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Records of the White House Office of Speechwriting (George H. W. Bush Administration)

Speech Backup Chronological Files

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Originally Processed With FOIA(s): FOIA Number: S S FOIA MARKER This is not a textual record. This is used as an administrative marker by the George Bush Presidential Library Staff. Record Group/Collection: George H.W. Bush Presidential Records Collection/Office of Origin: Speechwriting, White House Office of Series: Speech File Backup Files Subseries: Chron File, 1989-1993 OA/ID Number: 13808 Folder ID Number: 13808-005 Folder Title: Lehigh Valley 2000 4/16/92 [OA 7572] [3] Stack: Row: Section: Shelf: Position: G 26 22 4 5 Easter Shanan Hunsherger 2 Rivers Area Chanter 1 Come Bethliter Area C C Gtres: volunteen " w/in EMMALS Lehigh Catasauqua Whitehall slatington Rarks Co. adjust Kutztown Majority Northampton of Nazareth CC Bekelen Area Easter Feader Allentown - Lehigh Co. Chamber 1 Commerce. 215- Easter Bethleler 437 9661 areas geographic I 218 OMB Chal $ over 15 biller - $ students grants & loans Tom soully Buy Anderson X x5179 X 4630 Teri Wm x 5880 Ran Ba white 4532 names 1 Towish Univ. 12 Pa. state Ed. Dept. 12 Pa. Yeshiva in Pa? Harrisburg (717) (717) - 783-6788 Bob okun Dept. 1 Ed. 401-0020 # 535 millin stat point x 545 ok 550 More then 500 millin $ It of Anenca activities 2000 Set hack = Congress private sector alead MNVING to fund .t. opn-ended that not award a would he used like based voluntery 1 system Avenue! Avenue menter 12 Senate bill publec School chrise Nasce - waiver Sente pri choce House all Choice Stripped Terri Williams ext. 5880 for 91 commitments - 13.5 611. dishursements - 12.3 bil. for 92 commitments - 14.6 bil disbursements - 13.45.1 just loans Total (= loans plus grants) wnk study 91 19.9 billin 92 21.4 hillin estimate Richard whaler Dept. of Education Z19 - 1664 # teachers in US. (public school) Fall 1990 fn school yr. 90-91 preliminary # 2,401,000 Louisiana not repating Fall 1991 for school yr. 91-92 Dept. estimate @ 2,431,000 Easter = Two Rivers Area Chamber 1 Commerce. Bethlehen Area C.C. cities in Lehigh Co. Emmaus 7 voluntear Catasauqua whikehal chambers ) of commerce Slatingtor adjacent Co. = Berks Co. Kutztown C.C. Northamptor Co. Majority in Easter & Bethlehen not also Nazareth Area C.C. sharon Hunsbergen Allentown - Lehigz Co. Chamber 1 Commerce (215)-437-9661 Lehigh Valley Avea Schools La fayette college 1,162 M, 831 W - United Pretoyterian Churcl Moravian (Easton) Colloge 567M, 578 - Moravian Church Muhlenberg (Rethlehem) College - 791M, 824w- - Evangelical in Axerica. Lutheran Church (Allentown) Kutztown Univ - 2,483 M, 3,454 w - non-sectarian (Kutzkown) ( (?) Loyola none in Pennsylvania Loyola College - Manyland Loyola Marymount Univ. - California Loyola university - Louisiana Loyola University of Chicago (Illinois) public PENNA priv.-non- PENN St. pr.Pres. Lehigh pr. - pr.Cath. Villanora ,- Penn Public state. - University Park 16,318 M 12,910 W Univ. non-sectarian no relyiurl requirements Private Univ. 1 Penn- Philadelphia - 5410 M, 3985 w non sectarian Lehish publlc Irivate Univ - Bethlehem - 2,868 M 1,625 w . - non-sectarian ? Univ. of Pittshurgh- Pittsburg campus - 6,949M 6,555 W nonsectaria Westminsken College- New wilmington - 593,M 799 W - Irivate after appliated w/ Preshyterian Church, USA Private others Bucknell - Lewisburg. - 1,854 M, 1,490 W - non-sectarian Private Carne gie Mellon - Pittsburg - 2,800 M, 1,308 W w - non- sectarian trivele Drexel Univ - Philadelphier - 4,801 m, 2,258 w - non-sectarian Public Temple Univ. - Philadelphia - 8,258M, 8,165 w - non-sestaria Private Villanova Univi - Philadepphia (area) - 3,390 M, 3,010 v affliated w/ Roman Catholic Church (The Augustinians) Private LaSalle Univ - Philadelphia - - 1,889M, 1,676 affliated w/ Roman Catholic Church (christion Brothers) Albright Private College - Reading Pa - 614M, 692 - United Methodist Church Even More Maur - Bryn Mawr, Pa - 1195 W - non- sectarian Franklin + Manshall Coll- Lancaster, Pa - 1023M, 853 - non-sectarian Dickinson Bryn College- Carlisle, Pa- 912M, 1015 w- - non-sectarian Haverford College - Haverford - 647M, 512 n- Socuty of Friends (Quakers) Gettysburg College- Gettysburg - 950 M, 950 - Lutteran Church Swarthmore M Col- - Swarthmore - 675M, 642w- non-sectarian St. Joseph's - Philadelphia - 1343M, 1385 W. " Roman Catholic (Society Jesus) of 14-1992 10:15 FROM SECRETARY of EDUCATION TO 94566218 P.05 expenses of education. Ever since the GI Bill for veterans from World War II we have thought it was a good investment in our nation's future. And the money has gone directly to students to use at colleges or universities of their choice. No one said, you can only go to Penn State instead of Penn. Or that you can't go to Lehigh or Pitt Loyola or Westminster or Yeshiva. [use Pennsylvania examples here] Let the students and their families--not the government-- decide. Choice helped to create the best system of colleges and IN universitgies in the world. It can help to create the best system of NY. elementary and secondary schools in the world. your George: please research the denommations, locations, etc. of these schools are are they any located in Lehigh Valley; sectarian; parachial etc shanks- - & Pa. that have overlooked? the there others lg. universition in Penn state 614, 692 Albright - Reading, Pa United Methodist Church Univ. Penn 1199 W Bryn Mawr - Brym Mawr non Lehigh Bucknell - levishurg 1894,1490 non Pitt 2800, 1308 Carneqie Mellon Pittsburg2 Loyola non westminster 912, 1065 Dickinson, canliste non Drexel philly 4801,2258 non Fran 10/12 + Marshan - Laneagen 1023, 853 no- Gettyshing- 990,950 cutheran Church shaller welp 647 512 Socuty friends (avakers) Lafayette Haverford- - Easter aristroal 1162, 8310 United Presbyterian ch. Marian 567,578 Bettlehen Moravious ch. ind. into etc. Muhlenberg- Allentown H in Evan pelical 791, 824 cuthera Chach St. 12 Josephs - phill what you're 679 642 1343 1385 Eabhol Society first Swanthme- Swarthner non. Temple phil ske laislard 3884504 3390, 3010 RCC villanora (The Augustin lans) Kutetown - 2483, 3454 non (a Salle Unive - Philly is instrumed pl wilks walt will 1889, 1676 Roman catholic CL. live talk of (Christion Bros) 924 PENNSYLVANIA Pennsylvania Erie Gannon U Mercyhurst Coll Pennsylvania State U-Behrend Coll Villa Maria Coll U of Pittsburgh-Bredford Edinboro U of Pennsylvania Mansfield U of Pennsylvania Allegheny Coll Baptist Bible Coll and Theological Seminary Marywood Coll of Scranton Thief Coll Coll Misericordia ling's Coff Lycoming Coll Wilkes U Grove City Coll Westminster Coll Clarion U of Pennsylvania Lock Haven U East Stroudsburg U Slippery Rock U Pennsylvania State U Bucknell U Bloomsburg U of Pennsylvania Lafayette Coll D Susquehanna U Moravian Coll Geneva Coll Lehigh U Indiana U of Pennsylvania Pittsburgh Kutztown U Muhlenberg Coll Robert Morris Coll Carlow Coll Lebanon Valley Coll Camegle-Mellon U Saint Francis Coll Cedar Crest Coll Chatham Coll Juniata Coll Albright Coll Duquesne U Saint Vincent Coll Harrisburg Alvernia Coll La Roche Coll Seton Hill Coll U of Pittsburgh-Johnstown Point Park Coll Dickinson Coll U of Pittsburgh Messian Coll Eitzabethtown Coll Washington and Jefferson Coll York Coll of Pennsylvania Franklin and Marshall Coll Shippensburg U of Pennsylvania Lancaster Bible Coll California 8 of Pennsylvania e Millersville U of Ivania Wilson Coll Gettysburg Coll Lincotn U Waynesburg Coll Philadelphia metro area Philadelphia Academy of the New Church Coll Haverford Coll Chestnut Hill Coff Allentown Coll of St. Francis de Sales Immaculata Coll Curtis Inst of Music Beaver Coll Neumann Coll Drexel U Bryn Mawr Coll Philadelphia Coll of Bible Gratz Coll Cabrini Coll Rosemont Coll Hahnemann U, School of Health Sciences & Humanities Cheyney U of Pennsylvania Swarthmore Coll Holy Family Coll Delaware Valley Coll of Science and Agriculture Ursinus Coll La Salle U Eastem Coll Villanova U Moore Coll of Art & Design Gwynedd-Mercy Coll West Chester U Pennsylvania Coll of Optometry Widener U Philadelphia Coll of Pharmacy and Science Philadelphia Coll of Textiles and Science St. Joseph's U Spring Garden Coll Temple U U of Pennsylvania U of the Arts The town of Bryn Athyn, 15 miles from Philadelphia, is a community of members of the New Church. Academy of the New Church Accreditation: MSACS. Religious orientation: Academy of the New Church College is affiliated with the College General Church of the New Jerusalem (Swedenborgian). Eight terms of religion re- quired. Chapel attendance is mandatory three times per week. Convocation atten- Bryn Athyn, PA 19009 215 947-4200 dance is also required. Library: Collections totaling over 95,000 volumes, 270 periodical subscriptions, and 1989-90 Costs. Tuition: $2,553. Room & board: $2,709. Fees, books, 1,400 microform items. Special facilities/museums: Medieval and Far and Near Eastern museums. misc. expenses (school's estimate): $775. Athletic facilities: Field houses, tennis courts, athletic fields, Nautilus room. Enrollment. Undergraduates: 73 men, 66 women (full-time). Fresh- STUDENT BODY. Undergraduate profile: 65% are state residents; 5% transfers man class: 62 applicants, 62 accepted, 57 enrolled (25% from public 3% Asian-American, 1% Black, 96% White. Average age of undergraduates is 20 schools). Freshman profile: 3% of freshmen who took SAT scored 700 or over on verbal, 39 Test scores. Average SAT scores: 510 verbal, 540 mathematics. scored 700 or over on math; 19% of freshmen who took SAT scored 600 or over 0 verbal, 19% scored 600 or over on math. (The majority of accepted applicants too Faculty. 23 full-time; 12 part-time. 17% of faculty holds doctoral de- SAT) 25% of freshmen come from public schools. gree. Student/faculty ratio: 6 to 1. Undergraduate achievement: 85% of fall 1988 freshmen returned for fall 198 Selectivity rating. More competitive. semester. 20% of entering class graduated. Foreign students: 40 students are from out of the country. Countries represent include Ghana, Japan, South Africa, Canada, Great Britain, China, Brazil, Hollan PROFILE. The Academy of the New Church College provides education in the arts and Australia. and sciences and in the doctrines and philosophy of the New Church, a religious group inspired by the theological writings of Emanuel Swedenborg. Bachelor's de- PROGRAMS OF STUDY. Degress: B.A., B.S., B.Th. gree programs include a major in education to prepare teachers for New Church Majors: Education, Interdisciplinary Studies, Religion. Schools, a major in religion for pretheology students, and interdisciplinary majors. Requirements: General education requirement. 5 6 7 8 9 10 11 12 13 14 15 16 17 18 1 2 3 4 0 5 Miles Clarks Archbald WYOMING Green A A LEGEND PERRY "Holilax 0 5Miles Clarks Summit LEBANON Blakely on Jessup State Capital .ò. County Seats Dickinson City a DAUPHIN Olyphant COLUMBIA County Names Stranton o Duncannon aNoxen Throop POPULATION KEY Grantville Taylor Dunmore PENNSYLVANIA Dauphin Skyline Viewo Harveys Lake Old Forge o Ф Palmya Elmhurst B Linglestown B Over 100,000 + 10,000 to 20,000 0 Marysville LUZERNE West Duryee Scale of Miles ©Moosic> 0 10 20 30 40 50,000 to 100,000 e 5,000 to 10,000 Summerdale Enola ©Colonial Park Dallas Moscow o Paymdale 25,000 to 50,000 0 2,500 to 5,000 Harrisburg ©Progress Hershey Pittston Dupont West Fairview Penbrook O Campbelltown © @fgrty Fort Copyright, American Map Corp. O 20,000 to 25,000 o 1,000 to 2,500 Wormleysburg Paxtang Hummelstown LACKAWANNA Plains New York, No. 17582-I 0 Under 1,000 Camp Hill o Lemoyne Oberlin O, o Rutherford Heights Kingston, C C Shiremanstown Email Highspire West Plymoutho Wilkes-Barre Steelfon Mechanicsburg ©Middletown Nanticoke© Lynnwood© OGeorgetown CUMBERLAND Reyalton Nanticoke e Lee Park Ashley YORK Elizabethtown Askamo Sugar Notch North Glen Easto o Warrior Run Mountaintop LANCASTER Lyon Wonamie Lawrence Park Wesleyville D D Fairview © OKearsarge Leke Cityo O Millcreek N.Y. Girard ERIE o Waterford WARREN Bradford Eldredo Shinglehouse Elkland South Waverly Sayre Great send Oakland © Knoxville Hallstead o Corry Russello Athens Albion Susquehanna © Edinboro Union City North Warreno McKEAN POTTER Westfield oTiogo New Milfordo E E Youngsville o è. BRADFORD CRAWFORD Cambridge Springs Warren Smethport TIOGA Montrose WAYNE Por Allegany Mansfield Herrick Centero Conneautville Coudersport Towanda O Roulette Troy Galetono Wellsboro A o Saegertown Sheffield o Mt. Jewelto Meadville Tidioute o Hozel Hurst oLinesville Kane Blossburgo Morris Run O Wyolusingo SUSQUEHANNA Forest City, 0.0. © Fredericksburg Titusville © Antrimo Canton F F Austin Pleasantville Nicholson° Conneout° Carbondale Simpson Honesdale Loke VENANGO Morris Meshoppen FOREST Factoryville, O .Ф. ELK Wilcox CAMERON Mayfieldo Waymart Cochrantono SULLIVAN Dushore Tunkhannock a Dation O O lermyn While Millso Rouseville à Tionesta Johnsonburg .ó. LYCOMING Raistono Summit Dickson City Jamestown WYOMING Clarks Hawley Marienville o PIKE Greenville Sugar Creek St.Marys Emporium Lopezo Scranton POlyphant 00il City Franklin Ridgway.o. Q CLINTON toporte Noxeno Dunmore Woodland Matamoras G MERCER Old Forge o O Polk Heights Moscow Stoneburoo CLARION oKersey Sharon Sinnemahoning Renovo LUZERNE West Pittston O Milford a Sandyloke 0 Depont North Sharpsville JEFFERSON oWeedville South Renava Shippenville Williamsport Sharon ©Hillcrest O Garden Viewo East Fantoursvile Mesvile Kingston Pittston LACKAWANNA Mercer Force Plymouth Farrell *Knox Clarion Brockway Wheatland oWest Middlesex Emlenton, Jersey Share Penfield Duboistown S.Williamsport Muncy Bentono Nanticoke Ashleyo Wilkes-Barre CLEARFIELD Aviso Shickshinny O Grove City Sugar Notch Horrisville .Ó. Falls Creek H Flemington é Lock Haven Montgomery Millville Glen Lyon H ONew Brookville eDu Bois Karthaus MONROE Wilmington COLUMBIA Mocanaqua o New Castle N.W. Slippery Rock Coaltown Rimersburg Reynoldsville© o Sandy Mill Hall Watsontown White Haven Mount Pocono Castanea Berwick East Berwick CARBON o Sykesville Plymptonville Millinville O Freeland East Stroudsburg Oakwood New Castle Nescopeck BUTLER 2.New Bethlehem Clearfield CENTRE Milton MONTOUR OAlmedia East Brady UNION Espy West Woodside Drifton Stroudsburg Curwensville . CopynghamO Dalaware Water Bessemer Oakland Hyde Danville Bloomsburg @Hazieton Arlington Heights Chicora o Punxsutawney Winburn LAWRENCE e Grampion Milesburg Linntown-Westlawn Catawissa ©Weatherly Gop Riverside O Pocono Park New Beaver, oWampum Homeacre- ARMSTRONG Bellefonte Lewisburg Hazleton BeaverMeadows Lyndora Mifflinburg© Roseto I Ellwood Ellpart Meridiano © INDIANA Rossiter Mahaffey Osceola Pleasant Gap Northumberland Elysburgo McAdoo I Philipsburg Koppelo Kittaning Sunbury Carmel Thorpe Pen Argyl. 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Wolk New Holland o CHESTER Frater Norristown Croyding WASHINGTON California FULTON Dillsburg Centerville@ Manchesteroo Landisville Exton O Connellsville Shippensburg CUMBERLAND Pleasureville Columbia Coatesville Green Tree Devon Mount- Somerset Bedford Lancaster Republic- # Everett Allisono Dover O N.York Wrightsville© ville Maylio + o Phadelphia South Connellsville West York Millersville OStrasburg Thorndale @Chatwood Merritistown New Salem- Chambersburg ADAMS Weigelslown York Hallam Christiana o o West Media Morrisville Oliver Dunber Waynesburg Bulfington OP Rockwood o Berlin A East Berlin M McConnellsburg Spring Grdn. O Windsor Quarryville Parkesburg Pomeroy Coatsville Upper Darby Crester .à M South Uniontown Red Lion Kennett Swarthmore Darby o Fairdale O Nemacolin Uniontown East Uniontown Fayetteville New Oxford Springo lacobus O O Masontow Leith-Hatfield *Hopwood Gettysburg o Glove Dallastown LANCASTER Toughhensmon Of sirchance Confluence Meyersdale o Hyndman o Mercersburg .d. Hanover Glen Rock West thester © Bobtowno Smithfield Greencastie Mont Alto McSherrystown Avonda GREENE @Parkville Shrewsbury Oxford Past Mation FAYETTE Rouserville Midway SOMERSET New Littlestown W.VA. MD. N (919) 787-6576) (717) 787-6576) Pa. Dept. 1 Ed. Sudney Dr. Grobman 12 Harrishurg. Kathy Jeavons ext. 7845 3- non- t. Dropsie college Annanberg 1, 2 small prestylors $ yshivath Beth (Small) Scanter Moshe 51 Gratz College Melrose Pank plan Philly also Reconstructionist Rabbinical College. in inpilly 954 PENNSYLVANIA COMPUTER FACILITIES. Burroughs multi-user computer system. 100 terminals Transfer students: Transfer students accepted for terms other than fall. are available for student use. Dormitories are equipped with computer terminals and Admissions contact: Sholom Handelman, Ph.D., Director of Admissions and Fi- modems. 50 microcomputers. Apple, Apple Macintosh, and IBM-compatible micro- nancial Aid. 215 635-7300. computers. Computer languages and software: ALGOL, AppleWorks, BASIC, CO- FINANCIAL AID. Available aid: School grants. Deferred payment plan. BOL, dBASE, FORTRAN, Lotus 1-2-3, Pascal, PL/1. Financial aid statistics: Scholarships limited and based solely on need; continuation Use: Computers are available to all students. Fees: None. of aid is contingent upon satisfactory academic performance. Hours: 24 hours. Supporting data/closing dates: School's own aid application: accepted on rolling basis. GRADUATE CAREER DATA. Graduate school percentages: 10% enter graduate Financial aid contact: Director of Financial Aid. 215 635-7300. business programs. 10% pursue graduate studies in the humanities. 6% attend law school. 5% enter medical school. 2% enter graduate engineering programs. 2% pur- sue graduate studies in theology. Highest graduate school enrollments: George Wash- ington U, Dickinson School of Law, Peabody Conservatory of Music, Penn State, U of Virginia, U of Pennsylvania. 40% of graduates choose careers in business and in- Grove City College dustry. Companies and businesses that hire graduates: Aetna Life and Casualty Insur- ance Co., Arthur Andersen, AT&T, Eastman Kodak, Maryland National Bank, Grove City, PA 16127 412 458-2000 Merck & Co., Procter & Gamble, U.S. Gypsum. PROMINENT ALUMNI/AE. Dr. Alexander Astin, educator and reseacher; Carol 1989-90 Costs. Tuition: $4,050. Room & board: $2,220. Books, misc. Bellamy, former New York City council president; Frederick Fielding, attorney, for- expenses (school's estimate): $325. mer chief council to President; Robert Hosking, president, CBS radio; Dr. Norman Rasmussen, nuclear engineer, recipient of Fermi prize; Jennifer Stone, head athletic Enrollment. Undergraduates: 1,039 men, 1,048 women (full-time). trainer, U.S. Olympic Training Center. Freshman class: 2,105 applicants, 926 accepted, 541 enrolled (91% from public schools). Test scores. Average SAT scores: 510 verbal, 577 mathematics. Aver- age ACT composite score: 25. Gratz College Faculty. 103 full-time; 21 part-time. 55% of faculty holds doctoral de- Melrose Park, PA 19126 215 635-7300 gree. Student/faculty ratio: 20 to 1. Selectivity rating. More competitive. 1989-90 Costs. Tuition: $2,100. Housing: none. Books, misc. ex- penses (school's estimate): $450. PROFILE. Grove City College, founded in 1876 on what is now known as Lower Enrollment. Undergraduates: 1 man, 8 women (full-time). Graduate Campus, is an independent, Christian college of liberal arts and sciences. In 1929, the College was moved to a farm on a hill across Wolf Creek and evolved into a modern enrollment: 74. campus. The academic program is organized into various departments that include Test scores. N/A. aerospace, business, computer systems, economics, education, engineering, humani- ties, mathematics, physical education, the sciences, and social sciences. The 150-acre Faculty. 1 full-time; 7 part-time. 88% of faculty holds doctoral degree. campus is divided into two sections connected by a stone arched footbridge and city Student/faculty ratio: 11 to 1. streets. It is near the center of Grove City, about 60 miles north of Pittsburgh. Selectivity rating. N/A. Accreditation: MSACS. Religious orientation: Grove City College is affiliated with the Presbyterian Church USA. Two semesters of religion required. Attendance at convocations is mandatory PROFILE. Gratz College, which began instruction in 1897, was established "for the 16 times during semester. One credit per year granted for convocation attendance. education of Jews residing in the city and county of Philadelphia." Courses are of- Library: Collections totaling over 148,000 volumes, 800 periodical subscriptions, fered in the areas of Biblical studies, education, Hebrew and related languages, histo- and 158,500 microform items. Computerized search system available next year. ry, Jewish thought, literature, music and the arts, Rabbinics, and sociology. Special facilities/museums: Language lab. New technological learning center. Accreditation: MSACS. On-campus preschool. Religious orientation: Gratz College is nonsectarian; no religious requirements. Athletic facilities: Field house, 400-meter track, bowling alleys, basketball arena, Library: Collections totaling over 55,000 volumes, 115 periodical subscriptions, and natatorium, racquetball and tennis courts, numerous playing fields (including soft- 250 microform items. Audio-visual library. Jewish music library. ball, baseball, and football), intramural rooms, pits and runways for jumping and pole Special facilities/museums: Oral History Holocaust Archives. Education Re- vaulting. source Center. Division of Community Services. STUDENT BODY. Undergraduate profile: 71% are state residents; 9% transfers. STUDENT BODY. Undergraduate profile: 91% are state residents. 6% Black, 1% 1% Asian-American, 1% Black, 1% Hispanic, 95% White, 2% Other. Average age Hispanic, 89% White, 4% Foreign. Average age of undergraduates is 32. of undergraduates is 20. Foreign students: Countries represented include Israel. Freshman profile: 1% of freshmen who took SAT scored 700 or over on verbal, 7% PROGRAMS OF STUDY. Degrees: B.A.Jewish Stu., B.Hebrew Lit., B.S.Jewish scored 700 or over on math; 14% of freshmen who took SAT scored 600 or over on Stu. verbal, 39% scored 600 or over on math. 7% of freshmen who took ACT scored 30 or Majors: Bible Studies, Education, Hebrew and Related Languages, History, Jewish more on composite; 70% scored 24 or over on composite. (91% of accepted appli- Thought, Judaica Librarian Studies, Literature, Music and the Arts, Political Science cants took SAT; 27% took ACT) 91% of freshmen come from public schools. and Government, Rabbinics, Sephardic Studies, Sociology. Undergraduate achievement: 87% of fall 1988 freshmen returned for fall 1989 Requirements: General education requirement. 80 credits required for graduation; semester. 80% of entering class graduated. 50% of students completing a degree pro- 40 must be liberal arts credits earned at accredited general college or university. gram went on to graduate study within five years. Academic regulations: "B" average with no incompletes must be maintained. Foreign students: 44 students are from out of the country. Countries represented Special: Optional minor in Jewish music. B.A./J.T.D.: each major can be combined include England, Ethiopia, India, Nepal, and Peru; 27 in all. with the Jewish Teachers Diploma Program, a professional education program de- PROGRAMS OF STUDY. Degrees: B.A., B.E., B.M., B.S. signed to meet the needs of Jewish schools for Jewish studies instruction in English. Majors: Accounting, Applied Physics, Biochemistry, Biology, Business Administra- Certificate programs in Judaica librarianship and Sephardic studies. Gratz College tion and Management, Chemistry, Christian Ministries, Communication Arts, Com- High School has five-year program of Jewish studies on secondary level, with courses puter Systems, Economics, Electrical Engineering, Elementary Education, Engi- transferable to local schools. Independent study. Accelerated study. Graduate school neering, Financial Planning, French, History, International Business Management, at which undergraduates may take graduate-level courses. Member of consortium Literature, Management Information Systems, Marketing, Mathematics, Mechani- with Beaver College and Temple U. Teacher training program. Jewish elementary and cal Engineering, Molecular Biology, Music, Music Education, Office Administra- Jewish secondary education certification. Study abroad in Israel. tion, Operations Management, Philosophy, Political Science and Government, Psy- Academic assistance: Tutoring in Hebrew language learning. chology, Religion, Sociology, Spanish. ADMISSIONS. Academic basis for candidate selection (in order of priority): Distribution of degrees: The majors with the highest enrollments are business ad- Secondary school record. ministration, engineering, and accounting; philosophy and French have the lowest. Nonacademic basis for candidate selection: Character and personality are im- Requirements: General education requirement. portant. Particular talent or ability is considered. Academic regulations: Minimum 2.0 GPA must be maintained. Requirements: Secondary school graduation or GED is required. SAT is recom- Special: Courses in fine arts, geography, geology, and Greek. All students must com- mended. Campus visit and interview required, off-campus interviews available. plete 18 credit hours of Keystone Curriculum providing a broad-based foundation for Procedure: Visit college for required interview by October 10 of current academic the student's further development. Self-designed majors. Double majors. Indepen- year. No application deadline. Notification of admission on rolling basis. Freshmen dent study. Accelerated study. Internships. Professional Option Plan: cooperative accepted in terms other than fall. programs whereby students receive bachelor's degree after first year in accredited Special programs: Admission may be deferred. College has own advanced place- professional schools. Preprofessional programs in dentistry, law, medicine, theology. ment program, based on tests administered by the college and on participation in ac- Teacher certification in elementary and secondary education. Teacher certification celerated programs at various high schools. Credit may be granted for life experience. also in music. Study abroad in England, France, Mexico, Spain, West Germany, and Concurrent enrollment program. other countries. PENNSYLVANIA THE COLLEGE BLUE BOOK Costs per Year: $13,625 tuition; $3,160 board and room; additional full-time and 21 part-time gives a faculty-student ratio of 1-20. expenses average $900. Entrance Requirements: Approved high school graduation; comple- Collegiate Environment: The college is comprised of 43 buildings tion of 18 units including 4 English, 3 mathematics, 2 science, 2 foreign located on 200 acres. It contains a library of 308,000 volumes, 70,000 language, 4 social studies; advanced placement, early admission, early periodicals, 38,000 microforms and 59,100 audiovisual materials. Dor- decision, rolling admission, delayed admission plans available; $15 ap- mitory facilities accommodate 1,200 students and fraternities house 650 plication fee. men. There are 12 social fraternities and 7 social sororities located on or near the campus. Students from other geographical locations are accept- Costs per Year: $3,800 tuition; $2,100 room and board; additional ed as well as midyear students. Approximately 49% of students applying expenses average $500. for admission are accepted and 90% of the previous freshman class Collegiate Environment: The campus comprises 150 acres. The origi- returned to this campus for the sophomore year. About 68% of the nal location of the school, now commonly called the lower campus, was current freshman class graduated in the top fifth of the high school class; in the heart of the town of Grove City. The buildings of the lower campus 29% of the second fifth; 3% in the third fifth; average scores, SAT 538V, include the Robert E. Thorn Field for football and track, tennis courts, 582M; Financial aid is available and 40% of the current student body Phillips Field House, and Carnegie Hall. All other buildings are located receive some form of financial assistance. on the beautiful hillside campus across Wolf Creek from the town. The Community Environment: Population of Gettysburg 9,000. Here, one 26 college buildings include a library of 145,000 volumes, 750 periodi- of the most important battles of the Civil War was fought. Today, Adams cals, 134,000 microforms and dormitory facilities for 983 men and 965 County surrounding Gettysburg has 20,000 acres of apple orchards. women. Students from other geographical locations are accepted as well There are many historical sites within the surrounding area. Gettysburg as midyear students. Approximately 49% of students applying for ad- is served by railroad, bus lines, and an airport. There are several mission are accepted and 96% of the previous freshman class returned churches, 13 museums, a library, two radio stations, YWCA, and a to this campus for the sophomore year. Average high school standing of youth center to serve the community. Recreational facilities include a recent freshman class; 80% in the top 5th, 18% in the second 5th; horseback riding, two state parks nearby, three movie theatres, 2 ski average scores, SAT 502V, 570M. Financial aid is available and of 400 resorts, The Appalachian trail, and a summer theatre. Part-time employ- scholarships offered, 170 are for freshmen. ment is available. Community Environment: Population 8,312. Grove City is an urban community which produces compressors, gas and diesel engines, as well as soldering equipment and linemen's supplies. Bituminous coal mining GRATZ COLLEGE (M-17) is very important to the area. The city has one new hospital, several Tenth Street and Tabor Road churches, a library and various civic and fraternal organizations. Part- Philadelphia, Pennsylvania 19141 (215) 329-3363 time employment is available here. Local recreation includes a theatre, Description: Privately supported, coeducational, non-denomination- a drive-in, hunting, fishing, golf, football, baseball, swimming, tennis, ally affiliated college of Jewish, Hebraic and Middle East Studies and basketball, bowling, boating, a YMCA, and ice and roller skating. Jewish Education. Established in 1895, it operates on the semester sys- tem with two summer sessions offered. The College is accredited by the Middle States Association of Colleges and Schools. Total institutional enrollment is 170 students. The college offers courses leading to Bachelor GWYNEDD-MERCY COLLEGE (M-17) of Arts in Jewish Studies and Bachelor of Hebrew Literature degrees, a Sumneytown Pike Hebrew Teacher's and Jewish Teacher's Diploma as well as the following Gwynedd Valley, Pennsylvania 19437 (215) 641-5510 graduate degrees: Master of Arts in Jewish Education, Master of Arts Description: Privately supported college of arts and sciences estab- in Jewish Music, Master of Arts in Jewish Studies and Master of Hebrew lished in 1948 and sponsored by the Sisters of Mercy. It is accredited by Literature. In addition, certificates are awarded in Jewish Chaplaincy, the Middle States Association of Colleges and Schools, National League Judaica Librarianship and Shephardic Studies. Joint undergraduate pro- for Nursing, and the American Medical Assn., the Committee on Allied grams have been established with the Colleges of Education and Arts and Health Education and Accreditation. The college operates on the semes- Sciences of Temple University and the Department of Education of ter system and offers two summer terms. There are 78 men and 567 Beaver College. The College's Division of Community Services is the women full-time, and 182 men and 985 women part-time enrolled. A central agency for Jewish education in the Greater Philadelphia area, faculty of 91 full-time and 64 part-time gives a faculty-student ratio of providing consultative services and reource materials to the region's 85 1-11. The college grants the Associate and Bachelor degrees as well as Jewish Schools (15,000 students) and to the community at large. programs leading toward Teacher Certification in both elementary and Entrance Requirements: Open enrollment policy. Rolling admission, secondary education, early childhood and special education. Army early admission, early decision, delayed admission and advanced place- ROTC is available through LaSalle University. ment plans available. Entrance Requirements: High school graduation with rank in upper Costs per Year: $1,550 tuition; additional expenses average $400. 40%; completion of 16 units including 4 English, 3 mathematics, 2 Collegiate Environment: The College welcomes a geographically, reli- foreign language, 3 science, 2 social science; SAT or ACT required; gously and racially diverse student body and will accept midyear stu- non-high school graduates (with GED) considered; early admission, dents. The Library contains over 100,000 items including 48,000 early decision, rolling admission, delayed admission, advanced place- volumes, 115 periodicals and 68,500 music and audio-visual items. The ment plans available; $25 application fee. College is housed in a modern, well-equipped building adjacent to severl other major communal institutions, as well as near other major colleges Costs per Year: $6,500 tuition; $3,200 board and room; additional and universities (Temple University, LaSalle University and Beaver Col- expenses average $300. lege). A warm, friendly and helpful atmosphere prevails. Plans are un- Collegiate Environment: Combining the quiet atmosphere of the derway for the college to be re-located on a 30 acre suburban campus country with easy access to Philadelphia, the college is located in a within the next few years. beautiful section of Montgomery County, between Ambler and North Community Environment: All the amenities of Greater Philadelphia's Wales. The 10 college buildings include a library of 84,882 volumes, 550 cultural and academic environment--museums, concert halls, colleges pamphlets, 790 periodicals, 86 titles on microforms, 5,494 recordings, and universities, etc.--are available and accessible to Gratz's multi-facet- student union building, and dormitory facilities for 180 students. Stu- ed student body (by either private or public transportation). A large, dents from other geographical locations are accepted as well as midyear diverse and well-organized Jewish community enables those interested in transfer students. Approximately 81% of students applying for admis- an active Jewish communal life to thrive. sion are accepted and 84% of the previous freshman class returned to this campus for the sophomore year. Average high school standing of the recent freshman class, top 40%; 40% in the top quarter; 49% in the GROVE CITY COLLEGE (H-2) second quarter; 9% in the third quarter; average scores, SAT 446V, Grove City, Pennsylvania 16127 (412) 458-6600 456M. Financial aid is available for economically disadvantaged students and 75% of the current student body receive some form of financial Description: Privately supported, coeducational liberal arts college assistance. The college awarded 139 Associate and 233 Bachelor degrees founded in 1876 and affiliated with the United Presbyterian Church during a recent academic year. U.S.A. It is fully accredited by the Middle States Association of Colleges and Schools and grants the Bachelor degree. By the authority of the Community Environment: Gwynedd Valley is a suburban location. Pennsylvania Department of Public Instruction it has the right to recom- The community is located 20 miles from Center City, Philadelphia with mend candidates for elementary and secondary school certification. The all of its cultural, recreational, and community service opportunities. college operates on the semester system and enrolls 1,070 men full-time, The immediate locale has churches, and recreational facilities, shopping 1,053 women full-time, 15 men, 10 women part-time. A faculty of 103 malls, movies and restaurants. 592 Gratz College 1476 PENNSYLVANIA train systems; airport 25 miles from campus; passenger rail service 1/4 mile from campus. Gratz College Publications. 90th Anniversary Festschrift; occasional papers. Library Collections. 45,000 volumes. 10,000 audiovisual materials; 115 Tenth Street and Tabor Road current periodical subscriptions. Access to 2 computerized retrieval Philadelphia, Pennsylvania 19141 systems. Total 1986-87 budget for books, periodicals, audiovisual Tel: (215) 329-3363 materials, microforms $26,000. Most important special collections include Holocaust Oral History Characteristics of Institution. Gratz College is a private, independent, Archives; Jewish Education Collection; Schreiber Library of Jewish nondenominational college of Jewish, Hebraic, and related Middle East Music. studies. Enrollment: 69 men / 159 women. Degrees awarded: Baccalaureate, Finances, Fiscal Year 1986. $1,868,600 total current funds revenues, master's. Diplomas and certificates also given. including $360,000 from student tuition and fees; $1,246,600 local Accreditation. Regional: MSA/CHE. appropriations; $75,000 unrestricted private gifts, grants, and contracts; History. Chartered 1849; established 1895; offered first instruction at $75,000 unrestricted endowment income, $75,000 restricted; $35,000 postsecondary level 1897; awarded first degree (baccalaureate) 1952. auxiliary enterprises. Institutional Structure. Governing board: Board of Overseers. 42 regular $1,908,323 total current funds expenditures and mandatory transfers, members (plus voting honorary members), plus president, 1 faculty including $1,876,323 for total education and general expenditures and representative, 1 student representative; president of alumni association as mandatory transfers ($828,900 instruction; $79,900 academic support for ex officio. Composition of institution: Administrators 8 plus part-time libraries; $133,000 operation and maintenance of plant; $8,425 restricted administrator/faculty members, including chairman of faculty who is scholarships and fellowships); $32,000 auxiliary enterprises. responsible for academic affairs. Management/business/finances directed Buildings and Grounds. Campus area 1 building. Book value of buildings, by financial affairs officer. Academic governance body, the faculty, meets grounds, equipment $1,903,609. monthly during the academic year. A Faculty Senate represents full-time Chief Executive Officer. President Gary S. Schiff. academic professionals vis a vis the Board and Administration. Address admission inquiries to Director of Admissions and Registrar. Calendar. Semesters. 1986-87 academic year Sept. 9 to May 21. Freshmen admitted Sept., Feb. Degrees conferred and formal commence- ment June. 1987 summer session of 1 term from early June to late July. Admission. Rolling admissions plan. Apply any time up to the second Grove City College week of classes. Requirements: Graduation from accredited secondary school or GED; for Bachelor of Hebrew Literature, proficiency in Hebrew Grove City, Pennsylvania 16127 language. Entrance tests: College Board SAT and/or institutional examina- Tel: (412) 458-6600 tions may be required. For foreign students TOEFL. For transfer students: 40-46 semester hours maximum transfer credits accepted in Jewish or Characteristics of Institution. Grove City College is a private college Hebrew studies; liberal arts credits generally accepted (40 or 60 as affiliated with the Presbyterian Church (USA). Enrollment: 1,069 men / required). For graduate students: B.A. from accredited institution required; 1,064 women. Degrees awarded: Baccalaureate. GRE or MAT may be required; letter of recommendation and interview Accreditation. Regional: MSA/CHE. required; maximum of 12 transfer credits accepted. History. Established and offered first instruction at postsecondary level Degree Requirements. For all undergraduate degrees: 120-152 semester 1876; incorporated 1884; awarded first degree (baccalaureate) 1885. See hours which must include 40-60 liberal arts credits earned at an accredited David M. Dayton, 'Mid the Pines (Grove City: Grove City College Alumni college or university; 50% of program in residence; distribution require- Association, 1971) for further information. ments; some required courses. For graduate degrees: 30 graduate credits; Institutional Structure. Governing board: Grove City College Board of undergraduate prerequisites may be required; comprehensives; thesis Trustees. Extrainstitutional representation: 30 trustees, including 12 optional in some programs. Grading system: A-F. alumni; institutional representation: president of the college. 1 ex officio. Distinctive Educational Programs. Undergraduate programs in Jewish 30 voting. Composition of institution: Administrators 15 men / 5 women. studies and Hebrew language and literature and Jewish education; joint Academic affairs headed by vice president for academic affairs. programs in education with Beaver College and Temple University and a Management/business/finances directed by vice president for business joint program with the College of Liberal Arts of Temple University; affairs. Full-time instructional faculty 73 men / 20 women. Academic graduate programs in Jewish studies, Jewish education, Hebrew literature, governance body, Grove City College Faculty, meets an average of 9 times and Jewish music; certificate programs in Jewish chaplaincy, Judaica per year plus in numerous committee meetings. librarianship; Sephardic studies and Jewish communal studies. Calendar. Semesters. 1986-87 academic year Sept. 2 to May 16. Degrees Conferred, 1985-1986. 8 baccalaureate: areas studies 2, letters 6; Freshmen admitted Sept., Jan. Degrees conferred and formal commence- master's: letters 2. 5 honorary degrees awarded: Hebrew Literature 3, ment May. No summer session. Humane Letters 2. Characteristics of Freshmen, Fall 1986. Average secondary school rank Fees and Other Expenses. Full-time tuition per academic year 1986-87: of freshmen men 84th %ile, women 90th %ile, class 87th %ile. Mean SAT undergraduate full-time (10 or more credits per year) $1,000, part-time scores men 495 verbal, 581 mathematical; women 505 (v), 550 (m); class $100 per credit; graduate full-time (10 or more credits per year) $1,250, 500 (v), 566 (m). Mean ACT composite score 25. part-time $125 per credit. Reduced fee schedule (25%) for senior citizens, 51% of applicants accepted. 61% of accepted applicants enrolled. 80% of full-time staff members of Federation agencies, parents of current students. entering freshmen expected to graduate within 5 years. 72% of freshmen Registration fee per year: $50. from Pennsylvania. Freshmen from 17 states and 8 foreign countries. Financial Aid, 1985-1986. Aid from institutionally generated funds is Admission. Rolling admissions plan. For fall acceptance, apply as early provided on the basis of financial need. as 15 months prior to enrollment, but not later than May 1 of year of Departments and Teaching Staff. Professors 6, associate professors 1, enrollment. Apply by Nov. 1 for early decision; need not limit application assistant professors 2, part-time teachers 11. to Grove City College. Early acceptance available. Requirements: Either Total instructional faculty 20. Total tenured faculty: 5. Degrees held by graduation from accredited secondary school or GED. Recommend 4 full-time faculty: Doctorate 90%, master's 10%. units English, 2 foreign language, 3 mathematics, 2 science, 2 social Enrollment, Fall 1986. Total enrollment 228. Undergraduate full-time 7 studies, 3 academic electives. Entrance tests: College Board SAT or ACT men / 10 women, part-time 6m / 14w; unclassified part-time 44m / 82w; composite. For transfer students: 2.0 minimum GPA; from 4-year graduate full-time 5m / 27w, part-time 7m / 26w. accredited institution 90 hours maximum transfer credit; from 2-year Characteristics of Student Body. Extension education offered on campus. accredited institution 60 hours. 15% of student body attends summer session. College credit and advanced placement for postsecondary-level work Foreign Students, 1986. 8 nonresident aliens enrolled fall 1986: completed in secondary school. Advanced placement for extrainstitutional undergraduate full-time 4 men / 1 woman, part-time 1w; graduate full- learning on basis of ACE Military Guide, faculty assessment. time 2w. No programs available to aid students whose native language is Tutoring available. not English. No financial aid specifically designated for foreign students. Degree Requirements. 128 credit hours; 2.0 GPA; 2 semesters in Student Life. No on-campus housing available. Surrounding community: residence; weekly chapel attendance; 2 semester hours physical education; Philadelphia 1980 population 1,688,210. Served by mass transit bus and distribution, core curriculum requirements. New American Schools - enghasi inspire Children to learn - designing a reportcard- - (accountably) questions: didwe dowhat we said in our did action strategy taken move Closes to im jouls do a national model: what Pres. wants done everywhere making @ happen Lehigh Vally 2000 a model 4 mation in many, many ways helped get 37 other PA, conmits in Bot going A2000 Ed Dinney / Catalyst bhind PA 2008 Jack Jordan James Le Van Student PHS Mike Meilinger, prencepal PHS - Bethuhem State 250 birthy this yr. - Moravian Colleges 250 12dm Roger Reasty Matin 13April 1992 Lehigh Valley 2000: Scott Hamiston mut 'w/ 8 steering committee h themes: would has changed fundamital change mealed LV industries are international what was good enough 20yrs. ago won't cute today air Products in 29 other countries 2 Community-wide involvement is needed 400 task force 2 yrs. mtgs monthly 3 common goms- - transformation of system not tonking Mond edger 4 unprecedented teamark furn stank - winter outside - winte, unside approved lk. other as yuals talling, corperating within and without wouplace 5 not just a skills problem education prob. the other 91% spent subside school; continue Idj early ed. 6 Lmg-term commitment- enghasis on outcomes not inputs / regulation/fusibily ( PA g 000 2000 not result) of LV Jane Hernard Totan Ham Monday mtg. A Qa New american School: No any elementary @ all of 2,000 how may students, what ag a - Barents? 1350 Dierull no elementary 4- 500 Task Force LActin Com W250 GN Cary alan Spector community leaders Vallay & Becky Anderson - state/local opinals a is choke ship BA 2000 and choice cordin state 8 action contes 1985 LEHIGH VALLEY PARTNERSHIP (35 CEOS FROM PRINCIPAL copps. SOWE REGIONAL PROBLEMS 1989 LEATION VALLEY BUSINESS- EDWATION PARTERSHIP (NOVEMBER) 1991 Bc LEHIGH VALLEY 2000 A BIS. PARTNERSAVE EDUCATION Sarmmer - Sept. 27, 1989 Charlotkoville, Va [A2000 Ann April 18, 1991] Cray Research Fondation Drug MCKenzin (215,433 22215 Call Rae ? stall office: adwance times: tash forces finalip 12:25.45 mth turned into 12:55.1:30 speech action coms. " by bswhit LV2000 position on cline any any NOW /hope white paper soon Time PA vote on choice: volid on constitutions voicl uncon by slim margin Biu Burro 2126 VP's office LV 2000 got PA2880 going? snta Familing Fuber Quotes on Resolution Education as call and see if the is a # Lehigh Valley Chamber d Commerce - Allentown Chamber of Commun a 215-437-9661 County [Allentown- Lehigh Valley Chamber of Commerce] FROM RAE NELSON The Lehigh Valley An America 2000 Community October 21, 1991 A Progress Report Submitted by Lehigh Valley 2000: A Business-Education Partnership to Lamar Alexander U.S. Secretary of Education TABLE OF CONTENTS I. Vision Statement 1 II. History of The Lehigh Valley Business-Education Partnership 1 III. The Stakeholders and Their Roles 2 IV. Developing a Consensus and Approach to Improving Education 3 V. Results of the Planning Effort 4 VI. Steps to Implement the LVBEP Plan 5 VII. Relationship with AMERICA 2000 Strategy 6 Appendices Appendix A - Board of Directors 8 Appendix B - Task Force Members 9 Appendix C - The Morning Call Supplement - "Quality Education in the Lehigh Valley" 10 Appendix D - Governor's Conference on Business Education Partnerships - "Building a Coalition for Educational Excellence and Reform" 11 Appendix E - Pennsylvania's Economic Development Partnership Report on Work Force Development 12 Appendix F - Task Force Priority Recommendations 13 Appendix G - Blueprint for Action 14 Appendix H - AMERICA 2000 Press Release 15 Lehigh Valley 2000 I. Vision Statement The people of the Lehigh Valley, Pennsylvania have banded together to create a responsible and caring community where all persons are prepared to exercise the rights and responsibilities of citizenship and to help us build a viable economy in a fast-changing world. Just as our corporate institutions are finding it necessary to restructure their operations to com- pete, we must remake our education system to be responsive to new demands and conditions. We must instill in everyone the practice and love of learning, a commitment to always do his or her best, and a dedication to continuous improvement. This can best be accomplished by having all segments of our community join with our educational institutions to create an integrated system that meets all the cognitive, social, physical, and emotional needs of our young people and adults through cooperative efforts that are responsive to individual needs, ambitions, and situations. We know that the ultimate result will be a long time in coming; in fact, the process in which we are engaged will be a never-ending journey of immense challenge. However, the only way to get there is to begin, using all the collective wisdom and energy we can muster. As community leaders and volunteers from all segments of the society and all walks of life, we each commit to do our part in this ambitious but vitally important endeavor. II. History of the Lehigh Valley Business-Education Partnership If one is to approach an issue from a community perspective, he must first define the "community." For purposes of this initiative, we want an area large enough to elicit the support and participation of major institutions and employers in the region, e.g. encompassing the sphere of influence of their local employees and associates. At the same time, we want an area small enough to engender sufficient affinity and agreed-upon common interests among the participants for concerted action. For the Lehigh Valley, this community was defined as early as 1985 when thirty-five chief executive officers first met to form the Lehigh Valley Partnership. The chief executive officers represented the principal corporations located in the Valley. Their purpose was to marshall area resources to solve problems which they felt were best dealt with from a regional perspective. From the start, these local business leaders committed themselves to promoting the region's economic prosperity and maintaining its quality of life, with a focus on improving the quality of education in the Lehigh Valley. The Lehigh Valley region consists of two Pennsylvania counties, Lehigh and Northamp- ton, with a combined population of over 500,000. It embraces three cities (Allentown, Bethle- hem, and Easton), fifty-nine other municipalities, twenty-two school districts, several private school systems, and ten institutions of higher learning. After several years of activities to address various concerns in both public and vocational education, the business leaders recognized the need for a more sustained effort involving the Lehigh Valley 2000 Page 1 direct participation of education leaders. This led to the formalization of the Lehigh Valley Business-Education Partnership (LVBEP) in November, 1989. (Appendix A) This formation was the beginning of a journey that established the foundation for a larger effort that is address- ing the need for a more skilled work force to keep Lehigh Valley businesses competitive. The vision, shared by members of the Partnership, was to help all students realize their full potential. This required an understanding of diverse community interests. Because the Partnership consid- ered the community its ultimate beneficiary, as a customer, its support was critical. LVBEP leaders recognized that, at the time of its founding, a number of community organizations and Chambers of Commerce were sponsoring education-related programs, such as employer visitation days, student shadowing programs, and businesses contributing equipment to schools. These community service types of programs were recognized as valuable and their continuation was encouraged. However, the LVBEP decided that there was a clear need to go beyond these efforts to develop a broader, more systematic approach to the way education is performed in the Lehigh Valley. The Partnership subsequently devised a structure of multiple task forces to reach all segments of the community for their assistance and support. To provide the best opportunity for significant educational restructuring, LVBEP leaders insisted that the Board of Directors and all task forces be built upon a full collaboration between business and education representatives. III. The Stakeholders and Their Roles One of the key elements of Lehigh Valley 2000 is the recognition that many aspects of people's lives contribute to their ability and desire to learn. The formal education system is a very important player. However, we are not likely to get the results we desire by simply de- manding that educational institutions supply the community's needs for a trained and motivated workforce; there are many other segments of the community with contributions and roles to play. Using the words of the total quality movement, various sectors of the community are both customers of education as well as suppliers to education. Some of those stakeholders include: - Business Community: Business is a prime customer of education because it receives the graduates, and the quality of those graduates can have a dramatic impact on the success of business and industry. In addition, business is a supplier to education because (1) it provides support (resources, volunteers, etc.) for school boards, school programs, etc. and (2) it must define the skills and expertise that graduates need to be productive citizens and employees. - Community Human Services Organizations: Community health and social service organizations supply valuable services to the community and directly to education to help meet the physical, social, and emotional needs of young people and their families. They also depend on education for qualified and sensitive graduates, and their efforts are more effective when school systems provide a supportive and caring environment during the time students are there. Lehigh Valley 2000 Page 2 - Government: Government is a customer of education because it hires the graduates and looks to education to provide a citizenry that is responsible, knowledgeable, and involved. It is also a supplier because it provides resources and passes laws that can help or hinder the process of education. - Higher Education: Higher education is a major customer of basic education's gradu- ates, and the ability of higher education to do its job is highly dependent on the quality of these incoming students. It is also the prime supplier of services to educate teachers and administra- tors. - Teachers: Teachers are internal suppliers to education because they are a primary source of knowledge and experience being imparted to the students. They are also customers of the educational system because they need to receive support from the system to do their jobs effectively, and they need opportunities for continued learning experiences for themselves. - Parents: Parents are customers of education because they look to the school system to provide adequate training and support for their children. They are also suppliers to education to the extent that they encourage their children to learn and they provide a good environment for them to live. - Students: Students are probably the most easily identified customers of the services of learning provided by education. However, they are also suppliers to the extent that they devote their energies and attention to the tasks presented to them, and to the extent that they help their peers and associates in the process. These various stakeholders, along with others, both contribute to and benefit from educa- tion in a complex, interdependent way. Thus, improving education is a complex initiative involving the interaction of many organizations, businesses, and individuals. IV. Developing a Consensus and Approach to Improving Education Based on their experience, the members of the LVBEP recognized that a broad range of perspectives from many organizations, businesses, and individuals would need to be considered. This is because of the complex interaction of the roles of the many stakeholders as customers of and suppliers to education. Thus, a structure of task forces was created to address the concerns that were expected to arise among the participants. Each task force was co-chaired by an indus- try leader and a school superintendent. Volunteers from the many stakeholder groups were both accepted and recruited, thus insuring input from representatives from all segments of the com- munity. These task forces were asked to make recommendations to the Lehigh Valley Business- Education Partnership, acting in its role as a community steward of the restructuring process. Seven task forces were established to address the following topics: The Learning Environment The Teaching Environment State Regulations Lehigh Valley 2000 Page 3 Curriculum At-Risk Youth Education for Employment Basic/Higher Education Cooperation Separate standing committees were created to steer the project and to address the issues of communication and funding. In addition, a special task force was established for restructur- ing and choice because of the controversial nature of this issue. More than three hundred people participated in these efforts. (Appendix B) The task forces had a fast-track schedule to complete research, analysis, documentation of findings, and to make recommendations, which led to more than eighteen months of dedicated efforts by con- cerned managers, teachers, manufacturers, school administrators, chief executive officers, parents, and many others working toward education reform. Early meetings of the LVBEP and its task forces were spent largely developing trust and understanding. Business and education leaders found that they had a great deal to learn about each other's challenges before they could proceed. As issues were developed, the roles of other parties in the education process were identified, and representatives of those parties were invited into the LVBEP. The collaboration among all segments of the Lehigh Valley community, and the respect for each other that developed through this process, have been key elements of the LVBEP's success to date. The Partnership has been careful to nurture this environment every step of the way. V. Results of the Planning Effort Each of the seven task forces developed a report and a set of recommendations relating to its particular focus area. The individual reports were combined into one larger report. The LVBEP's Task Force report, which was released on June 10, 1991, contains more than 200 suggestions relating to education and the role of the various stakeholders in it. To garner further consensus and buy-in from the community, the complete LVBEP Task Force Report was made available to all Lehigh Valley public and private school district offices, Chambers of Commerce, public libraries, and other interested organizations. In addition, more than 1,000 copies of this comprehensive report, including the recommendations of each task force, were distributed widely in the community and, by request, throughout the country. Local media provided extensive coverage of the process and the conclusions, including a special newspaper supplement which has fulfilled requests for over 12,000 copies (Appendix C). This further helped to raise the community's awareness for the need to improve education. The impact of media participation is necessary to obtain and sustain the will and resources needed PA over a long period of time. Recognizing the need to cooperate and coordinate with other efforts and activities in 200 Pennsylvania, LVBEP members worked with Pennsylvania Governor Robert P. Casey to con- Lehigh Valley 2000 Page 4 vene a special conference on Business Education Partnerships on June 13-14, 1991 in Harrisburg (Appendix D). This conference was held in response to a state report, Economic Development Partnership's Committee on Work Force Development. (Appendix E) This report called for the creation of a statewide business and education coalition to advocate and assist local partnerships such as the Lehigh Valley Business-Education Partnership. As a result of this conference a statewide coalition has been formed, and its action plan for implementation has been recently ap- proved by Governor Casey. VI. Steps to Implement the LVBEP Plan When announcing the recommendations developed by the LVBEP task forces, LVBEP members expressed strong feelings that this not be another report that simply sits on a shelf. Thus, the board of LVBEP took immediate action, approved by the Board of Directors on August 16, 1991, to set up a structure and process to implement the recommendations. First, the Board reviewed all 205 recommendations and identified eighteen that deserve priority attention. Then, seven action committees were created to coordinate implementation of the recommenda- tions. A Steering Committee was established to manage the system of implementation. It created the framework or Blueprint for Action (Appendix F). It also assigned at least three of the priority recommendations to each action committee, and will coordinate and approve the action committee plans for implementation. In addition, on August 16, 1991, the Board of the LVBEP passed a resolution to adopt the name of "Lehigh Valley 2000: A Business-Education Partnership." This name change is more than symbolic. It reflects the Partnership's commitment to the goals of the President and the nation's governors as expressed in the AMERICA 2000 initiative. We believe that the goals of AMERICA 2000 are fully consistent in tone and substance with our own, and that our process of implementation can be constructively steered by joining with the nation in achieving our com- mon objectives. The current action committees are: State Regulations Action Committee Business and Schools Coalition Action Committee Schools Action Committee Restructuring and Choice Action Committee Strategic Planning Action Committee New American School Committee Community Report Card Task Force The first four action committees mirror the task forces that developed the Partnership's plan. They have been assigned various recommendations to implement as a result of that plan. Lehigh Valley 2000 Page 5 As the initial eighteen priority recommendations are successfully implemented, the Steering Committee will assign additional recommendations from the Partnership's Task Force Report to the appropriate action committees until all 205 recommendations have been successfully com- pleted or dealt with in an appropriate way. New The Strategic Planning Action Committee was created to develop a monitoring system to American track the completion of the various recommendations The New American School Committee School was created explicitly to develop an approach to a new school, an experimental break-the-mold approach to basic education, which will be sponsored by Lehigh Valley 2000. Finally, the Community Report Card Task Force was charged with developing a report card and reporting process to track the overall progress of the community in attaining the vision of Lehigh Valley 2000. The report card is intended to go beyond the progress of each recommen- dation to capture the synergy of our multipronged approach to the issues and the results we are obtaining in all sectors of the community. As of the date of this progress report, the leadership and initial membership of each of the action committees have been identified, and the committees are all up and running. Each committee is co-chaired by shared leadership from business and education, as has been the Partnership's policy. The action committees have been encouraged to solicit the support of community groups and organizations associated with education-related issues. Initial action committee tasks in- clude recruiting committee members and developing objectives and milestones for each recom- mendation assigned to it. Several of the committees have already initiated programs or planning for programs in response to their assignments. All action committees are meeting approximately on a monthly basis until their tasks have been completed. VII. Relationship with AMERICA 2000 Strategy Lehigh Valley 2000 initiated its education improvement efforts independent of the Summit on Education in Charlottesville, Virginia. However, the short and long-term efforts of Lehigh Valley 2000 are consistent with the six national education goals. Lehigh Valley 2000 members are pleased to share a common vision with President Bush's AMERICA 2000: An Education Strategy. Both are calling for efforts toward becoming a community where all seg- ments work together to insure that life-long learning happens. To this end, the Board of Direc- tors passed a resolution on August 16, 1991 committing the Lehigh Valley to become an AMERICA 2000 Community. The Partnership will endeavor to incorporate the achievements of the national goals into its ongoing action plans. Lehigh Valley 2000 has accomplished much since November of 1989 toward the goal of restructuring our educational system. The Partnership has formally adopted the national educa- tion goals as its own on behalf of the Lehigh Valley (Appendix G). Furthermore, it has devel- oped a community-based strategy and process to achieve those goals--a strategy that has been Lehigh Valley 2000 Page 6 developed with significant and broad community input and that has widespread support in the Lehigh Valley. Under the umbrella of the Partnership, each school district and each stakeholder in the community is being encouraged and enabled to take appropriate steps to implement the Partnership's recommendations. We recognize, however, that these actions are only the beginning. The Lehigh Valley 2000 comprehensive Community Report Card study is well underway. This study, expected to be carried out for a period of at least ten years, is being designed using the principles and practices of total quality management. Each of the stakeholders, and their role as customer and supplier to education, have been identified, and we are developing and refining baseline and measurable goals designed to foster continuous improvement in education. The report card will provide an incentive for all Lehigh Valley 2000 participants to do their part in reaching our goals, and it will evaluate the synergy of all the community groups working to- gether toward our common objective. Finally, the Steering Committee of Lehigh Valley 2000 has formally committed to the New concept of a New American School. An action committee, headed by a partnership of business and school leaders, has begun to discuss ways in which the Lehigh Valley can incorporate the American School very best ideas from our own community and the nation to provide an educational system that achieves the goals of AMERICA 2000 and also the vision of Lehigh Valley 2000. We hope to develop the new school in such a way that we can transfer the successes throughout our commu- nity through the existing school districts or other appropriate means. Indeed, a "quiet revolution" has been set in motion in the Lehigh Valley. It is one that * employs a quality process and a partnership of people working together to attain a common goal. We are confident of its outcome, and we believe Lehigh Valley 2000 has significant lessons to share and contribute to others. The Board of Directors of Lehigh Valley 2000 looks forward to achieving the banner of an AMERICA 2000 Community designation and would be proud to be part of a national effort. Lehigh Valley 2000 Page 7 MEMORANDUM TO: MEDIA AFFAIRS STAFF FROM: ALEX ELIAS RE: MARLIN BRIEFING, 4/12/92, 10:30AM ANNOUNCEMENTS 11:00am The President will sign the Beck decision executive order. 4:00pm Meeting with the Polish Prime Minister (this is a private visit, his first) At some point he will meet representatives of the law enforcement community to discuss the crime bill. Tomorrow: Detroit: travel schedule is out In his scheduled speech, he will discuss the 5 pillars of reform, and possible veto of CAFE standards as the program will cost American jobs. Will attend a B/Q Fundraiser that 850-1000 people will attend. Thursday: Will travel to Allentown, PA to visit the Lehigh Valley school district. This is to highlight the first anniversary of America 2000 by speaking at Dierdruff High School. Other: Background on Beck: --There will be a fact sheet, copy of speech, and other materials available. The Beck decision refers to the use of funds for campaign specific activities over and above the cost of collective bargaining. If the employee objects, the union cannot spend his/her dues for promotion of political candidates. The important thing to note is that this executive order applies only to federal contracts and does not implement the decision nationally. This requires legislation by Congress. The Beck decision came down in 1988 and the majority opinion was written by Justice Brennan. QUESTIONS Why has it taken so long to implement the decision? --We have proposed implementation of it in the Campaign Reform Act of on 10/26/89. Congress hasn't acted to introduce the legislation that would implement it nationally. --The Council on Competitiveness has estimated that it would save members $2.4 billion if it were implemented nationally. Why is an executive order necessary? --It requires legislation to implement nationally, we had hoped it would be implemented nationally and an executive order is the only thing under his authority. Does it hurt Democrats? --The Supreme Court dosen't see it as preferential. Does the Administration have any legislation on the hill now to implement it nationally? --Yes, the Campaign Reform Act has been there since September of 1989, no information on the status. Why did the President wait 3 years? --It is not the right way to do it, now he has no alternative. Why is legislation necessary if the Supreme Court already decided on it? --Need an attorney to answer Campaign Reform Act: What about big money contributions of $100,000 or more soft money ? --Don't know what you are talking about Congressional Reform Act is our position. Can the government be forced to abide by this how? --It is subject to enforcement: It is included in contracts must be notified of costs other than those related to collective bargaining. Entitled to refund/reduction of percentages spent on political activities. How do individual members make use of the decision? --They file grievances to NLRB How much is it being violated (the decision)? --several hundred 300 cases Why is Charlton Heston here? --He heard that we have great interns, and he is involved in worker rights. He is member of 4 unions, and is aware of the rights of union workers. The interns part is a JOKE Does the Campaign Reform Act cover soft money? --No information Are ag credits to the CIS in jeopardy? --We are watching the situation; General Scowcroft has said that it might. SUMMARY The overwhelming majority of questions were in relation to the Beck decision. The press seemed to suggest hypocrisy on the part of the Administration with regard to campaign funds, and the manner in which they are accepted. There was generally confusion on why, if the Supreme Court has made that decision the law of the land, why any legislation or an executive order is necessary. City/State: Allentown PA Event: Educ 2000 Date: 3-10-92 OFFICE OF PRESIDENTIAL ADVANCE CONTACT SHEET Name Office Phone Number Presidential Advance Office 202/456-7565 Presidential Advance Fax Number 202/456-2820 John Herrick/ Patncia Conrael WH Advance 202.456.7565 Scott Dunn usss./TSD 202-395-4005 BOB STEELE WH COMMUNICATIONS 202-757-2440 RICHARD WILLIAMS WH COMMUNICATIONS LEAD 202- 757- 5190 LARRY SPERL USSS/PPD 202-395-4112 RUSSELL J. CANCILLA MILITARY AIDE 202-395-1747 MICHAEL P. MEILINGER PRINCIPAL 21582,2200 - RAY ERB ASSISTANT SUPERINTEUDENT 215-821-2625 - BERT DADAY Spr asst Power Fight-Jelix 2000-215-774-3323 - ED DONLEY Lehigh Valley 2000 215-481-7004 Jane B. Leonard OPL /WH 202 456 7845 Kim Fulter WhiteHonse Press head 703-553-0214 KEN HUFFER USSS/MOTORCADE 202-435-7400 Sanda Hold Righard W 215-820 -ddos Richards.Parke Richard Park Assist, Principal 215-820.2205 MAJOR Tim CoRbiN MARINE ONe Advance 202-395-2034 THOMAS A. PETRO usss PHILADELPHIA 215-597-0600 Kam Flynn USSS PPD MIKE ROSE usss - PPD -LEAD ADVANCE 215-597-0600 JEANNIE BUNTON Dong Mae Kenne WH 202-456-7565 SPEECHWRITING 202-456-7750 Bruce WiLSON WH Advance 202 456 7565 -10 april 92- Mike Miley, prenciple Dierutt thghsschool Sandva Hollit Gst. principal Dong Lead Mckenzie PRE-ADVANCE/WALK-THRU QUESTIONNAIRE Potus in route KPDCT FOR EASTER trip released to Press EVENT: Lehigh community, Allentown, PA. on Monday DATE: Thewsday April 16,1992 TIME: 12-2 p.m. 12:25 arrive school LOCATION: (GIVE DETAILS) Dierutt High School EXPECTED AUDIENCE: #2000 (NUMBER AND COMPOSITION) PRESS COVERAGE: DIAS PARTICIPANTS: TBD CABINET/CONGRESSIONAL/ADMINISTRATION: EXPECTED PARTICIPATION BY MEMBERS OF TBD Specter, (asa) POTUS INTRODUCTION: TBD PERTINENT SPEECH TOPICS: Highlight A 2000 anniversary 5 pillars REASON FOR EVENT: Highlight first and. America 2006 5 pillars - educational reform PLEASE ATTACH PRE-ADVANCE/WALK-THRU CALL SHEET EXECUTIVE OFFICE OF THE PRESIDENT 10-APR-1992 04:57PM TO: DANIEL B. MCGROARTY FROM: JEAN M. BUNTON OFFICE OF COMMUNICATIONS SUBJECT: LEHIGH VALLEY/DIERUFF HIGH SCHOOL EVENT PRE-ADVANCE TODAY WENT VERY WELL. DOIN' THE HARD WORK OF FREEDOM. EVENT: Two TIERS 1. POTUS MEETS WITH REPRESENTATIVES OF LEHIGH VALLEY 2000 AND PENNSYLVANIA 2000 [20 MIN.] 2. POTUS REMARKS IN GYMNASIUM [1 P.M.] AUDIENCE: 2,000 COMMUNITY LEADERS, SCHOOL FACULTY, STUDENTS, PARENTS POTUS INTRO: TBD - POSSIBLY A STUDENT DAIS: TBD OFFICIALS: SEC. ALEXANDER, NO FLOTUS, OTHERS TBD [POTUS EN ROUTE TO KPORT FOR EASTER WEEKEND] DATES TO NOTE: Boys TENNIS, J.V. SOFTBALL, VARSITY SOFTBALL, J.V. BASEBALL, VARSITY BASEBALL AND Boys VOLLEYBALL TEAMS COMPETE ON APRIL 15TH; TRACK TEAMS ON APRIL 13TH. APRIL 24 SCHOOL AF ROTC PROMOTION NIGHT APRIL 25-26 KARATE TOURNAMENT APRIL 28 PENNSYLVANIA PRIMARY MAY 21-25 LEHIGH VALLEY COMMUNITY MAY FAIR JUNE 11 GRADUATION LOUIS E. DIERUFF [DEER-RUFF] HIGH SCHOOL: 0 NAMED FOR LOUIS ELMER DIERUFF -- STRONG SUPPORTER OF PUBLIC EDUCATION, A TEACHER, ADMINISTRATOR, BUSINESS MANAGER, PRINCIPAL. WAS RETIRED WHEN SHCOOL NAMED FOR HIM. Now DECEASED. FOUNDED IN 1959. THREE MEMBERS OF THE CURRENT FACULTY HAVE BEEN AT DIERUFF SINCE 1959: RICHARD KING, DENNIS MCGINLEY, CLEM WEST. 1984-85 EXCELLENCE IN EDUCATION RECIPIENT - USA MODEL SCHOOL, LOTS OF AWARDS FROM UNITED WAY PRINCIPAL - MICHAEL MEILINGER; Ast. PRINCIPALS: SANDRA S. HOLOD AND RICHARD G. PARKS 0 MASCOT - "THE HUSKY" [SCHOOL HAS LIVE HUSKY NAMED KISKA - SHE LIVES WITH A TEACHER AND ATTENDS PEP RALLIES, GAMES. PURPORTEDLY BRED FROM ADMIRAL BYRD'S LINE OF POLAR HUSKIES.] SCHOOL MOTTO: "Husky PRIDE" SCHOOL COLORS: BLUE AND GRAY ALMA MATER: DIERUFF HIGH SCHOOL, BE OUR STAY, BEARING PROUDLY BLUE AND GRAY, MAY WE FOR THY SPIRIT YEARN, HELP US 'ER TO SEEK AND LEARN Now HAIL OUR ALMA MATER STRAY AND MAY WE PROUDLY SAY To YOU WE EVER WILL BELONG WE SALUTE YOU BLUE AND GRAY. 0 MORE COLOR - POSTERS ARNOLD AND HIS PUMPITUDE PROMOTING PHYSICAL FITNESS, PROM TUXEDOES $40, "EXPECT THE UNEXPECTED - YEARBOOK 92" FREEDOM SHRINE: IN ALL ALLENTOWN SCHOOLS, COPIES OF GETTYSBURG ADDRESS, TREATY OFPARIS, CONSTITUTION, BILL OF RIGHTS, KENNEDY INNAUGURAL, LETTER FROM GEORGE WASHINGTON, ETC. HANGING ON WALL IN SCHOOL. NAMES OF HONOR STUDENTS POSTED IN HALLS 0 TRIVIA - DIERUFF JR. AMY CRUZAN MET POTUS AT MAIZE CRAZE EVENT IN MANCHESTER, NH -- SHE AND FIVE CLASSMATES ARE SHOWN IN GRIP AND GRIN WITH POTUS, PHOTO FEATURED ON FRONT PAGE OF "THE LEADER" SCHOOL NEWSPAPER. 0 FAMOUS ALUMS: ANDRE REED [RIED] WIDE RECEIVER BUFFALO BILLS, STATE REPRESENTATIVE KAREN RITTER Chave not fact che cked thin) A FEW BUZZ WORDS FROM CONVO WITH SANDRA HOLOD ON WHY ATTENDANCE IS so HIGH AT DIERUFF: THERE IS "NO WAY TO SLIP THROUGH THE CRACKS" -- SECRETARIES AND AST. PRINCIPALS CALL THE HOME OF UNACCOUNTED FOR ABSENTEES EVERY MORNING -- ABOUT 100 PHONE CALLS PER DAY. HAVE BEEN DOING THIS FOR ABOUT 13 YEARS. "KIDS ARE THE CAREER HERE", THEY KNOW THERE ARE CONSEQUENCES OF BEHAVIOR AND THEY KNOW THEY HAVE TO ACCEPT RESPONSIBILITY FOR THEIR BEHAVIOR. APR-03-1992 15:44 FROM TO 94567739 P.02 STATEMENTS OF EDUCATION UNITED STATES DEPARTMENT OF EDUCATION CAUNA OFFICE OF THE SECRETARY STATES 8 April 3, 1992 MEMORANDUM TO RAE NELSON FROM: STEPHEN I. DANZANSK* SUBJECT: Comments on Upcoming Education Speeches: April 7 -- Washington April 14 -- Detroit What follows are the Secretary's personal comments on three speeches -- Teacher of the Year, American Business Conference (April 7) and the Detroit Speech (April 14): I. Teacher of the Year "Teachers are at the heart of AMERICA 2000. First, Tom, we want to give teachers and principals more flexibility in their classrooms from the web of federal regulations that impose a one-size-fits-all solution on our schools. Second, teachers in hundreds of schools are part of the exciting effort to create the first wave of an entire generation of break-the-mold new American Schools that meet the needs of today's children. Teachers know best how to create the best schools in the world for our children. Third, teachers in mathematics and in sciences and history and in other critical subjects are leading the way in defining world-class academic standards, creating new state curriculum frameworks and establishing a system of voluntary national exams -- to help us raise our sights and measure our performance. We want teachers to be deeply involved -- as they are in Detroit -- in creating new school options, new choices for parents -- we especially must work hard to give middle and low income families more of the same school choices that families with money already have. We know that these major changes in our education system will require new opportunities for teacher retraining -- that's why we have focused the more than $2 billion the federal government spends on math and science education on teacher retraining. That's why I have proposed that Congress help states create Governors' Academies for Teachers of math, science, English, history and geography." II. American Business Conference (Note: It is important to mention Jim Jones, the former Democratic Congressman and President of the American Stock Exchange and member of the New American Schools Development Corporation Board. ) 400 MARYLAND AVE.. S.W. WASHINGTON. D.C. 20202 APR-03-1992 15:44 FROM TO 94567739 P.03 "Our AMERICA 2000 initiative aims to re-invent American schools. Your Chairman, Jim Jones, is a leader in the New American Schools Development Corporation, a private group created at my request to launch an entire generation of break-the-mold New American Schools that meet the needs of today's children. We need real change in our education system. We must help communities create break-the-mold schools, give teachers and principals more flexibility in their classrooms, agree upon a set of world class academic standards for our schools and a system of voluntary national examinations to measure our progress toward those standards, and we must give middle and low income families more of the same choices of schools that families with money already have. Business as usual will not allow our children and grandchildren to reach the six ambitious National Education Goals that they must reach if they are to have the kind of jobs and the kind of lives we want them to have. [And this is not a job just for our schools -- I have challenged every community to become an AMERICA 2000 community. As the African proverb says, 'It takes an entire community to educate one child.']" III. The Detroit suburban speech -- some themes: Better schools, colleges and universities mean better jobs -- and more jobs. People change jobs often now. And a new job means new skills, new training, usually more education. To help with that: : "Make students, who only have time to take one course, eligible for federal grants and loans. A working mother with a family and a job doesn't have time to take more than one course at a time. -- "I have supported Rep. Tom Petri's amendment that would create a $25,000 lifetime line of credit for education and job training for every American to be paid back out of earnings. In my 1993 Budget, I called for a special focus on lifelong learning and a credit card to encourage more people to get the training they need. A better education is the surest path to a better job and this would make that available for you, your spouse and your children to be paid back when you are able to pay it back. APR-03-1992 15:45 FROM TO 94567739 P.04 -- "I also proposed two major tax incentives to help middle and low income families pay college costs. The first makes interest on existing and new student loans deductible for tax purposes. The second would allow individuals to withdraw savings from IRAS without penalty to pay college expenses. -- "And I have recommended the largest increase in history -- more than $1 billion for Pell grants -- to help families pay their college expenses. Today, one of every two college students in America has a federal grant or loan to help pay education expenses. "When I think of America in the year 2000, I think of America moving from a nation at risk to a nation of students -- students of all ages -- attending the best system of schools, colleges and universities in the world." Services of Mead Data Central, Inc. PAGE 2 3RD STORY of Level 1 printed in FULL format. Copyright 1990 The Heritage Foundation Heritage Foundation Reports March 21, 1990 SECTION: BACKGROUNDER; NO. 760 LENGTH: 5298 words HEADLINE: A PRIMER ON CHOICE IN EDUCATION: PART I -- HOW CHOICE WORKS SERIES: This study reviews the arguments in favor of choice, its success to date, and the choice options available. Part II will address the legal considerations that should guide policy decisions. BYLINE: Prepared for The Heritage Foundation by Clint Bolick, Director, Landmark Legal Center for Civil Rights, Washington, D.C. BODY: INTRODUCTION Every year, America spends increasing sums on education, yet it seems to be without much noticeable impact on the disastrously low academic achievement of the nation's youngsters. For this reason, a growing consensus is emerging that doubts whether more spending and more tinkering will improve the performance of schools. What will improve it, say increasing numbers of liberals and conservatives, are reforms that give parents the freedom to choose the best schools for their children. This would create competition among schools that would improve the schools and schooling. Last year alone, 23 states considered some form of education- choice proposals; three enacted choice legislation. n1 In fact, there are already an estimated 10,000 schools which students attend as a matter of choice rather than assignment. Reports Fortune magazine: choice in education "is simply the hottest item on the education reform agenda today." n2 n1 Susan Phillips, "Education Choice Emerging Trend?" Family, Law & Democracy Report, July 1989, PP. 1-3. N2 Jaclyn Fierman, "Giving Parents a Choice of Schools," Fortune, December 4, 1989, P. 147. Harlem Success. Choice in education must not be limited to the wealthy or well-off who can afford either to pay for a private school or move to a good school district. Choice is needed most by financially poor parents whose children are trapped in the most inferior schools. When given a choice in schools, as is now available in New York City's Harlem school district, for instance, test scores rise dramatically. Restoring Teaching's Prestige. With widespread public support, different choices schemes have been adopted in the states. Opponents mainly have been the education establishment, fighting to protect its monopoly and job security. Yet educators need not fear choice. Upgraded schooling, rising test scores, and fading illiteracy will raise the prestige of and respect for teachers and principals, restoring to teaching the high status that it enjoyed just a LEXIS'NEXIS'LEXISNEXIS Services of Mead Data Central, Inc. PAGE 3 1990 The Heritage Foundation, March 21, 1990 little more than a generation ago. Educators should join with parents and lawmakers in backing such choice options as magnet schools and open enrollment for public schools, and tuition tax credits and vouchers for private schools. Choice plans instituted to date generally have been limited to public schools. While this limits their benefits, it addresses the most pressing needs and makes broader political support possible. Though many choice plans have been adopted only in recent years, where evidence is available it is clear that competition among the schools boosts student performance. Thus state governors increasingly support parental choice, and George Bush has made choice the cornerstone of his education improvement agenda. The choice movement is gaining momentum, and policy makers must continue to introduce choice where it has not been tried and to expand it where it has been successful. HOW CURRENT EDUCATION REFORMS HAVE FAILED More than six years have passed since the report by the National Commission on Excellence in Education pronounced America's public school system a virtual shambles. n3 Yet the United States remains educationally "a nation at risk." n3 National Commission on Excellence in Education, A Nation at Risk (Washington, D.C.: U.S. Government Printing Office, 1983). The Commission's alarming findings triggered a flurry of reform that has included increased public school expenditures, higher academic standards and an emphasis on basic skills - all with very disappointing results. In fact, last year the U.S. Department of Education reported that Scholastic Aptitude Test (SAT) scores have remained stagnant or declined during the past three years. n4 Only 20 percent of American high school seniors can write a simple letter and only 5 percent can decipher a bus schedule. n5 And the problem is most acute for the urban poor. n6 The evidence is clear --- increased spending and recent education reform measures have failed to improve student performance. n4 Secretary of Education Lauro F. Cavazos, "Restructing American Education Through Choice, = speech delivered to the Education Press Association (May 19, 1989), p. 1. n5 Survey findings by the National Assessment of Education Progress. n6 The Right to Choose: Public School Choice and the Future of American Education (New York: Manhattan Institute for Policy Research, 1989), P. 8[hereinafter Right to Choose]. How Reforms Picked the Wrong Target The type of reforms undetaken since 1983 actually have little relationship to student performance. A 1989 survey of 187 studies by University of Rochester Economics Department Chairman Eric A. Hanushek, for instance, finds that teacher salaries, per-pupil expenditures, class size, and graduation requirements are unrelated to academic performance. n7 After surveying two decades of educational research, this report concludes: LEXIS'NEXIS'LEXIS'NEXIS Services of Mead Data Central, Inc. PAGE 4 1990 The Heritage Foundation, March 21, 1990 Expenditure increases, if undertaken within the current institutional structure, are likely to be dissipated on reduced class size or indiscriminate raises in teacher salaries with a result that growth in costs will almost surely exceed growth i student performance. n7 n7Eric A. Hanushek, "The Impact of Differential Expenditures on School Performance," Educational Researcher, May 1989, P. 47. Rather, such less tangible factors as a clear educational mission, strong leadership, and an atmosphere of professionalism and flexibility have a much more significant impact on student achievement. These critical factors, notes Brooking Institution Senior Fellow John Chubb, "are not things that school reformers can easily influence with policies. n8 n8Right to Choose, PP. 9-10. The lessons of the 1980s are clear: spending more money and fiddling modestly will not improve the performance of American students. What will is competition among schools. This will force the improvements needed to make American students as well educated as their foreign counterparts. There are different methods of introducing competition into the school system, all of which give parents some degree of choice in selecting their children's schools. OPTIONS FOR EXPANDING CHOICE The principal options for promoting educational choice include (either alone or in combination) magnet schools, open enrollment, tuition tax credits, vouchers, and home schooling. The first two options normally confine choice to public schools, while tax credits and vouchers extend the freedom of choice to some or all private schools. Each of these strategies had different attributes and different implications for parents and for schools. Choice within the Public Schools Most current proposals focus on increasing choice and competition among public schools. This empowers the vast majority of parents. Students can improve their opportunities and poor schools will face powerful incentives to improve. Among the most important versions of public school choice: Magnet Schools. The term "magnet" connotes an intrinsic drawing power, and this is precisely how magnet schools are designed. To attract students from outside their normal attendance areas, magnet schools are given the flexibilty to design specialized courses of instruction and experiment with instructional techniques. Used increasingly in recent years as a. desegregation device, magnet schools have accomplished what decades of forced busing could not: voluntarily integrated schools offering high-quality educational opportunities. Magnet schools currently comprise about 25 percent of all schools of choice. They are organized around particular themes: specialized academic courses like math, science, foreign languages, or remedial education; performing or creative arts; vocational or technical education; or particular learning methods. One-third of these schools base admission on established criteria, such as superior academic performance; the remainder admit students on a lottery or first-come basis. It is not uncommon for this latter version to result in long lines of parents camped out for days, waiting to register their children. LEXIS'NEXIS'LEXIS'NEXIS Services of Mead Data Central, Inc. PAGE 5 1990 The Heritage Foundation, March 21, 1990 Magnet schools exist at the primary or secondary level and the size-attendance zone can vary widely. Examples: Montclair, New Jersey, has turned all its elementary and secondary schools into magnets and has instituted open enrollment throughout the municipality; St. Louis, by contrast, has created a program in which it exchanges students with 23 suburban school districts. n9 n9Educating Our Children: Parents & Schools Together (Washington, D.C.: U.S. Department of Education, 1989), P. 29. Impressive Gains. The academic gains produced by magnet schools so far are impressive. The Education Department reports that 80 percent of the magnet schools in fifteen urban districts showed higher achievement scores than their district averages. n10 n10Ibid, p. ii. In designing magnet schools, policy makers should offer real choices to the maximum number of students. If a school district creates a number of magnet schools that prove to be successful, other district schools should be permitted to compete with the magnets by modifying their own curricula or methods. Schools with long waiting lists should be replicated. To the extent they are used as a desegregation device, magnet schools can succeed only if the principal goal is educational quality rather that racial balancing as an end in itself. Open Enrollment. Also called "public school choice, It open enrollment is the most comprehensive way to introduce competition within the public educational sector. Minnesota is the pioneer in open enrollment. Launched in 1987, the Minnesota program requires open enrollmment in certain school districts; all the state's school districts will be included by the 1990-1991 school year. Under this policy, students may apply to schools in districts other than the one in which they reside, and the schools must accept them unless space is inadequate or the transfer would upset racial balance. n11 The state's portion of the cost of educating a student "follows" the student to the school of choice. Thus schools that attract more students attract more money. n11This requirement may well be unconstitutional. Landmark Legal Foundation has filed on behalf of black schoolchildren a legal challenge to the Kansas City policy of strict racial quotas in magnet school admissions, under which the school district has turned away black students despite having empty seats in the magnet schools. See the discussion of nondiscrimination in Part II of this paper, forthcoming. The student's family is responsible for transportation to the new district's boundaries, but from there transportation is provided for needy students at public expense. In the four years since open enrollment was first proposed, public opinion in Minnesota has flipped from 2-to-1 opposed to 2-to-1 in favor of the policy. n12 Last year, Arkansas, Iowa, and Nebraska, enacted open-enrollment programs patterned after Minnesota's, and Ohio has launched an open-enrollment pilot program. n13 LEXIS'NEXIS'LEXIS'NEXIS Services of Mead Data Central, Inc. PAGE 6 1990 The Heritage Foundation, March 21, 1990 n12The Right to Choice, op. cit., p. 19. n13 Phillips, op. cit., p. 3. Denying Choice to Some. Other jurisdictions have opted for "controlled" choice giving parents the opportunity to identify their top two or three school preferences. Adminstrators then assign students to a school aiming at achieving a racial balance, with parent preferences as a secondary concern. Boston instituted controlled choice last year, and although most of the city's students received their first and second choices, a large percentage of students were assigned to a school they had not chosen. After a generation of racial conflict stemming from forced busing, administrators hoped that controlled choice would enable the schools to integrate through voluntary means. n14 However, unlike open enrollment plans, controlled choice does not permit a child to attend the neighborhood school if it would upset the racial balance. This choice option, therfore, denies choice to a large proportion of parents, whose children remain subject to mandatory busing. n14" American Agenda," ABC World News Tonight, November 13, 1989. Other examples: ** In 1981, Cambridge, Massachusetts, abolished attendance zones for grades K-8 and allowed parents to select their top three schools, subject to space and desegregation limitations. Following the introduction of choice, the proportion of students electing to attend public schools rose from 74 percent to 82 percent, and student achievement scores have risen steadily. n15 n15Schools of Choice: The Beginnings of a Systemic Change in American Education? U.S. Senate Republican Policy Committee, August 3, 1989, p. 8. ** New York City gives 90,000 of its 940,000 students choices among 250 alternative programs, some on a lottery basis and others subject to screening requirements. ** Colorado's Second Choice Pilot Program offers school dropouts a chance to attend certain out-of-district public schools, vocational/technical schools, or adult educational programs, transferring 85 percent of the per-pupil expenditures from the resident to the nonresident school district. n16 n16Educating Our Children, op. cit., P. 31 and Model IV (Appendix). Magnet schools, open enrollment, and controlled choice have proven effecitve in improving education by injecting an invigorating dose of competition into the public school system. Public school choice can promote program innovation and specialization as well as greater parental involvement and school autonomy. But competition that is limited to the public sector cannot accomplish the full range of benefits available from competition that includes the private sector. Choice and Private Schools A 1988 Harris poll finds that more than half of public school parents would choose private schools for their children had they the means to do so. n17 Perhaps the greatest indictment of Chicago's failed public school system is LEXIS'NEXIS'LEXIS'NEXIS Services of Mead Data Central, Inc. PAGE 7 1990 The Heritage Foundation, March 21, 1990 that Chicago public school teachers who live in that city are twice as likely as all other parents to send their children to private schools -- 46 percent of teacher parents and only 22 percent of other parents. n18 These teachers' own union vehemently opposes extending the same choice to less affluent parents. n17Educational Choice: A Catalyst for School Reform (Chicago: City Club of Chicago, 1989), p.5. n18Herbert J. Walberg, Michael J. Bakalis, Joseph L. Bast, Steven Baer, We Can Rescue Our Children (Chicago: The Heartland Institute, 1988) p.11. While private schools are often beyond the reach of low-income families, they are not exclusively serving the affluent. In fact, according to the Council on American Private Education in 1988, some 41.7 percent of families who send their children to private schools have incomes less than $25,000 a year. Moreover, providing assistance to less-affluent parents to enable them to exercise that choice actually could save taxpayers billions of dollars. The reason: typically it costs less to educate a child in a private school. Each child attending a non-public school saves taxpayers at east $4,000, which is the annual per pupil average cost in public schools. The five million pupils currently in non-public schools save taxpayers over $20 billion a year. Currently there are several strategies and proposals expand choice to private schools. Among them: Tuition Tax Credits. One much-debated option for expending choice is a tax credit for tuition or other educational expenditures incurred in out-of-district public, private non-sectarian, and/or church-affiliated private schools. Tax credit advocates note that because the aid flows directly to parents rather than to educational institutions, credits eliminate the need for burdensome and intrusive regulation of private schools. Critics argue that tax credits do not help those low-income families who pay little or no taxes, but this criticism ignores the fact that tax credits could be refundable to assist low-income families who do not have tax liability. Minnesota allows state income tax deductions for tuition, textbook, and transportation expenses incurred at public or private schools, covering expenses from $650 to $1,000 per student. Iowa has a tax credit of 5 percent of private school tuition up to $1,000 per child. n19 n19Educating Our Children, op. cit., Model V (Appendix) and P. 30. Several New Hampshire towns are exploring the prospects for property tax abatements for school expenses. The towns would give taxpayers a $1,000 credit for every youngster who enrolls in a school (private or public) outside the district. The abatement would also be available to taxpayers who provide scholarships. The abatement program reduces the towns' education costs, while giving parents greater access to education alternatives. Tuition tax credits can expand the option of attending a private school to less affluent families. Private schools have been shown to be particularly successful in educating poor and minority school children. Providing financial assistance in the form of such tax credits, could go a long way toward expanding opportunity for the neediest in society. LEXIS'NEXIS'LEXIS NEXIS Services of Mead Data Central, Inc. PAGE 8 1990 The Heritage Foundation, March 21, 1990 Vouchers. The most comprehensive and controversial form of education choice is vouchers. In theory, these allow students to "purchase" educational programs at any school with certificates representing their individual share of tax dollars. Public schools would set "tuitions" and would be dependent upon vouchers for their revenues. As in other choice plans, funding would follow the student, and so schools would have to compete for "customers." Parents could supplement their vouchers if they elected to send their children to a more expensive school. Because vouchers put public and private schools on equal footing, they directly challenge America's public school monopoly. For this reason, many experts believe that vouchers and other methods that include private school choice offer the only real chance for real reform. But also for this reason, a comprehensive voucher proposal would require enormous political courage. Yet the educational benefits seem likely to make it well worth risk. No other policy proposal would do as much to empower parents to control the educational destinies of the children. Home Schooling. A choice option used by tens of thousands of American families is home schooling. This is formal education conducted in whole or part within the home. For those with the necessary commitment and resources, home schooling can provide wholesome, top-quality educational opportunities. n20 But laws regulating home schooling vary from state to state, and in many places legal obstacles exist to educating children in the home. Limiting regulations of home schooling to ensure minimal educational standards while otherwise allowing maximum liberty will expand education choice in a significant way. n20See Clint Bolick, "The Home Schooling Movement," The Freeman, March 1987, p. 84. THE GROWING CONSENSUS FOR CHOICE The evidence indicates that achievement in America's schools will improve only if there are fundamental changes in the way that schools are managed and controlled. Central to this, a growing number of reformers maintain, is educational choice. The Bush Administration is backing its rhetorical support of choice with some action. Example: Bush has endorsed increased federal funds for magnet schools. The Department of Education also has convened a roundtable on public school choice, and last fall convened a series of regional grass-roots strategy meetings to promote choice. Education choice is advocated by reformers of all political stripes. Observes Edward Fiske, the New York Times expert on education, "Conservatives see school choice as a way of injecting free enterprise into the educational system. Liberals see it as a way of giving the poor the same freedom that the rich have." n21 Indeed, Governor Rudy Perpich, a Democrat, has championed the statewide choice plan in Minnesota. He argues that "without choice, school districts have little incentive to change and to provide alternatives for those families that want them." n22 n21Edward Fiske, "Lessons," The New York Times, January 11, 1989, p. B8. n22Lee A. Daniels, "Efforts to Allow Choice of Schools Stir Debate," The New York Times, March 1, 1989. LEXIS'NEXIS'LEXIS'NEXIS Services of Mead Data Central, Inc. PAGE 9 1990 The Heritage Foundation, March 21, 1990 Strong Public Support. Business leaders, meanwhile, faced with a severe shortage of skilled labor, are backing choice. Xerox Corporation Chairman and Chief Executive Officer David T. Kearns calls for "the total reatructuring of our schools" n23 to be "driven by competition and market discipline." n24 Polls show strong pubic support for education choice. A 1987 Gallup Poll finds that 71 percent of Americans, including 77 percent of non-whites, favor allowing parents to choose among local schools; a plurality supported the even more comprehensive alternative of vouchers. n25 This broad consensus provides a strong foundation for meaningful education reform centered on choice. n23David T. Kearns and Denis P. Doyle, Winning the Brain Race (San Francisco: Institute for Contemporary Studies, 1988), P. 2. n24Ibid., p. 5. n25Educational Choice, op. cit., p. 5. WHY CHOICE IS THE KEY Choice is seen as a critical lever for change because the central flaw in the public education system is its monopoly on providing education. The high taxes imposed to finance public education make it difficult, it not impossible, for most parents to opt out of public schools. And like any monopoly "industry" with a captive market of consumers and a guaranteed flow of revenue, public schools are under little pressure to produce a quality product. This monopoly system traps students from poor families, who often are consigned to inferior schools where drugs and crime are far more common than educational opportunities. n26 Robert Woodson, president of the Washington-based National Center for Neighborhood Enterprise, which seeks to spur improvement within inner-city minority communities, views educational choice as crucial to the progress of poor Americans. Woodson explains that: [w]hen we talk about enhancing choice, we are simply talking about giving working class people and poor people the same opportunity [as the affluent] to choose schools and services for their children. n27 n26See Clint Bolick, Changing Course: Civil Rights at the Crossroads (New Brunswick, New Jersey: Transaction Books, 1988), pp. 104-112. n27Educational Choice, op. cit., pp. 8-9. The deficiencies of the public educational system owing to its monopoly status are exacerbated by a second fundamental flaw: the educational system is controlled by the political process rather than by its "customers," the parents and the pupils. Union Control. As part of the political process, public education is susceptible to special interest pressures, such as teacher unions' control of personnel. The unions dictate who is qualified to teach and often protect incompetent teachers. This undermines the autonomy schools have over their own policies and personnel. Consider the staffing of public schools. As Brookings's Chubb points out, "Control over personnel is the most important quality that a school needs LEXIS'NEXIS'LEXIS'NEXIS Services of Mead Data Central, Inc. PAGE 10 1990 The Heritage Foundation, March 21, 1990 in order to be effectively organized," yet "within the public sector, autonomy is more the exception than the rule." n28 Owing to this lack of control over personnel, the system frequently transfers incompetent teachers from one school to another. They often wind up teaching in poor communities. n28Right to Choose, op. cit., P. 11. The monopoly and special interest control of the public school system are antithetical to the autonomy and accountability essential to quality education. Hence, say advocates of choice, the most effective reform proposals must address both flaws. Allowing choice among schools, public and private, would do most to end the monopoly and the problem of political control. Short of this, freedom of choice within the public sector, with increased control by parents over the management of individual schools, could lead to significant improvements. The crucial feature of a choice plan is increased competition between schools, even if that choice is limited to public schools. Explains Xerox's Kearns: In a choice system, the state would fund individual children . . . Money earmarked for public education would reach the public school only when the student elected to enroll. The school would lose its guaranteed income, and it would be forced to provide the offerings that met the needs and interests of the community it proposed to serve. n29 n29Kearns and Doyle, op. cit., p. 18. HOW CHOICE HELPS POOR FAMILIES One of the most successful choice plans was initiated fifteen years ago in New York City's East Harlem, a school district about two-thirds Hispanic and one-third black. East Harlem's "open enrollment" policy allows parents to send their children to any of the 23 schools within the district. Parents choose among schools specializing in different themes, including performing arts and math and science. School administrators and teachers have the freedom to design new programs and hire new teachers to attract students. East Harlem's choice plan has moved that district's reading scores from last to sixteenth among New York City's 32 school districts. The number of students who read at or above grade level in the district has increased from 15 percent to 64 percent. n30 n30Educating Our Children: op. cit., pp. 29-30. Staying in the Neighborhood. East Harlem has the highest poverty concentration in Manhattan, But its choice plan has led to this impressive success. The great majority of students attend their neighborhood school. even though they may attend any school in the district. The critical factor in improving student performance appears to be the decentralization that has allowed parents, teachers, and principals to make most decisions affecting their own schools. The results are even more remarkable for urban minority students able to attend private schools. n31 The reasons for this are simple. By virtue of the LEXIS'NEXIS'LEXISNEXIS Services of Mead Data Central, Inc. PAGE 11 1990 The Heritage Foundation, March 21, 1990 need to produce competitive results to attract pupils and thus survive, private schools must be efficient. They have smaller bureaucracies than public schools, and they stress the academic basics to attract students. They also enjoy strong parental support for a disciplined and orderly school environment. n31Jill Rachlin and Paul Glastris, "Of More Than Parochial Interests, "U.S. News & World Report, May 22, 1989, p. 61. THE ARGUMENTS AGAINST CHOICE Critics contend that widespread freedom of choice among schools would lead to more affluent and well-educated parents taking their children to suburban schools or to the best urban schools, turning inner-city schools into "dumping grounds" for the very poor and the hard-to-educate. This contention is refuted soundly by the experience of families in East Harlem who made informed choices when they were free to choose and provided with through information about available choices. In fact, students were not left behind in inferior schools when East Harlem adopted choice. Instead, two schools that failed to attract students were closed and later re-opened with new staff and programs. Critics also charge that choice is not a cure-all for what ails education and that its supporters often promote choice as a total solution. To be sure, choice is not the panacea. It must be coupled with reforms such as greater school autonomy and accountability, and high standards of achievements. Yet, even alone, choice will raise educational standards through competition. And then this competition will spur other necessary reforms to be made more quickly than they would have been in the absence of choice. n32 n32Chester E. Finn, Jr., "The Choice Backlash," National Review, November 10, 1989. CONCLUSION Choice -centered reform proposals are receiving growing bipartisan political support and are endorsed by the great majority of parents. Some school administrators, like California Superintendent of Public Instruction, William Honig, recognize that choice brings increased flexibility for themselves and teachers and prompts greater parental support. Despite the support of educators like Honig, the principal opposition to choice comes from education establishment. Politically powerful teachers' unions fight choice proposals at the federal and state levels. They seem to dread the prospect of competition and accountability. Business Backing. Countering the opponents are grass roots parent groups and business leaders who recognize the value of competition. They have formed coalitions pressing for choice plans in the states. The California Business Roundtable, a group of 90 top executives, backs choice legislation in that state; the Illinois Manufacturer's Association has joined other business groups in promoting choice among public and private schools in the city of Chicago; and the Louisiana Association of Business and Industry, the state's Chamber of Commerce, has backed plans to introduce education vouchers. LEXIS'NEXIS'LEXIS NEXIS Services of Mead Data Central, Inc. PAGE 12 1990 The Heritage Foundation, March 21, 1990 State Leaders. Some state governors have been at the forefront of the choice movement, like Minnesota's Perpich, a Democrat. In Wisconsin, Republican Governor Tommy Thompson has proposed legislation to create "education enterprise zones" for poor students. His plan would give parents educational vouchers to enable them to send their children to either public or non-sectarian private schools within the district. This effort in behalf of low-income students has received the support of black urban legislators. Republican Congressman Steve Bartlett of Texas has introduced legislation that would allow federal aid to disadvantaged students (Chapter I funds) to go directly to parents of eligible students to be used toward payment of tuition at their school of choice. Bartlett's bill, H.R.3697, also would provide federal aid to help local and state education agencies design open enrollment plans and would remove federal regulatory barriers that impede choice. George Bush's education legislation expands the federal magnet school program to make it available to school districts not under court-ordered desegration plans. Bush also has requested additional funds to assess the results of choice plans. Bush and Education Secretary Lauro Cavazos must continue to highlight choice as the only reform strategy with the potential to boost student performance and parental involvement. Restoring Accoutability. Bush and Cavazos should take their cues from the parents, officials, and business leaders across America who have overcome opposition from the education establishment and have introduced competition and accountability into the school system. Where choice has not been supported, reformers should focus on putting together bipartisan coalitions in support of choice for disadvantaged youngsters. Policy makers no longer lack the tools to improve educational quality and to expand opportunities for those who need them the most. The results are in, and they are encouraging: choice works and the greater the choice, the greater the results. Nothing written here is to be construed as necessarily reflecting the views of The Heritage Foundation or as an attempt to aid or hinder the passage of any bill before Congress. LEXIS'NEXIS'LEXIS'NEXIS THE WASHINGTON POST R THURSDAY, APRIL 2, 1992 A25 THE FEDERAL PAGE No 'Radical Change' for Nation's Classrooms In Fact, Little Improvement Seen a Year After Bush Unveiled Education Plan, Secretary Says By Mary Jordan Washington Post Staff Writer One year after President Bush called for a "true renaissance in American education," little has changed in America's classrooms, Education Secretary Lamar Alex- ander acknowledged yesterday. All we heard from Congress Alexander blamed the lack of im- is, 'If we can put missiles provement on public apathy and Congress's rejection of the admin- istration's plan for "radical change." down smokestacks, why can't "All we heard from Congress is, 'If we can put missiles down smoke- we have better schools? Well, stacks, why can't we have better schools?' Alexander said at a news we are ready to do it. They conference. "Well, we are ready to are sitting on it They do it. They are sitting on it. They seem stuck in the mud." seem stuck in the mud. Congressional leaders responded yesterday by saying Alexander is Lamar Alexander playing election-year politics and unfairly trying to redirect blame, more accurately laid on the admin- istration. "In fact, Congress is acting, and acting effectively on education re- form," said Sen. Edward M. Ken- An education bill approved by the C. Peter Magrath, president of nedy (D-Mass.), chairman of the state"-have signed on to the six Senate rejects the "choice" provi- the National Association of State Labor and Human Resources Com- national education goals. The goals, sion for private schools, but accepts Universities and Land-Grant Col- mittee. "Secretary Alexander's devised by Bush and the nations' the national standards and tests and leges, said that "though nothing has problem is that Congress has done governors, include making Amer- includes-in limited form-the two changed very much" the adminis- too well." ican schoolchildren first in the other components of the adminis- tration has raised the level of dis- Both the Senate and the House world in math and science by the tration's plan. A pending House bill, cussion about education and its cru- have watered down or rejected the year 2000 and ensuring that all chil- however, rejects all of them. One cial importance. four key components of the admin- dren arrive at school in a condition House amendment goes as far as "This is a political season, SO we istration's "America 2000" strategy so that they are ready to learn. seeking a prohibition on national can expect blame lobbed back and unveiled last April. They are: ap- The goal of raising $150 million exams and standards. Congress last forth," Magrath said, adding that it proving $545 million for "break-the- to $200 million in private money for year approved $100 million for the is too early to despair, because mold" schools; establishing new na- the administration's cornerstone America 2000 plan but has not yet "fundamental change does not hap- tional tests and standards in math, "break-the-mold" schools also has pen overnight." history and other subjects; allowing determined how to spend it. fallen short, with only $45 million parents to use tax money for public As the November election nears, Deputy Education Secretary Da- collected to date. But Kearns said Bush is expected to be pressed vid T. Kearns, former chairman of or private schools of their choice; yesterday that "there isn't any and giving new power to the edu- harder on precisely what he has Xerox Corp., agreed that "at the question in my mind" the goal will accomplished to deserve his self-im- school level itself, there probably be met. cation secretary to waive certain posed title of "education president." has not been a lot of change." He federal education regulations. Alexander said he was buoyed by Kennedy has been a key oppo- So far, many education officials say, warned that if Congress continues the movement toward voluntary nent of the "choice" program, which there has been far more rhetoric to make a "mishmash" of the admin- national examinations and stan- than results. istration's proposals, progress will would allow federal money to be dards, and said proof of the admin- "Everybody knows this adminis- be stymied, students will lose and spent on private schools, a practice istration's commitment to schools is tration is going to blame everything the '90s will look like the '80s." its critics say would destroy already in its budget. Bush's budget propos- on Congress," said Keith Geiger, Alexander, appearing frustrated hurting public schools. al for a 10 percent increase for the at the lack of concrete results to "We have rejected the administra- president of the National Education Education Department is higher tion's proposals because we found Association, the nation's largest report one year after the America than the rise for any other federal 2000 unveiling, said a major "dis- them inadequate, and we are about teachers union. "But the fact is, the agency. appointment" has been the public's to send two major reform bills to the administration was wrong a year "We have a clearer focus, a more resistance to "revolutionary president with broad bipartisan sup- ago [in its reform strategy] and it is radical agenda, and more people are change." Many parents, he said, port," the senator said. wrong now." taking education seriously," Alex- A key component of one of those have the attitude: "What was good Geiger said real classroom prog- ander said, summing up the prog- bills would give $852 million to ex- enough for me is good enough for ress will come when the adminis- ress of the year. my children." isting local schools instead of the tration pays more attention to the But asked if students were learn- $545 million for "break-the-mold" On the positive side, Alexander "real problems of our children, such ing any more this year as a result of schools. noted that 43 states-including Ar- as health care." America 2000, he said, "I don't kansas, "Governor Bill Clinton's think it's right for us to say that." THE WASHINGTON POST R THURSDAY, APRIL 2, 1992 A25 THE FEDERAL PAGE No 'Radical Change' for Nation's Classrooms In Fact, Little Improvement Seen a Year After Bush Unveiled Education Plan, Secretary Says By Mary Jordan Washington Post Staff Writer One year after President Bush called for a "true renaissance in American education," little has changed in America's classrooms, Education Secretary Lamar Alex- ander acknowledged yesterday. All we heard from Congress Alexander blamed the lack of im- is, 'If we can put missiles provement on public apathy and Congress's rejection of the admin- istration's plan for "radical change." down smokestacks, why can t "All we heard from Congress is, 'If we can put missiles down smoke- we have better schools?' Well, stacks, why can't we have better schools?' Alexander said at a news we are ready to do it. They conference. "Well, we are ready to are sitting on it do it. They are sitting on it. They They seem stuck in the mud." seem stuck in the mud." Congressional leaders responded yesterday by saying Alexander is -Lamar Alexander playing election-year politics and unfairly trying to redirect blame, more accurately laid on the admin- istration. "In fact, Congress is acting, and acting effectively on education re- form," said Sen. Edward M. Ken- An education bill approved by the C. Peter Magrath, president of nedy (D-Mass.), chairman of the state"-have signed on to the six Senate rejects the "choice" provi- the National Association of State Labor and Human Resources Com- sion for private schools, but accepts national education goals. The goals, Universities and Land-Grant Col- mittee. "Secretary Alexander's devised by Bush and the nations' the national standards and tests and leges, said that though-nothing has problem is that Congress has done governors, include making Amer- includes-in limited form-the two changed very much" the adminis- too well." ican schoolchildren first in the other components of the adminis- tration has raised the level of dis- Both the Senate and the House world in math and science by the tration's plan. A pending House bill, cussion about education and its cru- have watered down or rejected the year 2000 and ensuring that all chil- however, rejects all of them. One cial importance. four key components of the admin- dren arrive at school in a condition House amendment goes as far as "This is a political season, so we istration's "America 2000" strategy so that they are ready to learn. seeking a prohibition on nationali can expect blame lobbed back and unveiled last April. They are: ap- The goal of raising $150 million exams and standards. Congress last forth," Magrath said, adding that it proving $545 million for "break-the- to $200 million in private money for year approved $100 million for the is too early to despair, because mold" schools; establishing new na- the administration's cornerstone America 2000 plan but has not yet "fundamental change does not hap- tional tests and standards in math, "break-the-mold" schools also has pen overnight." history and other subjects; allowing determined how to spend it. fallen short, with only $45 million parents to use tax money for public As the November election nears, Deputy Education Secretary Da- collected to date. But Kearns said Bush is expected to be pressed vid T. Kearns, former chairman of or private schools of their choice; yesterday that "there isn't any and giving new power to the edu- harder on precisely what he has Xerox Corp., agreed that "at the question in my mind" the goal will accomplished to deserve his self-im- school level itself, there probably be met. cation secretary to waive certain posed title of "education president." has not been a lot of change." He federal education regulations. Alexander said he was buoyed by Kennedy has been a key oppo- So far, many education officials say, warned that if Congress continues the movement toward voluntary nent of the "choice" program, which there has been far more rhetoric to make a "mishmash" of the admin- national examinations and stan- would allow federal money to be than results. istration's proposals, progress will dards, and said proof of the admin- "Everybody knows this adminis- be stymied, students will lose and spent on private schools, a practice istration's commitment to schools is tration is going to blame everything the '90s will look like the '80s." its critics say would destroy already in its budget. Bush's budget propos- on Congress," said Keith Geiger, Alexander, appearing frustrated hurting public schools. al for a 10 percent increase for the at the lack of concrete results to "We have rejected the administra- president of the National Education Education Department is higher tion's proposals because we found Association, the nation's largest report one year after the America than the rise for any other federal them inadequate, and we are about teachers union. "But the fact is, the 2000 unveiling, said a major "dis- agency. to send two major reform bills to the administration was wrong a year appointment" has been the public's "We have a clearer focus, a more resistance to president with broad bipartisan sup- ago [in its reform strategy] and it is "revolutionary radical agenda, and more people are port," the senator said. change." Many parents, he said, wrong now." taking education seriously," Alex- A key component of one of those have the attitude: "What was good Geiger said real classroom prog- ander said, summing up the prog- bills would give $852 million to ex- enough for me is good enough for ress will come when the adminis- ress of the year. my children." isting local schools instead of the tration pays more attention to the But asked if students were learn- $545 million for "break-the-mold" On the positive side, Alexander "real problems of our children, such ing any more this year as a result of schools. noted that 43 states-including Ar- as health care." America 2000, he said, "I don't kansas, "Governor Bill Clinton's think it's right for us to say that." Services of Mead Data Central, Inc. PAGE 13 4TH STORY of Level 1 printed in FULL format. Copyright 1990 The Times Mirror Company Los Angeles Times January 14, 1990, Sunday, Home Edition SECTION: Opinion; Part M; Page 4; Column 1; Opinion Desk LENGTH: 1127 words HEADLINE: THE CHOICE APPROACH TO EDUCATION; SCHOOLS: LETTING STUDENTS AND PARENTS PICK THE PROPER CAMPUS IMPROVES BOTH ACADEMIC PERFORMANCE AND ATTITUDES. BYLINE: By Stuart E. Gothold, Stuart E. Gothold is Los Angeles County superintendent of schools. BODY: Advocates say it is the solution to what ails education. Detractors say it is the dreaded voucher system in disguise. The "it" is choice , one of the most widely and forcefully debated reform efforts in American education. Choice, to be sure, is not the panacea for what's wrong with education in the United States. But early results show that it is effective in meeting the needs of an increasingly diverse student population. Unlike the voucher system, choice does not provide dollars for students who want to attend private or parochial schools. Instead, it seeks to improve the curriculum, climate, administration and effectiveness of public systems. More and more school systems are adopting choice programs. Iowa and Arkansas have joined Minnesota, the first to implement the idea, in passing statewide open-enrollment legislation; 20 other states are considering similar action. Polls show that 71% of the American public approves the choice approach. The benefits have been documented. Mary Ann Raywid of Hofstra University says that more than 120 studies confirm that choice programs help improve student performance and attitude. Increased parental involvement, higher morale among teachers and administrators and an overall rise in the graduation rate are other positive changes resulting from the programs. Educators, however, must never forget that choice is a means, not an end. To be effective, schools participating in choice programs can have only one objective -- to educate every child to the best of his or her ability, with no preconceived ideas about the limits of any child's ability. Choice proponents who believe that the goal is enhanced competition or the furtherance of free enterprise are not only mistaken -- they are dangerous. There are at least six different forms that choice plans can take: Interdistrict choice allows parents to choose among schools in districts where they do not live. Postsecondary options allow high- school juniors and seniors to take courses for high-school or college credit at such institutions as community colleges, LEXIS'NEXIS'LEXIS NEXIS Services of Mead Data Central, Inc. PAGE 14 1990 Los Angeles Times, January 14, 1990 vocational/technical institutes, four-year colleges or universities. "Second- choice" programs are designed for students who do not perform well in a traditional school setting. Some programs allow them to attend a public school other than the one to which they would normally be assigned; others provide alternative programs or postsecondary options. Intradistrict choice (community options): Controlled choice allows parents to pick a school within the child's home district. Because one of the goals of this plan is frequently voluntary desegregation, each school must maintain the desired racial-ethnic balance. Intradistrict choice (method emphasis): Teacher -initiated programs strive to make every campus in the district a school of choice, organized around a shared philosophy of education. Teachers have a major role in selecting the curriculum and in developing teaching strategies. Intradistrict choice (subject emphasis): Magnet schools have open-enrollment policies for students throughout the district who share a particular subject interest. The latter three plans seem most appropriate for Los Angeles. Yet there are special circumstances under which interdistrict choice plans can be advantageous. The Los Angeles County High School for the Arts, by all accounts, is a case in point. Located on the campus of California State University, Los Angeles, it serves more than 400 students from 44 school districts. In addition to excelling in the fine and performing arts, its students consistently score above state averages in math and English. Because Arts High is a regional school, it neither drains the most talented students from any one district nor diminishes district revenues. (This fall, a high school devoted to math and science will be established on the campus of Cal State Dominquez Hills.) The advantages of intradistrict choice plans are no less evident. For one, district revenues are not transferred to other districts, as is the case with interdistrict plans. Transportation problems are minimal. The home-school relationship is strengthened as a result of parents becoming more involved in decision-making. Individual schools are encouraged to improve their programs. Choice programs also offer options to the poor that have traditionally been available only to the wealthy. Consider the East Harlem schools. In the mid-'70s, they ranked last among 32 community school districts in New York on standardized test scores. Only 15% of the students could read or do math at their grade level. Vandalism and absenteeism were rampant. During the '80s, the district began creating different types of instructional plans from which families could choose. Programs to keep parents abreast of these developments were formed. Today, families can choose from among all junior high schools in the district. There are more than 50 optional schools in 20 buildings; 65% of the students score at or above grade level on standardized tests. Vandalism and absenteeism have dramatically declined. There is a waiting list of teachers wanting to transfer into the schools. LEXIS'NEXIS'LEXIS NEXIS Services of Mead Data Central, Inc. PAGE 15 1990 Los Angeles Times, January 14, 1990 School districts interested in establishing intradistrict choice plans should consider the following: By controlling enrollment to ensure racial-ethnic balance, choice plans need not undermine district desegregation plans. Enrollment on a first-come, first-served basis is not ideal, since it may give better-informed, more assertive parents an unfair advantage. To avoid this, all parents must receive clearly worded guidelines and the information necessary to make an intelligent choice. Past academic and behavioral records should not be used to disqualify applicants. A major hurdle is transportation, especially when there is no commitment of national, state or local resources to provide it to poor or inner-city students. Local businesses, cívic and service organizations could pick up some of the financial slack by "adopting" students or offering transportation scholarships. There are other obstacles to clear before choice programs can be implemented. Union cooperation and support must be secured. The desire in some communities to use choice as a detour around desegregation should be resisted. One of the most effective ways to ensure balance is for citizens to elect school-board members who are committed to providing a quality education to all children in the community. As educators grapple with the challenges of restructuring what has been a uniform, rigidly structured system, allowing students - with parents' blessing -- to attend schools of choice may prove to be a significant part of the solution. GRAPHIC: Drawing, CATHERINE KANNER / for The Times TYPE: Opinion LEXIS'NEXIS'LEXIS'NEXIS Services of Mead Data Central, Inc. PAGE 16 7TH STORY of Level 1 printed in FULL format. Copyright (c) 1989 Newsday, Inc.; Newsday July 2, 1989, Sunday, NASSAU AND SUFFOLK EDITION SECTION: IDEAS; Pg. 7 Other Edition: City Pg. 5 LENGTH: 762 words HEADLINE: A Choice of Schools: Try It, You'll Like It BYLINE: By Joe Nathan. Joe Nathan is is the author of "Public Schools by Choice" (Meyer Stone), from which this was adapted. KEYWORD: OPINION; SCHOOL; EDUCATION BODY: WHY DO more than 70 percent of the American public, governors of both parties and the president support more choice among public schools? One of the central American freedoms is the right to choose. We select our political leaders, homes, jobs, department stores and churches. Yet many families have little or no choice among public schools. Nothing, including choice, will solve all of education's problems. But evidence is accumulating that well-designed public school choice plans will help improve student achievement, raise graduation rates and increase parent involvement. Two quite different public school choice plans illustrate the value of this idea. The first is found in Manhattan's East Harlem, and the second in Minnesota. East Harlem has drug dealers, poverty, deteriorating housing and a remarkable public school system. Fifteen years ago its schools ranked last among New York City's 32 community districts in almost everything: student achievement, attendance, etc. Only 15 percent of its students read at or above grade level. But now, generally 60 percent of the elementary and junior high students read at or above grade level. School vandalism is down dramatically, and East Harlem is one of the country's few inner-city districts with a waiting list of teachers who want to work there. What happened? District administrators Sy Fliegel and Anthony Alvarado let teachers create many distinctive programs from which families could choose. Today, parents can choose from among all the junior high and elementary schools. Several schools that did not attract many students were closed; successful schools were replicated. East Harlem's experience shows that public school choice can produce dramatic improvements in inner-city students' achievement and provide opportunities to help create distinctive quality schools, each teaching basic skills, but all using a somewhat different approach. LEXIS'NEXIS'LEXIS'NEXIS Services of Mead Data Central, Inc. PAGE 17 (c) 1989 Newsday, July 2, 1989 Thus, well-designed programs can have a widespread positive impact, rather than benefiting just a relatively few students. Hofstra University education professor Mary Anne Raywid identified more than 100 studies showing public school choice helps increase graduation rates, student achievement, parent participation and educator morale. Unlike East Harlem, Minnesota has few depressed inner-city areas. However, Minnesota students also have benefited from public school choice plans. Five years ago, the Minnesota legislature agreed to allow public high school juniors and seniors to attend college and university courses for free, with payments by the state to the high schools covering all tuition, book and laboratory fees. More than 10,000 students have used the program. Ninety percent of the students said they learned more in college courses. Most high school students earned grades as high or higher than the freshman college class. Yet many of these students did not do particularly well in high school. They were ready for college's greater freedom and responsibility. Minnesota high schools also responded by quadrupling the number of courses offered on their campuses for high school and college credit. Other Minnesota programs allow students aged 12-21 who have not succeeded in one school to attend another one outside their district. About 4,000 youngsters have used this program, approximately half of whom had once dropped out. Minnesota is also phasing in a law allowing all students to move across district lines so long as the receiving district has room and the movement does not harm desegregation programs. Several statewide polls found most Minnesotans support these choice plans. Groups including the Minnesota PTA, school principals and Minnesota Business Partnership have spoken in favor of the laws. There is no one best choice plan for each state or district, but the best have certain features. These include parent information and counseling, equal admissions opportunity for all students, replication of successful programs, opportunities for educators to create new programs from which families may select, provision for transportation, and approximately the same number of dollars spent on students in each school. Allowing choice among public schools expands opportunities for lowand moderateincome families and recognizes that there is no one best school for all students, families or educators. National Gallup polls show more than 70 percent of the public supports choice of schools. Experience and research show it can produce the kind of achievement and graduation rate improvements we need. GRAPHIC: Photo-Joe Nathan. Newsday illustration by Ned Levine-Student with fork in the road and a choice of 3 schools LEXIS' NEXIS'LEXIS' NEXIS Lehigh Valley 2000 An America 2000 Community Established in 1989, the Lehigh Valley 2000 program began to develop a quality process to educate youth to A community must meet four requirements to meet the challenges of the 21st century. The first phase was a two-year study involving 400 local citizens. become an America 2000 community. Lehigh The study produced eight comprehensive reports with 205 recommendations addressing: the learning and Valley 2000 has already adopted the six national teaching environments, state regulations, the curriculum, at-risk youth issues, education for employment, goals and has published a community-wide basic and higher education cooperation, and choice. All 205 recommendations were adopted in June of strategy. The two remaining requirements are 1991. The second phase is the implementation of the recommendations. being addressed by two special committees. One Lehigh Valley 2000: Building upon experiences gained during the study period, the partnership established seven guiding prin- committee is developing a community report ciples for the implementation phase. card and the second is writing a proposal for a A Business-Education New American School in the Lehigh Valley. Ongoing Oversight by LV2000 of the implementation phase and the action plan Continued Involvement The six national goals are: of key leaders from business and education Flexibility to meet changing needs Realistic and Achievable Partnership recommendations to be given top priority Inclusiveness to insure all original study recommendations are 1. All children in America will start school addressed Regular Communication and feedback to all stakeholders in the community Endorsement of ready to learn. national America 2000 strategy 2. The high school graduation rate will increase Committee Chairs: to at least ninety percent. 3. American students will leave grades four, Blueprint for Action Steering Committee Restructuring and Choice Action Committee eight and twelve having demonstrated competency in challenging subject matter John A. Jordan, Jr., Senior Vice President including English, mathematics, science, THE LEHIGH VALLEY Laurence W. Hecht, Executive Director Bethlehem Steel Corporation Iacocca Institute history and geography; and every school in America will ensure that all students learn to SCRANTON N.Y. William J. Moloney, Superintendent use their minds well, so they may be John V. Cooney, Campus Executive Officer prepared for responsible citizenship, further PA. Penn State Allentown Campus Easton Area School District learning and productive employment in our EASTON Coalition Action Committee modern economy. BETHLEHEM State Action Committee 4. U.S. students will be first in the world in ALLENTOWN Elmer D. Gates, Vice Chairman science and mathematics achievement. N.J. John T. Kauffman, Chairman, and CEO HARRISBURG Pennsylvania Power and Light Company Fuller Company 5. Every adult American will be literate and will possess the knowledge and skills PHILADELPHIA Michael F. Greene, Superintendent John D. Jenkins, Superintendent necessary to compete in a global economy Southern Lehigh School District Nazareth School District and exercise the rights and responsibilities conducive to learning. MD. School Action Committee Strategic Planning Action Committee 6. Every school in America will be free of drugs DEL and violence and will offer a disciplined Jack H. McNairy, Vice President Jerry Richter, Executive Director environment conducive to learning. Merrill Lynch Pierce Fenner & Smith Lehigh Valley Education Cooperative Chairman: Community Report Card Committee Chair William J. Leary, Jr., Superintendent Secretary/Treasurer of Lehigh Valley 2000 East Penn School District Robert Daday, Special Assistant to the President Mr. Edward Donley for Community Affairs Janet Stainbrook, Assistant Director Pennsylvania Power and Light Company NET Ben Franklin Technology Center Chairman, Executive Committee Air Products and Chemicals, Inc. Lehigh Valley 2000 Forges Ahead America 2000 School Committee Chairs 7201 Hamilton Boulevard Stephen Donches, Vice President Allentown, PA 18195-1501 According to the Secretary of Education, Lamar Alexander, the Lehigh Valley's progress toward becoming an AMERICA 2000 Community is among the most advanced of all AMERICA 2000 efforts. "I don't know State/Community Affairs of any community that's further along," said Alexander during a Lehigh Valley Business-Education Bethlehem Steel Corporation (215) 481-7004 Partnership meeting at the South Mountain Middle School in Allentown, October 21. Laird Evans, Superintendent America 2000 Newsletter, U.S. Department of Education No. 7, Week of October 21, 1991 Salisbury School District State Action Committee Lehigh Valley 2000: A Business-Education Partnership Coalition Action Committee This group will address three recommendations This group will address six recommendations that require action by the State Department of Education. Blueprint for Action that will require continued cooperation between the business and school communities for implementation. streamline regulations that apply to the administration of the schools and eliminate develop and offer parenting skills workshops duplication and conflicting requirements Board of Directors expand management development opportuni- provide school-based pre-K programs to all ties for school administrators low-income, high-risk students and enroll every eligible child in Head Start Secretary/Treasurer match material taught in school with the needs of business and industry raise the legal drop-out age to eighteen and do not issue working papers to students who are Standing Committees Steering provide free health care screening for at-risk failing Communication youth and a user- friendly clearinghouse for Committee Funding such services should be available to all parents School Action Committee Special Committees America 2000 School provide employer support for employee involvement in educational activities This group will address nine recommendations Report Card that can be implemented directly by the schools implement a "quality process" to insure that within present state regulations. trust and teamwork form the basis for all interaction between the business and education involve teachers in planning in-service State Action Coalition Action School Action communities programs Committee Committee Committee adopt a common definition of drop-out rate for all school districts in the region Restructuring and Choice Committee integrate thinking and communication skills This group will retain and expand the work of in the overall curriculum the original study group. The four initial Restructuring & Choice Strategic Planning recommendations to be addressed are: improve the image of the vocational-technical Action Committee Action Committee schools and reward excellence increase the length of the school year establish a K-12 drug education curriculum urge the State to change regulations in order to facilitate pilot choice programs where most ensure that students graduate with the ability appropriate to read, write, and compute Organization of the Implementation Phase study limited types of parental choice programs emphasize world history, geography and economics in the curriculum The steering committee serves the LV2000 Board of Directors and oversees the work of all action commit- pursue an ongoing dialogue about cooperation tees and special committees. It is comprised of members from the five action committees, the special between adjacent school districts address students' fear of math and science by committees, the standing committees, and the board of directors. integrating technology with the instructional program in these subjects Recommendations from the Study Phase Strategic Planning Action Committee use technology to provide a fully interdepen- This group will develop the overall blueprint to dent system of education that links basic and The original eight study groups made a total of 205 recommendations for educational reform in the Lehigh measure the progress being made in addressing higher education teachers and students from Valley. The steering committee selected twenty-two of these for immediate implementation and orga- the 183 recommendations not being addressed pre-K to doctoral study nized four action committees to begin the action process. A fifth action committee for strategic planning initially by the other action committees. was organized to develop a systematic process to deal with the remaining 183 recommendations. Louis E. Dieruff High School Ledger 1991-1992 LOUIS E: DIERUFF HIGH SCHOOL Allentown School District Allentown, Pa. 7 Name 9 Address Homeroom Telephone 5 Locker No. Locker Combination 4 TELEPHONE NUMBERS 215- 3 Main Office - 820-2200 Attendance Office - 820-2205 Guidance Office - 820-2212 2 Athletic Office - - 820-2236 VISITORS ARE WELCOME Please report to the Office Unauthorized persons are subject to prosecution under the City of Allentown Trespass Ordinance No. 12004 Bill No. 20-1973. Period Time Monday Tuesday Wednesd Thursday Friday SCHOOL DISTRICT OF THE CITY OF ALLENTOWN BOARD OF SCHOOL DIRECTORS Michael P. Combs President Norman C. Ziegler Vice-President The Ledger Willard S. Clewell, Jr. Thomas W. Ruhe Patricia D. Hoffman J. Milo Sewards Richard J. Mongilutz Ronald W. Skinner Janice L. Williams Louis E. Dieruff High School Sandra J. Blank William G. Malkames Patrick J. Brennen Secretary Solicitor Treasurer Student Handbook CENTRAL STAFF Richard Cahn Superintendent of Schools Ray Erb, Jr. John A. McAdams Assistant Superintendent, Assistant Superintendent, Personnel and Pupil Personnel Services Curriculum and Instruction Ronald R. Engleman Business Manager C. David Miller Director of Early Childhood, Federal Programs, and Special Projects Ralph A. Daubert Ralph S. Todd Director of Pupil Services Director of Special Education L. E. D. Administrators Michael P. Meilinger, Principal Assistant Principals 815 North Irving Street Sandra S. Holod Richard G. Parks Allentown, Pennsylvania 18103-1894 1991 - 1992 FOREWARD Welcome to Louis E. Dieruff High School! Health Services 77 Through these doors lie opportunities for you to Leaving the Building 28 continue the basics and, at the same time, broaden LED Profile 4 your education into the areas of your talents and LED Rules 22 LED School Council abilities; thereby, laying a solid foundation for 8 Lockers. your selected occupation and later adult life. 19 Lost and Found 79 Your years at Dieruff will be only as successful Pennsylvania Criminal Code Applying to Students 28 as you set out to make them. Decide now to main- Promotional Requirements 61 tain an attitude of sincere purpose in your school Proper School Attire 20 work, to be a loyal supporter of your school, and Radios, Tape Decks, "Walkmans", etc 24 to keep alive school spirit at all times. In so doing, Regulations for Pupil Behavior (ASD) 38 SADD you will earn the respect of your teachers, your 81 Schedule Changes 59 parents, and your community. School Calendar 101 We, as teachers see our tasks as one of leading School Map 52-55 you to that point where you can effectively think School Routine 9-56 for yourself. Our democracy will survive only so School Services 57-88 long as each of us is able and willing to think for Smoking Policy 24 Songs and Cheers himself/herself. 96 Sports 89 As you continue your education at Dieruff Student Assistance Program 80 High School, we trust your days will be filled with Student Council 83 rewarding, profitable, and happy experiences. Student Council Officers 87 Student Driving Regulations 16 Students Rights and Responsibilities (ASD) 40 Students Rights and Responsibilities Pa Code 43 Substance Abuse Policy (ASD) 36 Title IX 82 Visitors 88 2. 103. INDEX THE SCHOOL DISTRICT OF THE CITY OF ALLENTOWN All American Huskies. 93 All State Huskies 93 Alma Mater 97 It is the policy of the Allentown School District AROTC 78 not to discriminate on the basis of sex, handicap, Attendance Regulations 10-14 race, color and national origin in its educational Bell Schedule 15 Board and Central Administration 104 and vocational programs; activities, or employ- 17 ment as required by Title IX, Section 504, and Bulletin. Bus Conduct (AVTS and LANTA) 18 Title VI. Bus Schedule 19 The Allentown School District will take steps Call Blanks 17 Cafeteria 26 to assure that lack of English language skills will Change of Address 17 not be a barrier to admission and participation in Class Advisors 8 all educational and vocational programs. Class Officers' Qualifications 87 16 For information about this policy, please con- College Visitation Counseling 58 tact Dr. Ray Erb, Assistant Superintendent, Counselor Assignments 58 Administration Center, 31 South Penn Street, Criminal Code 28 Box 328, Allentown, Pa. 18105. Phone: 821-2625. Dieruff Administration 104 Dieruff Code 7 Dieruff Faculty and Staff 5 Discrimination Policy. 81 Dismissal Procedure. 25 Early Arrival 24 Fire Drills/Air Raid Drills 19 Gifted, Honors and Advanced Placement 64 Grading Policy 67 Graduation Requirements 61 Grafitti Ordinance 32 3. 102. LED PROFILE SCHOOL CALENDAR Louis E. Dieruff High School, named after a respected 1991 - 1992 teacher, principal and school board member, is one of two senior high schools located in the School District of September 3 In-Service - Teachers Report the City of Allentown. September 4 Freshman Orientation A comprehensive four-year high school, established in September 5 1959, Dieruff's program of studies includes courses to Schools Open - Grades 9 - 12 October 6 prepare students for college, for employment in clerical LED Band Festival (Raindate 10/27) and sales occupations and to provide a general education. October 14 Schools Closed - ASD In-Service Students enrolled in trade and industrial or technical October 28-31 Middle States Visiting Committee at LED courses have their academic work at LED and their lab TBA Close of First Rating Period work at the Lehigh County Area Vocational Technical November 14 School. In addition, a variety of specialized/alternative Drama Club Production programs are available: ESOL, Gifted/Honors/Advanced November 19 LED Open House Placement, Work Experience Program, Special Education, Nov. 28-Dec. 2 Schools Closed - Thanksgiving Holiday Reading Lab, Drop-out Prevention Programs. December 19 Holiday Concert Modern facilities and a spacious campus provide a Dec. 23 to Schools Closed - Winter Holiday unique environment for the Dieruff Community. An Jan. 3 (incl.) award-winning Band and Bandfront, yearly instrumental/ January 20 vocal productions, art shows, athletic and academic Schools Closed-Martin Luther King's Birth. January 31 achievements, student-centered clubs, school/community Close of Second Rating Period/First Semester activities make Louis E. Dieruff High School a school to Feb 14, 17 Schools Closed - Presidents' Day be proud of USA 1985 Model School. March 27, 28 Drama Club Production Apr. 16, 17, 20 Enrollment: 1330 Schools Closed - Spring Holiday Grades: 9, 10, 11, 12 TBA Close of Third Rating Period Staff: Teachers - 93 Para-professionals - 13 April 24 AFJROTC Promotion Night Administrators - 3 Secretaries - 10 May 8 - 24 Art Show Guidance Counselors - 5 Custodians - 11 May 14 Spring Concert School Nurse - 1 Cafeteria - 20 May 20 Librarian - 1 KISKA Banquet Security - 2 May 25 Schools Closed - Memorial Day Holiday Mascot: Siberian Husky named KISKA TBA Band Banquet Colors: Blue and Gray June 4 TROIKA Banquet June 5 Principal - Michael P. Meilinger Senior Prom Assistant Principal - Sandra S. Holod June 12 LED Commencement Assistant Principal - Richard G. Parks June 16 Close of Fourth Rating Period 4. 101. 1991-92 FACULTY CHEERLEADERS James Ackley Daniel Joseph Cheerleaders at Dieruff High School are encour- David Adam Barbara Kautzman aged to be the best they can be as well as radiat- Joseph Ambrosavage Richard King Roy Arlotto Paulette Kish ing and sharing their own special spirit. They Albert Arnold William Kleckner should be prepared to accept the challenges of David Babb John Kochey effective leadership and live up to the highest John Bannon William Landis principles along with excellence in cheerleading Gary Becker Samuel Leh Melissa Bell Michael Marcks ability. Wayne Bilder Dianne Mascari Cheerleaders should possess the following: Timothy Billy Dennis McGinley Julianne Brazina S. Michael Mihalik - A willingness to learn Carol Brita William Miller - Enthusiasm and spirit Mary Brower John Molotzak - School pride and loyalty Terrence Buckno John Morrow - High personal standards LeRoy Burrows, Jr. Raymond Muniz Morag Christie-Churm Joseph Musto - A positive attitude Karen Coleman Chad Neff - Self-respect and respect for others Linda Cruttenden Keith Newhard Objectives: Dennis Danko Mary Ann Olson Judith Davidson-Roth Thomas Ott - To help Dieruff achieve the most worthwhile Roland DeLuca Theodore Phillips objective of its interscholastic athletic program. Elizabeth DeWalt Donna Pinsley - To promote good sportsmanship regardless of Gene Dieter Patricia Pitera the outcome of the event. Denise Draybeck Jean Porotsky - To represent Dieruff with the best of Husky Esther Erdman Beverly Quigney Martha Forss Lawrence Rhoads Pride. Terry German Melvin Riddick William Gibbard Peter Santa Maria FANS Elizabeth Gillen Camille Santangelo - Good sportsmanship means. cheering for your Thomas Gitch Harry Schaeffer team; and not against your opponent. Jeanne Hamm Daniel Schaffer - Good conduct and good sportsmanship stan- Jeffrey Hannis Nancy Schultz dards will be expected of all fans while on the William Hartmann Martina Semmer Annamae Hein Rosemary Simpson premises for any athletic activity/event. Erika Hemperly Mary Ann Skrincosky Jennie Hoffman Donna Steckel Margaret Horvath Theodore Steiner 5. 100. Melodie Stinner Clem West Diane Szalachowski Glenn Whiteman, II SPORTSMANSHIP CODE Daniel Tannous Donald Winger Mary Ann Tremba William Wood Bruce Trotter Suggested Code of rules for Good Sportsman- Myron Yoder Chloe Urland Barbara Yost ship adopted by the Student Councils. of local Barbara Wehr Dale Weiss Thomas Young high schools. Olindo Zanchettin General Suggestions for All Sports OFFICE STAFF - Edith Ottinger Secretary Betty Brader 1. Win or lose, congratulate opponents. Secretary (Athletic Office) Stephanie Gaal 2. Be a good sport at all times. Secretary (Main Office) Betty Heckman Secretary (Guidance Office) 3. Be sure your behavior is becoming to a lady or Lisa Heller Secretary (Guidance Office) to a gentlemen. Betty Holler Secretary (Health Room) 4. Offer assistance to an injured opponent. Mary Kominsky Secretary (Guidance Office) 5. Play hard but clean. Rosemary Krivenko. Secretary (Attendance Office) 6. Arrangements should be made so that oppo- Nancy Leitgeb Secretary (Attendance Office) nents have ample practice time before game Gloria Ockovic Secretary (Library) time. Band CUSTODIAL STAFF -Steve Budihas Head Custodian Robert Fagan 1. Don't play while your opponents' cheerleaders Assistant Head Night Custodian Marcos Acrich, Eugene Capers, Gary Fry, Sterna Kling- are cheering. bog, Hilda Ortiz, Orrin Rabenold, Michael Walters. 2. Band should cooperate with cheerleaders and fans. 3. Combined marching is desired; if not, regulate time in half-time between both. CAFETERIA STAFF - Vivian Schuetz Manager 4. All home team bands, cheerleaders, and twirlers Venice Crouthamel, Ruth Emery, Jean Flood, Diane Gollinger, Caroline Guerino, Helen Krause, Maria Lucas, should greet visiting students both before an Althea Martucci, Francine Micek, Lorraine Myers, Joan event and at half-time period. Myers, Joan Olsen, Rosemarie Pypiuk, Marion Royer, 5. Give the visiting band the privilege of playing Elaine Seder, Judith Stevens, Kathryn Stangl, Louise first. Strobl, Patricia Wittman. 6. 99. THE DIERUFF CODE BLUE AND GRAY FIGHT SONG 1. As a loyal Dieruff student I will be a con- We're gonna cheer, cheer, cheer for Dieruff High, siderate, mature person who reflects credit on my- Our Alma Mater staunch and true; self and my school by accepting the responsibility Her stalwart sons are fearless lads of following this code for the common good of all. Who know just what to do. 2. I will respect the rights, privileges, and pro- We pledge allegiance to our Blue and Gray, perty of my fellow students and faculty members To win this game we'll "do or die," at all times. As we fight, fight, to victory, 3. I will keep the corridors, rooms, and sur- As we cheer for Dieruff, Dier- Dier- Dieruff, rounding grounds clean and will use school pro- Fight for Dieruff High! perty as my own prized possession. 4. I will refrain from talking and from receiving SCHOOL CHEERS or giving assistance in all test situations. 5. I will support my school in all sporting RIGHT ON (chant) events and activities and conduct myself in an Right on, Right on, Right on (clap, clap) exemplary manner so as to bring honor and credit Right on big D. H.S. (clap, clap) to Dieruff and always uphold Husky Pride. We got the spirit together we'll fight Right on, Right on, Right-on (3 or 4 more times) School Colors: Blue and Gray School Mascot: Husky - Kiska School Motto: Husky Pride 7. 98. CLASS ADVISORS: SCHOOL SONGS Class of 1991 (Sr.) Mary Ann Skrincosky Class of 1992 (Jr.) Rosemary Simpson ALMA MATER Class of 1993 (Soph.) Jean Porotsky Class of 1994 (Fresh.) TBA Dieruff High School, be our stay, Bearing proudly Blue and Gray; May we for thy spirit yearn, Help us e'er to seek and learn. LED SCHOOL COUNCIL Chorus: The Allentown School District has entered into a new program called SCHOOL BASED IMPROVEMENT (SBI). Now hail our Alma Mater strong, The goal of the program is to make our already good And may we proudly say, schools even better for our more than 13,000 students. To you we ever will belong, Its purpose is for individual schools to address their own We salute you, Blue and Gray. needs and to find solutions to their own problems. Schools will work together with the Central Adminis- Through our days we'll ne'er forget tration to reach their goals. Standards you have firmly set; The people who best understand the problems of our Honoring you we'll always try school are those who work there daily, namely our To live aright, 0 Dieruff High. administrators, teachers and support staff. Addition- Repeat Chorus ally, parents/guardians share the same interest with our professionals in our greatest resource, our children. This Words by Marilyn Bankhard Nagy, '60 is why shared decision-making affecting our children and their school is something we all should want to achieve. Nancy Olenwine, '61 Dieruff has formulated a council for this purpose. Music by Peter Carpenter These teachers, parents/guardians and community repre- Colors: Blue and Gray sentatives will consider areas of concern, strengths and weaknesses. The ideas, problems and their solutions, that will make Dieruff a better school is what the SBI concept is all about. As this process unfolds, we will ask you for your input/participation to make a better Dieruff and to continue its tradition of "HUSKY PRIDE." 8. 97. THE SCHOOL MEDICIAT ROUTINE ROUTINE Mac TOTAL 1 ASSEMBLY PROGRAMS There will be no regularly scheduled assembly periods. Need and interest by both the faculty and the students will determine the extent to which the auditorium facilities will be utilized. Individuals or organizations desiring to present a program must make early reservations in the main office and submit a copy of the script well in advance of the program date. sonas ATTENDANCE REGULATIONS It is the responsibility of the parents/guardians to call the Attendance Office (820-2205) between 7:45 a.m. and 10:00 a.m. to report student CHEERS absences, and inform the Attendance Office of continued absences. It is the student's responsi- bility to make up all work missed. ABSENCES - Upon return to school from an absence, a student will be given an excuse form by his/her homeroom teacher. This must be com- pleted by a parent/guardian and returned to the homeroom teacher the next school day. 10. ATTENDANCE PHILOSOPHY FOR SENIOR HIGH It is the purpose of this policy to set forth the general condition for attendance in the Allentown School District in order that each student derives the most from the school program. It is our belief that good attendance fosters an educational program which is beneficial to all. Good classroom attendance is not only appropriate for the individual but also affects the learning process/atmos- phere of the entire class and therefore the school com- munity. Regular attendance at school is by law a parental responsibility. A student and his/her parent(s) or guar- dian(s) are responsible for the maintenance of a good attendance record. Pennsylvania State Law requires every child to attend regularly. The Allentown School District rules and regulations on attendance will encourage every student to attend school on a regular basis. Success in school is directly related with being in the classroom, joining in class discussion, and doing the as- signed work on a regular basis. There is no way to dupli- cate the classroom experience after the student has been absent. There is no way to replace the impact of a teacher with respect to student learning. Therefore, course credit will be awarded to students only if they meet an atten- dance requirement in addition to earning a passing grade. The following has been designed to promote commun- ication and cooperation with the home concerning school attendance. PROCEDURE FOR TAKING ATTENDANCE 1. Attendance in the Allentown School District is kept on a daily basis by homeroom teachers. The atten- dance office(s) are notified of all absentees. 2. Parent(s)/guardian(s) are expected to notify the school by phone on the day of the student's absence. Failure of the parent(s)/guardian(s) to contact the school by 3:00 p.m. may result in an illegal or unexcused ab- sence for the day. 3. In addition to the phone contact, parent(s)/guar- dian(s) are expected to send a note to the homeroom teacher and/or fill out the excuse blank given to the student within three (3) days of each absence. Failure to do this may result in an illegal/unexcused absence. 11. ATTENDANCE RULES AND REGULATIONS COURSE CREDIT MAY BE DENIED WHEN A STU- ALL-AMERICAN HUSKIES DENT IS ABSENT NINETEEN (19) TIMES FOR A YEAR COURSE AND THIRTEEN (13) TIMES FOR A George Atiyeh - Wrestling SEMESTER COURSE. Rich Hollister - Swimming 1. After any student has acquired six (6) days of absence, Skip Kintz - Basketball a phone call will be made to the home, a letter will be sent to his/her parent(s)/guardian(s) with a copy of Doreen Marcks - Swimming the attendance rules and regulations and a record of Ross Moore - Football the student's attendance. The Guidance Department Roman Urbanczuk - Soccer will be notified and involved in a cooperative approach with the student's attendance status. The attendance office phone numbers for the Allen- town School District are the following: Wm. Allen: 820-2350 ALL-STATE HUSKIES L. E. Dieruff: 820-2205 2. After a student has acquired twelve (12) days of ab- Dennis Atiyeh - Wrestling sence (full year course), a second letter will be de- livered to his/her parent(s)/guardian(s) by the school George Atiyeh - Wrestling community worker along with a copy of the atten- Robin Bleamer - Gymnastics dance rules and regulations and a record of the stu- dent's attendance. After receiving this letter, parent(s) Dave Haluko - Wrestling /guardian(s) are required to contact the school for a Craig Harkins - Diving conference regarding the student's attendance. The Rich Hollister - Swimming Guidance Department will be notified and involved in a cooperative approach with the student's attendance Charlie Houser - Wrestling status. Dan Howard - Wrestling 3. After a student has had twelve (12) days of absence Jan Kapcala - Basketball (semester course), and no extenuating circumstances Skip Kintz - Basketball exist, a letter will be sent to his/her parent(s)/guar- dian(s) with a copy of the attendance rules and regula- Doreen Marcks - Swimming tions and a record of the student's attendance. At this Ross Moore - Football time a conference will be held with the principal, the student, and his/her parent(s)/guardian(s). Dan Newhard - Wrestling Upon reaching the thirteenth (13th) absence and no Simon Saliby - Soccer extenuating circumstances exist, the student will not John Smurda - Football be granted credit and may be required to repeat the Jon Thompson - Track educational program. In addition, the student will be excluded from all school sponsored activities (i.e. Roman Urbanczuk - Soccer athletics, dances, school events, et.al). The assistant Andy Voit - Wrestling principal in charge of attendance and a counselor will Martin Hind - Soccer determine an alternate educational program for the student. 12. 93. Note 3. Any senior who has been a team member in a 4. After a student has had eighteen (18) days of absence sport for three years and has shown regular attendance (full year course) and no extenuating circumstances at practices is eligible for a varsity letter upon the exist, a letter will be sent to his/her parent(s)/guardian coach's recommendation and the principal's concur- with a copy of the attendance rules and regulations and a record of the student's attendance. At this time rence. a conference will be held with the principal, the stu- Note 4. Students must participate in a school sport for dent, and his/her parent(s)/guardian(s). the extent of 2 years to receive a varsity award. Upon reaching the nineteenth (19th) absence (full year course) and no extenuating circumstances exist, the student will not be granted credit and may be TYPES OF VARSITY AWARDS required to repeat the education program. In addi- tion, the student will be excluded from all school Senior High School sponsored activities (i.e. athletics, dances, school events, et.al.). The assistant principal in charge of attendance and a counselor will determine an alternate First Varsity Award educational program for the student. Plaque plus plate (year and sport). If course credit is withdrawn, one of the following op- Second Varsity Award (in same sport) tions or any other appropriate option may be exer- Jacket with letter and patch, and plate with cised. (a) Student remain in class after course credit has been year and sport for the plaque. withdrawn. Subsequent Awards (b) Recommended alternate school or program place- ment for the remainder of the semester/school Each subsequent varsity award to be a plate for year. These may include: the plaque and a patch and star for the jacket. (1) A.E.P. placement (grades ten (10) and above) (2) Furlough Junior Varsity Awards (3) Off-Site Attendance Alternative School J.V. letters will be awarded in football, wrest- (4) Partial student schedule. ling, basketball, and baseball only. Only 1 letter NOTE 1: Some credit may be earned in an alternative will be issued per athlete. program. NOTE 2: Days of suspension will not be included in the Ninth Grade Awards attendance plan. Certificate of participation will be awarded for NOTE: Any student absent from school the day of all ninth grade sports. ANY activity CANNOT participate in that activity. 92. 13. Truancy and Unexcused Absence - In cases of Baseball/Softball illegal or unexcused absence, citizenship will be Must participate in at least 50% of the total marked "unsatisfactory" on the report card and number of innings. Pitchers will be awarded letters school records, and zero will be given for each at the discretion of the coach. class missed. Cross Country Students WILL NOT be given the opportunity Must score in 50% of the meets and score as to make up work. many points as there are meets. (7-6-5-4-3-2-1). Doctor/Dental Appointments - The school Seven-man team. requests that a note from the parent/guardian be Rifle submitted one day prior to appointment. These Must shoot in 50% of the matches and accumu- are verified and processed in the Attendance late a number of points equal to half the number Office. of matches (5-4-3-2-1) Tardiness to School/Class - Students must be Girls and Boys Volleyball in their assigned homerooms by 8:20 a.m. Late- Must participate in 50% of the games. comers shall report to the Attendance Office for Field Hockey admission. Failure to report to the Attendance Must participate in 50% of the halves of all the Office and immediately to class will be treated as games. a cut class, which will result in detention. Gymnastics Accumulated time of unexcused tardiness may be added to illegal/unexcused absences. Three late- Must participate in 50% of the dual meets or ness to school in one semester make an individual earn the same number of points as there are dual eligible for detention. Continued class lateness also meets or place (1-2-3-4-5) in Districts. warrants detention. Cheerleaders Early Dismissal - To leave school early because Must participate in 50% of the halves of all the of illness or any other reason, an excuse must be games. obtained from the school nurse, or an administra- Note 1. Participation is defined as personally competing in scheduled interscholastic sports. Team membership tive assistant. Under any other circumstances such alone is not considered to be participation. absence will be considered unexcused/illegal. Note 2. A varsity letter may be awarded for injury at the discretion and recommendation of the coach with the approval of the principal. 14. 91. ATHLETIC AWARD QUALIFICATIONS AND Bell Schedule REQUIREMENTS AT DIERUFF HIGH SCHOOL FIRST LUNCH SECOND LUNCH School District of the City of Allentown First Bell - 8:15 First Bell - 8:15 Homeroom - 8:20 - 8:30 Homeroom - 8:20 - 8:30 Football - Boys and Girls Basketball - Soccer Period 1 = 8:35 - 9:25 Period 1 - 8:35 - 9:25 Period 2 - 9:30 - 10:15 Period 2 - 9:30 - 10:15 Must participate (see Note 1 for definition of Period 3 - 10:20 - 11:05 Period 3 - 10:20 - 11:05 participation) in 40% of all quarters of the games Lunch - 11:05 - 11:30 Period 4 - 11:10 - 11:35 on the schedule. Period 4 - 11:35 - 12:25 Lunch - 11:35 - 12:00 Period 5 - 12:30 - 1:15 Period 4 - 12:05 - 12:25 Boys and Girls Swimming Period 6 - 1:20 - 2:05 Period 5 - 12:30.- 1:15 Must participate in 50% of the meets and in Period 7 - 2:10 - 2:55 Period 6 - 1:20 - 2:05 addition earn the same number of points as there Period 7 - 2:10 - 2:55 are dual meets, or place in the District or State THIRD LUNCH championship's meet. First Bell - 8:15 Homeroom - 8:20 - 8:30 Wrestling Period 1 - 8:35 - 9:25 Must participate in 50% of the dual matches or Period 2 - 9:30 - 10:15 earn the same number of points as there are dual Period 3 - 10:20 - 11:05 Period 4 - 11:10 - 12:00 meets or place (1-2-3-4) in District, Eastern or Lunch - 12:00 - 12:25 State. Period 5 - 12:30 - 1:15 Period 6 - 1:20 - 2:05 Track Period 7 - 2:10 - 2:55 Must participate in 75% of the meets and, in addition, earn the same number of points as there AVTS are dual meets, or place (1-2-3-4-5) in a District, A.M. VO-TECH P.M. VO-TECH Eastern Regional, or State Championship meet. At Vo-Tech- 8:30 - Noon First Bell - 8:15 Boys and Girls Tennis Homeroom - 12:15 - 12:25 Homeroom - 8:20 - 8:30 Must participate in 50% of the matches for the Period 5 - 12:30 - 1:15 Period 1 - 8:20 - 9:25 Period 6 - 1:20 - 2:05 Period 2 - 9:30 - 10:15 year. Period 7 - 2:10 - 2:55 Period 3 - 10:20 - 11:05 Golf Lunch - 11:05 - 11:25 Must score in 50% of the matches played. Board Bus - 11:25 15. 90. College Visitation - Seniors desiring an excuse to visit a college shall submit a letter confirming the appointment from a parent/guardian. The letter must be countersigned by the school coun- selor and taken to the Attendance Office one day in advance. AUTOMOBILES SPORT All motor driven vehicles brought to school must be registered in the main office during the first week of school, reporting the make, model, and license number. Students will use the east parking lot (Jerome Street only); teachers, guests and buses, the west parking area (Irving Street), and the north parking area (Cedar Street). Any car in violation will be towed away at owner's expense. All drivers are urged to park within the white guidelines. The privilege of parking on the school property will be withdrawn if a student is found guilty of reckless driving, or any other action detrimental to the best interest of the school. Routine police patrols throughout the day will identify drivers who double park and/or race around the building. Do not park Mondays or Tuesdays in street areas posted by the city for cleaning. Student Driving Regulations - 1. All motor driven vehicles brought to school MUST be registered. 2. All motor driven vehicles brought to school 16. may not be driven between 8:20 a.m. and dis- II. PROCEDURE FOR THE ELECTION OF CLASS missal. OFFICERS 3. Students will use the east parking lot only A. Petitions for junior and senior class offices shall be patterned after those used by the Dieruff Student (Jerome Street.) A space in the northeast Council; see Amendment 3 in the Ledger. Sopho- corner of this lot is reserved for motor bikes. mores shall meet with the Director of Activities 4. All drivers are urged to park within the white and Class Advisor in order to meet the require- guidelines. ments of "I-B" above. 5. At no time will students block service entrance B. All candidates for junior and senior class offices shall procure a petition from their Class Advisor. to cafeteria or ANY entrances to parking lots. C. Junior and Senior class officers shall be elected in CARS WILL BE TOWED AWAY AT OWNER'S spring; sophomore officers in early September. EXPENSE. 6. Respect for school neighbors will be shown. 111. REMOVAL OF CLASS OFFICERS 7. Reckless driving will be reported to parents and A. The "Class Executive Committee" is hereby created. This "Class Executive Committee" shall police. consist of the homeroom executive officers. the BULLETINS class officers, and the class advisor of the parti- cular class involved. Every day during homeroom period, a bulletin B. If a class officer is consistently derelict in ful- of announcements is read in each classroom. All fillment of the duties of his office. said officer is announcements for the following day must be subject to removal by 2/3 vote of the "Class given to the main office no later than 12:30 p.m., Executive Committee." and must be approved by a member of the faculty C. The responsibility of filling a vacancy created by the removal or resignation of a class officer shall be and an administrator. left to the "Class Executive Committee" except CALL BLANKS when the office of class president shall devolve on the Vice-President. A call blank is issued to call a student out of class. The blank tells one where and when to re- port. Students: Show the call blank to the teacher VISITORS TO DIERUFF who is to excuse you and report promptly at the All visitors MUST report to the Main Office for passes. time and place designated. Visitors' passes for students must be cleared through the Main Office at least one day prior to "requested visit". CHANGE OF ADDRESS Student visitors from other schools must have "permis- Please inform the guidance office of changes of sion letters" from their principals. address, telephone number, or guardian. 88. 17. BUS CONDUCT (AVTS & LANTA) ARTICLE VIII The following are prohibited when on a school bus: Amendments Section I 1. Smoking, eating or drinking. To amend these by-laws, a petition bearing the signa- 2. Engaging in fighting or other unwarranted acts. ture of twenty-five students must be presented to the 3. Use of obscene or other indecent language. Student Council. 4. Use of emergency exit unless an emergency Section II exists. The proposal shall become an amendment upon the 5. Tampering with the bus or any of its equipment. approval of the Student Council. 6. Regulating windows unless permitted to do so STUDENT COUNCIL OFFICERS - 1991-1992 by the driver. President - Jennifer Rhodes 7. Extending any part of body out of the window. Vice President - Veronica Fey 8. Standing or walking when the bus is in motion. Treasurer - Michelle Gogle 9. Placing of books, gym bags, or other articles in Secretary - Chritine Stewarts the aisle or in front of emergency door. 10. Possessing or using any dangerous or sharp in- QUALIFICATIONS AND PROCEDURES FOR CLASS strument such as knives, firearms and fireworks, OFFICERS also water guns. (Proposed by the 1964-65 Student Council: Ratified by 11. Behaving in any manner which would endanger 1965-66 Student Body) the health, safety, or welfare of other students I. QUALIFICATIONS or the driver. A. All candidates for junior and senior class officers 12. Having pets or other living creatures not permit- must have an over-all average of at least a "C" in ted by the bus driver. their composite scholastic record at Dieruff. 13. Playing radios or tape recorders without permis- B. All candidates for any class office must have a constant "S" rating in Citizenship. sion of the driver. C. All candidates must have shown evidance of par- 14. Throwing things in the bus, on the floor, or out ticipation and interest in school functions, and give of the windows. allegiance to school before self and outside inter- 15. Disturbing the driver when he is driving. ests. 16. Vandalizing the inside or outside of the bus. 18. 87. B. The President shall name all committees. BUS SCHEDULE: C. The President shall serve as ex-officio member of all committees. Buses to/from LED will follow the regular LANTA schedules. D. The President shall represent the student body at LANTA phone number - 776-7433 (776-RIDE) public functions. Bus Tickets are on sale in the Main Office - 7:30 a.m. - Section 11 - Duties of the Vice-President 8:15 a.m.; 3:00 p.m. - 4:00 p.m. A. The Vice-President shall assume all duties and powers of the President in his/her absence or in- FIELD TRIPS ability to serve. Each student going on a field trip must bring a Section III - Duties of the Secretary-Treasurer permission blank signed by his/her parents/guar- A. The Secretary shall take minutes at all regular and dians to the teacher sponsoring the trip. Medical special meetings of the Student Council. B. The Secretary/Treasurer shall assume all other cards must also be signed and carried with the stu- duties assigned to him/her by the President. dent for out of town trips. C. The Treasurer shall be in charge of all Student FIRE DRILLS Council funds and shall render a report at regular intervals or whenever requested to do so. Fire drills at regular intervals are required by law and are an important safety precaution. It is ARTICLE VI essential that when the first signal is given, every- Committees one obeys orders promptly and clears the building Section 1 The Chairman of all committees shall be appointed by by the prescribed route as quickly as possible. The the President. teacher in each classroom will give the students The Chairman shall choose as many members as he/she instructions. may deem necessary. During an air raid drill, students will follow the Section II instructions of the teacher. Corridor areas are The number of committees, their duties and their natures shall be unlimited. assigned to each room. Instructions to air raid Section III -- The committees are empowered to: drills are posted near the exit of each classroom. A. report their findings to the Student Council. No talking is permitted during a fire drill; B. submit their proposals to the Student Council. subdued conversation, during an air raid drill. C. carry out a proposal by the Student Council. ARTICLE VII LOCKERS Ratification Each student is assigned a corridor locker with This constitution shall become effective immediately book and coat compartments. upon ratification by a two-thirds vote of the faculty, two-thirds vote of the student body, and the approval 1. Students may report to their lockers as long of the President. as it does not interfere with class time. 86. 19. 2. No student may go to his/her locker during 4. Elected officers during the term of their office classes without permission. must maintain the qualifications specified in 3. Students should report all broken lockers to Article III, Section III, B I and 2. Failure to maintain these qualifications will result in re- the Attendance Office or custodian. moval from office. 4. The school cannot assume responsibility for 5. It a vacancy exists in the office of President, personal belongings in the lockers. Any stu- the vacancy shall be filled by the Vice-President. dents wanting additional security for their All other officers, if a vacancy exists, shall be elected by Student Council within its own lockers may provide their own lock. membership by vote of Student Council. 5. Each student will be assigned an individual B. Elections locker. Any one else using this locker will 1. Elections for the following scholastic year shall not be given the combination by the Atten- be held during the month of May on a date to dance Office. be designated by the Principal. 2. Petitions shall be circulated the week preceding the elections. PROPER SCHOOL ATTIRE ARTICLE IV This Proper School Attire code was developed in Duties and Powers cooperation with the high school principals, teacher volunteers, the Student Council of Dieruff High School in Section I - Duties and Powers of the Council conjunction with the Student Government Association of A. The duties of the Dieruff Council shall be to study William Allen High School. As a result of a series of school problems, to plan improvements, and to meetings, the following interpretation of the code is recommend action for the general welfare of the school. submitted: B. The powers of the Dieruff Council shall be ad- INTERPRETATIONS visory. It shall not have power to legislate, to judge, Students should not wear any dress that interferes or to execute plans unless those powers have been with such activities as physical education, industrial arts, expressly delegated by the proper authorities home economics, and art and science laboratories. Such interference might be hair styles that block view, articles C. The Dieruff Council shall not exercise disciplinary of clothing that restrict movement, or any mode of dress authority over fellow students, but may make re- that creates a hazard to the student at school. commendations to the proper authorities in cases requiring discipline. Dress or appearance which disrupts the planned educational process will not be allowed. Guidelines re- ARTICLE V garding acceptable and unacceptable attire are listed Duties of the Officers below: Section I - Duties of the President 1. Headgear (hats, visors, sunglasses, etc.) is not A. The President shall preside at all meetings and con- acceptable. duct them according to Parliamentary Procedure. 20. 85. -ARTICLE I 2. Dresses must cover the shoulders and extend to Name cover three quarters of the thigh to be accept- The name of this organization shall be the Louis E. able. Dieruff Student Government Association as represented- 3. Tops and shirts must cover the shoulders to the by Student Council. waist and fit within the following restrictions ARTICLE II to be acceptable. Aims and Objectives a. Midriff may not be exposed, no cut off shirts. The aim of Student Council is to serve as a medium for b. Muscle shirts, tank tops or halter tops are not Student-Faculty relationships and to serve as the execu- acceptable. c. Mesh shirts must have a shirt underneath to be tive branch of the Student Body. acceptable. 4. Skirts must cover from the waist to three quarters ARTICLE III of the thigh to be acceptable. Membership 5. Shorts are acceptable school attire if they cover the Section I - Officers shall be: waist to mid-thigh and also fit within the follow- President ing restrictions. Vice-President a. Cut-offs of any type are not acceptable. Secretary b. Athletic shorts are not acceptable: gym shorts, Treasurer running shorts, or tight fitting stretch short/ Section II pants. A. The President shall be a member of the Senior C. Coaches shorts are acceptable. Class. B. The Vice-President may be a member of any class. 6. Spandex are not acceptable as outerwear garments. C. The Secretary-Treasurer may be a member of any 7. Sandals which do not have a strap on the back of class. the ankle are not acceptable. Flip-flops are not Section III acceptable. A. Qualifications for Officers 8. Shirts with offensive logos or sayings are not 1. A candidate for an office in Student Council acceptable (i.e. some Rock T-shirts). shall not receive an unsatisfactory mark in Since the educational process takes place in the class- Citizenship in the scholastic term in which the room, it is the responsibility of the administration and election is held. faculty to decide whether this dress code is being fol- 2. A candidate for an office in the Student Coun- lowed. cil shall not receive a failing grade in any sub- ject in the scholastic term in which the election is held. 3. Members of the Student Body so qualified shall submit an endorsement of their candidacy signed by five members of the Faculty. 84. 21. RULES FOR L.E.D. STUDENT COUNCIL DETENTION: In Room 119 - As Assigned Time: 3:05 - 4:00 p.m. Election of Officers 1. Tardiness to school - 3rd offense LED students will elect their Student Council 2. Late to class - 3rd offense officers in the fall. Those officers will represent 3. Cutting class - 1st offense - 2 nights the student body during the school year. SUSPENSION: Qualifications 1. Cutting class - 2nd offense (3 p.m. suspension) 2. Leaving the building during school hours 1. The candidates should show the ability to without jusitification assume the obligations of their school work 3. Breaking cafeteria regulations and maintain a passing average in all subjects. 4. Smoking 5. Cutting detention 2. The candidates should give proof of their 6. Fighting between and/or among students ability to maintain regular attendance. 7. Vandalizing school property 3. The candidates should have: Types: a. an active interest in the school's welfare: a. 3 p.m. Suspension - student must attend b. a willingness to observe all regulations: all classes and return with parent/guardian C. self-reliance: for readmission the following morning. d. respect for their fellow students. b. In-School Suspension - administrative prerogative. 4. The candidates should have the ability to speak with clarity and with forcefulness. c. 3-10 day Suspension - administrative 5. The candidates should be able to bear the prerogative. load of their council work without having Upon second suspension a conference with stu- it interfere with their curriculum. dent, parent/guardian and guidance counselor and/or juvenile authority and/or school district psychologist. 6. The candidates must be good school citizens and abide by all official rules and regulations. COUNSELING AND/OR CONFERENCES AND/OR BY-LAWS OF STUDENT COUNCIL DETENTION AND/OR SUSPENSION: Preamble 1. Truancy and unexcused absence 2. Disrespect to staff. We. the Student Body and Faculty of Louis E. Dierut: 3. Vulgar and abusive language High School. do establish this constitution for the pur- 4. Unconventional dress pose of promoting and defining Student Government within the school. 5. Loitering in the halls (class will be resche- duled) 22. 83. 6. Drug and alcohol abuse TITLE IX 7. Littering school property Questions regarding the Title IX Affirmative 8. Damaging school property (restitution re- Action Program should be referred to Dr. Ray quired) Erb, Assistant Superintendent. His office address is: Administration Center, 31 South Penn Street, JUVENILE AUTHORITIES AND/OR ARREST: P.O. Box 328, Allentown, Pa. 18105. Phone - 1. Vandalism, theft, rip-offs, intimidation 2. Problems on LANTA buses and vo-tech buses 821-2625. 3. Striking an administrator or staff member 4. Drug/alcohol abuse 5. Loitering NOTE: "Unsettled Accounts" (books, equipment, uniforms, fund-raisers, class dues, etc.) must be paid as soon as possible in the Attendance Office report cards/diplomas will be with- held until settlement of all costs. Detention Regulations 1. Proctor: TBA 2. Detention Room: 119 3. Detenion Time: 3:00 - 3:50 p.m. 4. Detention time will be spent in activities as assigned by proctor. 5. Cutting of detention will result in suspension from school, and DETENTION MAKE-UP. 6. Creating a disturbance during detention can result in another detention and/or suspension. 7. Detention is an administrative device em- ployed primarily to curb: a. latenesses to class/school b. class cutting c. other disciplinary situations in school (PDR) 82. 23. RADIOS, TAPEDECKS, WALKMANS, ETC. - Tape- decks, radios, "boxes", walkmans, etc. are not allowed in S(Students) A(Against) D(Driving) D(Drunk) the building at anytime. If discovered, these items will be confiscated. LED has organized a very successful SADD chapter. The Program is designed to help students understand the hazards of drinking and driving. SADD is a proven lifesaving program which is SENIOR HIGH SCHOOL SMOKING POLICY motivated by student and community support. Advisors: Mary Ann Olson, Linda Cruttenden Students are prohibited from' using any tobacco product within the school buildings at any time. The use of any tobacco product on school grounds is pro- SCHOOL STORE hibited during the school day. A. First Offense - One Full Day Suspension The School Store, adjacent to the Commons, is B. Second Offense - Three Full Days Suspension a service rendered the school by the Distributive C. Third Offense - Three or more days of suspen- Education Department. sion and a letter from the parent/guardian in- This service is designed to meet the needs of the dicating that their son/daughter is enrolled in students and, therefore, will keep in stock the best a smoking withdrawal program. supplies for school purposes at reasonable prices. EARLY ARRIVAL The store will be open at convenient times before Doors will not be opened until 8:00 a.m. The Main and during the school day. Office door will be opened at 7:30 a.m. Please adjust your arrival time accordingly. Students must make special TELEPHONE arrangements with teachers in order to be admitted into school before 8:00 a.m. Only in an emergency will a message be given to the student from the general offices. There are three public telephones - two in the gymnasium foyer and another in the auditorium area where students may call. The telephones shall not be used during class periods, but only during the lunch periods (with permission) or before and after school. 24. 81. S(STUDENT) A (ASSISTANCE) P(PROGRAM) DISMISSAL PROCEDURE A state funded grant has provided the Allen- a. Students with sixth and seventh period town School District with monies for a Student study halls may leave the building instead of Assistance Program dealing with drug and alcohol going to study hall. abuse. Each SAP team on the high school level b. Students with seventh period study hall may consists of a building administrator, a counselor, also leave the building a nurse, a school psychologist, and two teachers. c. No student is permitted to be in corridors Teams. identify students with problems and refer after 2:20 p.m. without a permission slip them for help. The SAP provides assistance. It is from a teacher. Anyone in the corridors not the school's intent to identify these students after 2:20 p.m. without said pass will re- and expel them. The team not only works with ceive one night's detention and/or schedule students who have drug and alcohol problems, change. but also with those who have severe depression d. Students may go to the library, but must and/or suicidal tendencies. Referrals to the SAP remain there until the 2:55 bell. team have been made by teachers, counselors, administrators, parents/guardians, and students. If you suspect that your child is having a problem, you can contact his/her counselor for a referral into the program. All information gathered by the SAP team is held in confidence. Aftercare pro- grams for students returning from drug and alco- hol rehabilitation are available and will provide additional support during the school year. Do contact your child's counselor for more infor- mation about this program. 80. 25. CAFETERIA B. That students unassigned periods 6 and 7 Dieruff High School operates on a closed are free to use the library without a pass luncheon period program. Facilities are provided so long as they leave the building by exits in the cafeteria which is located north of the on the lower level immediately upon com- gymnasium. Pupils may bring their own lunches or pletion of their work in the library. choose from the menu offered. C. That teachers on supervisory duty have been There are three lunch periods, beginning at 11:05 a.m. (first lunch period), 11:35 a.m. (sec- assigned by the administration to help main- ond lunch period), and 12:00 p.m. (third lunch tain an atmosphere that makes possible the period). A light breakfast is also served before optimum use of the library by all students. 8:15 a.m. D. That the library is not to be used as a free The serving area along the east wall serves the discussion period in the manner that the school lunch menu of the day. The serving line at study hall in the cafeteria is structured. the south wall serves a la carte and other choices. E. That the Pass System will continue to serve Cafeteria Hints as the admission system. English teachers 1. Have the correct change handy to speed up the will continue to issue passes for recreational service. reading. As the need arises, all teachers may 2. Respect others as you would in other public issue library passes to their students for eating places. work in their specific subject area. 3. After you have finished your lunch, you must clean your tables, dispose of trash in the nearby LOST AND FOUND trash cans, and return dishes, silverware, and A Lost and Found department is maintained trays to the dishwashing room window. in the Main Office and Attendance Office, where Dieruff Cafeteria Regulations lost articles may be redeemed upon proper identi- The following rules are necessary to provide a fication, and where found articles should be taken. pleasant and safe atmosphere in the cafeteria: 1. Enter the cafeteria in an orderly manner. Do Not Run! 2. Do not put books on cafeteria tables and chairs. 3. Form orderly lines while waiting to be served. Do not jump the line by squeezing in front of another student - Violation - Detention. 26. 79. Air Force Junior Reserve Officers' Training Corps 4. Normal talking is permitted in the cafeteria. Yelling or cheering will not be tolerated. Objectives: To promote orderly habits, preci- 5. Do not put purses on cafeteria tables. Keep sion and respect for constituted authority. purses with you at all times. To promote patriotism. 6. Throwing food or utensils (knives, forks, etc.) To encourage a high degree of personal honor, Violation - Suspension from school. self-reliance and discipline. 7. Do not attempt to leave the cafeteria for any To provide education for Civil Defense. reason without asking one of the supervisors on To promote a means for pupils to become duty. better informed as citizens on matters of national 8. Do not dismiss from the cafeteria until the pro- defense and aerospace challenges. per signal is given by the cafeteria supervisors. (The ROTC Squad room is located at the lower 9. Do not leave trays or empty containers on the level of new library wing.) tables - Violation- - clean tables and/or deten- THE LIBRARY tion and/or suspension. I. Primary Premise 10. All students must sit on chairs - not on stage, The library should serve as an effective and heat registers, or tables. meaningful learning center where class. small 11. Lavatories are to be used before or after lunch, group. and individual learning can be accomplished not during lunch. (Except in cases of extreme in an atmosphere that is conducive for learning. emergencies). All resources of the library are available for stu- 12. No food shall be taken from the cafeteria. dent and teacher use. SCHOOL PROPERTY State law requires that the responsible students II. Student Understandings pay the cost of any equipment damaged, lost or A. That meaningful library experiences con- destroyed, as well as labor costs: sist of purposeful research and recreational No diplomas will be granted and all other high reading, studying, and discussion activities. school records will be withheld for those who do These discussions in the library are to be not make complete settlement. This rule applies to centered around library-oriented and sub- all school items including choir gowns, uniforms, ject-centered materials. athletic equipment, textbooks, class dues; etc. 78. 27. LEAVING THE BUILDING Standardized Tests If necessary to leave the building while school Interest inventory tests are available to students is in session: These results, along with other background mater- 1. Must get permission from an administrator. ial, form the basis of counseling with individual 2. When coming back into the building tell that students and are important in making vocational administrator you are back in the building. plans. If you must leave during lunch a permission Withdrawal from School slip is required and also administrative approval, A student will be permitted to withdraw from at which time the permit will be issued. school only after the matter has been carefully STUDY HALL discussed with him/her by his/her parents/guard- Study halls are considered as regularly sche- ian and counselor. duled classes. Passes are issued to students who wish to be ex- HEALTH cused from study hall to report to a subject tea- The school nurse is present at all times to care cher for help, to spend the period in the library for emergency cases. Secure an excuse to go to the (subject teacher approval), or to do service work health room. No student may be excused from elsewhere in the building. school in case of illness except by the sanction of the nurse. SUBSTITUTE TEACHERS Permission to be excused from physical educa- Our school is fortunate in have capable people tion will be granted only on the request of the to help us whenever our regular teachers are ill student's physician. Take excuses to school nurse. or are attending conferences. A substitute teacher If the school nurse is not available, report to is an important visitor whose impressions of our the Main Office. school will be carried into the community. Let us be certain that these are good impressions by being polite, helpful and considerate, as you would be to your regular teacher. CRIMINAL CODE Criminal Code of the State of Pennsylvania as it pertains to students in a Public School setting. 1. Students and parents of students are to be aware that various acts or infractions may be 28. 77. In averaging for a semester course with a final exam, a in violation of certain sections of the crim- student must have a .75 average and pass two (2) of the inal code. three (3) rating periods (2 rating periods plus final 2. Section 2709 - harassment exam). In order to pass a semester course without an a. A person commits a summary offense exam, a student must have a .75 average. One of the rat- ing periods may be failed by a .75 average is necessary when, with intent to harass, annoy or to pass. alarm another person: i. he strikes, shoves, kicks or otherwise Examples: Rating Periods 1 2 Final Grade subjects him to physical contact, or F C D attempts or threatens to do the same: 1.0 F D .5 F or B F 1.5 C ii. he follows a person in or about a A F 2.0 C public place or places; or iii. he engages in a course of conduct or THE NATIONAL HONOR SOCIETY repeatedly commits acts which alarm The National Honor Society is a school organ- or seriously annoy such other person ization for outstanding students in grades 11 and and which serve no legitimate pur- 12. The purpose of the Society is to create an pose. enthusiasm for scholarship, to stimulate a desire 3. Section 3304 - criminal mischief to render service, to promote worthy leadership, a. Offense defined - a person is güilty of and to encourage the development of character. criminal mischief if he: i. damages tangible property of another Students may be admitted on these conditions: intentionally, recklessly, or by negli- 1. At the end of the Sophomore year a gence in the employment of fire, ex- student must have a 3.5 average. plosives, or other dangerous means 2. At the end of the junior year, having relating to causing or risking a catas- attained at least 6 of the possible 8 Honor trophe. Roll ratings. ii. intentionally or recklessly tampers with tangible property of another so 3. At the end of the second rating period of as to endanger person or property: or the senior year, having attained at least iii. intentionally or recklessly causes an- 7 of the possible 10 Honor Roll ratings. other to suffer pecuniary loss by de- ception or threat. 76. 29. d. When the average of the two rating periods falls b. Grading - criminal mischief is a felony of exactly on 1.5 or .5, the final grade shall be com- the first degree if the actor intentionally puted in the following manner: causes pecuniary loss in excess of $5,000 (1) The nominal numerical value of the grade for the final rating period is to be considered. or a substantial interuption or impair- (2) If the nominal numerical value of the grade ment of public communication, transpor- for the final rating period is higher than the tation. supply of water. gas or power, or average of the two rating periods, the final other public service. It is a misdemeanor grade moves to the next level above the average. of the second degree if the actor inten- tionally causes pecuniary loss in excess of Examples: $1,000 or a misdemeanor of the third de- Semester 1 2 gree if he intentionally or recklessly Grade P 0 Numerical Value 1 2 213 = 1.5 Average causes pecuniary loss in excess of $500. Final Grade = o Otherwise criminal mischief is a summary offense. Semester 1 2 Grade P F 4. Section 3305 - Injuring or Tampering with Numerical Value 1 0 2)1 = .5 Average Fire Apparatus. Hydrants. Final Grade = F a. Whoever willfully and maliciously cuts, 10. Class Rank injures, damages, or destroys or defaces a. The grade point average is the grade point total any fire hydrant or any fire hose of fire divided by the sum of subject units. engine, or other public or private fire b. Each Gifted, Honors. A.P. and Level IV Foreign Language Course will be weighted .2 for a full year equipment or any apparatus appertain- course and .1 for a semester course. After com- ing to the same, commits a misdemeanor puting the grade point average, the average value of the. weighted courses will be added to the grade of the third degree. point average. A grade of an A or B must be earned in order to receive the weighted grade point. 5. Section 2702 - Aggravated Assault. a. Offense defined - a person is guilty of 11. In reviewing the grade averaging for full year courses aggravated assault if he: with exams, a student must have a .75 average and pass three (3) of the five (5) rating periods (4 rating periods i. attempts to cause serious bodily in- and final exam). In order to pass a full year course with- jury to another, or causes such injury out an exam, a student must also have a .75 average and intentionally: knowingly or reckless- pass three (3) of the four (4). rating periods. ly under circumstances manifesting 30. 75. Examples: Full Year Course extreme indifference to the value of Rating Period 1 2 3 4 human life: Grade A B B A ii. attempts to cause or intentionally, Nominal Value 4 3 3 4 knowingly or recklessly causes ser- 4 14 = 3.5 Average ious bodily injury to a police officer Numerical value of fourth rating period is 4.0 which is higher than the average of all four rating periods: there- making or attempting to make a law- fore, the final grade is A. ful arrest: Rating Period 1 2 3 4 iii. attempts to cause or intentionally or Grade A B A B knowingly causes bodily injury to a Nominal Value 4 3 4 3 police officer making or attempting 4 14 = 3.5 Average to make a lawful arrest: or Numerical value of fourth rating period is 3.0 which is lower than the average of all four rating periods: there- iv. attempts to cause or intentionally or fore the final grade is B. knowingly causes bodily injury to an- Example: Semester Course other with a deadly weapon: or Rating Period 1 2 V. attempts to cause or intentionally or Grade B A knowingly causes bodily injury to a Nominal Value 3 4 teaching staff member, school board Numerical value of the second rating period is 4.0 which member, other employee or student is higher than the average of both rating periods: there- fore, the final grade is A. of any elementary or secondary pub- 9. Physical Education Marking System licly-funded educational institution, a. 0 = Outstanding P = Pass F = Fail any elementary or secondary private b. Numerical Value of Grade school licensed by the Department 0=2 P=1 1=0 of Education or any elementary or C. The final grade will be determined by averaging the secondary parochial school while numerical value for the two rating periods: acting in the scope of his or her em- Example: ployment relationship to the school. Semester 1 2 Average 6. Ordinance No. 12676 Grade o O 0 Numerical Value 2 2 2 An Ordinance "Prohibiting application of graf- fiti on any public or private property in the City of Allentown; establishing penalties for any person or persons who fail, or refuse to comply with the requirements or provisions of this Ordinance; also known as Part Seven, 31. 74. Public Offenses, Article 706 of the Codified Grade 3.50+ Qrdinances of the City of Allentown. A 2.50 to 3.49 B BE IT ORDAINED BY THE COUNCIL OF THE 1.50 to 2.49 C CITY OF ALLENTOWN; 0.75 to 1.49 D Section 1. That Article 706, Graffiti be added 0.00 to 0.74 F to the Codified Ordinances of the City of Allen- Example: (Full Year. Final Examination) town and shall read as follows: 1st 2nd 3rd 4th Exam Final Grade Article 706 Graffiti Ordinance B C D D D C (1.6) 706.01 PURPOSE F D C D D D (1.0) The use of broad-tipped pens, paint spray B C F F F *F cans, pencils, pens, crayons or other marking de- A B A A B A (3.6) vices to write or place graffiti on the walls or other *Does not meet requirement 8a. available spaces on public or private buildings, vehicles, areas or facilities, causes serious deface- Example: (Full Year No Final Examination) ment of such buildings, vehicles and areas, public 1st 2nd 3rd 4th Final Grade and private, and contributes to the deterioration B B D C C (2.25) of property values, as well as offending the publ- C D D D D (1.25) lic's right, public and private, not to have unsightly A F F F *F and unlawful graffiti on, with defacement of, pub- *Does not meet requirement 8b. lic and private property, and it constitutes a dele- terious practice contrary to the public health and welfare. In addition, such contempt for the prop- Courses with No Final Examination erty rights of private citizens, as well as public When the average of the rating periods falls exactly at facilities. contributes to the erosion of law and 3.500, -2.500. or 1.500, the final grade shall be computed in order and contributes to the deterioration in the the following manner: quality of life of the community and must be (1) The nominal numerical value of the grade for the opposed and punished. final rating period is to be considered. (2) If the nominal numerical value of the grade for the 706.02 DEFINITIONS. final rating period is higher than the average of the For the purposes of this Ordinance the follow- four rating periods, the final grade moves to the ing definitions shall apply: next level above the average. (a) "Graffiti" shall include any and all un- (3) If the nominal numerical value of the grade for the sightly, offensive or defacing writings, final rating period is lower than the average of all four rating periods, the final grade moves to the drawings, markings or other written or next level below the average. pictorial matter by any method or device, 32. 73. 7. Grade Point Value and of any personal property involved a. Letter grades are given a number value: and which contributes to the ugliness and A=4 B=3 C=2 D=1 F=0 unsightliness of the object, space, area or b. Gifted, A.P., Honors, and Level IV Foreign Lan- community and which is detrimental to guage Courses: the beauty, neatness and good order of A=5 B=4 C=2 D=1 F=0 the area and community. This Article C is below the standard expected in these courses shall not be construed to prohibit easily (See Addendum A). removable chalk markings on the public C. Physical Education sidewalks and streets used in connection O=2 P=1 F=0 with traditional children's games. 8. Computation of Subject Averages (b) "Minor" shall mean any person under the a. In order to pass a course requiring a final examina- age of eighteen (18) years. tion, a student must pass at least three of the four rating periods or two rating periods and pass the (c) "Person" shall mean and include associa- final examination regardless of the grade point tions, clubs, corporations, firms, partner- average. ships and bodies politic, as well as indivi- b. In order to pass a course that does not require a duals. final examination, a student must pass at least three of the four rating periods regardless of the (d) "Property" shall mean any public or pri- grade point erage. vate property in the City of Allentown. c. In order to compute the final average for a year course requiring a final examination, you add the 706.03 DEFACEMENT OF PROPERY PRO- grade point value for each rating period, add to the HIBITED grade point value of the final exam. and divide by 5. No person shall write, print or place with d. In order to compute the final average for a semes- ink, paint, chalk or other substances, graffiti on ter course. you double the grade point value for the real or personal property of another, whether each rating period. add to the grade point value of the final examination. and divide by 5. said personal or real property be publicly or e. Final Average Grade Point Value privately owned, unless the owner of said property Grade Point Total Grade shall have, piror to the writing, printing or placing 20,19,18 of graffiti, specifically consented to the same. A 17,16,15,14.13. B 706.04 PARENTAL ASSISTING IN OR 12,11,10,9,8 C ENCOURAGING VIOLATIONS. 7.6,5.4 D It shall be unlawful for any parent, legal guar- 3.2,1,0 F dian or other person having custody and care of any minor child under the age of eighteen (18) years to knowingly assist, aid, abet, allow, permit or encourage said minor to violate the provisions 72. 33. of this Article, as herein defined, either by words, f. Grades earned at the Vo-Tech will be used to deter- overt act, or by failing to act. mine Honor Roll. 706.05 ACCESSORIES. g. Weighted grades will not be used in determining Honor Roll. (A=5 and B=4) All persons, directly or indirectly involved, shall be equally responsible and guilty, not alone the 6. Final Examinations individual who may personally deface the object a. A teacher will administer a District-wide and/or teacher-prepared final examination to all students. or area, but others in a group who knowingly Subject final examinations are mandatory for all make available the tools, writing material, ladders, courses unless otherwise designated. lookouts, materials or assistance, or who knowing- b. A comprehensive examination/evaluation will be ly supply funds to acquire such materials for such required in the following courses: purposes, shall be equally guilty and liable to pun- Art English ishment under this Article. All art courses Journalism I & II Advanced Journalism Public Speaking 706.99 PENALTIES. Business Reading & Study Strategies (a) Any person violating any of the pro- Typing I & II Composition for College visions of this Article shall upon convic- c. The final examination or comprehensive examina- tion be fined not more than Three Hun- tion will count 20% of the grade. dred ($300.00) Dollars or imprisoned not d. If a student does not take the final examination, or more than ninety (90) days or both. does not exert due effort to pass the examination, (b) Any person who violates either Sections he/she will fail the course for the year because he/ 706.03, 706.04 or 706.05 of this Article she has not completed all of the course require- ments. may also be responsible, at the discre- tion of that Magistrate, for the cost of e. A final examination/evaluation will not be required in the following courses: cleaning, repairing, painting, or otherwise restoring the property which he/she has Business Industrial Arts Data Processing All Courses damaged, defaced or vandalized so as to I & II bring the property to the condition it Office Machines Music was in prior to the application of the Office Simulation Band (LED) Orchestra graffiti. Instrumental Music (c) If said violator was under the age of eigh- ESOL Piano I & II teen (18) years old at the time of com- ESOL I, II, III Organ I & II mitting said offense, the Magistrate may Music Laboratory Health & Phys. Ed. Choir order the person having care and custody All Courses Glee Club of the said violator to make restitution to Voice I & II said real or personal property owner. Home Economics Special Education Personal Sewing All Courses 34. Creative Stitchery 71. Creative Cooking Teen Living 4. A report of unsatisfactory work (RUW) shall be issued Section 2. SEPARABILITY. to every student who is failing, is in danger of failing. or is achieving at a level below ability This report may be The provisions of this Article are severable and issued in the middle of each rating period but no later if any of its sections, clauses or sentences shall be than the seventh week of the rating period. held illegal, invalid or unconstitutional, such pro- visions shall not effect or impair any of the re- SCHOOL DISTRICT OF THE CITY OF ALLENTOWN Allentown, PA maining sections, clauses or sentences. It is hereby Report of Umatisfactory Work declared to be the intent of Council that this Ar- Date 19 Homeroom: ticle would have been adopted if such illegal, in- Rating Period: 1 2 3 4 Grade: valid or unconstitutional section, clause or sen- Student: Subject: is failing is in danger of failing tence had not been included herein. is achieving at a level below ability For IMPROVEMENT, the following suggestions are avenended: Fellow Instructions carefully Cooperate in class Tests: Prepare lessers carefully Observe classroom procedures Devote more time to meaningful study Bring materials to class Quirges: Improve study habits Exercise care for equipment/material Prepare daily assignments adequately Class/Lab: Observe safety habits Make UP work mind Improve techniques Projects: Come in Ter help Produce of faster pace Attend class regularly Homework Improve test/quis enformance Show more interest Use class time more wrstly Assignments Missing: Diagisy & positive attitude COMMENTS: Teacher Signature Student Signature Conference Requested White Parent's Copy Yellow Guidance Copy Fink Teacher's Copy 10-83/ASD/12 01/070 5. Honor Roll a. Students who earn a grade point average of 3.5 or higher, and no grade lower than a C, will be nomin- ated for the Honor Roll at the end of each rating period. b. Grade values will be used in computing Honor Roll. A subject meeting 10 or 15 periods will be counted twice or three times in determining Honor Roll. c. The grade point average is the grade total divided by the sum of the number of subjects. d. A U in citizenship will disqualify a person from the Honor Roll. e. A grade of F, I, E, W, or U in any subject will disqualify a person from the Honor Roll. 70. 35. SUBSTANCE ABUSE POLICY The Student Does The Student Does Not School District, City of Allentown 2 Achieve at apparent ability level 1 4 Show intellectual curiosity 3 1. The Board of School Directors of Allentown School District recognizing that the abuse of 6 Accept constructive criticism 5 Substances is a serious problem with legal, physical, emotional, and social implications for the whole school community, adopts the position that the abuse of Substances interferes with learning. 8 Show qualities of dependability 7 2. The Board of School-Directors recognizes that all students have a right to be educated in a safe 10 Employ time to best advantage 9 and healthy environment with due consideration for their legal rights and responsibilities. 12 Display good judgement 11 3. The School District's Comprehensive Drug and Alcohol program shall consist of a three faceted 14 Perform additional tasks 13 approach including (1) prevention, (2) intervention and (3) referral. 16 Display qualities of leadership 15 4. It is therefore this district's policy to prevent and prohibit the possession, use and/or distribution of any illegal or controlled mood-altering chemical or medication not approved by the Health Office on school property, at school sponsored events and on school vehicles. 18 Take pride in personal achievement 17 Violations of this policy as defined and described within the parameters of the Substance Abuse 20 Show improvement 19 5. Administrative Regulations may result in permanent expulsion from school by the Board of 22 Cooperate in class 21 Directors or a lesser administrative penalty. 24 Display originality and creativity 23 6. Student Support Systems consisting of specially trained school personnel will be established at each building to ensure appropriate identification, interventions and support for at risk students 26 Bring materials to class 25 in compliance with the district's confidentiality policy. 28 Observe safety habits 27 7. This policy will be implemented through the cooperative efforts of the faculty, administration, school employee groups, students, parents/guardians and community agencies of the Allentown 30 Complete assignments on time 29 School District. 32 Respect others' rights 31 1.0 DEFINITIONS 34 Show good behavior 33 The following words and phrases when used in these Regulations shall, for the purpose of the Regulations, have the meanings respectively ascribed to them in this section, except where the 36 Have a good class attendance record 35 context clearly indicates a different meaning: 38 Make up work missed 37 1. "Cocaine Spoon". A spoon with a bowl so small that the primary use for which it is reasonably adapted or designed is to hold or administer cocaine, and which is so small as to be unsuited 40 Prepare daily assignments adequately 39 for the typical, lawful uses of a spoon. A cocaine spoon may or may not be merchandised 42 Follow instructions carefully 41 on a chain and may or may not be labeled as a "cocaine" spoon or "coke" spoon. 44 Understand concepts 43 2. "Controlled Substance". Any drug, Substance or immediate precursor enumerated in Section 4 of the Act of April 14, 1972, P.L. 223, No. 64, as amended (35 PSA Section 780-104 and 46 Have good study habits 45 35 PS Section 780 - 104 sub.el (3( (vii) (being Section 4 of what is commonly known as the "Controlled Substance, Drug, Device and Commetic Act" of 1972). 48 Perform well on tests/quizzes 47 3. "Marijuana or Hashish Pipe". A pipe characterized by a bowl which is so small that the primary 50 Participate frequently in class 49 use for which it is reasonably adapted or designed is the smoking of marijuana or hashish, rather than lawful smoking tobacco, and which may or may not be equipped with a screen. 52 Assume responsibility 51 4. "Paraphernalia". Containers and other objects primarily adapted or designed for use in storing 54 Work well in a group 53 or concealing controlled Substances; objects primarily adapted or designed for use in injecting, ingesting, inhaling or otherwise introducing marijuana, cocaine, hashish oil into the human 56 Dress properly for physical education 55 body, such as (a) Metal, wood, acrylic, glass, stone, plastic or ceramic pipes with screens, permanent screens, hashish heads, or punctured metal bowls; (b) Water pipes; (c) Smoking 98 RUW issued and carburetion masks; (d) Carburetion tubes and devices; (e) Roach clips; meaning objects used to hold burning material; such as marijuana cigarette, that has become too small or Request parent conference 99 too short to be held in the hand; (f) Miniature cocaine spoons and cocaine vials; (g) Chamber pipes; (b) Carburetor pipes; (i) Electric pipes; (j) Air-driven pipes; (k) Chillums; (1) Bongs; Report cards will be mailed to the parent/guardian of (m) Ice pipes or chillers. (Taken from Allentown City Ordinance No. 12419) every student four times a year. 5. "Lookalike drugs". Any tablet, capsule, or other Substance packaged, designed, or intended to mimic the appearance and physical effect of any controlled Substance. 6. "Intoxicating Beverages". Any alcohol, liquor, wine, beer, malt or brewed beverage. 36. 69. Reporting Pupil Progress in the Senior High School 7. "Prohibited Materials". Any cocaine spoon, controlled Substance, marijuana or hashish pipe, paraphernalia, lookalike drug, or intoxicating beverages, or steriods for any pupil involved 1. Letter Grades in school-related athletics. A Mastery of subject matter for the grade as evi- 8. "District". School District of the City of Allentown. denced by high test marks, active participation in 9. "Pupil". Any pupil enrolled in the District. class discussion, completion of all assignments, willingness to work beyond the limits of given 10. "Premises". Any building, grounds or vehicle in the possession or control of the District or to which any Pupil is assigned by the District. Any locker, desk, cabinet or other enclosure assignments, neatness and accuracy of work habits. upon the Premises shall be considered part of the Premises. B Above average test marks, frequent participation in 11. "District Employee". Any administrator, teacher, nurse, custodian or other employee of the class discussion, completion of all assignments, District. neatness and accuracyof work habits. 2.0 BAN OF SALE, GIVE AWAY OR DISPLAY C Fair to good marks in tests, minimum participation It shall be unlawful for any pupil to sell, offer for sale, dispense, give away or display "prohibited in class discussion, completion of assignments, material" as herein defined in or upon the premises. neatness of work habits. 3.0 EXEMPTIONS D Minimum passing grades in tests, infrequent class The prohibition contained in Section 2.0 hereof shall not apply to any pupil suffering from diabetes, participation, careless attention given to written asthma, or any other medical condition requiring self injection or administration. All such cases shall be registered with the school nurse. and study assignments. 4.0 LOCKERS F Failing test marks, very little or no participation in class, poor attitude toward study, failure to com- Lockers are the property of the District. Pupils are given the qualified privelege of using lockers plete assignments, careless work habits. only for the purpose of storing books, lunches, garments and other personal items whose possession is not prohibited by the District. No pupil shall use any locker for the retention of any prohibited I Incomplete work in a subject must be completed material as herein defined. The District and District's employees reserve the right to inspect any locker and its contents at any time, either with or without any pupil's consent and either by the end of the fourth week of the next rating in or out of any pupil's presence, and confiscate any prohibited materials. The District and period. District's employees may remove any lock to permit the inspection of any locker or the confiscation of any prohibited material. E Excused or exempt from grade (one rating period) 5.0 SEARCH OF A PUPIL'S GARMENTS OR OF A PUPIL'S POSSESSIONS W Withdrawal failure subject has been dropped. The District reserves the right to search a pupil's pockets, or any possession (including but not S A subject taken as a pass/fail course (Pass). limited to purses, gym bags, jackets, coats, parcels, packages, or other containers) to discover or confiscate any prohibited materials. U A subject taken as a pass/fail course (Failure). 6.0 CONSTRUCTION; SEVERABILITY Physical Education If any provisions of these Regulations shall be declared unconstitutional or invalid, such decision o Outstanding shall not affect the remaining portions of these Regulations. The District hereby declares that the Regulations would have been enacted and each article and subsection thereof irrespective P Pass of the fact that any one or more of the articles and subsections, clauses or phrases, may or might be found by court action or decision to be unconstitutional or otherwise invalid. F Failure 7.0 PENALTIES M Medical Excuse Any pupil who violates any provision or provisions of this Administrative School Policy or who 2. Attitude Ratings shall fail to comply with any requirements hereof shall be subject to discipline in accordance with the "Student Rights - Responsibilities Policies and Substance Abuse Administrative Numerical attitude ratings shall be given by each teacher Regulations" adopted by the District. to indicate those areas in which a pupil has done well or has shown improvement. Numerical attitude ratings shall be given by each teacher to indicate those areas in 4-90/ASD/03-01/013 which a student may improve his conduct in the class- room or in his attitude toward the subject matter. 68. 37. REGULATIONS FOR PUPIL BEHAVIOR GRADING POLICY School District of the City of Allentown Guidelines for Dealing with Gifted, Honors, and A.P. Section 1. Pupils are required to obey the following Student Grading regulations. The motivation of Gifted, Honors and Advanced Place- A. Pupils shall attend school and classes regularly ment students is the obligation of every professional involved. and on time. Pupils may be excused from school Students in the Gifted, Honors, and Advanced Placement for illness, medical appointments, religious instruc- Programs are expected to achieve and perform at the grade tion, and for other reasons deemed valid by the level of an A or B. adminstration. A written excuse must be furnished from the pupil's parent/guardian stating the reason General Guidelines for Report Card Grades for the absence. 1. A student should receive the grade which he/she has B. Pupils must obey all health and safety regulations. earned. 2. Grading should not be used as a negative motivational C. Pupils shall know that the following are punishable device. offenses, so defined by law or regulations of the 3. If a teacher observes a student who is not achieving at Board of Directors, and shall apply on school the grade level of A or B, the following steps shall be property or at any school sponsored activity: instituted: 1. Use of obscene language or possession of ob-1 scene materials as defined by law. a. the teacher should meet with the student to try to 2. Illegal conduct as defined by law. help the student b. The counselor should be consulted and the counselor 3. Theft. should meet with the student for specified counselor 4. Possession of alcholic beverages, narcotics, or intervention dangerous weapons. c. during the fifth week of the rating period, or at any time, a progress report must be sent to the parents 5. Assault on a teacher or pupil. indicating areas of concern 6. Defiance of teachers' lawful authority. d. if the student does not respond to the teacher/ counselor intervention, a parent-teacher conference 7. Intimidation of a teacher or a pupil. shall be arranged by the counselor to discuss the 8. Leaving school without permission of school problem(s). authorities. If a student, after the above steps have been taken, still 9. Cutting classes. is not achieving at an A or B level, the pupil placement should be re-evelauated using the multi-disciplinary team 10. Driving recklessly on school property. where appropriate, and a recommendation of alternative 11. Illegal entry or trespassing. placement, may be made. This recommendation could sug- 12. Loitering. gest removing a student from the Gifted, Honors, or A.P. course in which he/she is enrolled. 13. Endangering the lives and property of others. 14. Willfully defacing or destroying school or other 38. 67. Calculus (Gifted, Advanced Placement) property and supplies. Pupils who do so, or Physics (Gifted, Advanced Placement) who lose school supplies or property, must re- Physics (Honors) place same or repair at their own expense. 15. Throwing of objects (stones, snowballs, etc.) Biology (Gifted, Advanced Placement) as missiles on school property. Art (Advanced Placement) 16. Using tobacco in any form except in authorized areas. (Detailed information regarding every subject is D. Pupils shall conform to all other reasonable rules of contained in the Program of Studies which is dis- conduct set by school authorities. They shall re- tributed to pupils annually.) spect the authority of the classroom teacher to make and enforce reasonable rules of conduct. They shall also respect the authority of school officials to adopt reasonable rules of conduct in all other situations such as field trips, sports activ- ities, transportation, dances, and other school sponsored activities. Section 2. Disciplinary Actions Violation of any of the regulations listed under Sec- tion 1 (Regulations for Pupil Behavior) shall make the pupil subject to disciplinary action by school authorities. School authorities, in maintaining discipline, have an obli- gation to set an example of fairness and respect for indiv- idual rights as well as the rights of all pupils. The principal shall arrange for a conference with the pupil's parent or guardian in cases of repeated pupil misbehavior. Sus- pensions shall be imposed in those situations which, in the judgement of the principal, are flagrant enough to warrant such actions. Section 3. Student Rights and Responsibilities The Allentown School District adopted general poli- cies and guidelines concerning Student Rights and Re- sponsibilities on April 28, 1988, in compliance with Basic Education Circular 139 of October 3, 1974. The regula- tions in Sections 1 and 2 are in conformance to them and shall in no way replace or change the intent or meaning of the adopted policies and guidelines or Basic Education Circular 139. 66. 39. School District, City of Allentown, PA Gifted, honors, and advanced placement classes April 28, 1988 are offered in the following subjects: The Board of Directors of the Allentown School District. in public session on the above date. resolved to amend the Student Rights and Responsibilities policy as indicated by the asterisked Grade 9 passage (*). The following policy is required by the State Board of Education and is provided* in order to implement the policy. effective immediately: English I (Gifted, Honors) Themes in American Cultures (Gifted, Honors) STUDENT RIGHTS AND RESPONSIBILITIES Algebra II (Gifted, Honors) School District. City of Allentown Biology (Gifted, Honors) TO PARENTS AND PUPILS: 1. Student Responsibilities Grade 10 a. Student responsibilities include regular school attendance. conscientious effort in classroom work. and conformance to school rules and regulations. Most of all. students English II (Gifted, Honors) share with the administration and faculty a responsibility to develop a climate within the school that is conducive to wholesome learning and living. 20th Century U.S. History (Gifted, Honors) b. No student has the right to interfere with the education of fellow students. It is the responsibility of each student to respect the rights of teachers. students, administrators, Western Civilization (Gifted, Honors) and all others who are involved in the educational process. C. Students should express their ideas and opinions in a respectful manner. Modern Geometry (Gifted, Honors) d. It is the responsibility of the students to conform with the following:, Chemistry (Gifted, Honors) 1. Be aware of all rules and regulations for student behavior and conduct themselves in accord with them. 2. Volunteer information in matters relating to the health, safety. and welfare of the Grade 11 school community and the protection of school property. 3. Dress and groom themselves in order to meet fair standards of safety and health English III (Gifted, Honors) and to cause no substantial disruption to the educational processes. 4. Assume that until a rule is waived. altered. or repealed in writing. it is in effect. American History (Gifted, Advanced Placement) 5. Assist the school staff in operating a safe school for all students enrolled therein. 6. Comply with the state and local laws. European History (Gifted, Advanced Placement) 7. Exercise proper care when using public facilities and equipment. B. Attend school daily. and be on time at all classes and other school functions. Chemistry (Gifted, Honors) 9. Make up work when absent from school. 10. Pursue and attempt to complete satisfactorily the courses of study prescribed by College Algebra (Gifted, Honors) state and local authorities. 11. Report accurately and do not use in student newspapers and publications any indecent Modern Trigonometry (Honors) or obscene language. Analytic Geometry (Gifted, Advanced Placement) II. Corporal Punishment a. No employee or representative of the School District of the City of Allentown may Physics (Gifted, Honors) administer corporal punishment to any pupil. For this purpose. "corporal punishment" is defined to mean the physical punishment of a pupil for an offense. Grade 12 b. The District recognizes that it is bound by Section 12.5 (d) of the State Board of Education Regulations which provides as follows: English IV (Gifted, Advanced Placement) "(d) However, even when a parent or the School Board American History (Gifted, Advanced Placement) prohibits corporal punishment. reasonable force may be used by teachers and school authorities European History (Gifted, Advanced Placement) under any of the following circumstances: 40. 65. Dieruff High School offers courses to meet the 1. To quell a disturbance. educational and vocational interests of students: 2. To obtain possession of weapons or other dangerous objects. 3. For the purpose of self-defense. 1. Education for admission to 4-year colleges 4. For the protection of persons or property." or universities or other post-high school III. Exclusion from School (Suspensions and Expulsions) courses. a. Exclusion from school may be effected by suspension or expulsion. 2. Education for entry into positions in offices 1. The types of offenses that could lead to exclusion (suspension or expulsion) from as stenographers, typists, file clerks, recep- school in the Allentown School District are violations of student responsibilities and regulations for pupil behavior. tionists, etc. 2. "In-School Suspension" shall mean exclusion from classes for an offense. 3. "Suspension" shall mean exclusion from school for an offense for a period of up to 3. Basic education with specialization in a field ten school days. 4. "Expulsion" shall mean exclusion from school for an offense for a period exceeding such as art, music, home economics, indus- ten school days. and may be permanent expulsion from the school rolls. 5. The length of suspension to be imposed or any recommendation for expulsion will trial arts which may lead to immediate em- be based upon the severity of the offense(s). 6. All exclusions must be reported to the Superintendent and the parents. ployment. or a specialized post-high. school b. No student may receive an in-school suspension unless the student has been informed course for continued training. of the reason(s) for the suspension and has been given an opportunity to respond before the suspension becomes effective. Communication to the parents or guardian shall 4. Trade and Industrial education (half day at follow the suspension action. When the in-school suspension exceeds ten consecutive school days, an informal hearing with the principal shall be offered to the student and Lehigh County Area Vocational Technical parents prior to the eleventh school day in accordance to section 12.8(c) of State Board of Education Chapter 12. Some provision for the students' education will be made during School). the in-school suspension period. 5. Technical Education (half day at Lehigh C. No student shell be suspended until the student has been informed of the reason(s) for County Area Vocational Technical School). the suspension and given the opportunity to respond. Prior notice of the intended suspension need not be given when it is clear that the health, safety or welfare of the school community is threatened. The parents and superintendent shall be notified immediately in writing. When the suspension exceeds three school days. the student Gifted, Honors, and Advanced Placement Programs and parents shall be given the opportunity for an informal hearing in accordance to section 12.B(c) of State Board of Education. Chapter 12. Suspension may not run Academically able students are selected to work consecutively beyond the ten school day period. d. During the period prior to the suspension. or to the hearing and decision of the board in gifted, honors, and advanced placement classes of school directors in an expulsion case. the student shall be placed in his or her normal class except as in sub section (f). in those academic subject areas in which they have e. Students shall be permitted to make up exams and work missed while being disciplined exceptional talent and interest. Participation in by suspension. It is the responsibility of the pupil to make all necessary arrengements and complete make-up work within B reasonable length of time under the direction this program enables a student to work on the of the teacher or the principal. college freshman level in certain subjects during his f. If. when expulsion proceedings are initiated. it is determined after an informal hearing that a student's presence in his or her normal class would constitute a threat to the senior year in high school, to prepare for the Ad- health, safety, morels. or welfare of others. and it is not possible to hold a formal hearing within the period of a suspension the student may be excluded from school for more vanced Placement Examinations and to qualify for than ten school days, provided the formal hearing is not unreasonably delayed. Any student o,excluded shall be provided with alternative instruction. advanced standing in comparable subjects in college. 64. 41. g. Students who are less than seventeen years of age are still subject to the compulsory PLANNING YOUR SCHOOL PROGRAM school attendence lew even though expelled. and they must be provided an education. The initial responsibility for providing the required education rests with the parents One of the major goals of education is to meet through placement in another school, through tutorial or correspondence study or through another educational program approved by the district superintendent within thirty days. the educational needs of every student. The selec- If the parents are unable to provide for the required education, they must within thirty days submit to the district written evidence so stating. In the event that no satisfactory tion of courses, beginning in the eighth grade, is evidence is received after thirty days, the district must recontact the parent(s) and pending perents provision of such education, must make provision for the education a very significant step in your educational plan- and/or may take action in accordance with the Juvenile Act of 1972 42 Pa. C.S. Chapter ning. You and your counselor should study your 63. Parents with specific questions concerning these policies and guidelines are invited to call achievement record. review your plans, explore the school office. your interests and abilities and develop a realistic 4/88 long range educational plan. During your selection of courses each year you will review and modify that plan as your interests and goals change. Plan- ning your program each year is also a time for personal evaluation and honest discussion with your counselor and your parents/guardians. Your final choice of subjects must meet the approval of you, your parents/guardians, and your counselor. The educational program tries to meet the needs of each student as well as to introduce him to as many subject areas as possible. Students are urged to make an effort to avoid extremes in spec- ialization at the high school level and plan pro- grams which will reflect training in all of the major areas. 42. 63. b. Humanities. .5 Units Required Mythology, Shakespeare, Comtemporary Literature, Emerging Nations, Soviet/ Chinese Studies, American Foreign Policy, Commonwealth of Pennsylvania Anthropology, Latin I or above, Cultural Italian, and second level or above Spanish, STATE BOARD OF EDUCATION German, and French. c. An additional 1.0 Unit must be taken in one or more of these areas: PENNSYLVANIA CODE Fine Arts as listed above. Humanities as listed above, and Industrial Arts and Home TITLE 22. EDUCATION Economics. Delayed Graduation CHAPTER 12. STUDENTS A student who fails to meet the requirements for his/ her graduation from Dieruff High School may qualify for the high school diploma by completing the required REGULATIONS make-up work in summer school during the summer ON immediately following the senior year. Students who have not successfully passed all of the requirements for gradua- STUDENT RIGHTS tion will not be permitted to participate in the com- AND RESPONSIBILITIES mencement program. Minimum Promotion Requirements Section 1. A student must pass five or more academic units of 12.1. Free Education and Attendance. work to qualify for promotion to tenth grade, at 12.2. Student Responsibilities. least ten units to qualify for promotion to eleventh 12.3. School Rules. grade, and fifteen units to be classified as a senior. 12.4. Discrimination. 12.5. Corporal Punishment 2. A student must repeat a subject failed if the satis- 12.6. Exclusions from School. factory completion of that subject is considered 12.7. Exclusion from Classes - In-School Suspension essential to his/her further education. It is recom- 12.8. Hearings. 12.9. mended that the subject failed be repeated in sum- Freedom of Expression. 12.10. Flag Salute and the Pledge of Allegiance. mer school. 12.11 Hair and Dress. 12.12. Confidential Communications. 12.13. (Reserved) 12.14. Searches. 12.15. (Reserved). PUPIL RECORDS 12.31. General Requirements. 12.32. Elements of the Plan. 12.33. (Reserved). 62. 43. I 12.1. Free education and attendance. GRADUATION AND PROMOTION REQUIREMENTS (a) All persons residing in this Commonwealth between the ages of 6 and 21 years are entitled to a free and full education in the Commonwealth's public schools. Each pupil and counselor will work together to assure (b) Parents or guardians of all children between the ages of 8 and 17 are required by that the pupil maintains proper promotion and gradu- the compulsory attendance law to ensure that their children attend an approved educational institution, unless legally excused. Students who have not graduated may not ation requirements. The minimum requirements are listed be asked to leave school merely because they have reached 17 years of age if they are below. fulfilling their responsibilities as students. A student may not be excluded from the public schools nor from extracurricular activities because of being married or pregnant. 12.2. Student responsibilities. Minimum Graduation Requirements for Ninth, (a) Student responsibilities include regular school attendance, conscientious effort in classroom work, and conformance to school rules and regulations. Most of all, students Tenth, Eleventh and Twelfth Grade Students share with the administration and faculty a responsibility to develop a climate within the school that is conducive to wholesome learning and living. Graduation from Dieruff High School requires the (b) No student has the right to interfere with the education of his fellow students. It satisfactory completion during the ninth, tenth, eleventh, is the responsibility of each student to respect the rights of teachers, students, and twelfth grades of no fewer than twenty-one and one- administrators, and all others who are involved in the educational process. (c) Students should express their ideas and opinions in a respectful manner. half (21.5) units. (d) It is the responsibility of the students to conform with the following: (1) Be aware of all rules and regulations for student behavior and conduct English 4.0 Units themselves in accord with them. Students should assume that, until a rule is waived, Social Studies 3.5 Units altered or repealed in writing, it is in effect. Science 3.0 Units (2) Volunteer information in matters relating to the health, safety and welfare of the school community and the protection of school property. Mathematics 3.0 Units (3) Dress and groom to meet fair standards of safety and health, and not to Art and Humanities 2.0 Units cause substantial disruption to the educational processes. (4) Assist the school staff in operating a safe school for all students enrolled Health .2 Units therein. *Physical Education .8 Units (5) Comply with Commonwealth and local laws. (6) Exercise proper care when using public facilities and-equipment. Electives 5.0 Units (7) Attend school daily and be on time at all classes and other school Total. 21.5 Units functions. (8) Make up work when absent from school. (9) Pursue and attempt to complete satisfactorily the courses of study prescribed by Commonwealth and local school authorities. *Students who are physically unable to meet the Physical (10) Report accurately and not use indecent or obscene language in student Education requirements are given course work in place of newspapers or publications. it. $12.3. School rules. 1. Credits earned in the seventh and eighth grades (h) The school board has the authority to make reasonable and necessary rules shall not be counted toward graduation. However, governing the conduct of students in school. The rule-making power, however, is not Middle School credits in mathematics and lan- unlimited: it must operate within statutory and constitutional restraints. A school board has only those powers which are enumerated in the statutes of this Commonwealth. or guage will be used to satisfy the prerequisite which may reasonably be implied or necessary for the orderly operation of the school. requirements for some courses. (b) School boards may not make rules which are arbitrary, capricious or outside their grant of authority from the General Assembly. Their rules must stand the test of 2. Arts and Humanities 2.0 Units Required fairness and reasonableness. A rule is generally considered reasonable if it uses a rational a. Fine Arts 5 Units Required Art, Music, and Drama courses 44. 61. Financial Aid means of accomplishing some legitimate school purpose. (c) Each board of school directors shall adopt a code of student conduct which shall Virtually all colleges in the country offer finan- include policies governing student discipline and a listing of student rights and cial aid in the form of partial-to-full tuition grants responsibilities as outlined in this chapter. This conduct code shall be published and distributed to students and parents. Copies of the code shall also be available in each for students in need. Any resident of the state of school library. Pennsylvania is eligible to apply for a Pennsylvania 5 12.4. Discrimination Higher Education Assistance Agency Grant. A stu- Consistent with the Pennsylvania Human Relations Act (43 P.S. § 951-963). no student shall be denied access to a free and full public education on account of race. dent applying for such a grant must also apply for religion, sex. national origin, or handicap. a Basic Educational Opportunity Grant from the 12.5. Corporal Punishment. federal government. In addition to these two (a) Corporal punishment, namely physically punishing a student for an offense, may be administered by teachers and school officials to discipline students when sources. money may also be available from the authorized by. and in accordance with policies and guidelines established by, the board of school directors. colleges themselves. A Parent's Confidential (b) Reasonable force may be used but under no circumstances shall a student be Statement must be filed to obtain such aid. All punished in such a manner as to cause bodily injury. (c) Where corporal punishment is authorized, school authorities shall notify all of the above-mentioned forms can be obtained parents of this policy. Corporal punishment may not be administered to a child whose parents have notified school authorities that such disciplinary method is prohibited. in the Guidance Office. (d) In situations where a parent or school board prohibits corporal punishment, reasonable force may still be used by teachers and school authorities under any of the Transcripts following circumstances: (1) To quell a disturbance. Requests for transcripts are made to the Gui- (2) To obtain possession of weapons or other dangerous objects. dance Office. An official transcript will be sent (3) For the purpose of self-defense. (4) For the protection of persons or property. directly to any college or personnel office upon (e) Corporal punishment should never be administered in the heat of anger. It should be recognized that corporal punishment always contains the danger of excessiveness. completion of Transcript Release form available No disciplinary action should exceed in degree the seriousness of the offense. Students in the Guidance Office. -hall not be required to remove clothing when being punished. Employment-Working Papers 12.6. Exclusions from school. The Guidance Office will post notices of part- (a) The board of school directors shall define and publish the types of offenses that would lead to exclusion from school. Exclusions affecting certain exceptional students time and summer jobs. All students under 18 shall be governed by $ $ 13.62 and 341.91 (relating to right to education and disciplinary exclusions of certain handicapped students from special education placement). must have working papers, with a new certifi- (b) Exclusion from school may take the form of suspension or expulsion. cate for every change of job. Working papers (1) Suspension is exclusion from school for a period of from 1 to 10 consecutive school days. may be secured from Raymond Flood at the (i) Suspensions may be given by the principal or person in charge of the Administrative Building. 31 So. Penn Street. public school. (ii) No student shall be suspended until the student has been informed of Students are urged to discuss their working in- the reasons for the suspension and given an opportunity to respond. Prior notice of the intended suspension need not be given when it is clear that the tentions with their guidance counselors. Work- health. safety or welfare of the school community is threatened. ing papers are not to be processed on school time. 60. 45. blem arises. Appointments are generally scheduled (iii) The parents and the superintendent of the district shall be notified immediately in writing when the student is suspended. during study periods unless an emergency exists. (iv) When the suspension exceeds 3 school days, the student and parent shall be given the opportunity for an informal hearing consistent with the requirements set forth in 9 12.8(c) (relating to hearings). (v) Suspensions may not be made to run consecutively beyond the 10 CHANGE IN COURSES school day period. (vi) Students shall have the responsibility to make up exams and work Changes will be considered only if there has missed while being disciplined by suspension and shall be permitted to been a change in the educational plan of the stu- complete these assignments within guidelines established by the board of school directors. dent and only upon the personal request of the (2) Expulsion is exclusion from school by the board of education for a period exceeding 10 school days and may be permanent expulsion from the school rolls. parent or guardian. However, no subject may be All expulsions require a prior formal hearing under $12.8 (relating to hearings). dropped after August 1. If a student can present a (c) During the period prior to the hearing and decision of the board of school directors in an expulsion case. the student shall be placed in his normal class except as set justifiable. basis for making a change after August forth in subsection (d). (d) If it is determined after an informal hearing that a student's presence in his 1, such change may be made between September normal class would constitute a threat to the health, safety, morals or welfare of others and 16 and September 20 and during the second week it is not possible to hold a formal hearing within the period ofa suspension, the student may be excluded from school for more than 10 school days, if the formal hearing is not of the second semester for semester courses. A unreasonably delayed. Any student so excluded shall be provided with alternative education which may include home study. course dropped after either of the stated periods (e) Students who are less than 17 years of age are still subject to the compulsory will be recorded on the student's record as "With- school attendance law even though expelled, and they must be provided an education. (1) The initial responsibility for providing the required education rests with the drawn-Failure" and will be used in computing student's parents or guardian, through placement in another school. through tutorial the cumulative average. or correspondence study or through another educational program approved by the district's superintendent. (2) If the parents or guardian are unable to provide for the required education, they must within 30 days submit to the school district written evidence so stating. The district then has the responsibility to make some provision for the student's COLLEGE COUNSELING education. If 30 days pass without the district receiving satisfactory evidence that the required education is being provided to the student. it must recontact the parent College Admissions Examinations and, pending the parents' or guardian's provision of such education, the district must make some provision for the student's education or proceed under paragraph (3) Applications and information may be ob- or do both. tained in the Guidance Office. (3) If the approved educational program is not complied with, the school district may take action in accordance with Chapter 63 of the Juvenile Act (42 Pa. College Catalogues C.S. 5 6301-6308), to ensure that the child will receive a proper education. See 5 12.1 (b) (relating to free education and attendance). College catalogues may be borrowed from the Guidance Office. They may also be obtain- ed by writing to the director of admissions at 12.7. Exclusion from classes - in-school suspension the college. (Check with Guidance Depart- (a) No student may receive an in-school suspension unless the student has been informed of the reasons for the suspension and has been given an opportunity to respond ment). Students are free to use catalogues be- before the suspension becomes effective. fore school, during study periods, and after school. They may obtain call blanks before 8:20 a.m. 46. 59. GUIDANCE COUNSELOR ASSIGNMENTS (b) Communication to the parents or guardian shall follow the suspension action taken by the school. Guidance Office Telephone - 820-2210 (c) When the in-school suspension exceeds ten consecutive school days, an informal hearing with the principal shall be offered to the student and the student's parent or guardian prior to the 11th school day in accordance with the procedures in $12.8 (relating to hearings). Counselor (d) The student's school district has the responsibility to make some provision for No. the student's education during the period of the in-school suspension. 301 David Babb Grade 9 All A-D 820-2212 Grade 10' All A-D 12.8. Hearings. or 570 Grade 11 All A-C (a) Education is a statutory right. and students must be afforded all appropriate Grade 12 All A-C elements of due process if they are to be excluded from school. In a case involving a possible expulsion, the student is entitled to a formal hearing, which is a fundamental 305 LeRoy Burrows Grade 9 All E-J element of due process. 820-2212 Grade 10 All E-J (b) A formal hearing is required in all expulsion actions. This hearing may be held or 572 Grade 11 All D-G before the board of school directors or a duly authorized committee of the board. or a Grade 12 All D-G qualified hearing examiner appointed by the board. Where the hearing is conducted by a sommittee of the board or a hearing examiner, a majority vote of the entire school board is 313 Erika Hemperly Grade 9 All K-Q required to expel a student. 820-2212 Grade 10 All K-Q (1) The following due process requirements are to be observed with regard to or 570 Grade 11 Male H-M the formal bearing: (i) Notification of the charges shall be sent to the student's parents or Grade 11 Female H-L guardian by certified mail. Grade 12 Male H-M (ii) Sufficient notice of the time and place of the hearing must be given. Grade 12 Female H-L (iii) The hearing shall be held in private unless the student or parent requests a public hearing. 303 Mary Ann Tremba Grade 9 All R-V (iv) The student has the right to be represented by counsel. 820-2212 Grade 10 All R-V (v) The student has the right to be presented with the names of witnesses or 573 Grade 11 Male N-R against the student, and copies of the statements and affidavits of those witnesses. Grade 11 Female M-R (vi) The student has the right to request that any such witnesses appear Grade 12 Male N-R in person and answer questions or be cross-examined. Grade 12 Female M-R (vii) The student has the right to testify and present witnesses on his own behalf. 311 Michael Mihalik Grade 9 All W-Z (viii) A record must be kept of the hearing. either by a stenographer or 820-2212 Grade 10 All W-Z by tape recorder. The student is entitled, at the student's expense, to a copy of or 571 Grade 11 All S-Z the transcript. Grade 12 All S-Z (ix), The proceeding must be held with all reasonable speed. All Grades LD, EMR, SED (2) Where the student disagrees with the results of the hearing. recourse is available in the appropriate court of the Commonwealth. If it is alleged that a constitutional issue is involved, the student may file a claim for relief in the appropriate Federal district court. (c) The purpose of the informal hearing is to enable the student to meet with the Students are welcome to come to the Gui- appropriate school official to explain the circumstances surrounding the event for which the student is being suspended or to show why the student should not be suspended. dance Office to discuss any problem, whether it be (1) The informal hearing is meant to encourage the student's parents or scheduling, educational, vocational, or personal. guardian to meet with the principal to discuss ways by which future offenses can be avoided. To avoid any delay, obtain a call blank from the Guidance Office before school or when a pro- 58. 47. (2) The following due process requirements are to be observed in regard to the informal hearing: (i) Notification of the reasons for the suspension shall be given in writing to the parents or guardian and to the student. (ii) Sufficient notice of the time and place of the informal hearing shall be given. (iii) A student has. the right to question any witnesses present at the hearing. (iv) A student has the right to speak and produce witnesses on his own behalf. (v) The district shall offer to hold the informal hearing within the first 5 SCHOO2 days of the suspension. 5 12.9. Freedom of Expression (a) The right of public school students to freedom of speech was affirmed by the United States Supreme Court in the case of Tinker V. Des Moines Community School District. 393 U.S. 503 (1969). (b) Students have the right to express themselves unless such expression materially and substantially interferes with the educational process. threatens immediate harm to the welfare of the school or community, encourages unlawful activity, or interferes with another individual's rights. (c) Students may use publications. handbills, announcements, assemblies, group meetings. buttons, armbands, and other means of common communication, provided that the use of public school communications facilities shall be in accordance with the regulations of the authority in charge of those facilities. (1) Students have the responsibility to obey laws governing libel and obscenity and to be aware of the full meaning of their expression. HEALTH (2) Students have the responsibility to be aware of the feelings and opinions of others and to give others a fair opportunity to express their views. (d) Identification of the individual student or at least one responsible person in a student group may be required on any posted or distributed materials. Library (e) School officials may require students to submit for prior approval a copy of all materials to be displayed. posted or distributed on school property. (f) Bulletin Boards shall conform with the following: (1) School authorities may restrict the use of certain bulletin boards. (2) Bulletin board space shall be provided for the use of students and student organizations. (3) School officials may require that notices or other communications be officially dated before posting. and that such materials be removed after a prescribed reasonable time to assure full access to the bulletin boards. (8) School newspapers and publications shall conform with the following: (1) Students have a right and are as free as editors of other newspapers to report the news and to editorialize within the provisions in paragraphs (4) and (5). (2) School officials shall supervise student newspapers published with school equipment. remove obscene or libelous material and edit other material that would. cause a substantial disruption or interference with school activities. (3) School officials may not censor or restrict material simply because it is critical of the school or its administration. (4) Prior approval procedures regarding copy for school newspapers shall 48. 57. identify the individual to whom the material is to be submitted and shall establish a limitation on the time required to make a decision. If the prescribed time for approval elapses without a decision. the material shall be considered authorized for distribution. (5) Students who are not members of the newspaper staff shall have access to its pages. Written criteria for submission of material by nonstaff members shall be developed and distributed to all students. (h) The wearing of buttons. badges, or armbands shall be permitted as another form of expression within the restrictions listed in subsection (c). (i) School officials may set forth the time and place of distribution of materials so that distribution would not materially or substantially interfere with the requirements of appropriate discipline in the operation of the school. (1) A proper time and place set for distribution is one which would give the students the opportunity to reach fellow students. (2) The place of such activity may be restricted to permit the normal flow of traffic within the school and at exterior doors. (j) School officials should adopt and publish guidelines for student use of school facilities and equipment. (k) The constitutional right of freedom of speech guarantees the freedom of public school students to publish materials on their own. (1) The school has no responsibility to assist students or to provide facilities in the publishing of such materials. (2) The students themselves have sole responsibility for any statements published. (3) Approval procedures must be followed prior to distribution or display of materials on school property. See subsection (i). § 12.10. Flag Salute and Pledge of Allegiance. It is the responsibility of every citizen to show proper respect for his country and its flag. (1) Students may decline to recite the Pledge of Allegiance and may refrain from saluting the Flag on the basis of personal belief or religious convictions. (2) Students who choose to refrain from such participation shall respect the rights and interest of classmater who do wish to participate. $ 12.11. Hair and dress. (a) Students have the right to govern the length or style of their hair including facial hair. Any limitation of this right shall include evidence that the length or style of hair causes a disruption of the educational process or constitutes a health or safety hazard. Where length or style of the hair presents a problem. some types of covering should be considered. (b) School officials may not impose limitations on dress unless the attire causes the disruption of the educational process or constitutes a health or safety hazard. (c) Students may be required to wear certain types of clothing while participating in physical education classes. shops. extra-curricular activities. or other situations where special attire may be required to insure the health of safety of the student. (d) Students have the responsibility to keep themselves. their clothes. and their hair clean. School officials may impose limitations on student participation in the regular 49. instructional program where there is evidence that the lack of cleanliness constitutes a health hazard. 8 12.12.- Confidential communications. (a) Use of a student's confidential communications to school personnel in legal proceedings is governed by statues and regulations appropriate to the proceeding. See. for example, 42 Pa. C.S. $ 5945 (relating to confidential communications to school personnel). (b) Information received in confidence from a student may be revealed to the 137 G B 135 BOILER student's parents, the principal or other appropriate authority where the health. welfare or RM, 133 131 129 safety of the student or other persons is clearly in jeopardy. 129P $12.13. (Reserved) 134 135A SUPPLY $ 12.14. Searches. BOOK HM CORRIDOR G9 School authorities may search a student's locker and sieze any illegal materials. 127 W M Such materials may be used as evidence against the student in disciplinary proceedings. 132 Prior to a locker search students shall be notified and given an opportunity to be present. However, where school authorities have a reasonable suspicion that the locker contains FACULTY materials which pose a threat to the health, welfare and safety of students in the school. 130 125 ROOM student lockers may be sarched without prior warning. 8 12.15. (Reserved) CAFETERIA KITCHEN 128 123 PUPIL RECORDS 5 12.31. General Requirements. CORRIDOR COURT 128 (a) The governing board of every school district, intermediate unit and area 121 FACULTY 124 SNACK vocational-technical school shall adopt a plan for the collection, maintenance and cle OIN. RM. BAR dissemination of pupil records and submit the same to the Department for approval. (b) Copies of the approved plan shall be maintained by the local educational NTED 122 114 116 118 120 OFF. agencies and updated as required by changes in State or Federal law. Copies of the AMT updated plan shall be submitted to the Department only upon the request of the Secretary. CORRIOOR CF# 110 IN COMMONS $12.32. Elements of the Plan 119 (a) The plan for pupil records shall conform to § 12.33 (relating to guidelines)*, GIRLS except that a school district may modify § 12.33 with the approval of the Secretary, to conform with local policy. 115 117 TERRACE BOYS GYM LOCKER (b) The plan shall establish policies on pupil records consistent with the minimum requirements of the Family Educational Rights and Privacy Act of 1974 (20 U.S.C. LOCKER ROOM 1232g) and in 34 C.F.R. Part 99 (relating to privacy rights of parents and students). ROOM 5 $12.33 (Reserved) (Pa.B.Doc. No. 84-231. filed 2/17/84.) NATATORIUM GIRLS BOYS *Guidelines for the Collection. Maintenance and Dissemination of Pupil Records, the full text of which is set forth at 4 Pa.B. 1092 (June 1. 1974). 50. 55. JRN OFF. bsi M € RDG FLO. 155 Leen RM. OFF. CORRIDCA 156 154 153 PLANET. 151 147 145 143 141 139 157 1 CHRISTOR , 152 158 148 194 142 140 130 136 AUDITORIUM fill OFFICE 102 104 G 8 106 108 CORRIDOR 101 103 105 107 109 III 113 - 5 54. UNEXCAVATED Se:. OFF. COARIDOR 14 -Am 16 12 10 8 CHORUS BANO 4 2 3 MUSIC COURT 1 AUDITORIUM 5 ЦӀН G B L 4 6 LOBBY 8 CCACH8 TRAINER EQUIP. ROOM OFFICE NCC NURSE STORG $ S P AP CON LIBRARY COURT OFF COURT CORRIDOR LOCKER DRYING OCKER OFF AUN. ROOM ROOM OFF CFF OFF UTU IIH CORRIDOR WREST. ROOM 52. 53. The Lehigh Valley Business-Education Partnership TASK FORCE ACTION PLAN Business and education working together for the future THE LEHIGH VALLEY SCRANTON N.Y. PA. EASTON BETHLEHEM ALLENTOWN N.J. HARRISBURG PHILADELPHIA MD. DEL. Chairman: Mr. Edward Donley Chairman, Executive Committee Air Products and Chemicals, Inc. 7201 Hamilton Boulevard Allentown, PA 18195-1501 (215) 481-7004 MESSAGE FROM THE CHAIRMAN June 10, 1991 Dear Citizens of the Lehigh Valley: This report is dedicated to the several hundred Lehigh Valley citizens who have generously contributed extensive amounts of their time and judgment to its preparation. It is the product of more than 18 months of effort by concerned managers, teachers, manufacturers, school administrators, CEOs, parents, and many others working toward education reform. Since the formation of the Lehigh Valley Business-Education Partnership in the spring of 1989, President Bush and the governors of our 50 states have met in an education summit at Charlottesville, Virginia and have agreed upon goals for improving kindergarten through 12th grade education in the United States. President Bush and U.S. Secretary of Education Lamar Alexander have recently set forth their proposed program "America 2000: An Education Strategy" for carrying forward the goals which were devised by the 50 governors. As this report shows, we in the Lehigh Valley are clearly in the vanguard of this education reform movement. I personally express my most heartfelt appreciation to every Lehigh Valley citizen who has contributed to this important program. Our work, however, is by no means finished. It will require the deep dedication of every person interested in education reform to advocate the necessary changes to our neighbors, particularly to our thousands of dedicated teachers and public officials in the Lehigh Valley and throughout Pennsylvania who have the responsibility for the management of our school systems. Ed wouley Edward Donley Chairman Lehigh Valley Business-Education Partnership Chairman, Executive Committee Air Products and Chemicals, Inc. UTILIZING THE QUALITY PROCESS TO ACHIEVE QUALITY EDUCATION IN THE LEHIGH VALLEY The Lehigh Valley Business Education Partnership has "lived" the quality process during this im- portant study phase of our work. Trust, mutual respect and understanding have developed among the many constituencies involved in the process (superintendents, CEOs, teachers, college presi- dents, parents, etc.). Team building has been accomplished and conventional wisdom and traditional ideas and concepts have been challenged. This quiet revolution" has established the foundation for success as the Partnership moves to the operational or implementation phase of our work. The Quality Process will be utilized in this ongoing phase of the work. Similarly all schools will be encouraged to implement this process toward building the necessary relationships to ensure long-term success of our "education improvement process." THE LEHIGH VALLEY BUSINESS-EDUCATION PARTNERSHIP TASK FORCE REPORTS The following is a summary report of seven individual task forces, each co-chaired by a leader from business and education. The complete document prepared by each task force is available for review at all Lehigh Valley Public and Private School District offices and these locations: Allentown Public Library (main office) 1210 Hamilton Street Allentown, PA 18102 Bethlehem Public Library (main office) 11 West Church Street Bethlehem, PA 18018 Easton Public Library (main office) Sixth and Church Streets Easton, PA 18042 Allentown-Lehigh County Chamber of Commerce 462 Walnut Street Allentown, PA 18105-1229 Bethlehem Area Chamber of Commerce 459 Old York Road Bethlehem, PA 18018-5870 Two Rivers Area Chamber of Commerce 157 South Fourth Street Easton, PA 18044-0637 TASK FORCE REPORTS TABLE OF CONTENTS I. INTRODUCTION II. TASK FORCE ONE: THE LEARNING ENVIRONMENT III. TASK FORCE TWO: THE TEACHING ENVIRONMENT IV. TASK FORCE THREE: STATE REGULATIONS V. TASK FORCE FOUR: CURRICULUM VI. TASK FORCE FIVE: AT-RISK VII. TASK FORCE SIX: EDUCATION FOR EMPLOYMENT VIII. TASK FORCE SEVEN: BASIC/HIGHER EDUCATION COOPERATION IX. SPECIAL COMMITTEE ON RESTRUCTURING AND CHOICE X. TASK FORCE MEMBERSHIP XI. ACTION PLAN I. INTRODUCTION -1- Introduction All sectors of the American society have come to agreement in recent years over the need for changes of one sort or another in the U.S. educational system. The President of the United States and bipartisan leadership of both houses of the United States Congress have proposed comprehensive programs for reform of K-12 education. National business leaders are increasingly voicing their concerns that the system is not producing enough graduates with the skills needed to keep -- or make -- U.S. industry competitive. Several studies have shown that U.S. high school graduates do not compare favorably with those of other industrial countries with which the U.S. must compete. This is particularly true in the areas of science and math, which are particularly crucial to a technology-driven economy, but also applies to other disciplines. Educators point out that the system operates in an increasingly difficult environment of factors beyond their control, factors such as the urban poor and single-parent families. The schools also have been required to take on many social educational responsibilities such as teenage pregnancy, AIDS and drug use -- in addition to academic requirements -- with no increase in the time students spend in school. Into this environment the Lehigh Valley Business-Education Partnership was launched in 1989, as part of the Lehigh Valley Partnership. The Lehigh Valley Partnership has been operating since April 1985 to mobilize private sector resources in response to the needs of the regional community. Its mission is to provide the resources of businesses in the community, in partnership with those of the public sector, toward selected initiatives which will improve the quality of life and the economic prospects for the people of the Lehigh Valley region. One of the prime concerns of the organization since its beginning has been education. The Lehigh Valley Business-Education Partnership is led by a 27-member board of directors composed of 11 chief executive officers, eight secondary school superintendents, one vocational- technical school director, one community college president, one four-year college or university president, and five ex-officio representatives from labor, business, United Way, the Iaccoca Institute and the Lehigh Valley Association of Independent Colleges. Its mission is to bring together people in the community who have the ability to influence the future direction of education and to permit them to jointly explore options that can have a positive influence on education in the Lehigh Valley. The overall objectives for the next several years are: -- To identify the knowledge and skills that business, industry, arts, science and higher education will require all students to possess to compete effectively in the workplace of the 21st cen- tury. -2- Introduction -- To provide the motivation necessary to encourage learning and to enhance the value and role of our teachers. -- To provide a more effective structure for using the skills and talents of business and other segments of the community to enhance education. With those goals in mind, seven areas have been identified for further study by individual task forces, each co-chaired by a leader from business and education. More than 300 individuals from business, education, labor, government, youth and parents are volunteering their time to work on the task forces. Chartered to begin their work in April 1990, the task forces are: -- The Learning Environment, to identify programs that will result in a higher level of commitment by students to learn material that is offered to them. -- The Teaching Environment, to identify programs that will improve the teachers' environment to provide additional motivation. -- State Regulations, to identify appropriate actions to cause change in the state regula- tions under which school districts must operate. -- Curriculum, to identify areas where programs could be implemented to change or augment the curriculum to enhance learning, to establish clear and specific objectives that are measurabl and to hold educators accountable for attaining those objectives. -- At-Risk Youth, to identify opportunities for special efforts to support youth at risk of becoming dropouts and to motivate them to stay in and even excel in school. -- Education for Employment, to define an education-for-employment program using resources in the business community to smooth the transition of students from school to work by giving the students a better understanding of the work environment. -- Basic Education/Higher Education Cooperation, to identify ways to use higher education resources to invigorate the K-12 teachers and provide them with expanded sources of information and support. In addition, a special task force was chartered to examine areas of school restructuring outside of the defined areas of responsibility of the seven major task forces. The task forces have now returned to the partnership with their initial reports, which form the bulk of this document first in summary form and then in their entirety. During 1991 the partnership will decide upon specific projects to be undertaken, based on these reports, and begin im- plementation. That implementation phase will continue into 1992 and beyond. -3- II. TASK FORCE ONE: THE LEARNING ENVIRONMENT A. MISSION B. SPECIAL NOTE C. RECOMMENDATIONS FOR ACTION BY COALITION D. RECOMMENDATIONS FOR ACTION BY SCHOOL DISTRICTS E. RECOMMENDATIONS FOR ACTION AT THE STATE LEVEL F. SUPPORTING POINTS -4- Task Force One A. MISSION To identify programs that would result in a higher level of student commitment to learn the material offered to them. B. SPECIAL NOTE The task force was divided into three subcommittees to better cover the breadth of this subject. The subcommittees are: -- Basic Needs: Family and school support in the learning process. -- The School's Academic Setting: Creating a positive structure and work climate. -- Basics of Instruction and Beyond: Content and disciplines. The recommendations of the three subcommittees have been combined into the following overall recommendations, but their individual reports have been maintained in the full body of this report. C. RECOMMENDATIONS FOR ACTION BY COALITION 1) Create a valley-wide consortium to address professional development for educators. The consortium should include representatives from the private sector and education. It would provide a center for staff development resources and information, and serve as a think-tank for innovation. Members would share ideas, programs, funding, etc. 2) Professional development should provide opportunities to view successful practices and for peer coaching. To accomplish this, a survey should be conducted to identify staff development options throughout the Valley. Linkages should be made with state programs, businesses, higher education, the community and school districts. 3) Businesses and Chambers of Commerce should offer seminars and workshops on parenting skills or education-related topics. Community-based organizations, business employees and educators should be invited to participate. 4) Parents must be educated about the merits of heterogeneous classroom groupings, as contrasted to existing homogeneous tracking and grouping patterns that sort and place students by ability levels. -5- Task Force One 5) A clearinghouse of information on suppliers of before- and after-school care services should be established. This database should include all public and private locations, program statistics and descriptions. 6) The benefits of successful child-care programs should be publicized. 7) Information about human services needs and existing resources in the Valley should be centrally compiled, analyzed and disseminated through one convenient referral system. 8) Media and citizen attention needs to be focused on human service problems, unmet needs, and available options for addressing those problems and needs. D. RECOMMENDATIONS FOR ACTION BY SCHOOL DISTRICTS 1) Professional development opportunities for administrators should include skills in management and leadership, financial and strategic planning, communication, and hiring and evaluation. 2) Professional development opportunities for teachers should include motivational techniques, learning styles and methodologies, planning and communication skills, curriculum content (espe- cially reading), uses of technology to stimulate learning, and teaching ethics. 3) Public schools should not sort students by their perceived ability into homogeneous groups in the formative school years, and thus decide which students will go on to higher education. To accomplish this, school districts should: --Eliminate all barriers which might prevent students from reaching their full potential for academic excellence. -- Eliminate all between-class groupings in elementary school. Each classroom should be heterogeneously grouped with high expectations for all students. Abolish all tracking at least through the eighth grade. This should be a progressive process, with tracking abolished in K-3 in September 1991, and following those children through their school years. By the year 2000, all tracking will be eliminated in Lehigh Valley schools. -- Provide all students with access to "gatekeeper" courses. -- Offer advanced placement/honors courses only in the upper level courses and then to all highly qualified students. -6- Task Force One Put off the beginning of a vocational-technical education until the 11th or 12th grade to ensure academic competency in basic skills for all vocational-technical students. Encourage vocational-technical school students to further their education through trade and technical schools. Those schools should be supported financially, in part, by local industry. 4) Class size should be reasonable, reflecting teaching methodology, academic content, student ca- pability and the needs of the student population. 5) Teachers need a well thought-out blueprint for instruction to teach to all modalities of learning. 6) Teachers and students can benefit from the thinking of others in an atmosphere of cooperative learning. 7) Schools should implement Adopt-A-Student programs to personalize the school experience to certain students by providing intensive one-to-one staff/student interaction. The staff member would maintain contact with the student at a rate of more than once per week to tutor in skill areas, listen to the student and be an advocate for the student. 8) Because strong reading skills are essential for the transfer of all knowledge, a reading emphasis is needed in all grades and subjects. In addition, this mandates improved library resources. 9) Strategies used for "gifted" students, such as an emphasis on teaching higher order thinking and reasoning skills, should be expanded to all students. 10) Pre-service teacher education and in-service development programs must include four distinct categories of teaching strategies: directive, mediative, generative and collaborative. Mastery of these strategies should be a precondition for entrance into the teaching profession. The strategies should be used on a daily basis in all classrooms. 11) Teachers should use highly developed discussion and questioning techniques in the classroom to promote student reasoning and higher order thinking skills across all disciplines. 12) High expectations for all students, insistence on mastery learning and a focus upon student ac- countability for outcomes must be present in all classrooms. 13) Training in problem solving, critical thinking and the basics of technological literacy should be part of the fundamental learning goals in every school. 14) Schools need to establish absenteeism prevention programs to provide preventative measures and early intervention services for children who are chronically absent or tardy from schools. The root causes of the problem must be examined and dealt with. -7- Task Force One 15) Students should only be excused from school for legitimate reasons. Dismissals for sports and special activities should be limited. Absences for personal reasons, other than illness, should be highly discouraged. 16) A program involving community-based organizations should be implemented in Lehigh Valley schools to provide youth and their families with a system for receiving needed human services. 17) Schools should develop before- and after-school child care programs, offered in their facilities and on a fee-for-service basis. 18) Developmental guidance classes should be introduced for all elementary schools to help improve self-esteem among younger students. In addition, an adequate number of guidance counselors should be provided for elementary students to help solve problems before they become destructive to the child. 19) Educational entities need to "market" themselves through innovative, media-oriented pro- grams that highlight accomplishments and share successes. There must be an emphasis on the value and consequences of learning and the need for the constant acquisition of knowledge E. RECOMMENDATIONS FOR ACTION AT THE STATE LEVEL 1) The required age to stay in school should be changed to 18, in place of the current 16, which is based on an agricultural society and now creates a societal problem. F. SUPPORTING POINTS 1) The creation of an environment where the student is motivated to want to learn is fundamental to the education process. 2) Sufficient developmental opportunities for educators can serve to maintain a high level of proficiency to keep up with methodology, technological developments and their classroom applica- tions, or course content. 3) Many administrators can benefit from training in management skills. 4) Many school districts have no effective system to coordinate staff development, despite Act 178. -8- Task Force One 5) There is a great deal of redundancy throughout the Valley as each school district creates its own staff development program. 6) When schools sort students by their abilities into homogeneous groups, the schools are deciding which students will go on to higher education. But, when an 18-year-old decides to be an auto mechanic, a physician or a secretary, that should be the student's decision and not that of a primary- grade teacher. 7) Effective teaching includes a variety of methods: cooperative learning, peer teaching, small group instructions, to name a few. But these many methods have not been consistently applied. Problems with environment and class size have meant that active learning experiences have not been the norm. In particular, large class-size often prevents teachers from giving individualized attention. Many teachers conduct their classes solely as lectures rather than as active learning experiences. They frequently do not set high enough standards and fail to incorporate positive reinforcements into their teaching approaches. 8) The amount of educational opportunity lost within the school schedule, as it is now defined, is high. Not enough of a student's time is spent in the classroom, focused on studies. 9) Educators have been called upon increasingly to assume responsibilities previously fulfilled by families. But parents can be a resource to strengthen the learning environment. They play a critical role in supporting the education of their children, from early childhood development through academic assistance to study reinforcement. 10) The physical, emotional, psychological and social needs of many children are not being satisfied in the home environment. As a result, many non-educational problems are impacting on the educational environment. -9- III. TASK FORCE TWO: THE TEACHING ENVIRONMENT A. MISSION B. RECOMMENDATIONS FOR ACTION BY COALITION C. RECOMMENDATIONS FOR ACTION BY SCHOOL DISTRICTS D. RECOMMENDATIONS FOR ACTION AT STATE LEVEL E. SUPPORTING POINTS -10- Task Force Two A. MISSION To identify programs that will improve the teaching environment. B. RECOMMENDATIONS FOR ACTION BY COALITION 1) Certifying universities and school districts should establish partnerships for the development of leadership seminars, field study and applied research on changing roles of administrators and teachers. 2) Pre-service programs should be modified to create awareness at the entry level of the changing roles of school personnel. 3) In-service training of school administrators with similar managers from business, industry and higher education should be instituted. 4) All qualified persons interested in administration should be offered a formal assessment of their potential at a university- based center. 5) Colleges and universities should develop advisory councils of teachers and administrators to help design more effective pre- and in-service programs. C. RECOMMENDATIONS FOR ACTION BY SCHOOL DISTRICTS 1) In-service programs should provide teachers with the opportunity for creative interaction through non-threatening relationships to aid the development of a sense of professional community among teachers. 2) Qualified minority and women candidates should be identified, recruited and helped with their training for administrative positions. 3) Existing models of differentiated staffing, master/lead teacher programs and peer coaching should come under continuing review. Support should be provided for experimentation in these areas. 4) Beginning administrators should be assigned to a mentorship program that would serve as support system and liaison between district, university and novice. -11- Task Force Two 5) Professional development programs should be systematically planned, focused and of long term to be effective. 6) Each teacher should have a professional development plan that is agreed upon by the teacher and a supervisor. 7) Teachers should be involved in planning in-service programs with the support and encourage- ment of the district to encourage professional dialogue and risk-taking. 8) Teachers should be actively involved in curriculum revision and review. This involvement should include exposure to innovative ideas, methods and technologies through in-service programs with area agencies, business, industry, and higher education, and through professional conferences. 9) Support of laws such as Act 178, the Professional Development Act, should continue. 10) Regional efforts that foster teacher sharing, such as the Lehigh Valley Lead Teacher Consor- tium, should be expanded. 11) Professional development of teachers and administrators should be based on the needs of students, staff and community. 12) Any meaningful evaluation system should provide for a variety of reviews that link professional development to classroom practice. D. RECOMMENDATIONS FOR ACTION AT STATE LEVEL 1) Preparation programs for administrators should focus on the organizational skills, knowledge and attitudes needed for new roles and new partnerships within the schools, the district and the community. 2) Act 178, the Professional Development Act, should be strengthened to require participation by all educators. 3) The school year should be extended to include time for professional development. E. SUPPORTING POINTS 1) The role of central staff administrator is moving from ultimate authority, central organizer and chief initiator of ideas to support, research and resource. -12- Task Force Two 2) The role of the school principal has expanded beyond decision-making to include instructional and organizational leadership. 3) Minority populations continue to increase, but administrative ranks remain overwhelmingly white and male. 4) The traditional view of the role of the teacher as uninvolved in decision-making beyond the class- room is disintegrating with new demands for reform. 5) Staff development that makes a difference in the classroom can be accommodated by teachers helping other teachers in creative, non-threatening relationships. 6) There is much available information about teaching, learning and instructional leadership about which teachers in the field need to be updated. 7) Teacher development in schools needs to be more purposeful through adequate planning and support. 8) Act 178 is a positive but limited step toward mandating ongoing professional development. 9) Pre-service education of teachers must be revised in order to adequately prepare them for the classrooms of the nineties. -13- IV. TASK FORCE THREE: STATE REGULATIONS A. MISSION B. SPECIAL NOTE C. RECOMMENDATIONS FOR ACTION AT STATE LEVEL D. SUPPORTING POINTS -14- Task Force Three A. MISSION To examine state regulations on education and identify appropriate actions to cause change where needed. B. SPECIAL NOTE A subcommittee was formed to investigate the financial structure of public schools. C. RECOMMENDATIONS FOR ACTION AT STATE LEVEL 1) The State Department of Education and State Board of Education should organize and codify the regulations, laws, standards, guidelines, basic education memoranda and circulars, and court decrees that relate to the administration of schools. Duplication and conflict should be eliminated or reconciled, and priority and value should be assigned to the various components. 2) The General Assembly and Department of Education should eliminate out-of-date, irrelevant and otherwise inappropriate regulations from the education code. Standards, guidelines, basic education circulars or memoranda, and court or consent decrees no longer appropriate should be expunged. 3) The General Assembly should appropriate sufficient funds to allow for additional hours of instruc- tion in the school year. 4) The General Assembly should pass legislation which encourages no-strike settlements of school labor disputes. This should include financial penalties for both boards of education and teachers if a strike or work interruption results in loss of instructional time. 5) The Department of Education and Board of Education should allow school districts the maximum amount of flexibility in meeting broad educational goals. 6) Accountability reporting requirements should be reviewed to eliminate unnecessary reports and consolidate the rest, standardize report formats, and develop a state-of-the-art data collection system that will avoid duplication of data collection and/or reporting. 7) All proposed legislation, regulations and standards should include an analysis of time and cost re- quired for implementation. Legislation, regulations and standards should be issued only if full funding for implementation is provided. Education should be de-regulated at the federal and state levels to allow more authority and freedom to address local needs. -15- Task Force Three 8) Local school districts should be given flexibility in hiring qualified personnel who are not certified, with the districts being held accountable for such hiring as measured by student success. 9) A plan should be developed to equitably provide federal and state programs and services to students in both public and nonpublic schools. 10) The statewide factor for per pupil spending used in calculating the base subsidy, known as FEE, must be set at an appropriate level. The determination of this level should be removed from the politically charged annual budgeting process. One possibility is to equate it to an acceptable and verifiable standard or indexing it by some similar measure. 11) Subsidy payments must be made to school districts in the month and year in which they are due, even if that means raising state taxes. 12) Another opportunity should be provided for tax reform that would allow school districts to more heavily use income-based tax. 13) The continuing charge that the current system of funding public schools in Pennsy Ivania does not provide equal opportunities to students in poorer districts must be resolved. D. SUPPORTING POINTS 1) Pennsylvania's public schools are burdened by over-governance through a myriad of laws, regu- lations, standards, guidelines, court orders and basic education memoranda, and an over-emphasis on compliance and reporting to state and federal officials. These various elements are not codified or organized together in any helpful way. a) Copies of these various regulatory components are sometimes difficult to obtain and not provided freely to school districts. b) Even when they are available, the sheer volume and the uncoordinated status of these components makes full understanding of the requirements questionable. c) Given these circumstances, school district administrators rely considerably on explanations by itin- erant personnel in the Department of Education, on professional meetings and on discussions with their peers. d) There is a perception at the local level that this proliferation of regulations (the generic term for all these components) serves as an obstruction to school administration and effective instruction. -16- Task Force Three 2) Old laws are not "de-commissioned" when they no longer serve a valuable function. Some are not merely outdated, but even have a negative impact on modern education. 3) The minimum 180 days of instruction, mandated in the Public School Code of 1949, has in practice become a maximum because of state funding, tradition, collective bargaining and other reasons unrelated to student needs. 4) Instruction and learning are severely interrupted during teacher and school employee strikes. Under Act 195 of the Public School Code, Pennsylvania has had more teacher strikes than any other state. 5) The many regulations describe in detail the approaches that must be followed in the school setting rather than specifying general education goals for the student and the institution to meet. 6) Massive amounts of time are required to comply with reporting requirements imposed by the De- partment of Education and Board of Education. In many cases the reports are redundant and of little beneficial use to the schools or students. 7) Inflexible teacher certification requirements prevent school districts from hiring many qualified professionals with specific expertise. 8) Many federal and state programs and services are inadequately provided to nonpublic school stu- dents. -17- V. TASK FORCE FOUR: CURRICULUM A. MISSION B. RECOMMENDATIONS FOR ACTION BY COALITION C. RECOMMENDATIONS FOR ACTION BY SCHOOL DISTRICT D. RECOMMENDATIONS FOR ACTION AT STATE LEVEL E. SUPPORTING POINTS -18- Task Force Four A. MISSION To identify improvements in curriculum for students K-12. B. RECOMMENDATIONS FOR ACTION BY COALITION 1) Businesses, industries and schools should form sustained partnerships for the acquisition, instruction and application of computers and other technology. 2) Vocational-technical students should receive advanced standing with community colleges for sat- isfactory completion of duplicated programs. 3) School districts and community colleges should develop partnerships to initiate tech prep. C. RECOMMENDATIONS FOR ACTION BY SCHOOL DISTRICTS 1) Thinking skills and communication skills should be integrated throughout the curriculum in every subject area. 2) Curriculum should be developed locally to meet the needs and aspirations of students and families served. When state and federal governments become involved with curriculum legislation, allow- ances should be made for a variety of responses from school districts that have unique differences in the communities they serve. 3) Curriculum development should reflect current research. 4) Computer instruction should emphasize software usage with keyboard familiarization and vocabulary presented in early grades, database and basic programming in middle grades, and advanced programming and program languages in later grades. 5) Integrated learning systems should be available in all schools for multi-disciplinary applications. 6) In-service training should be provided for all teachers on the use of computers in the classroom. 7) Teachers certified in technology should be employed to integrate computers into all facets of the curriculum. -19- Task Force Four 8) Staff development programs should provide concentrated and continuing efforts to implement current workable research to improve instruction, and encourage literacy and skill enhancement among staff. 9) Teachers should be encouraged to provide cooperative learning experiences in addition to the pre- vailing competitive and individualistic approaches. This will teach group processing, positive inter- dependence, collective problem-solving and face-to-face interaction. 10) Varied literature experiences should be offered to all students, involving higher order skills such as inferencing, reasoning, processing and thinking. 11) Holistic instructional approaches should be employed to teach language, integrating skills that have previously been taught separately, such as spelling, writing, grammar, vocabulary and handwriting. 12) Programs should be offered to parents to emphasize the value of reading to their children. 13) Math and science instruction should concentrate more on process and application, and less on repeated drill and memorization. 14) In the early grades science instruction should require students to count things, collect and write data and observations, and recognize patterns. 15) Students should be made comfortable with uncertainty through science and math instruction. 16) The use of technology, such as computers, calculators and electronic interactive videos, should be integral to science and math instruction. 17) Learning experiences should be provided for the practical application of math skills to daily life and business situations. 18) Emphasis under the state's Chapter 5 Curriculum Regulations should be directed toward world history, American history, geography and economics. 19) Emphasis should be placed on the understanding of foreign cultures and political systems of countries with world-class economies. 20) Current events should be a regular discussion topic, with students encouraged to determine related cause and effect. 21) Foreign language instruction should be offered to all students over a minimum of four years. -20- Task Force Four 22) Vocational-technical programs should be established through local needs, with linkages between academic and vocational curricula. 23) Competency-based education should begin in the elementary grades to provide greater success for students choosing vocational-technical training. 24) Instructional techniques should place less emphasis on the acquisition of facts and more emphasis on the processing of information. 25) Selected textbooks should incorporate suggested innovative instructional techniques, opportu- nities for thinking skills and problem-solving, and references to the use of technology. 26) Textbooks should be chosen to fit the curriculum, as well as the needs of the students. 27) Textbooks should be a basis for curriculum, but not as the only source of learning. 28) Explicit values should be established and advertised. These should include honesty, integrity, responsible behavior and respect for the individual. 29) Study groups, parent and teachers' conferences, and school programs should encourage the in- volvement of parents and guardians in learning and their children's education. 30) Standards should be set and incentives and awards should be provided for students, teachers and families. 31) Teachers should be encouraged to offer students experiences in cooperative learning. 32) Curriculum and testing should exhibit a clear match among what is written, what is taught and what is tested. 33) There should be less reliance on standardized testing and greater utilization of alternative assessment devices. 34) Testing should not control learning or be used exclusively to rate and compare schools and students. It should be a tool to help ensure a sound and appropriate education. 35) Selected tests should require responses in writing rather than multiple choice or true/false. -21- Task Force Four D. RECOMMENDATIONS FOR ACTION AT STATE LEVEL 1) Increased funding at the state and federal levels is needed not only for secondary training programs, but also for assessment and retraining programs made available for adults. E. SUPPORTING POINTS 1) Two overriding themes became evident through the work of the task force. They are the critical needs for curriculum to integrate the teaching of thinking, reasoning and problem-solving into every subject area at every grade level, and the importance of establishing partnerships between businesses, industries and schools for the support and assistance necessary in offering instructional activities relevant to life and the workplace. 2) Jobs today are demanding better reading, writing and reasoning skills, and much more math and science. This is a continuing trend and it is projected that more than half the jobs in our economy at the beginning of the next century will require post- high school education. 3) Students today need more than knowledge. They need understanding, application and analysis in a wide context. Appropriate curriculum involves both content and process. 4) Technology can be an integral facet of a successful curriculum, but its practical application is de- pendent upon the context in which it is used. 5) Student academic achievement increases at least 10 percent with a good staff development program. 6) Curriculum will not be effective, regardless of well-thought- out sequences and appropriate ap- plications to work or college requirements, ifit is not delivered with good instructional performances that provide quality experiences that encourage application, retention and further learning. 7) Students need to be given the opportunity to select and extend reading and writing experiences beyond the limitations of English and reading classes. In addition to providing students with the op- portunity to utilize their communication skills to enhance their learning of subject matter, they need to learn the components of language within the context of real-life reading, writing and listening experiences. 8) Insofar as the hard sciences and mathematics cannot be divorced, the teaching of them should be approached from a single frame of reference. -22- Task Force Four 9) Repeated use rather than learning by rote is more likely to help students to retain details, mathe- matical constants and the like that are useful to have committed to memory. 10) Globalization has an impact on many facets of American life, but particularly so in the realm of economics, necessitating an understanding by students of foreign cultures. The second ramification is growing international competition. 11) Study of foreign cultures, an understanding of economics, and mastery of science and math will be essential preparation for most workers of the future. 12) All education, including vocational-technical, in today's society must be viewed for its ability to meet the changing needs of students and community. 13) In order to produce an effective workforce for the future, we need tech prep an articulated cur- riculum, spanning the last two years of high school and two years at a community college, designed to produce proficient technicians in advanced technology fields. 14) In a number of recent surveys, Valley employers have indicated their concern that their employees have difficulty thinking critically or independently. 15) The knowledge base students will use in their personal and employment lives will change from year to year. They must know how to acquire, understand, assess and use whatever knowledge base they encounter. 16) All too often textbooks are used as the single source for instruction, although there are fewer pub- lications from which to choose and the information in texts is often outdated. 17) Children acquire values from their families, but today's families are spending far less time together. In addition, many families cannot provide the stability and guidance that children need to develop positive values toward learning and working. 18) Businesses can also become involved in the promotion of values, showing the students the relevancy of their learning to the workplace and modeling behavior characteristic of successful employees. 19) American business today is in search of futurists who will be motivated enough to become leaders. Industrial leaders seek individuals who can cooperate and communicate with co-workers. 20) Although tests are useful to measure certain areas of achievement and evaluate the appropriate- ness of an instructional program, there needs to be caution in the interpretation of test scores. -23- VI. TASK FORCE FIVE: AT-RISK A. MISSION B. RECOMMENDATIONS FOR ACTION BY COALITION C. RECOMMENDATIONS FOR ACTION BY SCHOOL DISTRICTS D. RECOMMENDATIONS FOR ACTION AT STATE LEVEL E. SUPPORTING POINTS -24- Task Force Five A. MISSION To identify opportunities for special efforts to support at-risk youth and to motivate them to stay in school and excel in their studies. B. RECOMMENDATIONS FOR ACTION BY COALITION 1) Free health care screenings should be provided for at-risk children. 2) Proper nutrition should be provided to all school-aged children. (This also requires state level action.) 3) Areadily available, user-friendly clearinghouse of at-risk services and providers should be estab- lished. It should be accessible to all parents. 4) Uniform reliable measures of at-risk factors are needed. (All three sectors should be involved in accomplishing this.) 5) Commitments should be solicited from corporate, government and educational groups to provide resources to meet the needs of at- risk youth. 6) A program should be implemented to coordinate dropout prevention programs in the Valley's secondary schools. 7) Industry should be asked to provide a list of occupational needs for use in adjusting vocational- technical education programs accordingly. (This would also involve school district action.) 8) A bank of employee volunteers, who can be released during work hours, should be established to tutor children and/or parents on a one-to-one basis. 9) A corporate volunteer council should be established to cooperatively operate a review board to manage school and community requests for corporate dollars, nonmonetary resources and volunteer services. 10) Media strategies should be established to promote at-risk issues to the general community and to the business/corporate sector. 11) United Way's efforts to develop a plan to meet the health care needs of the socially-economi- cally disadvantaged should be supported. -25- Task Force Five 12) Weekend retreats and seminars should be held to emphasize the skills required for success in the workplace. 13) Grant-writing assistance should be provided to school districts. C. RECOMMENDATIONS FOR ACTION BY SCHOOL DISTRICTS 1) A common set of criteria for at-risk youth should be adopted for each stage of a child's develop- ment, including pre-school, elementary, middle/junior and high schools. 2) A common definition of a dropout should be adopted, which compares the enrollment of students in ninth grade with the number graduating four years later. 3) Parenting programs for families in need should be developed. 4) Teen pregnancy programs should be provided to assist pregnant teenagers in completing their edu- cation and to provide prenatal and parenting instruction. 5) Adequate preschool screening for risk factors should be developed and made readily available. 6) Pre-first grades for at-risk children should be established in each school district. 7) A drug education curriculum for K-12 should be adopted. 8) Work-study programs should be provided for dropouts, in which they would receive courses at their place of employment before and/or after work. This would enable the dropout to receive a diploma or G.E.D. certificate. (Coalition input also will be important here.) 9) Tutoring should be mandated for all students receiving 75 percent or lower on any course work. 10) Workshops on at-risk students should be provided for counselors, teachers and administrators. 11) Tutorial services should be provided before and after school as a supplement to teacher efforts. 12) Study hall periods should be used for tutoring during school hours. Teachers and/or peer tutors should be employed in this effort. 13) Academic readiness assessment should be implemented for at- risk youth in kindergarten, pre- kindergarten and pre-first grade. -26- Task Force Five 14) All students should receive a study skills course prior to the seventh grade. 15) All students should graduate with the ability to read, write and compute. The school district must ensure this. 16) Bench mark requirements should be established for basic communication and computational skills at the end of elementary, middle/junior high and high schools. (This also requires coalition action.) 17) Parents-as-Teachers programs should be developed in each school district and/or neighborhood to train parents/guardians to enhance young children's development and skills. 18) School- and neighborhood-based information and support systems should be developed for parents/guardians. 19) The option of a full-day kindergarten should be available to provide children with extended school experiences. 20) Sufficient numbers of school personnel should be trained to use substance abuse programs. 21) Student Assistance Programs should be established for elementary, junior and senior high schools. 22) Support groups and cooperative learning groups should be provided to work as team toward graduation of at-risk students. 23) Summer training courses should be provided at company sites to allow students to experience various occupations and learn business etiquette. 24) Students under age 18 should be employed only if they maintain a "C" average in their school course work. 25) The number of professionally-trained guidance counselors should be increased within each school to work with the at-risk youth population. 26) A file of parents should be compiled by interest and area of expertise to be used by teachers as resources for instruction. 27) A high-profile of "alumni" of previous at-risk students should be trained to work directly with the at-risk student population. 28) Homework hotlines of teachers, peers, parents and business should be established. -27- Task Force Five 29) The curriculum should be broadened to include positive role models for women and minorities. 30) A business education program should be established that integrates mentors and role models into the learning process. (This will also involve coalition effort.) 31) At-risk youth must be made to understand that he/she is accountable for achieving rigorous aca- demic and behavioral standards, such as homework, study habits and conduct in the classroom. 32) Native-language vocational interest and aptitude assessment should be provided. 33) Career fairs sponsored by schools and business should be offered. (This will require coalition action as well.) 34) Stipends should be provided to volunteer teacher aides. D. RECOMMENDATIONS FOR ACTION AT STATE LEVEL 1) School-based preschool programs targeted to low-income/high- risk children should be devel- oped. They should provide transportation and case management studies. Every child eligible for Head Start programs should be enrolled. 2) A special competency academic and vocational course curriculum should be developed to assure enhancement of at-risk students' success rate. 3) Increased funding is needed for existing services for abused and neglected children and dysfunctional families. 4) The school year and the length of the school day should be restructured. E. SUPPORTING POINTS 1) The school districts in the Valley do not have a common definition and agreed upon criteria to identify at-risk children at various stages of development. Consistency, continuity and parity across the geopolitical borders are essential to ensure a valleywide approach to the problem. 2) Educational/parenting programs that increase the prospect of academic success for at-risk children are generally lacking in the Valley. The first responsibility lies with parents, but not all parents are equally prepared to provide the home environment and support that guarantees success. -28- Task Force Five 3) The lack of proper health care is a major risk factor. Research has shown that the learning process is enhanced when students have adequate nutrition and good health. 4) The at-risk child can and should be identified prior to entering the educational system. Early child- hood development programs are essential. 5) There is a high correlation among substance abuse and the dropout rate, absenteeism from school and the workplace, poor academic performance, low worker productivity, and crime. 6) Grades nine through 12 are society's last opportunity to salvage at-risk youth. This is the time in life when at-risk factors become most acute. 7) Training aimed at identifying and dealing with at-risk children is found nowhere in the formal edu- cation process for our teachers and staff. Because at-risk youth require special programs and attention, professionals need special skills to deal with them. 8) Parents and employers are discovering that too many high school graduates cannot read, write or compute sufficiently to succeed in even entry level jobs. This factor inhibits the productivity of the Valley's workforce. -29- VII. TASK FORCE SIX: EDUCATION FOR EMPLOYMENT A. MISSION B. SPECIAL NOTE C. RECOMMENDATIONS FOR ACTION BY COALITION D. RECOMMENDATIONS FOR ACTION BY SCHOOL DISTRICTS E. RECOMMENDATIONS FOR ACTION AT ALL LEVELS F. SUPPORTING POINTS -30- Task Force Six A. MISSION To define an education for employment program that will use business community resources to facilitate the transition from school to workplace. B. SPECIAL NOTE The task force was split into two subcommittees. They are: -- Employer and Education Needs -- Existing Programs Inside and Outside the Lehigh Valley C. RECOMMENDATIONS FOR ACTION BY COALITION 1) A job analysis survey of occupations in the Valley should be developed and maintained to ensure that academic, employability and occupational skills being taught are consistent with the needs of business and industry. 2) Formalized internship programs should be developed to allow existing teachers of all subjects, academic and vocational, to experience the workplace. 3) Local employers should be encouraged to require grades and attendance of those high school students they are considering for full-time and part-time employment. They should also be encour- aged to use a formal employment application and an interview process. 4) Support should continue for an annual counselor tour and updating of the Resource Directory for elementary, middle and high school counselors. (This would be accomplished in cooperation with school districts.) Comments should be solicited on how useful, practical and helpful the Resource Directory is to guidance counselors, and modifications made as appropriate. 5) Employers should review employees serving on vocational- technical craft committees and business advisory committees. High quality, committed people should be assigned to these committees, which should be made a "prestigious" position on behalf of the company. Input should be solicited from Vocational-Technical Schools. 6) Employers should formalize their employee involvement in support of education to coordinate and be consistent in support. Employees should be encouraged to run for school boards and those who do should be supported by employers. -31- Task Force Six 7) Excellence in vocational-technical students and teachers should be recognized and rewarded. 8) Employers must focus on the importance of education for employees with children and provide information and encouragement for parental involvement in education. Employers should be encouraged to hold vocational career nights at their location for employees and their children. Employers should also formalize their participation in tours for students, career days, etc. 9) Employment counseling should be provided to assist secondary students going into the workforce to match their skills with employer needs. 10) A "Quality Process" should be studied to determine how it can improve teamwork, attitudes, relationships and motivation for administrators, teachers, parents and students. Trust and teamwork must be built between businesses, school administrators, teachers, students and parents before any meaningful improvement will be made. 11) Vocational school administrators, instructors and counseling staff should develop aggressive programs to inform potential students about vocational-technical opportunities. 12) Parents should be encouraged to get involved with their children's education: to make resources available for good study habits, visit schools and meet with teachers. Parents should be encouraged to make certain that children are prepared to learn: properly nourished, prepared with homework assignments, and given an understanding of high standards of achievement. 13) Students should be assisted to explore careers through parental work experience discussion or visit, reading, discussion with counselors, interest and ability discussion, research and visits with other family members and friends' places of employment. 14) As demographics change, education must continue efforts to encourage unbiased gender career information. Business and industry must provide role models and encourage equity in employment practices. -32- Task Force Six D. RECOMMENDATIONS FOR ACTION BY SCHOOL DISTRICTS (Including Vocational- Technical Programs & Schools) 1) There should be a focus on good employment opportunities available as a result of competency- based vocational-technical education. A similar focus should concentrate on the strength of applied academics. 2) Excellence and achievement in students and teachers should be recognized and rewarded. 3) Technical fairs and other programs offered by the vocational- technical schools or industry should be supported to help students identify careers and interests. 4) A proactive approach should be adopted to "improve the image" of vocational-technical schools, students and programs. 5) Successes and accomplishments of students and teachers should be publicized. Excellence in teaching occupational skills should be promoted and achieved. 6) Vocational student organizations should be an integral part of the vocational curriculum to teach employability skills, professionalism, competitiveness, work ethic and leadership. 7) Parents should be encouraged to visit vocational-technical schools with their children at early ages to observe the many occupations available through training at the vocational- technical school. 8) The changing role of administors in restructuring needs to be defined. Academic supervisor and administrative supervisor roles should be considered separately. E. RECOMMENDATIONS FOR ACTION AT ALL LEVELS 1) Some business- and industry-related courses, referring to the integration of vocational awareness and workplace basics, in the curriculum for attaining a degree in education. 2) There must be a focus on excellence in basic education in grades K-9 to enable senior high school curriculums to develop new skills and a better knowledge of existing skills in academics, employability and occupational training. 3) Vocational awareness and workplace basics should be integrated into the K-12 curriculum. -33- Task Force Six 4) The most effective delivery of social services to students should be studied. 5) A committee should be created to review the U.S. Department of Labor Apprenticeship Program and local industry apprenticeship programs, and integrate in cooperative education plans where possible. 6) There should be an evaluation of changing the structure of the school year. 7) Accountability should be introduced into the classroom education process. 8) State regulations should be changed so that working papers would not be issued to students with failures in any subject or unless they complete an employability skills training program. 9) The establishment of comprehensive vocational-technical schools should be evaluated. F. SUPPORTING POINTS 1) Solutions to the "Education for Employment" problem must be implemented throughout the education process and will interface with recommendations by other task forces. 2) These solutions will be helpful to those high school graduates who enter the workforce after a college experience. 3) There are both evolutionary approaches to solutions, which can be implemented within existing systems, rules, regulations and budgets, and revolutionary approaches, which might be more effective in the long term but will require significant change. 4) Solution of the "Education for Employment" problem will require the involvement of every facet of education, business, parents and the community. 5) There is no one program that will provide the solution, but there are many programs that can be implemented by the various sectors to begin making a difference. -34- VIII. TASK FORCE SEVEN: BASIC/HIGHER EDUCATION COOPERATION A. MISSION B. RECOMMENDATIONS FOR ACTION BY COALITION C. SUPPORTING POINTS -35- Task Force Seven A. MISSION To develop strategies for broadening, deepening and institutionalizing intersector cooperation and resource sharing between basic and higher education. B. RECOMMENDATIONS FOR ACTION BY COALITION 1) A formal association between the Partnership and the Lehigh Valley Education Cooperative should be developed to enable ongoing rather than episodic cooperation. The senior leadership of the colleges and schools should regularly be involved in the work of the LVEC and the Partnership. 2) A fully interactive, distance-learning network should be established within the region to link colleges, school districts, and business educational and training sites. 3) Large scale conferences or workshops should be held periodically to address issues, themes or initiatives of interest to educators at all levels by bringing prominent national figures into the region. 4) Study groups should be established to explore issues similar to those of the conferences or workshops on a local level through multiple meetings during a restricted period of time. 5) Action research groups should be established to address specific concerns/problems of educa- tional practice over an extended time by examining current knowledge, identifying and piloting interventions, and assessing their effectiveness. 6) Series of workshops or courses should be held during a restricted time period to utilize a specialist's expertise in a discipline as a readily accessible source of updating for subject area teachers. 7) Intensive collegiate partnership should be developed for an extended time to develop special projects, such as curriculum and instructional materials. 8) There should be more opportunities for team-teaching involving collegiate and school district faculty at both colleges and schools. 9) Collegiate faculty should be used more widely as guest lecturers by schools. 10) School faculty should have access to specialized equipment and facilities at colleges and industrial centers for professional development. -36- Task Force Seven 11) School districts should have easy access to visiting foreign faculty and students at area colleges. 12) Training, support and other incentives should be provided for college students to tutor elementary and secondary students, including academic credit to those who participate in well- structured, systematic tutorial programs. 13) More summer enrichment programs should be offered in the absence of legislation to lengthen the K-12 school year. 14) Collegiate programs for gifted and talented students should be developed in consultation with school districts. 15) Colleges should encourage the involvement of capable high school students in first-year college courses. 16) Programs should be provided for the parents/guardians of minority students to assist them with the process of planning for college. 17) Special learning and career-oriented opportunities should be provided for minority students with college potential. 18) The Partnership, through the LVEC, should sponsor a major conference for educators from both sectors to consider Partnership recommendations that impact relations between colleges and universities and school districts. 19) The Partnership (or LVEC on behalf of the Partnership) should convene a meeting of student leaders from each of the region's college, universities and high schools to sensitize them to the issues and elicit their support for Partnership efforts. C. SUPPORTING POINTS 1) Serious resource sharing and cooperation between colleges and districts holds promise of a stronger, richer educational environment for students, faculty and administrators. 2) Most current cooperative programs are episodic in nature, begun with heroic bursts of enthusi- asm but likely to fall away for want of sustaining incentives and administrative support. 3) Neither the basic nor the post-secondary educational sector provides significant incentives for their employees or students to sustain serious collaborative programming and collegiate relation- ships in the face of competing responsibilities. -37- Task Force Seven 4) Many regional accrediting bodies, including the Middle States Association of Colleges and Schools, have endorsed school-college collaboration through academic alliances. 5) Cooperation between basic and post-secondary education must be treated as a vital, normal function of both sectors. This can only happen if those with authority and with access to resources decide to take a systematic approach to building and maintaining cross-sectorial communication and cooperation. 6) New technologies, as well as new organizational structures are required if serious cooperation is to become a reality. -38- IX. SPECIAL COMMITTEE ON RESTRUCTURING AND CHOICE A. MISSION B. RECOMMENDATIONS C. SUPPORTING POINTS -39- Special Committee A. MISSION To investigate areas of school restructuring outside the defined areas of responsibility of the seven major task forces, primarily the areas of parental choice programs and lengthening the school year and/or school day. B. RECOMMENDATIONS 1) The length of the school year should be increased. This is potentially less disruptive than other forms of restructuring in the lives of students, teachers and parents. 2) Recognizing that there is growing support for the choice movement it should be a priority in the State of Pennsylvania to change regulations in order to facilitate fair and carefully drawn tests of choice programs at locations in the state where most appropriate. 3 Limited types of parental choice systems should be available, possibly including magnet school systems offering specialized instruction and focused programs at particular institutions. 4) The Partnership and other groups should pursue an ongoing dialogue about cooperation between adjacent school districts and the establishment of broader choice programs, as a consensus-building process. C. SUPPORTING POINTS 1) The large number of school boards and political entities in the Valley indicate that restructuring options that could involve a number of school districts will require a significant amount of consensus building and political cooperation. 2) Many school professionals throughout the Valley are genuinely interested in exploring restruc- turing options that could strengthen the educational system. 3) K-12 students in the U.S. attend school a significantly lower number of days than students in coun- tries that have consistently scored higher in recent years in educational attainment. -40- Special Committee 4) The typical 180-day school year in the U.S. was more appropriate for our agrarian past than for a future that will require higher levels of basic skills for participation in the non-agrarian workforce. 5) Most professional educators believe the extended summer vacation in the U.S. results in a significant interruption in the educational process from K-12. A significant amount of time must be devoted each fall to bringing students up to the levels they already possessed at the time that school vacation began. -41- X. TASK FORCE MEMBERSHIP -42- Task Force Membership WHO IS THE PARTNERSHIP? Established in 1989, as part of The Lehigh Valley Partnership, LVBEP brings together leaders in business and education. The Governing Boards of Directors is comprised of eleven chief executive officers, eight school superintendents, one vocational-technical school director, one community college president, one union representative and one four-year college or university president. BOARD OF DIRECTORS Dr. Richard H. Cahn, Superintendent, Allentown School District James J. Cusimano, Esq., Superintendent of Education, Diocese of Allentown Mr. Bert P. Daday, Special Assistant to the President for Community Affairs, Pennsylvania Power & Light Company Mr. Thomas J. Doluisio, Superintendent, Bethlehem Area School District Mr. Edward Donley, Chairman of the Executive Committee, Air Products and Chemicals, Inc. Mr. Jerold Dougherty, President, East Penn Education Association Mr. J. Michael Dowd, Executive Vice President, Two Rivers Area Chamber of Commerce Dr. F. Laird Evans, Superintendent, Salisbury Township School District Mr. Donald L. Foellner, Director, Bethlehem Area Vocational-Technical School Mr. Elmer D. Gates, Vice Chairman, Fuller Company Dr. Galen Godbey, Director, Lehigh Valley Association of Independent Colleges Dr. Michael F. Greene, Superintendent, Southern Lehigh School District Mr. Richard S. Gurin, President and Chief Executive Officer, Binney & Smith Mr. Laurence W. Hecht, Executive Director, Iacocca Institute -43- Task Force Membership Mr. Leon C. Holt, Jr., Retired Vice Chairman of the Board, Air Products and Chemicals, Inc. Mr. John D. Jenkins, Superintendent, Nazareth Area School District Mr. John T. Kauffman, Chairman, President, and Chief Executive Officer, Pennsylvania Power & Light Company Dr. Robert J. Kopecek, President, Northampton Community College Mr. William J. Kuhnsman, President, Crowder Jr. Company Dr. Williams J. Leary, Jr., Superintendent, East Penn School District Dr. Peter W. Likins, President, Lehigh University Dr. Williams J. Moloney, Superintendent, Easton Area School District Ms. Lupe Pearce, President, International Connections Travel and Tours Mr. Douglas D. Perkins, President, United Way in Lehigh County Mr. George F. Southworth, President, Allentown-Lehigh County Chamber of Commerce Mr. Richard Strain, Executive Director, Bethlehem Area Chamber of Commerce Mr. Walter F. Williams, Chairman of the Board, Bethlehem Steel Corporation CORPORATE MEMBERS Mr. C. Hugh Bloom, President, C.F. Martin & Company, Inc. Mr. Ross Born, President, Just Born, Inc. Mr. Bert P. Daday (Ex-Officio), Special Assistant to President for Community Affairs, Pennsylvania Power & Light Company Mr. David Davis, President, KD's Restaurant Equipment Mr. Richard C. Dean, General Manager, WFMZ-TV, Channel 69 -44- Task Force Members Mr. Edward Donley, Chairman of the Executive Committee, Air Products and Chemicals, Inc. Mr. J. Michael Dowd, President, Two Rivers Area Chamber of Commerce Mr. Elmer D. Gates, Vice Chairman, Fuller Company Mr. Richard S. Gurin, President and CEO, Binney & Smith, Inc. Mr. Raymond E. Holland, President, Holiday Hair Fashions Mr. Leon C. Holt, Jr., Retired Vice Chairman of the Board, Air Products and Chemicals, Inc. Mr. Richard Hotchkiss, President, Bangor Lumber Company Mr. John R. Howell, Chairman and Chief Executive Officer, First Valley Bank Mr. John A. Jordan, Jr., Senior Vice President, Corporate Development and Human Resources, Bethlehem Steel Corporation. Mr. John T. Kauffman, Chairman, President, and CEO, Pennsylvania Power and Light Company Mr. Robert W. Knipe, Chairman, President, and CEO, Merchants Banks, N.A. Mr. William J. Kuhnsman, President, Crowder Jr. Company Mr. Drew Lewis, Chairman, Union Pacific Corporation Mr. Alexander R. Mackiewicz, Director, AT&T Microelectronics Mr. Jack H. McNairy, Resident Vice President, Merrill Lynch, Pierce, Fenner & Smith, Inc. Mrs. Donna Mulholland, President & CEO, Easton Hospital Ms. Jamie P. Musselman, President, Musselman Advertising Ms. Lupe Pearce, President, International Connections Travel and Tours Mr. David G. Periello, Vice President, The Guardian -45- Task Force Members Mr. Douglas D. Perkins (Ex-Officio), President, The United Way in Lehigh County Mrs. Martha A. Phelps, President, Allentown-Lehigh County Chamber of Commerce Mr. Ralph Reins, Chairman and CEO, Mack Trucks, Inc. Mrs. Ardath Rodale, Chairman, Rodale Press, Inc. Mr. Amelio Scott, Scotty's Fashions Mr. Andy Scott, Vice President, Scott Chevrolet, Inc. Mr. Gary K. Shorts, Publisher and Chief Executive Officer, The Morning Call Mr. Sheldon P. Siegel, President, WLVT-TV Mr. George C. Spill, Office Managing Partner, Deloitte & Touche Mr. Richard L. Strain, Executive Director, Bethlehem Area Chamber of Commerce Ms. Nancy A. Taylor, Publisher, The Globe-Times Mr. Joseph L. Teklits, Eastern Division Manager, Metropolitan Edison Company Mr. Walter F. Williams, Chairman of the Board, Bethlehem Steel Corporation Mr. Robert C. Wood, President, Wood Company ACADEMIC MEMBERS Dr. John A. Abbruzzese, Jr., Executive Director, Colonial Northampton Intermediate Unit #20 Dr. Robert L. Barthlow, President, Lehigh County Community College Dr. Dorothy G. Blaney, President, Cedar Crest College Mr. John T. Burke, President, Bethlehem Administrators Education Association Dr. Richard H. Cahn, Administrator, Allentown School District -46- Task Force Members Mr. Joseph A. Cammarata, Director, Eastern Northampton County Vocational-Technical School Dr. Michael S. Clark, Administrator, Northern Lehigh School District Mr. John F. Cooney, Campus Executive Officer, Penn State University, Allentown Campus James J. Cusimano, Esq., Director, Department of Education, Diocese of Allentown Mr. Thomas J. Doluisio, Administrator, Bethlehem Area School District Mr. Jerold Dougherty (Ex-Officio), President, East Penn Education Association Dr. F. Laird Evans, Administrator, Salisbury Township School District Dr. David L. Fallinger, Administrator, Northwestern Lehigh School District Dr. Frank J. Farrell, Administrator, Catasauqua Area School District Mr. Donald L. Foellner, Director, Bethlehem Area Vocational-Technical School The Rev. Daniel G. Gambet, President, Allentown College of St. Francis de Sales Dr. James E. Gilbert, President, East Stroudsburg University Dr. Galen Godbey (Ex-Officio), Director, Lehigh Valley Association of Independent Colleges, Inc. Dr. Michael F. Greene, Administrator, Southern Lehigh School District Mr. Laurence W. Hecht (Ex-Officio), Executive Director, Iacocca Institute, Lehigh University Mr. John D. Jenkins, Administrator, Nazareth Area School District Dr. Robert J. Kopecek, President, Northampton Community College Dr. William J. Leary, Jr., Administrator, East Penn School District Dr. Peter W. Likins, President, Lehigh University Dr. Roger H. Martin, President, Moravian College Ms. Audrey Mathison, President, Parkland Education Association -47- Task Force Membership Dr. David E. McFarland, President, Kutztown University Dr. Jonathan C. Messerli, President, Muhlenberg College Dr. William J. Moloney, Administrator, Easton Area School District Dr. Wilford L. Ottey, Administrator, Bangor Area School District Dr. M. David Preston, Administrator, Saucon Valley School District Mr. Carmen J. Riola, Administrator, Parkland School District Mr. Russell H. Roper, Administrator, Pen Argyl School District Mr. Joseph G. Rothdeutsch, Director, Lehigh County Vocational-Technical School Dr. Peter W. Sipple, Head Master, Moravian Academy Dr. Jerry B. Stout, Executive Director, Carbon-Lehigh Intermediate Unit #21 Mr. Ralph J. Tarola, Administrator, Northampton Area School District Dr. George E. Taylor, Superintendent, Quakertown Community School District Mr. Eric Weiland, President, Lehigh County Vocational-Technical Education Association Dr. Daniel J. Yakubecek, Administrator, Whitehall-Coplay School District Mr. Albert J. Zarbatany, Administrator, Wilson Area School District TASK FORCE ONE: THE LEARNING ENVIRONMENT Co-Chairs Donald T. Shire, Senior Vice President, Air Products and Chemicals Inc. William L. Leary Jr., Superintendent, East Penn School District -48- Task Force Membership MEMBERS Subcommittee 1: Basic Needs Michael Carpenter, 11th grade student, Parkland and Lehigh County Vocational- Technical School Victoria A. Cerulli, Guidance Counselor, Palmerton Area School District Thaddeus N. Dobracki, Senior Principle Process Engineer, Air Products and Chemicals Inc. Ella Jane Kunkle, Director, Lower School Moravian Academy Patricia Lunt, foreign language teacher, Southern Lehigh School District Karen Peters, Coordinator of Adult and Continuing Education, Lehigh County Vocational-Technical School Carol Rhoads, Vice President for Administration and Finance, Cedar Crest College James Scagliotti, Director of Pupil Personnel Services, East Penn School District Subcommittee 2: The School's Academic Setting Donelle Bowie, social studies teacher, Allentown School District Jerold Dougherty, President, East Penn Education Association Jane Ervin, parent, East Penn School District Julie Iannini, 11th grade student, Emmaus High School David Reinhard, teacher, Springhouse Junior High School Joseph Roy, social studies teacher, East Penn School District Louis Serensits, English teacher, East Penn School District William Yerger, Principal, Rinehard School, Saucon Valley School District -49- Task Force Membership Subcommittee 3: Basics of Instruction Cecilia Birdsell, Board Secretary, East Penn School District Deborah Hunter, parent, Nazareth Area School District Sue Jones, parent, Salisbury Township School District Audrey Mathison, English teacher, Parkland School District Dr. Joyce Morgan, Dean of Community Education, Northampton Community College Tracy Rosbaugh, Director of Personnel Relations, Pennsylvania Power & Light Company Facilitators Laura C. Finn, Manager of Human Resources Services, Air Products and Chemicals, Inc. Carol A. Keene, Senior Training Specialist, Air Products and Chemicals, Inc. Rebecca L. Ray, Training Coordinator, Air Products and Chemicals, Inc. Lynn N. Scheitrum, Manager of Human Resources Planning, Air Products and Chemicals, Inc. Lisa A. Weigel, Secretary, Air Products and Chemicals, Inc. TASK FORCE TWO: THE TEACHING ENVIRONMENT Co-Chairs Dr. Richard Cahn, Superintendent, Allentown School District John A. Jordan Jr., Senior Vice President, Bethlehem Steel Corporation -50- Task Force Membership MEMBERS Richard Burton, President, Allentown Chapter NAACP Dr. Elaine Clark, Staff Development/Teacher Training, Intermediate Unit 21 Sharon Czekner, teacher, Allentown School District Ed Duckvitz, teacher, Easton School District Dr. Galen Godbey, Director, Lehigh Valley Association of Independent Colleges William Hoppe, General Manager, Bethlehem Steel Corporation Bruce Hutchinson, Principal, South Mountain Middle School William Kirkendall, Science Department Head, Salisbury Township School District Anthony Kovalovich, teacher, East Penn School District James Le Van, student, Dieruff High School Fern Mann, President, Allentown Education Association Dr. Charles Marple, Professor of Education, Kutztown University Gary Mauer, teacher, Area Vocational-Technical School Dr. John McAdams, Assistant Superintendent for Instruction, Allentown School District Jack H. McNairy, Resident Vice President, Merrill Lynch, Pierce, Fenner & Smith Inc. Edward Meehan, Executive Director, Rider-Pool Foundation Ellen Pagano, School Director, Bethlehem Area School District Fred Phillips, teacher, Northwestern Lehigh School District Beatrice Ramirez, coordinator, Casa Guadalupe Robert C. Wood, President, Wood Company Beth Yocum, teacher, Allentown School District -51- Task Force Membership TASK FORCE THREE: STATE REGULATIONS Co-Chairs Dr. Michael F. Greene, Superintendent, Southern Lehigh School District John R. Howell, Chairman, First Valley Bank MEMBERS John Adams, First Valley Bank Joseph Bard, Commissioner of Basic Education, Pennsylvania Department of Education Dr. Robert Barthlow, President, Lehigh County Community College Dr. James Cusimano, Superintendent, Diocese of Allentown Ruth Dex, board member, East Penn School District Donald L. Foellner, Director, Bethlehem Area Vocational-Technical School Leon C. Holt Jr., Vice Chairman of the Board, Air Products and Chemical Inc. Antoinette Johnson, teacher, Allentown School District Joseph Mangan, Fuller Company D. Phillip Markley, teacher, Southern Lehigh School District Dr. Peter Sipple, Headmaster, Moravian Academy Dr. Roger H. Martin, President, Moravian College David Myers, Bethlehem Steel Corporation Virginia Schiffer, Nurse Educator, Allentown School District Claude Shappelle, Assistant Superintendent, Nazareth Area School District James Snell, Business Manager, Southern Lehigh School District -52- Task Force Membership Donald Steffy, Principal, Parkland Jr. High School Dr. Jerry Stout, Executive Director, Intermediate Unit 21 Subcommittee Frederick Barnyard, Chief Financial Officer, First Valley Bank Sharon Dries, parent, Southern Lehigh School District Marley Numbers, parent, Southern Lehigh School District James Snell, Business Manager, South Lehigh School District TASK FORCE FOUR: CURRICULUM Co-Chairs John D. Jenkins, Nazareth Area School District Alexander Mackiewicz, AT&T Microelectronics MEMBERS Joseph A. Cammarata, Eastern Northampton County Vocational-Technical School Barbara Diamant, Bethlehem Dr. Kathryn F. Groller, Allentown Dr. John R. Holloway, Allentown Betty J. Itterly, Pen Argyl Dr. Robert Mundhenk, Vice President for Academic Affairs, Northampton Community College Kathleen Schintz, Emmaus Linda Stubits, Nazareth -53- Task Force Membership TASK FORCE FIVE: AT-RISK Co-Chairs Thomas J. Doluisio, Superintendent of Schools, Bethlehem Area School District Gary Shorts, Publisher and CEO, The Morning Call MEMBERS Anita Washington Baten, teacher, Allentown School District Dr. Raymond Bell, College of Education, Lehigh University Julianne Brazina, counselor, Project E.A.S.Y. and JPTA Program, Allentown School District Eleanor Brinker, teacher, Swain School Joseph Cammarata, Director, Eastern Northampton County Vocational-Technical School Kathy Friedenberg, Northampton Community College Sister Lea Hunter, Co-Founder, Learning Club Sandra Jones, Valley Youth House Dianne Koch, NIE Coordinator, The Morning Call Josephine McPhillips, teacher, Bethlehem Area School District Alice Mesaros, Alcohol Council Susan Miosi, Lehigh County Department of Human Services Craig Moyer, Principal, Northampton School District Jon Peters, Wiley House John Pressmann, former State Representative -54- Task Force Membership Mary Redline, Discere Inc. William Scharf, Greenfield Associates Carol Sham, administrative intern, Bethlehem Area School District Kathleen Shorter, Department of Physical Therapy, Easton Hospital George Spill, Managing Partner, Deloitte & Touche Cheri Sterman, Binney & Smith Inc. Dr. Michael Waddell, Assistant Principal, Emmaus High School TASK FORCE SIX: EDUCATION FOR EMPLOYMENT Co-Chairs Frank J. Farrell, Superintendent, Catasauqua Area School District Elmer D. Gates, Vice Chairman, Fuller Company MEMBERS Alfonso Abruzzi, President, Teamsters Local 773 Ted Calaruso, Bethlehem, Job Service Carl Crouse, South Lehigh High School Merlin Davidson, Bethlehem Steel Corporation Nancy Dischinat, Private Industry Council Diane Donaher, Lehigh Valley VICA Mike Dowd, Two Rivers Area Chamber of Commerce Dr. Griffith Dudding, PP&L Training Center -55- Task Force Membership Carol Garrett, parent, Allentown William Hartman, industrial arts teacher, Allentown Dawn Harvey, business education teacher, Catasauqua High School Larry Hecht, Iacocca Institute, Lehigh University Milagros Hines, teacher, Catasauqua William Kuhnsman, President, Crowder Jr. Company Robert Kopecek, President, Northampton Community College Drew Landis, Binney & Smith Inc. Sean M. McManus, Air Products and Chemicals Inc. Mike Meilinger, Principal, Dieruff High School Larry Oberly, economics, Nazareth High School Carmen Riola, Administrator, Parkland School District Joe Rothdeutsch, Director, Lehigh County Vocational-Technical School Donald Saul, Bethlehem Steel Corporation Jack Siplak, Metropolitan Edison Company George Soto, Inner City Coordinator, Boy Scouts R. Erik Wassenich, Allentown Barb Yost, business teacher, Allentown -56- Task Force Membership TASK FORCE SEVEN: BASIC/HIGHER EDUCATION Co-Chairs Dorothy Gulbenkian Blaney, President, Cedar Crest College Sheldon P. Siegel, President, WLVT-TV Channel 39 MEMBERS Donald Benner, President, Industrial Development Corporation Margo Borinsky, teacher, Parkway Manor Elementary School Robert Cohen, consulting engineer for Lehigh Valley and independent counselor Jack Cooney, Campus Executive Officer, Penn State Allentown Dr. Laird Evans, Administrator, Salisbury Township School District Dr. Galen Godbey, Director, Lehigh Valley Association of Independent Colleges Theodore Hartz, professor, College of Business, Kutztown University Charles Klein, Principal, Cetronia Elementary School Dr. Robert Kopecek, President, Northampton County Community College Dr. Evette Lamka, Director of Basic Instructional Service, Intermediate Unit 21 Dr. Robert Mauro, Principal, Lehigh County Vocational-Technical School The Rev. Gary Miller, Chaplain, Lafayette College Marlene Mondlak, Chairman, English department, Salisbury High School Peter Sipple, Headmaster, Moravian Academy Marvin Zim, Director of Corporate Communications, Union Pacific Corporation -57- Task Force Membership SPECIAL COMMITTEE ON RESTRUCTURING AND CHOICE Chairman Laurence W. Hecht, Executive Director, Iacocca Institute, Lehigh University MEMBERS Ross Born, President, Just Born Inc. James J. Cusimano, Director, Department of Education, Diocese of Allentown Dr. F. Laird Evans, Administrator, Salisbury Township School District Jane Gerencher, teacher, Moravian Academy Dr. Robert J. Kopecek, President, Northampton Community College Dr. Jonathan C. Messerli, President, Muhlenberg College Dr. William J. Moloney, Administrator, Easton Area School District Donna Mulholland, President and CEO, Easton Hospital William Nothstein, teacher, Catasauqua Area School District Dr. M. David Preston, Administrator, Saucon Valley School District Dr. Jerry B. Stout, Executive Director, Intermediate Unit 21 Joseph L. Teklits, Eastern Division Manager, Metropolitan Edison Company STEERING COMMITTEE Chairman John A. Jordan, Jr., Vice President, Bethlehem Steel Corporation -58- Task Force Membership MEMBERS John V. Cooney, Campus Executive Officer, Penn State, Allentown Bert P. Daday, Special Assistant to President for Community Affairs, Pennsylvania Power & Light Company Edward Donley, Chairman of the Executive Committee, Air Products and Chemicals, Inc. Jerold Dougherty, President, East Penn Education Association Dr. F. Laird Evans, Superintendent, Salisbury Township School District Elmer D. Gates, Vice Chairman, Fuller Company George R. Hall, Retired Manager Community Affairs, Bethlehem Steel Corporation Laurence W. Hecht, Executive Director, Iacocca Institute Dr. Robert J. Kopecek, President, Northampton Community College Gary Shorts, Publisher and CEO, The Morning Call Marcia Theodoredis, Publisher, Rodale Press, Inc. Ellen Weller, Consultant -59- XI. ACTION PLAN Lehigh Valley Business-Education Partnership (LVBEP) Implementation of Final Report Recommendations -60- Action Plan RATIONALE FOR RECOMMENDATIONS 1) Positive reinforcement by making and reporting progress in the near term. 2) Encourage the building of "operational partnerships" to complement "study partnerships." * Business -- Employee * Business -- Education * Business -- Human Services 3) Continue creative "study partnerships" in search of new ideas. * Combining Business/Administrative functions among districts. * Meeting state mandates with paramedics. 4) Consistent with President's and Governor's Programs. GUIDING PRINCIPLES 1) The LVBEP, gaining in cohesiveness and stature, should endeavor to maintain sufficient control over the implementation process so as to influence the outcome. 2) The LVBEP should seek to maintain the active involvement of key educators and businessper- sons, who have been active in the leadership of the task forces, in the implementation process. 3) Given the comprehensive nature of the current recommendations and the probability that the evo- lution of education reform will necessitate changing priorities and revisions in emphasis and scope, it is desirable that the LVBEP retain maximum flexibility in respect to its implementation of action plans in future years. 4) Early success in achieving positive action on selected and prioritized recommendations will enhance the stature of the LVBEP and provide momentum for positive action on other recommen- dations. 5) Given the history of involving a large number of interested persons in the fact finding and report writing activities, it is important that the implementation process be of sufficient scope and depth so as to encompass all of the recommendations that survive the final report. 6) Periodic status reports should be provided to persons active on the original task forces. Consid- eration should be given to reactivating the task forces or some other similar vehicles at a future date, e.g., 1994, in order to reassess the original findings. -61- Action Plan 7) The LVBEP endorses the education goals for America that were adopted by the President and Governors at the Charlottesville Summit and will endeavor to incorporate the achievement of those goals into its ongoing action plans. STRUCTURE Steering Committee * State Action Committee * Coalition Action Committee * School District Action Committee * Restructuring and Choice Action Committee * Strategic Planning Action Committee Communication Committee Funding Committee COMMITTEE ACTIVITY DESCRIPTION Steering Committee 1) Provide the Board of Directors with a minimum of three recommendations for each Committee to be implemented initially by the LVBEP. 2) Approve the action plans of the Committees. 3) Initiate a Strategic Planning Process to implement the other Task Force recommendations in a timely fashion. 4) Monitor the progress of the State, Coalition, School District and Restructuring and Choice Com- mittees and the Strategic Planning Committee. State, Coalition, School District, Restructuring and Choice and Strategic Planning Committees 1) Recruit committee members from Task Forces, Chambers of Commerce, School Works!, Lehigh Valley Education Cooperative, VICA, etc. 2) Develop action plans for the implementation of the initial recommendations. -62- Action Plan 3) Determine milestone schedule for the implementation of the recommendations. 4) Implement the action plans. Communications Committee 1) Develop a communications plan for implementation on June 10. 2) Work with the Steering Committee to develop an ongoing communications plan to facilitate the implementation process of the action committees. Funding Committee 1) Provide the necessary financial resources when necessary. LEHIGH VALLEY BUSINESS-EDUCATION PARTNERSHIP RESPONSE TO NATIONAL EDUCATION GOALS The LVBEP initiated its education improvement efforts independent of the convening of the Summit on Education in Charlottesville, Virginia. This Educational Summit has significantly raised the visibility of the "education improvement process" and the short- and long-term efforts of the LVBEP should be, and will be consistent with the six goals outlined at the Educational Summit which are: 1) All children in America will start school ready to learn. 2) The high school graduation rate will increase to at least 90 percent. 3) American students will leave grades four, eight and twelve having demonstrated competency in challenging subject matter including English, mathematics, science, history and geography; and every school in America will ensure that all students learn to use their minds well, so they may be prepared for responsible citizenship, further learning and productive employment in our modern economy. 4) U.S. students will be first in the world in science and mathematics achievement. 5) Every adult American will be literate and will possess the knowledge and skills necessary to compete in a global economy and exercise the rights and responsibilities conducive to learning. 6) Every school in America will be free of drugs and violence and will offer a disciplined environ- ment conducive to learning. -63- Action Plan The above goals are challenging and will continue to challenge the LVBEP in its pursuit of educational excellence in the Lehigh Valley. RECOMMENDATIONS-STATE ACTION COMMITTEE 1) The State Department of Education and State Board of Education should organize and codify the regulations, laws, standards, guidelines, basic education memoranda and circulars, and court decrees that relate to the administration of schools. Duplication and conflict should be eliminated or reconciled, and priority and value should be assigned to the various components. 2) School-based pre-school programs targeted to low-income/high risk children should be devel- oped. They should provide transportation and case management studies. Every child eligible for Head Start programs should be enrolled. 3) Working papers should not be issued to students with failures in any subject or unless they complete an employability skills training program and the required age to stay in school should be changed to 18, in place of the current 16, which is based on an agricultural society and now creates a societal problem. RECOMMENDATIONS-COALITION ACTION COMMITTEE 1) Businesses and Chambers of Commerce with the assistance of human service organizations, should offer seminars and workshops on parenting skills or education-related topics. 2) Professional development opportunities for administrators should include skills in management and leadership, financial and strategic planning, communication, and hiring and evaluation. 3) Free health care screening should be provided for at-risk children and a readily available, user- friendly clearinghouse of at-risk services and providers should be established which is accessible to all parents. 4) A job analysis survey of occupations in the Valley should be developed and maintained to ensure that academic, employability and occupational skills being taught are consistent with the needs of business and industry. 5) Employers should formalize their employee involvement in support of education to coordinate and be consistent in support. Employees should be encouraged to run for school boards and those who do should be supported by employers. -64- Action Plan 6) A "Quality Process" should be studied to determine how it can improve teamwork, attitudes, re- lationships and motivation for administrators, teachers, parents and students. Trust and teamwork must be built between businesses, school administrators, teachers, students, and parents before any meaningful improvement will be made. RECOMMENDATIONS-SCHOOL ACTION COMMITTEE 1) Teachers should be involved in planning in-service programs with the support and encouragement of the district to encourage professional dialogue and risk-taking. 2) Thinking skills and communication skills should be integrated throughout the curriculum in every subject area. 3) A common set of criteria for at-risk youth should be adapted for each stage of a child's development, including pre-school, elementary, middle/junior and high schools and a common definition of a dropout should be adopted, which compares the enrollment of students in ninth grade with the number graduating four years later. 4) Excellence and achievement in students and teachers should be recognized and rewarded and a proactive approach should be adopted to "improve the image" of vocational-technical schools, students and programs. 5) A drug education curriculum for K-12 should be adopted. 6) All students should graduate with the ability to read, write and compute. The school district must ensure this. 7) Emphasis under the State's Chapter 5 Curriculum Regulations should be directed toward world history, American history, geography and economics. 8) Students should be made comfortable with uncertainty through science and math instruction. The use of technology, such as computers, calculators and electronic interactive videos, should be integral to science and math instruction. 9) There should be a fully interdependent system of education, using the latest technology as well as face to face contact, from pre-Kindergarten through doctoral study. This means linkages between schools and colleges, teachers in all institutions, as well as student to student relationships, are essential to excellence in education and economic competitiveness. -65- Action Plan RECOMMENDATIONS--SPECIAL COMMITTEE ON RESTRUCTURING AND CHOICE Retain and expand the Special Committee on Restructuring and Choice to examine in depth the fol- lowing four Committee recommendations: * The length of the school year should be increased. This is potentially less disruptive than other forms of restructuring in the lives of students, teachers and parents. * Recognizing that there is growing support for the choice movement, it should be a priority in the State of Pennsylvania to change regulations in order to facilitate fair and carefully drawn tests of choice programs at locations in the state where most appropriate. * Limited types of parental choice systems should be available, possibly including magnet school systems offering specialized instruction and focused programs at particular institutions. * The Partnership and other groups should pursue an ongoing dialogue about cooperation between adjacent school districts and the establishment of broader choice programs, as a consensus- building process. RECOMMENDATIONS-STRATEGIC PLANNING ACTION COMMITTEE Recognizing that the many recommendations contained in all of the LVBEP Task Force reports will be addressed by a wide spectrum of individuals and public and private sector organizations, it is imperative that a comprehensive strategic plan be developed. This strategic plan will be the overall blueprint against which progress in individual recommendations not being dealt with by the State, Coalition and School District Action Committees will be measured. Similarly, we are operating in a constantly changing world, and this strategic plan will be periodi- cally reviewed and adjusted where appropriate to any new realities in the environment in which we are living. Responsibilities of this committee are: * Develop the initial strategic plan which incorporates the recommendations of the LVBEP Task Force reports not being dealt with by the State, Coalition and School District Action Committees. * Develop an implementation and monitoring schedule and periodically report progress to the committee. -66-

nara / coll_gb-spe / doc

Lehigh Valley 2000 4/16/92 [OA 7572] [3]

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