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Alternative Education Staff/Curriculum Development Network December 2, 2004
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Definition n NYS public alternative education includes any nontraditional environment that provides a comprehensive elementary, middle or secondary curriculum. Mastery of learning and attainment of a high school diploma are achieved through a learner centered program structure, multiple learning opportunities, frequent student performance review and feedback, and innovative use of community and school resources to support youth development. n It also includes programs that prepare students under 21 years of age to pass the GED and receive a high school equivalency diploma.
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Program Scope n Programs and schools leading to a high school diploma n Programs leading to a high school equivalency diploma – AHSEP (16-19) – HSE (18-20) n Programs for students who are incarcerated and institutionalized
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Defining Characteristics of Alternative Education Programs n A user-friendly environment exists that is conducive to learning n instructional methods and content have relevance to students and complement their life experiences n an asset driven model builds on the strengths of students n programs and services are provided that support youth academic and personal development n teaching and administrative staff recognize the potential of each student and are committed to bring out the best of each person.
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Enrollment n Diploma (2003-04)-21,118 – BOCES-5,295 – Districts-6,290 – NYC-9,533 n Equivalency (2003-04)-45,539 – AHSEP-27,250 – HSE-18,289 n Jails, Prisons and OCFS-5,500 daily 18,000 yearly
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Alternative Education Symposium n Two plenary speakers-Cal Crow and Joanne Johnston n Panel of SED folks n Four workshops – Making instruction more personal and relevant – Creating a supportive/student friendly environment – Creating a continuum of Alternative Education Services – Critical issues impacting Alternative Education
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Current Issues and Concerns n Alternative not in terms of expectations or demands but in terms of approach, methodology, structure and practice n Teachers and administrators are voicing concern about replacing the focus on kids coming first with a focus on achievement n Frustration about being able to meet the needs of a population marked by: – Special education – Violent behaviors n
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Critical Issues Continued n Disincentives to engage the disengaged populations – NCLB graduation rate – Cap on state aid n NCLB Highly qualified provisions may limit flexibility in smaller programs n Defining and Measuring success related to mission
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Regional Seminars n Focus of seminar n How many and where n Scheduling Issues n Role of S/CDN
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