Board for
Proctor & Gamble, CED contended that an alarming number of
youth C;''ollot meet entry-level job requirem.ents; that busi-
ness will not locate, be attracted to, ~r be able to remain
in an area where there is a poorly skilled labor pool; and
that employers do not think that the schools are doing a
good job of deveioping job-ready youth.
According to CED, its Survey of Employer Needs "should give
schools a better idea of what their graduates need in order
to secure entry-level jobs (... and) to devise more appro-
priate curricula; (and help) students to make better-inform-
ed choices concerning school courses and... parents to assist
their children in making these choices."
A CED session with San Bernardino educators and business and
industry representatives could serve as a catalytic effort
toward developing the kind of curriculum and schools neces-
sary to produce young people who can find and keep jobs while
meeting the ever-changing needs of employers.
If San Bernardino is to thrive economically, we cannot afford
to minimize this concern. As CED predicts, "jobs will be lost
or will fail to be created in these areas" that ignore the
problem of inadequately prepared. job seekers.
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Continue our efforts to improve all San Bernardino schools,
thus impacting on not only potential high school dropouts
but all other students as well, by bringing more of the
country's top educators to San Bernardino as consultants,
facilitators and trainers.
If funded by the City of San Bernardino, the Institute for
Social Justice will be able to organize workshops on these
issues that are significantly related to the dropout prob-
lem and the greater issue of effective schools:
. "Ingredients for Increasing Parent Support and Student
Achievement"
. "Developing Effective Schools for Low-Income and Minor-
ity Students"
. "Motivating Students Toward Higher Achievement:
. "Vocational Education"
. "Teenage Pregnancy"
. "Alternatives to School Practices That Limit The Learn-
ing Progress of Low-Income and Minority Students"
Among those who would be scheduled to come to San Bernard-
ino are Jaime Escalante, the school teacher honored by the
White House and referred to in a Reader's Digest article
as "The Teacher They Call Champ"; Dr. Reginald Clark, au-
thor of Family Life And School Achievement: Why Poor Black
Children Succeed Or Fail; Dr. Thomas Carter, author of the
forthcoming book The Process Of Becomin~ An Effective Urban
School; Dr. Gail Zellman, director of the RAND Corporation
study The Response of the Schools to Teenage Pregnancy and
Parenthood; and a number of other prominent educational
authorities.
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Encourage potential high school dropouts to become more a-
ware of the benefits and advantages of staying in school by
organizing an "Educational Opportunity and Career Awareness
Day", scheduled for May, that will be especially designed for
for those youth that are not presently on the College-bound
track and for students who have experienced some problems
with school but who have demonstrated signs of promise.
Expected to attract more than 1000 high school students from
throughout San Bernardino and Riverside Counties, the in-
novative event will endeavor to motivate young persons to
develop higher aspirations and goals, refine their self-help
and leadership abilities, and increase their desire to pursue
higher education.
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If funded by the City of San Bernardino, the Institute for
Social Justice will be able to garner the participation at
the "Educational Opportunity and Career Awareness Day" of
successful community leaders and professionals who, through
their own backgrounds of hard work and dedication, may now
serve as role models to those youth in need of guidance.
.
Facilitate the type of planning that the San Bernardino
community (including schools, public agencies, community
organizations, churches, business and industry, civic
leaders, and other relevant parties) must initiate in or-
der to develop an effective and comprehensive long-range
strategy to combatting the dropout problem.
If funded by the City of San Bernardino, the Institute for
Social Justice will be able to organize a major full-day
conference that will bring together prominent officials and
scholars who can offer practical guidance to local decision-
makers on education and economic concerns.
The theme of the conference, "Toward Equity and Excellence:
Developing Education Reform Efforts and Economic Opportunity
Strategies for the 1990's and Beyond" is designed to attract
some of the country's top thinkers-- whose wealth of experi-
ence and expertise can be tapped by San Bernardino leaders.
The conference would be held in May. City of San Bernardino
representatives shall be invited to speak at the conference.
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Institute for Social Justice
City of San Bernardino
Stay-In-Schoo1 Work Frogram Budget
Executive Director $ 5760.00
Project Coordinator 8500.00
Community Liaison 6850.00
Workshop/Conferences Coordinator 6850.00
Clerical 5500.00
$ 33460.00
Payroll Taxes $ 4015.20
Total Personnel $ 37475.20
Workshops, Symposiums, Conferences,
Forums, Consultants, Acct..
Office Rent 520.00 X 5
Telephone 500.00 X 5
Equipment Lease 150.00 X 5
Office Supplies 50.00 X 5
Printing 200.00 X5
Mileage 750.00 X 5
Postage 100.00 X 5
mos.
mos.
mos.
mos.
mos.
mos.
mos.
X .30 mile
$ 9000.00
2600.00
2500.00
1800.00
250.00
1000.00
1125.00
500.00
Total Non-Personnel
$ 18775.00
TOTAL BUDGET
$ 56250.20