DOCUMENT RESUME RESUME ED 298 196 UD 026 326 TITLE Students at Risk. Programs and Practices. INSTITUTION Dade County Public Schools, Miami, Fla. PUB DATE May 88 NOTE 70p.; Additional

DOCUMENT RESUME

ED 298 196 UD 026 326

TITLE Students at Risk. Programs and Practices.INSTITUTION Dade County Public Schools, Miami, Fla.PUB DATE May 88NOTE 70p.; Additional support for the production of this

publication was provided by Citicorp Florida.PUB TYPE Reports - Descriptive (141) Guides Non-Classroom

Use (055)

EDRS PRICE MF01/PC03 Plus Postage.DESCRIPTORS Basic Skills; Career Guidance; Community Programs;

Dropout Characteristics; *Dropout Prevention;*Dropout Programs; Early Parenthood; ElementarySecondary Education; *High Risk Students;Nontraditional Education; Suicide; VocationalEducation

IDENTIFIERS *Dade County Public Schools FL

ABSTRACTThis resource guide provides information on programs

that serve at risk students in the Dade County (Florida) PublicSchools. For each program the following information is provided* (1)description; (2) number of schools served; (3) number of studentsserved; and (4) budget. The following types of programs are included*(1) dropout retrieval; (2) basic skills programs; (3) guidanceservices; (4) career development; (5) alternative education,including in-school alternative programs, opportunity schoolprograms, and educational alternative outreach programs; (6)vocational/adult/community education; (7) exceptional studenteducation; (8) community based organizations; (9) communityparticipation; (10) dropout prevention programs; (11) substanceeducation programs; (12) teenage pregnancy/suicide prevention; (13)expulsion investigations/alternative education assignments; and (14)future programs. An appendix provides a dr ',pout profile for studentsfrom grades 4 to 12. (BJV)

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* Reproductions supplied by EDRS are the best that can be madefrom the original document.

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2

Prerstirt ad Alai:a toe Stdeee ?ft Rid rte-Ng

The School Board of Dade County, Florida

Dr. Michael Krop, Chairman

Mr. G. Holmes Braddock, Vice-Chairman

Mr. Paul L. Cejas

Dr. Rosa Castro Feinberg

Ms. Janet R. McAliley

Mr. Robert Renick

Mr. William H. Turner

Dr. Joseph A. Fernandez

Superintendent of Schools

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Table of Contents

Introduction 1

Identification 5

Dropout Retrieval 9

Intervention/Prevention 13

Basic Skills Program 15

Guidance Services 21

Career Development 27

Alternative Education 33

In-School Alternative Program 35

The Opportunity School Program 36

Educational Alternative Outreach Program 39

Vocational/AduIVCommunity Education 43

Exceptional Student Education 47

Community Based Organizations 51

Community Participation 55

Dropout Prevention Programs 61

Substance Education Programs 67

Teen Pregnancy/Suicide Prevention 71

Expulsion Investigations/Alternative Education Assignments 75

Future Programs 79

Appendix A 83

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Project: Students At Risk

Project: Students At Risk is the administrative unit of Dade County PublicSchools which coordinates all district activities related to dropout prevention, sub-stance education, teenage pregnancy and suicide prevention, and expulsion inves-tigations/alternative education assignment. The project staff coordinates internaloperations with the activities of appropriate external agencies and organizations.

Responsibilities of the Division of Dropout Prevention include, but are notlimited to, the coordination of program strategies to support schools in thereduction/prevention of dropouts; development of the District Compre-hensive Dropout Prevention Plan; collection and dissemination of datarelated to dropout rates; collaboration with community persons and schoolsystem personnel in an attempt to address the problem; inservice trainingfor personnel and parents; monitoring the operation of all district projects;and support in recruitment of students who have already dropped out ofschool back into an educational setting.

The Department of Substance Education coordinates the district's effortsto prevent and remediate substance abuse among youths. This coordina-tion includes, but is not limited to, writing, planning and monitoring theimplementation of substance education curricula and programs; e%alu-ation of programs; inservice training; and raising the ove-all level of publicawareness regarding the problem of drug abuse, and the district's efforts todeal with it effectively.

The Department of Expulsion Investigations/Alternative Education As-signment serves as the district office responsible for ensuring that studentsand their parents receive due process in the event of recommendation forexpulsion. It investigates student complaints; reviews documents; inter-views concerned parties; holds hearings; and provides the necessary docu-mentation for the students, parents and School Board to have the factualinformation in the negotiation/decision-making process of determiningthe status of expelled students.

1987-88

Mission of Project:Students At Risk

Description of Functions

Divisionof Dropout Prevention

Departmentof Substance Education

Department of ExpulsionInvestigations/Alternative

Education Assignment

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Department of TeenagePregnancy/SuicidePrevention

To combat the major problem of suicide and attempted suicide amongyoungsters, the district is undertaking a comprehensive suicide effort bothin schools and in the community. Emphasis will be placed on three criticalfactors:

1. establishing need/fostering support,2. careful planning of the program, and3. effective management.

Additionally, impacting the ever-present and increasing problem of teen-age pregnancy continues to be a major district priority. The Department ofTeenage Pregnancy/Suicide Prevention monito-s the district's ongoingand expanded efforts to provide counseling, curriculum, and programsgeared toward prevention/intervention as well as education for thesestudents at risk.

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Identification

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Dropout Retrieval activities are designed to "reclaim" dropouts into anappropriate educational setting. Recruitment Into An Educational Pro-gram Through Outreach (REPO) represents the major emphasis of DadeCounty Public Schools in regard to working with those who have alreadydropped out of school. Services provided to students and their parentsinclude:

Letters and brochures containing information regarding the educa-tional options and alternatives available to dropouts are mailed to bothstudents and parents. Direct contact is made via telephone, and theabove-referenced information is provided. In addition, this serviceestablishes a personal communication linkage among the students,their parents, and Dade County Public Schools.

[Project: Students At Risk]

Schools served: All DCPSStudents served: Varies

Budget: $1,000

Dropouts who wish to re-enter the educational system, but are in needof financial wzistance, are referred to jobs through personnel offices ofvarious businesses/industries. Through the support of various busi-ness/industry personnel offices, students who seek employment andhave not completed school are referred to Project REPO for support tore-enter a suitable educational program. Parents and students who callProject REPO for other types of information are referred to the appro-priate personnel within the community.



Budget: $53,000

Project REPO

Disseminationof Information

Referral Service

1144 00.4 Pal Seioo4 Pale II

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Basic Skills Programs

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Intervention/Prevention

Intervention /prevention is the major emphasis of the dropout preventionefforts of Dade County Public Schools.

Basic Skills Programs

The Basic Skills Program is designed to provide students in gradesK-6 with an opportunity to experience success in reading, writing, lan-guage development and mathematics. These subjects are also taught inthe conk, t of other learning areas such as literature and expressive lan-guage, health and safety, social studies, and science.

ECIA, Chapter 1 serves students in 77 elementary, seven alternativeschools, ten non-public schools and fifteen centers for neglectedand delinquent youths who are achieving below-average scores fortheir grade level in reading and mathematics according to theirpercentile or stanine scores on a standardized achievement test.Elementary students are scheduled in full-day, self-contained basicskills classes with a low student/teacher ratio for a half-day; theother half-day is for application/extension activities through lan-guage experience, oral language development and directed read-ing instruction. The Chapter 1 program is limited to students ingrades 1-4, with eight schools providing a prekindergarten pro-gram for four-year-olds. A kindergarten program is proposed forthe 1988-89 school year, while the prekindergarten program will beexpanded to 15 schools. The teacher/student ratio in grades 1-3 is1:14, and in grade 4,1:16.

[Office of Federal Projects Administration]

Schools served: 84Students served: 15,788 (est.)

Budget: $27,664,530

The Elementary Extended Learning Component is an ECIA, Chap-ter 1 funded program operating in 68 Chapter 1 schools. Eligiblestudents participate voluntarily in activities which will enhanceand extend the instruction they receive during regular schoolhours. The program provides skills reinforcement and readingextension activities on Saturday mornings or after school.


Schools served: 68Students served: 4,080 (maximum possible

enrollment)Budget: $371,596

ECIA,Chapter 1

ElementaryExtended Learning

Component

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SPERCs

CompensatoryEducation

Chapter 1 Satellite Parent Education Resource Centers have beeninitiated by the Office of Federal Projects Administration in each ofthe district's four administrative areas. The major nhiective of thecenters is to provide Chapter 1 parents and students with instruc-tional support and assistance. Each center is staffed by one parenteducation specialist and one clerk. Zducational materials andrelevant parent support include a home loan microcomputer pro-gram and a computerized calling system for positive parent com-munication by SPERC staff, Chapter 1 personnel and Parent Advi-sory Council (PAC) officers.


Schools served: 94Students served: 15,788

Budget: $386,946

Compensatory Education offers an array of supplementary pro-grams designed to meet the individual needs of students at risk.

Students in grades 2-5 and 7-10 are served by the Basic SkillsInstruction Program. Students receive reading and mathematicsinstruction.

A Tutorial Program Model in the basic skills is provided forstudents in grades 11-13 to remediate unmastered minimum stu-dent performance standards included in the State Student Assess-ment Test (SSAT), Part I, or to prepare students to pass SSAT, PartII.

The Alternative School Program provides supplementary instruc-tion in a computer laboratory staffed by a classroom teacher.

Tutorial Instruction is offered at the senior high school levels. TheSaturday Morning Program is implemented in nine senior highschools. It offers three hours of intensive instruction in English,mathematics, social studies and science, complemented withcomputer-assisted instruction. At the other senior high schools, thesame services are offered for one hour after school four days a week.

Foundations for Learning Language is a pilot project imple-mented in three senior high schools. It offers an integrated skillsand process-based language arts curriculum for all ninth, tenth,eleventh and twelfth grade students enrolled in English classes.



Budget: $8,182,243

Pr >6 A4 Cowl P414 41$4.4

Prop ad Protiett ire Sao& /ie Art 198 7 -19&I

At the elementary level, the Migrant Program serves studentsneeding additional services in language arts, early childhoodeducation and English for Speakers of Other Languages (ESOL)support. At the secondary level, tutorial services in the basic skills,counseling, nutrition, and medical services are provided in anattempt to prevent students from dropping out of school.



Budget: $1,220,178

The Follow Through Program utilizes teacher aides to serve stu-denh. who are in need of instructional support in the primarygrades at Martin Luther King, Little River, and Holmes ElementarySchools. In addition, medical, dental and nutritional services areprovided to these students.


Schools served: 3Students served: 200

Budget: $113,565

The Preschool Intervention Program serves preschool children,ages 3-4, at four sites: Larchmont Gardens and Liberty SquareHousing Project Centers, and Pine Villa and Thena Crowder Ele-mentary Schools. Classes are taught by qualified teachers andparaprofessionals, utilizing a structured program approach. Thisprogram model focuses on oral language development and mathe-matical skills, which will enable children to experience greatersuccess upon entrance into the kindergarten program.

[Office of Elementary and Secondary Education]


Budget: $280,418

Migrant Program

Follow Through

PreschoolIntervention

Program

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CooperativePreschool Program

Readingand MathematicsTutorial Program

Partnersin Education(PIE)

The Cooperative Preschool Program serves parents of pre-schoolchildren from underprivileged families and/or those whose house-hold language is not English. In order to qualify for the program,parents must have children four years old on or before September1, and must reside with their children in the school attendance zone.

[Bureau of Education]


Budget: $105,000

The Reading and Mathematics Tutorial Program serves studentsin grades one through six who are having difficulty in the basicskills. Tests are administered in reading and mathematics prior toplacement. Individual and/or small group instruction is providedin the basic skills.


Schools served: 121Students served: Varies

Budget: $222,054

Partners in Education (Pit) is a program designed to improveacademic achievement cf students in the Miami NorthwesternSenior High School feeder pattern. It is a combined effort on thepart of four agencies to work together for the improvement ofeducation. The four partners are: Dade County Public Schools,Urban League of Greater Miami, United Teachers of Dade, andMiami-Dade Community College/Mitchell Wolfson Senior Foun-dation. Eleven schools participate in the program one seniorhigh, two junior highs, and eight elementary schools. The programhas three ess?ntial components:

I. Improving student achievement2. Shared decision-making3. Parental involvement

Of the participating elementary schools, each has a preschoolcomponent. The major thrust of the program is to accelerate theacademic and general achievement of youths at risk through coop-erative and collaborative efforts.

[Bureau of School Operations]

Schools served: 11

Students served: 8,549Budget. $750,000

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Partners in Education (PIE) Saturday Classes is presently beingimplemented in seven schools comprising the Miami Northwest-ern Senior High School feeder pattern. The goal of the program isto provide instruction and enrichment activities in a relaxed atmos-phere and to encourage teachers to develop their own creativeinstructional styles. The mai- focus of the program is to strengthenstudents in the basic skills areas.



Budget: $113,070

Project PRET (Promoting and Revitalizing Education and Train-ing) is designed to meet grade promotion and graduation stan-dards by establishing and operating a program of special instruc-tion in English and also provide, to the extent needed, selected basicskills and concepts in the home language to Haitian-origin studentsof limited English proficiency.


Schools served: 5Students served: 165+

Budget: $199,000

PIESaturday Classes

Project PRET

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Guidance Services

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Recognizing that potential d. opouts exhibit academic, social and emo-tional problems and often feel alienated and isolated from the schoolenvironment, the school system provides guidance and counselingservices for those students who have special needs.

In the Elementary and Secondary Guidance Program, counselorsprovide individual and/or group counseling sessions for thosestudents who have been identified as potential early school leavers.Special emphasis is directed toward students with special needs,especially those elementary school students who have been re-tained. The counseling sessions promote self-understanding;provide small group problem-solving experiences; help students toresolve differences and conflicts between peers and parents; andassist students in the areas of study skills, career guidance, employ-ability skills and available educational opportunities. Parentcommunication is an important aspect of the guidance programoffered for students.

[Office of Siudent Support Programs]

ELEMENTARY


Budget: $8,246,479

SECONDARY


Budget: $11,808,510

The Teachers As Advisors Program serves as an internal schoolsupport system for the potential dropout. The purpose of theprogram is to provide understanding and support for the individ-ual student in the areas of career and academic achievement, courseselection and planning, credit evaluation, graduation require-ments and postsecondary planning. The individual attentionafforded each student by the teacher advisor helps the student tounderstand that someone cares. The Teachers As Advisors Pro-gram also fosters parental involvement as the program mandatesconsistent parental contact with the advisor.

[Office of Student Support Programs]


Buuuet: $235,200

Guidance Services

Elementary andSecondaryGuidance

TeachersAs Advisors

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ALPHA

Assertive Discipline

CollegeAssistance Program(CAP)

A Learning Place for High Achievers (ALPHA) Program is part ofthe identification, intervention and prevention components whichprovides and educational program and services in individualcounseling, tutoring and family counseling to students who havebeen identified as at risk.

The program serves 20 to 30 students enrolled in grades 4-6 in two18-week cycles. Each school is provided a teacher allocation tosupport an educational program for 20-30 students. Counselorsfrom the Family Health Center, Inc., work with parents throughhome visits, conferences and parenting workshops.



Budget: $189,579(DCPS)

The Assertive Discipline Classroom Management Program pro-vides a classroom structure and routine which promotes a positivelearning environment for students. The Assertive Discipline Pro-gram sets clear, consistent limits and consequences for students,provides uniform "follow through" by the teacher, and offerssupport and rewards for appropriate behavior.



Budget: $150,000

College Assistance Program advisors promote an early awarenessof postsecondary educational opportunities and the availability offinancial aid. Students are encouraged to complete high school andadvised that regardless of their financial resources, postsecondaryeducation is possible. Advisors assist students with college plan-ning: admission to colleges, universities, trade and technicalschools; admissions testing; and scholarships and financial aid.Parents are also welcome to avail themselves of these services.

The College Assistance Program of Dade County, Inc. (CAP, Inc.)is a community-based organization which raises funds for scholar-ships awarded through CAP. Awards are made on the basis ofunmet financial need after all other sources of aid are exhausted.Special emphasis in financial assistance is afforded to minoritystudents through the provision of designated scholarship fundsontheir behalf. During the 1987-88 school year, CAP, Inc. expended$133,000 to assist 203 graduates with postsecondary expenses.



Budget: $483,327

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Miami's Promis:. is a program initiated during the 1986-87 schoolyear, designed to encourage economically disadvantaged studentsto remain in school by providing the support of mentors andfunding for college. The program serves a group of students whowere selected when they were in sixth grade. In order to be eligiblefor the program, students expressed a desire to attend cmlege anda parent or guardian approved the student's participation in theprogram. Students must follow a pre-college course of study asadvised by a counselor, and initiate communication with theirmentors on a regular basis. Mentors will provide assistance tostudents throughout their public school and college years by en-couraging them to succeed academically.

[Office of Superintendent of Schools)

Schools served: 1

Students served: 72Budget: STBA

Miami's Promise

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Career Development

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Career Development

In an effort to help the potential dropout develop realistic career goals,special career development activities are provided by teachers, coun-selors and occupational/placement specialists.

The Career/Awareness/Basic Skills (CABS) Program is a majoreffort to integrate career education into the curriculum of theelementary classroom through individualized Learning ActivityPackages (LAPs). The instructional materials are designed for stu-dents in grades K-6. The CABS program seeks to enhance students'development of career-awareness through the correlation ofhands-on- activities with basic skills and specific academic contentarea skills, in career-related contexts. The infusion of CABS lessonsis intended to motivate and reinforce the learning of the regular cur-riculum content and to enable students to translate the relationshipbetween what is being learned in school into successful employ-ability (skills) experiences in the world of work.



Budget: $160,652

The Career Awareness Laboratory Program is a "hands-on" expe-rience in a simulated world of work setting. The purpose of theprogram is to develop a strong sense of responsibility, self-confi-dence, and self-esteem as it focuses on student success. It isdesigned to motivate the unmotivated, disinterested, and unsuc-cessful student who could become a potential dropout. Thisprogram focuses on the teaching of employability skills and careerawareness activities in a laboratory setting, in addition to reinforc-ing the basic skills through practical application.



Budget: $538,488

Curriculum Infusion of Career Education is designed to providestaff development activities in content area curriculum for teachersat the secondary level. Participation is on a voluntary basis and islimited to 35 participants per workshop.


Schools served: 72Students served: Varies

Budget: $-0-

CABS

Career AwarenessLaboratory Program

Curriculum Infusion

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COME T

PostsecondaryPlanning

Career Opportunities Motivated through Educational Technol-ogy (COMET) Project is a cooperative effortof Dade County PublicSchools and The Greater Miami Chamber of Commerce, providinga unique partnership for students at risk in grades 4-6. ProjectCOMET extends the concept of "hands-on" education throughcareer stations to their practical application in a world of worksetting, using computer simulations. Matching funds have beenprovided by specific Chamber members to fund equipment andmaterials needed for the laboratory. Alternative education fundingfor unmotivated, disinterested students provides acareer/com-puter education teacher and an aide for each laboratory. Basicacademic skills are taught and reinforced in a practical setting.

(Office of Student Support Programs)


Budget: $57,658

The Postsecondary Planning Program is a comprehensive careerguidance program at the secondary school level that includes allstudents, grades 8-12. Potential dropouts participate in activities toassess their individual aptitudes and interests, to help them narrowtheir career choices, and make realistic decisions about their educa-tional and career plans. An emphasis is placed upon the employ-ability skills essential to acquiring and retaining a job. The eighthgrade unit provides potential dropouts with activities which helpthem to learn more about their values and interests, and to examinetheir atti tudes toward themselves, school, and their range of careeroptions. In grades 9-12, the focus is upon helping students toexpand their decision-making skills to prepare for further educa-tion, employment or a combination of the two.

(Office of Student Support Programs)


Budget: $44,620

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130e2Ard al I &dead., 101' Satire1 Yfe Rid'i 1987-1988

Transfer Student Information and Credit Evaluation System(TRACE) has been developed to aid counselors in providing "loreaccurate guidance to students in subject selection and career i 'in-ning, thereby facilitating the transition from school to postscm-dary education and/or work. The on-line computer system and AResource Guide for Career Guidance provide counselors withsubstantive information within each career duster regarding skilltraining requirements for various careers, employment outlookand growth, and job opportun: ties to assist students in making de-cisions in subject selection commensurate with their career goals.

[Office of Student Support Program.]


Budget: $1n-Kind Services

The Occupational/Placement Specialist Program Target Groupserves potential dropouts in all grades at the middle/junior highschool level. Students are provided services individually and ingroups in identifying, exploring, and working toward a realisticcareer goal. In addition, students are provided assistance, infon na-tion, and experiences which will enable them to examine andintelligently select a career area appropriate to their abilities andinterest, and further aid them in being appropriately placed in acareer area of their choice. Students who leave school beforegraduation are given an exit interview for the purpose of providingfollow-up services and "tracking" of the student once he/sheleaves school.



Budget: In-Kind Services

TRACE

Occupational/Placement

Specialist Program

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Petra/a tiot Peaorkee Ivo Sta44 Maki 1987 - 1988

Alternative Education

In an effort to meet the individual needs and interests of students whohave been identified as disruptive or disinterested in school, thedistrict's alternative education programs assist students in preparingfor their roles in the community; reduce the number of incidences ofdisruptive behavior and truancy; reduce the number of student refer-rals to special service agencies; and offer alternatives toconventional education to meet the specific needs and interests ofstudents in the Dade County Public Schools. These programs areestablished at the elementary, middle/junior, and senior high schoollevels.

In School Alternative Pr gram

The Elementary Alternative Strategy provides a positive learningenvironment for students requiring an alternative to the regularclassroom. Students needing in-depth instruction in basic skills,behavior modification, and personalized instruction receive a greatdeal of praise for progress and constructive suggestions wherefailure has been experienced. The regular curriculum is offered tostudents with the instructional plan for each student varied to meetindividual needs. The teacher and aide/assistant provide a non-critical, caring atmosphere and utilize parent assist.ace in a non-threatening, constructive Lianner. Two models are available, theTransitional Basic Skills Model and the COMET Career AwarenessLaboratory Model.


Schools served: 41

Students served: 615Budget: $1,714,000

Middle school students at risk, who exhibit poor attendance, pooracademic skills, and poor behavior are involved in the Students AtRisk Program (SARP). This is a regular instructional program withindividual and group counseling provided by the teacher. Eachteacher becomes familiar with all students and shares the beststrategies for instruction and behavior modification.


EAlternati

lementaryye Strategy

SARP

Schools served: 11


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The Opportunity School Program

Middle SchoolProgram

Senior High SchoolProgram

The Middle School Program is designed to offer continuing edu-cation to youths who are unable to function in a traditional schoolsetting, as evidenced by inappropriate behavior and low levels ofinterest. The major thrust is to redesign the environment andincorporate principles of group dynamics into learning/teachingactivities. Students participate in a two-week orientation program(diagnostic), as well as in a series of intensive individual and groupcounseling sessions to increase self-esteem, personal growth, inter-personal relations, and survival or coping skills. Present alloca-tions require a teacher/pupil ratio of 1:15. This program isoperated at two centers. Jan Mann Opportunity School North andJ.R.E. Lee Youth Opportunity School South serve students from theNorth and South geographic areas of Dade County respectively.



Budget: $3,189,219

The Senior High School Program operates on the belief thatthrough a process of exploring options, ways can be found to makelearning more palatable and beneficial to youths at risk. Innova-tion, sensitivity, and relevance on the part of the school staff are thekeys to program development. The instructional program stressesemployability skills through Diversified Cooperative Training(DCT) and field experience, either paid or unpaid, at nearby busi-ness locations, and the teaching of academic and social skillsthrough an interdisciplinary approach. This program operates atMiami Douglas MacArthur Senior High School North and MiamiDouglas MacArthur Senior High School South, serving the Northand South geographic areas of Dade County respectively.



Budget: $4,007,928

36 2Pr 9 044 Cal PIA goiv4

Peopivo Prostate As Sam& At Rd 1987-1988

The Continuing Opportunities for Purposeful Education (COPE)Centers provide uninterrupted learning opportunities for thepregnant student. This means of dropout prevention incorporatesthe following: delivery of special health education, includingprenatal and post partum; family planning and community re-sources; academic requirements; vocational counseling/training;and promotion or graduation to students who attend these centerson a voluntary basis.



Budget: $1,545,570

The juvenile justice Center School is located in the Juvenile JusticeDetention Facility, and houses students up to the age of 18 yearswho have been charged with law violations for short time periodsof no snore than 21 days. It provides a basic academic programwhich parallels the course offerings of the home school, thereby as-suring continuity of academic programs and attainment of credits.


Schools served: 1


Dade Intensive Control A residential treatment facility foradjudicated delinquent boys who are placed by HRS.


COPE

Juvenile JusticeCenter School

DadeIntensive Control

Schools served: 1

Students served: 18Budget: $48,562

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Juvenile JusticeSupport Program

Project ATC

The juvenile justice Support Program works under the auspices ofthe Department of Alternative Education Placement, to assist stu-dents of compulsory school age who have been court ordered orreferred by parents, schools, or the courts. It provides educationalneeds assessments, behavioral record reviews, court reviews, post-commitment follow-up services, and recommendations for appro-priate follow-up community services. There is a team of profes-sionals dedicated to serve and assist in affecting positive changes inattitudes, self-esteem, and actions in the lives of today's youths.


Schools served: All Public SchoolsStudents served: Varies

Budget: $338,684

Project ATC (Alternative Telecommunication Class) serves stu-dents enrolled in grades 7 through 12 who have been recom-mended for expulsion and choose to complete the Work BackProgram through ATC. Students must be enrolled in the project fora minimum of 18 weeks and a maximum of 32 weeks.


Schools served: All Secondary SchoolsStudents served: Varies

Budget: $126,824

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Peramt ad Pootime ev. Adegai ?fad 1987 -1988

Educational Alternative Outreach Program

The Educational Alternative Outreach Program is comprised of seven-teen centers which serve youngsters who are outside the mainstream ofthe regular school programs. The number of students enrolled in theprogram fluctuates, but averages approximately 600 students. Astandard academic program is provided in each center, with emphasison basic skills. Other subject areas include pre-vocational classes, art,physical education, ESOL, Exceptional Student Education and a Gen-eral Education Development (CED) program.

The seventeen school centers in the Outreach Program are of four majortypes:

Better Outlook A residential treatment facility for adjudicateddelinquent girls placed by HRS.


Schools served: 1


Biscayne Bay Marine Institute A residential alternative educa-tion center serving students assigned by the Juvenile Court.


Schools served: 1


Dade Halfway House A residential treatment facility for adju-dicated delinquent boys who are placed by HRS.


Schools served: 1


Dade Marine Institute A non-residential alternative educationcenter serving students assigned by the Juvenile Court.


Detention Centers

Schools served: 1


Dads Cow# &A Saios4 r. Pr 39

Avow awl Pivot/ea kr itatisit& tft Rid 190-1988

Temporary Shelters

Miami Halfway House A residential treatment facility foradjudicated delinquent boys who are placed by HRS.

[Office of Student Support Programs)

Schools served: 1


Miami TRY Center A day-care facility for adjudicated delin-quent youths who are placed by HRS.


Schools served: 1


Pre-Trial Center A residential facility for youthful male offend-ers who have been bound over by the court to stand trial as adultsor who have been indicted as adults.


Schools served: 1


McLamore Children's Home Society A residential facility forabused, neglected and dependent children.


Schools served: 1


Miami Bridge North A temporary residential shelter facility.HRS/Police/ Voluntary Placement.


Schools served: 1


Children's Home Society A temporary shelter facility. HRSPlacement.


Schools served: 1


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&row s u i &was e tor Atka: tit Rd 1987-1988

Catholic Children's Home A residential alternative educationprogram for abused and neglected K-6 students. HRS Placement.

[ Offix of Student Support Programs]

Schools served: 1


Here's Help North A residential substance abuse treatmentfacility. HRS/Voluntary Placement.


Schools served: 1


Here's Help SouthA non-residential substance abuse treatmentfacility. HRS/Voluntary Placement.


Schools served: 1


Academy for Community Education (ACE) An alternative edu-cation center which provides a f Li secondary-level program forstudents in grades 9 through 1. The student body consists ofstudents who have had serious sc lool problems resul ting in failure,and who are at risk of leaving school prior to graduation. Studentsattending the Academy are able to graduate with a standarddiploma of Dade County Public Schools.


Schools served: 1


Little Havana Institute An alternative education center forstudents in grades 8, 9 and 10, who are considered high-riskpotential dropouts.


Drug/AlcoholReheNilitation Centers

Alternative Programs

Schools served: 1


Pea ameiPai4 S44 Pr if'p

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Richmond Perrin Optimist An alternative education centerserving students who need a specialized program or who havebeen expelled from the public schools. Students are referred to thecenter as an alternative to expulsion, or for lack of success 'n theopportunity/alternativeschool program.


Schools served: 1


Roving Leaders Alternative An alternative education programfor students who need a specialized program who have beenexpelled from the public schools. Students are referred to theprogram as an alternative to expulsion or for lack of success in theopportunity/alternative school program.


Schools served: 1


Pr V A4 44 &A Seks4

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Vocational/AdultCommunity Education

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Vocational/AdulMommunity Education

Vocational/Adult/Community Education has responsibility for pro-viding pre - vocational, vocational and practical arts training for in-school youth. In addition, this office is also responsible for providingvocational and general adult education programs for out-of-schoolyouths and adults. Programs are designed not only for job skillstraining but also for the development of abilities, understandings,attitudes, work habits and appreciations which contribute to a satisfy-ing and productive life.

a

The Robert Morgan Vocational/Technical Center Vocational In-terdisciplinary Program (VIP) serves 100 tenth grade students atrisk selected from feeder schools in the South and South Centralareas. Students receive vocational skills training correlated withemployability skills instruction and academic skills improvementthrough small class sizes, tutoring and remedial sessions. Intensiveindividual and group counseling is also an important part of thestudents' curriculum.

[Office of Vocational /Adult /Community Education]

Schools served: 1


The Learning and Earning for an Agribusiness Future (LEAF)Program serves 60 tenth grade students at risk by providing themwith academic and agribusiness instruction. The program assistsstudents in developing a positive attitude about school and work;developing their knowledge, skills and attitudes; developing hor-ticultural/animal care skills training correlated with employabilityskills instruction; and providing on-the-job training in businessand industrial establishments.

[Office of Voce tional /Adult /Community Education]

Schools served: 1


VIP

LEAF

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Work ExperienceProgram

Single ParentHomemaker Program

The Work Experience Program (WEP) is designed to provideoccupational expertise to students enrolled in grades 7-10. It offersa variety of planned learning experiences in the job market. TheWEP teacher locates and/or approves safe employment stationsand visits the work si' 1 of students on a periodic basis. Thisprogram offers on-the-po training and employment opportunitiesfor students who have been identified as economically disadvan-taged as well as unmotivated and disinterested in school. Theopportunities are twofold:

1. Increase the holding power of students, and2. Offer employment while in school.

[Office of Vocational /Adult /Community Education)


Budget: $3,348,000

The Single Parent Homemaker Program operates at Miami LakesTechnical Education Center, Lindsey Hopkins Technical Educa-tion Center, Robert Morgan Vocational Technical Institute, MiamiDorsey Skill Center, Miami Skill Center and South Dade SkillCenter. The major goal of the program is to work cooperativelywith Community Based Organizations (CBOs) to identify andrecruit single parents/homemakers and to provide vocational skilltraining in high-wage potential as well as nontraditional job areas.

[Office of Vocational /Adult /Community Education]


Budget: $144,000

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.

Exceptional StudentEducation

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Exceptional Student Education

Dropout programs for Exceptional Stt. -lents are based upon the devel-opment of the students' positive self-esteem and self-confidence whichleads to motivation and success. Through participation in real-lifesituations which foster positive experiences, exceptional students aremotivated to view school as having a realistic impact on their lives.

Vocational Instruction, Community Training, Opportunity forYouth (VICTORY) is a program at selected middle and junior highschools in which exceptional students participate in an intensiveemployability skills program through a real world of work labora-tory. These students experience immediate success in highlymotivating tasks which increase self-confidence. Positive interper-sonal behaviors and real world coping skills are integrated intoeach career-oriented experience. Through a simulated work envi-ronment, students are given respect as employees and receiveintrinsic rewards as a result of their self-motivation. Realistic careerand vocational choices emerge as a result of the variety of hands-onexperiences in the laboratory. During the 9th grade, all exceptionalstudents participate in a career interest aptitude survey and aCareer/Vocational Conference which helps the parents, studentsand school personnel determine career and vocational goals, andmatch these goals with appropriate education and training options.

Community-based training programs which allow the exceptionalstudent to acquire self-awareness and confidence necessary forsuccess in on-the-job settings are being developed at senior highschools. Students are provided opportuni ties in which the academ-ics learned in classroom settings are applied to real-life situations.

All 11th grade ESE students participate in a Transition Conferenceinvolving the parent, student and community agency or employer.During the conference, the anticipated needs of students as theyprepare to leave school and move into employment are identified.Referrals to other governmental agencies are initiated and neededmodifications are made in the students' schedules for the final yearin school.


Schools served: 11

Students Served: 306Budget: $376,722

VICTORY

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CommunityBased Organizations

(CBOs)

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Community-Based Organizations (CBOs)

The community-based organizations are designed to provide supportto actual dropouts and potential dropouts through various programstrategies and services. These programs are operated cooperatively byDade County Public Schools and community-based organizations/agencies. Grant moniesare made available through the Florida Depart-ment of Education, on a competitive basis, to public or private nonprofitentities wishing to implement dropout retrieval activities or cc nmu-nity-based dropout pre vention programs.

ASPIRA serves Hispanic, Haitian, and other minority students.The major goal of this program is to offer a comprehensive leader-ship program whereby students are motivated to stay in school,develop their skills and interests, and acquire a postsecondaryeducation.



Budget: $60,000

The Haitian-American Interdisciplinary Tutoring Initiative(HAITI) provides tutoring teams at three elementary and onesecondary school. The program assists selected students who arenative speakers of Haitian r .ole in specific subject areas afterregular school hours.



Budget: $80,000

Lucky Acorns is an early intervention family training programdesigned to teach students to display proper behavior, to avoidinvolvement with drugs and alcohol and to increase overallchances for sti :.c.ss in school.



Budget: 447,495 (DCPS)

ASPIRA

HAITI

Lucky Acorns

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The Last Chance (TLC) The Last Chance (TLC) provides an alternative to juvenile deten-tion for non-violent juvenile offenders from 10 to 17 years of age.TLC embraces a cyclical approach which overlaps the primaryinstitutions "traditionally" functioning as the main treatmentmethodology. The program provides individual,group and familycounseling as well as substance education and activities in behav-ioral modification.



Budget: $50,000

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Community Participation

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Community Participation

Community Participation provides organization and support forschools to initiate, enhance, and expand their community involvementprograms. It also provides a wide variety of available services for theDade County Public Schools. Specifically, the School Volunteer Pro-gram of Dade County and the Dade Partners Program each provideunique programming for individual schoolsas well as the system as awhole. For the 1987-88 school year the Department of CommunityParticipation will operate on a budget of $550,270. This amountincludes, but is not limited to, funding of the following programs.

The Listen to Children Program has been operating in the DadeCounty Public Schools for fourteen years as a joint effort with theMental Health _association of Dade County, Inc. Theprogram pro-vides an opportunity for students to have an adult friend who isnonjudgmental, objective and totally accepting of the children.Listeners do not solve problems, but assist students in resolvingtheir own problems. Listeners might typically spend 30 minuteswith each student per week, wi th a conunitment of one year to builda trusting relationship. The program has enhanced school adjust-ment for over 400 Dade County students so far this year.

Oyentes, now in its fifth year, is the Spanish counterpart of TheListen to Childnn Program. It offers Hispanic parents and commu-nity members the opportunity to become listeners. Thus far thisyear, 115 parents and community people have attended 7 work-shops to become Oyentes.

(Office of School Volunteers]


Listen to Children

Oyentes

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I'm Thumbody

Cross Age Tutors

Ambassadorsfor Public Education

Burger King -Incentive Award Program

The I'm Thumbody Program is designed to enhance self-esteem insecond graders and is used nationally by school districts in conjunc-tion with local mental health associations. The program includes a45-minute presentation by 60 volunteers and a film, which isfollowed by specific games and activities that help students valuetheir own uniqueness and appreciate the uniqueness of others.

[Office of School Volunteers]


The Cross Age Tutors Program is designed to train students toserve as cross age tutors for students who are potential early schoolleavers. Fifty-five participants have learned basic tutoring tech-niques and receive specific ways to reinforce basic skills throughgames and motivational activities.


Schools served: 5Students trained: 231Students served: 500

The Ambassadors for Public Education Program is designed tobridge the gap between the school and its community, givingparents and other citizens the opportunity to talk with individualswho are knowledgeable about a particular school and to provide anavenue for obtaining information. Traditionally the Ambassadorshave been adults. Over the past two years, however, a number ofschools have identified Junior Ambassadors, or Student Ambassa-dors. Schools have found it particularly effective to select some oftheir students at risk to serve as Junior Ambassadors.


Schools served: VariesStudents served: Varies

The Burger King - Incentive Award Program rewards and encour-ages elementary students in five areas: conduct, academics, effort,attendance, and citizenship. Students earn weekly stickers whichare placed on cards. Once cards are filled, they may be redeemedat any local Burger King for identified food items such as burgers,fries, C::;ices or a complete meal.

[Dade Partners Program]


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Avow a Powaw firp Sault: At kid 1987 -19&8

The Adop t.-A-S olden t Program is sponsored by local businesses toprovide quality summer jobs as well as positive professional rolemodels for students. It is coordinated through The Greater MiamiChamber of Commerce, in cooperation with Dade County PublicSchools.

[Dade Partners Program)


The Miss School - Miss Out! Program provides incentives forstudehs to stay in school and rewards outstanding attendance.Local businesses provide four levels of incentives: weekly 100%attendance banners for homerooms; 100% grading period rewards;mid-year field trips for 100% attendance; and end-of-the-yearawards. In addition to having the opportunity to receive a $1,000bond for 100% attendance, students receive Miss School - Miss Out!buttons, posters, and banners as motivational encouragement.



A number of businesses have choser. to sponsor TurnaroundPrograms for students who demonstrate marked improvement inthe areas of conduct/citizenship, academic skills, and attendance.Students are rewarded by the business partner. These programstake place every grading period. Rewards for the TurnaroundProgram range from small gifts and trophies to luncheons andsavings bonds.


Schools served: 85+Students served: 85+

Adopt-A-Student Program

Miss School - Miss Out!

The Turnaround Program

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PArereadPodgier tor &Aft t 1itRid 19,57- 1988

Adopt-A-GrandparentProgram

Senior Mentors

Intergenerational LawRelated Project

The Adopt-A-Grandparent Program provides a wide range ofopportunities for students enrolled in elementary and secondaryschools. Such opportunities include visiting privileges into nurs-ing homes, adult congregate living facilities, and senior citizencenters, in order to build caring relationsWps through the sharingof activities and time together. Schools ha 7articularly found thatstudents at risk fare well in this environment because both theyouths and the elderly both of whom may have low self-esteem,begin to feel loved and needed. Students develop a caring attitudeas well as sensitivity and awareness for their needs and the needsof others.

[Office of School Volunteers)

Schools served: 48Students served: 2,355+

Senior : Aentors are recruited to work with identified students fortwo hours each week on a project based on mutual interest. Withthe Senior Mentor's support and direction, the student designs,develops, and completes a project in 6-10 weeks. This individualand/or small group relationship greatly benefits students at riskand provides a "creative structure" for growth and challenge.There are 40Senior Mentors.

[Office of School Volunteers)


The Intergenerational Law Related Project is being piloted thisyear in 6 senior high school social studies classes. It is designed toconnect adolescents with the elderly in an attempt to gain under-standing of issues and concerns facing older citizens. It is hopedthat through studying the primary policy issues related to the agedin the State of Florida, young people will ultimately become advo-cates for the elderly in order to improve the quality of life for allcitizens.



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Division of Dropout Prevention

The Division of Dropout Prevention has the responsibility to coordinateprograms which would best serve those students who are not effectivelyserved by conventional education programs. It also establishes coopera-tive efforts with governmental agencies, organizations, and communityresources, in order to implement innovative exemplary programs aimedat reducing the number of students who do not complete their education.Through this division, the District Dropout Prevention Advisory Councilprovides suggestions and recommendations to the district for the purposeof enhancing dropout prevention efforts.

The Home Instruction Program for Preschool Youngsters(HIPPY) serves preschool children, ages 4-5, over a two-year pe-riod in four inner-city elementary schools: Buena Vista, Holmes,Little River and Orchard Villa. The program is designed to teachparents how to instruct their children utilizing program materials.The primary purpose of the program is to involve parents ineducational activities with their children at home and to insuresuccess in theactivity for both parents and children. There are threemajor areas of intellectual functioning formal language, sensorydiscrimination, and problem-solving.



Budget: $78,000

The Truancy Prevention Program is designed to meet the needs ofspecific groups of potential dropouts. It presents a total effort bythe feeder schools' staffs and community agencies to improveschool attendance. Its purpose is to reduce existing truancy prob-lems in the feeder pattern. Hourly personnel provide support tostudents experiencing problems through individual counseling.Parents are contacted through telephone calls and home visita-tions. A parent caller (automated) is used to contact the parentsduring the evening hours to report student absences and commu-nicate other pertinent information.


Schools served: 5Students served: Schools' populations

Budget: $21,450

HIPPY

TruancyPrevention Program

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$

Porter LeiPractise be Static&At Rid 1987-1988

PIC/SFETC/Cities in Schools (CIS)

The Private Industry Council (PIC)/South Florida Employmentand Training Consortium (SFETC)/ Job Training Partnership Act(JTPA) Dropout Prevention Program serves 2,500 "high risk" po-tz.ntial dropouts at selected senior high schools providing a multi-year sequence of training and employment opportunities. It pro-vides employability skills training and guaranteed summer jobseach year if the students remain in school; a full-time private sectorjob upon graduation; part-time jobs during the school year; reme-dial instruction; and extensive counseling through school person-nel and social service agency counselors. The 2,500 students in theprogram are provided with extensive counseling and assistancefrom social service agency personnel who are housed in trailers orin school offices at each of the school sites. Clerical support isprovided by Dade County Public Schools at three school sites. Theschool sites are:

Coral Gables Senior HighHialeah Senior HighHialeah-Miami Lakes Senior HighHomestead Senior HighMiami Beach Senior HighMiami Carol City Senior HighMiami Central Senior HighMiami Coral Park Senior HighMiami Edison Senior HighMiami Jackson Senior HighMiami Northwestern Senior HighMiami Senior HighMiami Springs Senior High

[Project: Students At Risk)

Schools served:Students served:

Budget:

132,500$3,000,000 (JTPA /Title HA & IIB)

786,000 JTPA 123 Funds163,000 Community Sources186,743 DCPSChapter2Funds

1J44 Coa4 Pe 10444

Prepwarati Proteur fro gtarturtt/it iiiI 1987-1988

Energy ManagementProgram

Evening High School

The Energy Management Program is designed to serve a twofoldpurpose of reducing the dropout rate and providing positiveinvolvement of students at risk in facility operation and manage-ment through energy conservation activities. The program pro-vides incentives for both students and schools through the forma-tion of clubs and heightened energy conservation awareness.There is a potential for additional discretionary funds going to theschools through the Energy Rebate Program. A result is districtrecognition for energy savings and constructive activities foryouths at risk within schools. This catalyst to increase schoolinterest, spirit, and activities translates into a reduced risk ofstudents dropping out, thus enabling students to achieve theireducational goals.


Schools served: 12


The Evening High School is a pilot alternative school which offersan educational program to high school students who, for manyreasons, find it difficult to attend the regular day-school program.The program, which relies heavily on a work-experience model,will allow students to:

Remain on the rolls of the day-school and participate in extra-curricular activities.Receive a standard high school diploma.Participate in an individualized planned program specificallydesigned specifically to meet the needs of students.Receive three credits for on-the-job training (OJT). The remain-der of the credits toward graduation will be received by attend-ing classes in the late afternoon, early evening and/or Satur-day.


Schools served: 1

Students served: 15.30

r 0 D44 au* Pa i4 £,4

Prepwarati Proteur fro gtarturtt/it iiiI 1987-1988

Energy ManagementProgram

Evening High School

The Energy Management Program is designed to serve a twofoldpurpose of reducing the dropout rate and providing positiveinvolvement of students at risk in facility operation and manage-ment through energy conservation activities. The program pro-vides incentives for both students and schools through the forma-tion of clubs and heightened energy conservation awareness.There is a potential for additional discretionary funds going to theschools through the Energy Rebate Program. A result is districtrecognition for energy savings and constructive activities foryouths at risk within schools. This catalyst to increase schoolinterest, spirit, and activities translates into a reduced risk ofstudents dropping out, thus enabling students to achieve theireducational goals.


Schools served: 12


The Evening High School is a pilot alternative school which offersan educational program to high school students who, for manyreasons, find it difficult to attend the regular day-school program.The program, which relies heavily on a work-experience model,will allow students to:

Remain on the rolls of the day-school and participate in extra-curricular activities.Receive a standard high school diploma.Participate in an individualized planned program specificallydesigned specifically to meet the needs of students.Receive three credits for on-the-job training (OJT). The remain-der of the credits toward graduation will be received by attend-ing classes in the late afternoon, early evening and/or Satur-day.


Schools served: 1

Students served: 15.30

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&row aid Peacael fro Sao re "lad 1987 -1988

Sjbstance Education

Substance Education Programs are provided for students in grades K-12. These programs provide information and counseling services tostudents and parents, establish linkage 'ith the home, school, and com-munity, and promote effective community relations with regard tosubstance education programs.

To Reach Ultimate Success Together (Project TRUST) is a comprehen-sive student assistance program with components that include elemen-tary curriculum, middle/junior high and selected senior high schoolintervention, prevention and referral services, as well as communityinvolvement in each senior high school's feeder pattern.

The Project TRUST program at the elementary school level pro-vides units of study for each grade level with a comprehensivecurriculum which involves students in activities and discussionsdealing with son affective areas of education as inter/intraper-sonal skills, coping with peer pressure, and the overall harmfuleffects or drugs on the mind and body.

[Preject: Students At Risk)

Schools served: 178Students served: DCPS elementary schools

Budget: $126,310

The Project TRUST program at the middle/junior high schoollevel provides intervention and prevention services by ProjectTRUST specialists. These individuals work cooperatively withother student services personnel in prevention and remediation ofsubstance abuse and other self-defeating and destructive behav-iors. The prevention component consists of structured activitiesand strategies designed to be used in small group sessions withstudents in both cognitive and aff....ctive areas of education. Theintervention component provie._, services for students who areidentified as high risk. The TRUST specialists are trained and haveexpertise in identification, group process, assessment, and inter-vention techniques. They also provide referral services to commu-nity and treatment agencies. Other components of the programinclude staff development activities and peer counseling services.Close working relationships with church groups, social serviceagencies and community centers also provide valuable re- -uirces.

Project TRUST

Elementary Program

Middle/Junior HighProgram

At 44 &IA 4044 Pap 69

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Alternative InterventionCounseling Center

Senior High Program

Student AssistanceProgram

CATS

The Alternative Intervention Counseling Center Program is acomponent of Project TRUST at the middle/junior high schoollevel. It serves as an alternative to suspension as well as providinggroup counseling services. In lieu of suspension, students arerecommended to receive services based upon the discretion of theprincipal. Other students may also be referred to the program inorder that problems which interfere with their educational processmay be resolved.


Schools served: c0Students served: DCPS middle/junior high

studentsBudget: $1,950,228

Project TRUST is a program which provides services to students,and parents of students, who have needs rel ated to substance abusein the Miami Northwestern, American and Miami Palmetto SeniorHigh Schools' feeder patterns. (Miami Coral Park Senior HighSchool feeder pattern is projected to begin in Spring, 1988.) Thiscomprehensive program also involves church groups, law enforce-ment and community agencies. Each senior high school providesappropriate substance abuse information in life management skillsand driver education courses.



Budget: $227,000

At the secondary level in all Dade County Public Schools a StudentAssistance Program has been implemented to assist students withpersonal problems such as alcoholism, dreg abuse, depression, andfamily strife. The program also encourages the establishment ofsuch groups as Alcoholics Anonymous, Narcotics Anonymous, Al-anon and Ala-teen. An eiementary program should be budgetedfor next year. The purpose of the program is to provide studentssomeone with whom they can talk.

As a component of Project TRUST, the Department of SubstanceEducation has a contractual agreement with Informed Families ofDade County, Inc., to provide Community Action Team Special-ists (CATS) in each senior high school feeder pattern. Thesespecialists provide liaison services to students, parents, and com-munities in the area of substance abuse and other related self-defeating behaviors.

Pr 70 rj G044 641 Pa 14 Saios4

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Teen Pregnancy/SuicidePrevention

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Teen Pregnancy/Suicide Prevention

There has been an increase since the 1950s in the number of suicidesamong teenagers. The rate has more than tripled over the years tomore than 5,000 suicides. Many suicides are not reported; there-fore, the number of deaths is actually higher.

Listed below are suicide prevention procedures to be followed.These have been developed by Dade County Public Schools.

These procedures include:

a. "Guideline 25 Suicide Prevention" in the Procedures forMaintaining a Safe Learning Environment document. Thisguideline for schools outlines procedures which should befollowed in crisis situations.

b. An intervention Profile Report is disseminated to each secon-dary school every nine weeks, identifying those studentswhose grades, behavior or attendance have a a declining trend.

c. The Youth in Crisis Hotline (376-CARE) has been installed toassist school administrators and counselors as crises arise.

d. Three new Student Case Management System (SCMS) codesare used for identifying services to students displaying riskbehavior. They are:

Code 1 Risk counseling: assessmentCode 2 Risk counseling: interventionCode 3 Risk counseling: post-intervention

e. Suicide Prevention Allied Community Effort (SPACE)

Through Dade County Public Schools and the Suicide Preven-tion Allied Community Effort (SPACE) network, a majoreffort is being made to inform and educate the pJblic aboutteenage suicide. A network system has been established withvarious governmental agency personnel, parents, DCPS andother interested citizens, to work toward combating the prob-lem of suicide.

IP:zject: Students At Risk]


Budget: $80,000

Suicide Prevention

Procedures

SPACE

A4 aftiti Pas "doh Pys, 73

Preport as ti &otiose As Statie.itt tsit 'ea 1957-1988

Teenage Pregnancy The Department is currently coordinating the district's ongoingand expanded efforts to provide counseling, curriculum and pro-grams regarding intervention, education and reduction of teenagepregnancy. COPE Center North and COPE Center South areschools for pregnant teenagers. A pilot day-care program is beingprovided at Miami Jackson Senior High School for toddlers ofteenage parents enrolled in the school. The district has approvedthe piloting of two school-based health clinics. At the middle/junior and senior high school levels, group guidance to increaseself-esteem and goal-setting is provided for girls considered at riskfor pregnancy.



Budget: $20,000

4944 AO 1114 hiss4

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Expulsion Investigations/Alternative Education

Assignments

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Expulsion Investigations/Alternative Education Assignments

The mission of the Department of Expulsion Investigations/Alterna-tive Education Assignments is to condu-A thorough independent inves-tigations of all recommendations for student expulsions. The investi-gation is for the purpose of verifying facts and making a determinationthat all due process procedures have been followed. It is also necessaryto confirm that all actions leading to the expulsion recommendationhave been in full compliance with the intent of School Board rules andprocedures. This effort encompasses the following:

1. reviewing, assessing, and verifying all documentation regardingrecommendations for exrulsion.

2. interviewing all persons involved in the ;ncident leading to expul-sion recommendations.

3. insuring thatall parents/guardians are informed of a student's dueprocess rights and of School Board policies and regulations regard-ing expulsion procedures.

4. writing a succinct Report of Findings to the Board and attending allSchool Board meetings at which expulsion recommendationsappear on the agenda, in order to respond to questions and con-cerns from the School Board.

Additionally, the Department couperates and works in collaborationwith the Office of Student Support Programs, particularly the WorkBack Program. The Department also cooperates with Legal Services ofGreater Miami, Inc. (Education Advocacy Project), Health and Reha-bilitative Ser. ices (HRS), other appropriate state and county agencies,and nonprofit community groups. These agencies and groups canprovide assistance and suggestions for alternative placement of stu-dents during the period of expulsion. It is through these collaborativeintervention efforts that the youngster is placed into an educationalsetting and assured continuity of academic programs, rather thanallowing him/her to drop out of school.

During the 1986-87 school year, the Department investigated 150 rec-onum ations for expulsions. Of that number, 53 were expelled by theSchool 3oard. The School Board waived 9 of these cases and thestudents were placed in alternative education programs. A determina-tion was made by staff to place 23 students in appropriate alternativeeducation/rehabilitation programs. School Foard/staff action will bedetermined following the Hearing Officer's Fiaal Order on the 45 casesfor which hearings were requested. As of June 30,1987, 20 cases werepending and awaiting School Board/staff action.

(Project: Students At Risk)


Budget: $75,801

Pa eft+ NA hiss461

Pr 77

AriseaPretier to Sae.4 Mt iiii i 9 8 7-1988

Future Programs

Pa &I Aida 62 Pr??

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The proposed School of Choke is a collaborative effort amongDade County Public Schools, Burger King Corporation, PrivateIndustry Council, and Cities in Schools. It is anticipated that theschool will serve approximately 140 youngsters, ages 16 years andolder, who have been identified as at risk of leaving school beforegraduation. The student body of this school will be comprised ofyoungsters who have been identified as underachieving,uninterested or unmotivated, and unable to function in the tradi-tional classroom setting. The school structure will be non-graded.Flexible class scheduling, on-the job training, available social serv-ices for students and their families, extensive counseling, and amentor program will provide students additional support in allareas, and encourage them to remaia and successfully completeschool.

[Bureau of Education)

Schools served: 1

Students served: 140Budget: STBA

The proposed Middle College High School Program is a collabo-rative effort between the Dade County Public Schools and Miami-Dade Community College. It is anticipated that this school willcreate a continuum between high school and college, featuringflexible pacirg, broad curricular options, and service-oriented ca-reer education. Participants will be required to intern at a socialservice agency, school, court, or hospital. Throughout the program,students will be provided the opportunity to develop a feeling ofidentification with a faculty member and be treated as collegestudents. The student body of this school will be comprised ofjunior high school youngsters who have been identified as at risk.One of the major goals in establishing this collaborative program isto reduce the dropout rate by developing an enriched senior highschool program utilizing a college atmosphere.


Schools served: TBAStudents served: TBA

Budget: STBA

Future Programs

School of Choice

Middle College HighSchool Program

Da4Cagy Pao Sok". C3 Pr 81

PerestraPedaaseiritait.44tka 1987-198.5

Sports ThemeHigh School

Planetary StudiesTheme School

The proposed Sports Theme High School is designed to create analternative to the conventional school program that will challengedisinterested and unsuccessful students to stay in school andachieve. A unique feature of this program will be the linkage to thecommunity through public agencies. Sports-minded middleschool students, who are not succeeding in their present school andwho meet the selection criteria, will be with classmates of a similarinterest who voluntarily choose and apply to attend the school. Itis anticipated that sports will spark students' interest and motivateacademic learning during their enrollment period.



Budget: $TBA

The proposed Planetary Studies Theme School will be designed toprepare selected students at risk to make constructive contribu-tions to the community, and actively pursue solutions to globalproblems. The intent of the curriculum will be to empower stu-dents to act responsibly and effectively in their study as theyexamine and explore the present, past, and future issues facingsociety.

Basic skills and required state and county content will be taughtthrough an interdisciplinary team teachingand learning approach.An integral part of the learning process will be the implementationof action projects in the community by students.

It is anticipated that the proposed Planetary Studies Theme Schoolwill be a joint venture of Dade County Public Schools and suchinstitutions as The Space Transit Planetarium, the Historical Soci-ety of South Florida, and the World Trade Center.



Budget: $TBA

G 4 Da4 644 Paid Sash

10/14/87 DADE COUNTY PUBLIC SCHOOLSDROPOUT PROFILE

BLANK INDICATES CRcRIA WAS NOT MET OR INFORMATION IS NOT AVAILABLE

NAME rn GRADE BIRTH AGE SEX ETHNICMAJEXC

le 11/26/72 14.9 M H10 11/18/73 13.9 M Hle 06/21/71 16.3 M H12 03/29/69 18.5 F H K12 06/15/68 19.3 M H11 02/18/71 16.6 M B C10 04/13/72 15.5 F N09 03/15/73 14.6 M H10 11/25/68 18.9 M H09 05/16/72 15.4 F H10 12/13/71 15.8 F H12 08/30/69 18.1 F H11 05/11/71 16.4 M B10 07/01/72 15.3 M B10 10/08/69 18.0 F H09 07/14/72 15.2 F H12 11/08/70 16.9 M H12 08/10/69 18.2 F H10 10/16/70 16.0 F H09 10/10/72 15.0 F H09 01/22/71 16.7 M H11 09/28/71 16.0 M H10 12/22/70 16.8 F H10 03/30/69 18.5 M H10 04/07/72 15.5 F H10 08/31/72 15.1 M H11 03/18/71 16.6 F B09 02/09/72 15.7 F B09 09/17/71 16.1 F H12 05/30/70 17.4 M H12 04/28/70 17.5 F H10 09/28/70 17.0 M H12 09/04/68 19.1 F II

11 04/21/69 18.5 F H K11 03/07/70 17.6 F B09 01/31/73 14.7 F H09 01/12/73 14.8 F B11 85/19/71 16.4 M H11 07/84/69 18.3 F H11 05/11/71 16.4 M 810 11/16/72 14.9 M H J09 11/14/73 13.9 F H10 12/05/70 16.9 F H11 05/15/68 19.4 F H10 03/02/71 16.6 F B09 03/23/70 17.6 M B10 10/07/72 15.0 F I11 03/01/71 16.6 F B

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&rave ad Pegeteed loo XtdaN4r Ilt Pa 1987 - 1983

The School Board of Dade County, Florida adheres to a policyof nondiscrimination in educational program/activities andemployment and strives affirmatively to provide equal oppor-tunity for all as required by:

Title VI of the Civil 'tights Act of 1964 - prohibits dis-crimination on the basis of race, color, religion or na-tional origin.

Title VII of the Civil Rights Act of 1964, as amended -prohibits discrimination in employment on the basis ofrace, color, religion, sex or national origin.

Title IX of the Education Amendments of 1972 - prohib-its discrimination on the basis of sex.

Age Discrim. iltion Act of 1967, as amended - prohibitsdiscrimination on the basis of age betwe -n 40 and 70.

Section 504 of the Rehabilitation Act of 1973 - prohibitsdiscrimination against the handicapped.

Florida Educational Equity Ad - prohibits discrimina-tion on the basis of race, sex, national origin, maritalstatus or handicap against a student or employee.

Veterans art. providing re-employment rights in accordancewith P.L. 93-508 (Federal) and Section 295.07, Florida Statutes,whi.:11 also stipulates categorical preferences for employment.

Da4 Csa4 &A Soio4 Cs Pap 89

Dade County Public Schoolsand

Project: Students At Riskwish to thank

Citicorp Floridafor their generous support in the production of this publication,

Programs ar!d Practices for Students At Risk.

CITICORPOF_ORIDA

70

Documents

DOCUMENT RESUME RESUME ED 298 196 UD 026 326 TITLE Students at Risk. Programs and Practices. INSTITUTION Dade County Public Schools, Miami, Fla. PUB DATE May 88 NOTE 70p.; Additional