school development

OF COMMERCE PROGRAM: A U. S. JUNIOR CHAMBER

"Public inform, assist educational

education

is first,

last and always

a local

problem.

Government to attack

can guide, their own

and advise, problems

but only communities

of citizens,

organized

can get the necessary

job done."

Arthur S. Flemming U. S. Secretary Health, Education & WelFare

1958-61

.the

need for iaycee participation

of energy and leadership where they are most needed, most wanted and most welcomed. We can do no Iess for our children. The purpose of thi s program in education will be for the local Jaycee chapter to develop a project, or projects, based on local education needs. The needs of the school may indicate a short-run proj ect that can be accomplished by the Jaycees alone in one Jaycee year, or they may indicate more complex, long-run needs and projects that cannot be fulfilled in one year. They may involve cooperation with other groups interested in better school s. At a given time, a project in school development could involve a small committee or it could possibly involve the entire chapter as a major project. A chapter can do as little as it wishes or as much as it is able, depending on local school needs and chapter interest. Budget and scope of the project then would depend entirely on the local situation. Procedures can be very simple or of high-level complexity, depending on the size, capabilities and interest of a chapter, as well as the rapport with the school and Jaycees. Regardless of location, size of community or present status, all school s can be improved and most will welcome intelligent cooperation with the Jaycees. Although most chapters will work with the public schools, the program herein can also be applied to our parochial and independent school s or to higher education.

More than ever before, young men are needed to give talents to improve school s. If we surrender the future education of our children as being the responsibility of someone else, we have surrendered the most precious thing of all. In a more urgent sen se, our very survival as a free nation could well depend on what happens in our schools. We often ask and usuol'y get help from our school s in our many proj ects, but sel dam do we offer to' do something for the school itself. There is a clear-cut obligation'for Jaycees to ';nd a hand and to give a top priority of ~alues to our school,s. Such endeavor call s for thought and' a new level of mature participation in our community. We must apply our talents

guiding principal!
We should not get the idea that projects in this field are going to be run-of-the-mill or simple. Education today, we know, is a highly complex undertaking. By using the wrong approach, many would.be helpers of the school can, in effect, do more harm than good or perhaps impede their own good effo,rts. (1) Our efforts should begin with a "positive" attitude of offering constructive help, not one of reforming or looking for trou bl e. (2) We must be careful not to duplicate the efforts of other groups but yet 'must be alert to co-operate with them. (3) Even if the di strict has top-notch school s, there are bound to be some unsati sfied needs. (4) We mlJst work in close cooperation' with the school in all phases of our projects. " (5) We must not expect to tackle the over-all school situation but be content to begin with smaller:current needs that are not being met. Progress and club support may come slowly. (6) On both the state and local level, 'we must be flexible in our thinking and planning. We must adjust and adapt to local condi tion s. '. " (7) Crash programs involving false economy are not the answer. (8) Projects should stick to the legitimate interests of la groups. Qualitative judgments should be left with the administration, school board or composite groups of lay ad vi sor s. (9) Before making any decisions as to project or action on project, we must know the specific facts of need as givel by competent school authority. (10) If an i ssueshould develop that prevents Jaycee cooperatiol with the school authorities, the Jaycee chapter should sta: outofitand let individuals,express themselves independent Iy or take action through other groups organized for partisa activity. (11) The public, when informed of the facts and given the "why' behind them, will usually support the schools. (12) In any publicity or promotional effort, the Jaycees shoul< minimize their own organizational name and stress pupil an, schoo I wel fare. (13) If necessary, inform persons or groups that the Jaycee pur pose is solely to improve school s. (14) Keep the welfare of your community and children in mind an< don't let the apathetic or indifferent di scourage your efforts (15) Efforts to help schools should be continuous year to year

determination of proiects
Appraisal of specific needs of the schools, evaluation of these needs in terms of club capabil ities and development of the project will follow the highly successful procedures of our "Community Development" m~nuaL'Thu's ';wecan look on our new School Development program "as" a, suppl ementary phase of community devel op~~,ryr.. FO,r th s, r~a son, exact procedures are not given in great detail.

Appraisal

of Needs

A. School Administration - Before any club desi sian is reach. ed, the school administrator should be approached and explained the general purpose of this Jaycee project. He may wish to make specific suggestions on the spot, think it

over or consult with his board. B. School Survey - In addition to suggestions that may come from the administrator, the local club might wish to make use of the Survey Guide included as part of this manual. Thepurposeofthe guide, as a fact-finding checklist, shoulc be explained and shown to the administrator. Jaycees shoulc not just undertake use of this independently but should have full cooperation of the administrator or board whose aid is important in getting the facts. Once these facts are known, or listed, it will be easier for the Jaycees and the school tc decide on the best possible project. The answers to the guide will point up certain problems or key areas that need attention. Though use of the survey is optional, its use will enable Jaycees to determine which area is most important.

THE
UNITED
_ STATES ~ JAYCEES
A LEADERSHIP TRAINING ORGANIZATION

How The Jaycees's

Can Help

Tuesday,

November

13, 1984 is National

Community

Education

Day.

This year's Education

theme

is "Business community

and Education across

in Partnership". the country that purpose with

As part of American use this

Week,

educators

traditionally

"Day" to showcase the development

their programs. of cooperative

This year relationships

has been expanded community.

to include

the busin~ss

The United its members may want project

States

Jaycees

is a Leadership through

Training community

Organization involvement. starts

which

offers

individual

development

Your chapters

to take advantage

of this opportunity. relationship to offer

What

out as a cooperative Community Schools as

could end up cn ongoing have many resources

for years

to come.

and Colleges

and a local chapter

could

benefit,

well as provide

assistance,

in such a partnership.

If your chapter Community

would be interested Day here's

in working

on a cooperative

project

for National

Education

what you can do:

Contact

your

local school partnership

district programs.

and ask if they have community

schools

or

business o Contact your

local Junior,

Community

or Technical an event

college

and ask if they

would o

be interested

in planning

for NCE [Jay. a Community School program near

Write or call you

for information

on how to locate

(see brochure). and request a free Community Events Planning Packet.

Write The u.s. Jaycees

P.O. BOX 7,

TULSA, OKLAHOMA

74121-0007

SCHOOL SURVEY GUIDE Introduction

The following survey check list is designed to aid the Jaycees, as lay citizens, to study ways in which their local chapter can help improve their schools. The sole purpose of this guide is to help uncover possible needs and problem areas. It is not our purpose to judge or evaluate but to work co-operatively with the school so that we can rend~r our help and interest where it may be most needed. The questions are meant to suggest crucial areas, but the local chapter can add to, or reject, or delete parts of this guide. Most of the matters of fact can be supplied by local school authorities. In any event, it is important that the Jaycees enlist full co-operation with the school, both in this survey and in determination of projects needed. You may not be able to get answers to all of these questions or you may wish only one or several categories. The gui.ding question should be --Keep in mind that some In which area or problems can Jaycees be of most help? may indicate short-and some long-range problems. Place a check in the right margin to identify possibilities for projects or unanswered questions. The breakdown of categories is as follows: VI VII VIII IX
X

I II
III
IV V

Organization Curriculum Pupil Welfare Teacher Welfare Facilities and Materials

Administration Buildings Finance School Board Public Relations

1.
1.

ganization up-to-date policies?

Does the local district operate under written, Are these available to the public? What are the legal boundaries of your district? What is the total district population?

2. 3.

Is the district of sufficient pupil population size for economical, high quality education for all pupils? Example* at least 350 pupils grade 10-12 at least 500 pupils grade 9-12 *Conant Report Recommendation _ If needed, has there been effort toward consolidation? ---------------------Results? What wa s the approximate district public school enrollment year? Total _ By grades? 1st 3rd 5th 7th 2nd 4th 6th 8th What is the projected total 5 years from now? for last 9th 10th

4.

-----------

-----------

-----------

-----------

-----------

lIth 11th

5.

What are the stated educational objectives of your local school system? (attach on back of the page) Did the public participate in their determination? Are they written and distributed some way to the public? How recently were they revised? What approximate school per cent of pupils in your district (1-12 grades) parochial independent attend public _ or

6.

7.

Does your school system match below the minimum education

or go beyond standards set by state law?

8.

What, if any, relation is there between your local city government and your local school district? --------------------------------------------------Is the r e an y pro bl em involve d? what? _ What per cent of pupils move in or out of your district during the year? Has this increased decreased remained the same lately?

9. 10.

------------

What are the district policies governing transfer of pupils from one school to anothe r? ----------------------------------------------------------------Are they fair and uniformly applied? Undue pressure on school? II. Curriculum

1.

Who determine

s what subjects

are to be taught?

State law

School Board

Faculty

Lay participation

2.

Are there written

curriculum

guides

or lists

of subjects Local

or program guide only?_, _

for each grade? State How often are they revised? Are they available 3. to the public?

guide

By request

Are there new courses of subjects that should that should be eliminated or modified? Can Jaycees help schools meet What meet get public support

be added or old ones Whi,ch? for changes? of the local community _

4.

Does area?

the curriculum

the particular is missing the needs

needs

or needed? of youth with varying goals, back_

5.

Does the curriculum

grounds and abil ities? What areas need improvement? Can Jaycees 6. Does help? provide

-------------------------------_ for social, emotional, artistic and physical _

the curriculum

growth and well being of pupils? Can the school suggest areas for improvement? 7. What special services are provided? Check Remedial reading in elementary Jr. Hi,gh High School Advanced reading training in Jr. High High School Abili ty grouping in elementary Jr. High High School Classes or provision for gifted Jr. High High School Driver safety education Jr. High High School Psychological & aptitude tests--Elem, __ Jr. High High School Psychiartrical referral Service--Elem. Jr. High Hi.gh School ~_=_- _=_=(free?) _ _ Adul t education Kindergarten Standardized achievement tests--Elem. Jr. Hi.gh High School What approximate per cent of pupils Elementary actually use the following? Jr. High

8.

High

School

Cafeteria Health Services

Phys. Var sity and JV Sport s _ Intermural Sports -----------------------------------------------Band ------------------------------------------------------------------Chorus --------------------------------------------------------------Ex-curricular Clubs ---------------------------------------------------Bus Transportation --------------------------------------------Are there any services in questions in 7 and 8 that Jaycees can help _ _

---------------------------------------------------------------------------Ed. (Gym)-------------------------------------

improve? Or seek public support for? Which? ---------------------------------------------------9. How many days long is the school year? How does this compare with other areas nearby? Same How many hours long is the school day? Elem. Jr, High (Conant suggests 7-8 periods for Jr,-Sr. High day)

_ More __ Less Hi,gh

-3-

10.

How many credits are needed for graduation? How many of these must be academic or vocational credi ts? Have there been any complaints by staff or parents that too much time is spent on non-academic activity? What areas? Gym Hobby Clubs Art Plays Dances How much time (hours) is spent on required gym periods per week? High

_ _ school _ Music

11.

Elementary 12.

Jr. High

School

Is there a summer school program? Type: Makeup Enrichment What was summer school enrollment

_____ Any cost to pupil s? Advance Credits last year? high and high school _ Jr. High

13.

Is there an annual "academic inventory" to see i.f junior pupils are taking the courses they ought to take? What is the average High School class size this year? Elementary

________

III Pupil Welfare

1. 2.

Are permanent

cumulative

records

kept on each pupil? school in general compare with others in

How does the achievement your area?

of your high

Area With respect to standard tests Av. With respect to college entriesAv. With respect to college grads Av. With respect to other post-high schools as nursing, bus., sec. Av. 3.

State Above Above Above Above

-- --- --

Area

State Area Below Below Below Below

State

------

----- -----_

Do graduation diplomas designate exact course (See Conant and Rockefeller Recommendations) How is pupil course selection determined Pupil choice by self Guidance Counselor in on Choice Aptitude and Int. tests Other

successfully

completed?

4.

in high school? Parent choice Parent Pupil,

Check. _ _

conference~ parent, school

-4-

5.

Are there any recurrent behavior problems in the school? That are or may become serious to area school? Truancy Theft Tobacco

---------

---------

Abuse of automobiles Alcohol Narcotics Academic indifference Other or co-operate with other

Destruction of property Safety negligence Could Jaycees work with youth concerned with the problem? 6. How do pupils Bus Parents

groups

agencies

get to school? By approximate Elementary

percentage. Jr. High

High School

drive ---------------------------------------------------_ _

Pupi 1 dr iv es Bic yc1e Walk Other Are there any safety Jaycees can possibly List Here. 7. Are there written puni shmen ts? Are these enforced

---------------------------------------------------------------------------------hazards to pupils help with? getting to and from school that

policies

governing

pupil disciplinary _ Parents

standards of them?

and

uniformly?

aware

8.

What policies govern promotion? Age for grade _ Physical size for grade Social promotion What approximate time jobs during Has this created per cent of pupils the school week? _ academic problems? age? in high

Academic success Combination Other school (9th and up) have part-

9.

10.

What

is the legal drop-out

What is the pupil drop-out rate? By grade--9th 10th Ilth How does this compare wi th near-by schools? Above Same What are the main reasons? Money Lack of motivation Support family No suitable program Indifferent Marriage It-H-i-d-d-e-n Tui.tionltcosts -_-_-_-_-_-_-_ 11. What happens to graduating seniors by approximate Armed percentage?

12th Below Soci.al home

College

Tech. of Bus. Trg. Direct employment 12.

Nursing Marriage

forces

What scholarships are available attached sheet.) 1. List source 2. Are these adequate? Is a guidance system available What is the ratio of full-time

each year to seniors?

(Use separate How long the set up?

Amount per grant Is the school sati.sfi.edwith in elementary guidance persons Elementary 1Average

13.

Jr. Hi.gh _ Hi gh to pupils? 1Jr. High __ 1_- _ High Need grade i.mprovement in reading level?

14.
15.

How is student

morale?

High

What per cent of high school What is done for them?

students

are below

-5-

16.

Have there been complaints that graduates are poor spellers? Is phonics training given in lower grades?

IV.

Teacher

Welfare certified

1.

What is the beginning salary and maximum salary for a teacher with a Bachelor's degree _ and and Masters degree and Doctorate degree How long does it take to reach this maximum? What portion of the salary Local funds State funds What salary increases have is from Federal Other there been funds

2.

3. 4.

in the past 5 years?

How do salaries compare About same To other states nearby? Is there a differential What other "fringe"

-----

to other Above

About same Above Below for high school? for men? persons with dependents? benefits are avai.lable?

----

near-by school Below

----

districts? _

5.

How many teachers are employed in the district? How has this grown the past 5 years? 1960 1959 1958 1957 What is the annual rate of turnover? 1959

1956 1958 _ 1957

6.

-----

How does this compare to other near-by districts? What are the main reasons for turnover?

Salary Social Professional advancement Family moving Personal Unknown _ Can the Jaycees help the school hold i.ts teachers? 7. Has the need for teachers been met the past year? Was the quality of applicants sufficient? What per cent of the teachers grades or subjects 9. During the school do not have full state certification

How?

8.

for the _

they are teaching? year, what percentage of teachers have part-time paid Prof.

(non-school) employment? _ What types of work? Clerical Sales Trades Labor Is this work of detriment to quality of professional service? What per cent of the teachers are men? Elementary Jr. High

_ High

10.
11.

What

is the approximate 1958

ratio of teacher 1957

to pupils? 1956 _

to

last year

Are teachers invited to join as active parti.ci.pants in civi.c, fraternal groups? Are they permitted to be active in a political party?

-6-

12.

If a problem,

what are the main reasons

prospective

teachers

do not come

to our city? Housing Cost of livIng Other __ Salary __ Pupil-teacher ratio Reputation of city Social Facili ties & plant __ Slow advancement Distance from graduate study centers 13. 14. Is there an adequate supply of qualifIed substitute teachers? Below Average

Is faculty morale Above Average Average Can Jaycees do anything to help this factor? How? What do teachers do during the summer? Gradua te School Non-professional Employment Professional Employment Do local businessmen help place teachers How close are nearest colleges

____

15.

Approx1.mate per cent.. Travel Homekeeping Other in summer?

16.

or universities?

V. 1. How adequate are the school

School

Facilities

and Materials _

libraries?

Are records kept of circulation? How many volumes in respective schools? (List on back) Does this indicate a special project need? 2. How are text books pai.d for? Combination ---District State Pupil Is there a fund for poor students If they must pay for books? Do schools have What is needed? Do the schools What 5. 6. Elementary is needed and use adequate audio-visual aids?

3.

4.

have

adequate

science

equ1pmen~?

Jr. Hi gh Hi.gh School that Jaycees may help obtaIn? or TV stations avaIlable for educati.on purposes? in each classroom?

Is use made of area radio Are needed reference What is needed?

materials

7.

Are there any critical materials? Is there a school Are there adequate all pupils during What is laCking? Are facilities than varsity store

short-or

long-range

need

of facili.ties or

8. 9.

for purchase

of student

materials? and equipment available to _ _

physical the school

recreation day? .

facilities . school

available

i.ndoors after

under

supervi.sion to other

and JV sports?

or cutdoors?

-7-

Good intermural 10.

programs? for co-operati.on between the public libraries

What arrangements are there and the school libraries? If none, What? should there be?

11.

Are the school facilities and/or and used by community groups? Which?

grounds By Whom?

and buildings

available

to Fees?

Rental

1.
2. 3.

VI,

Administration

1.

What is the breakdown of administration your district? (draw on back) Does the district have sufficient

(the table

of organization)

for

2.

administrative

and supervisory

staff?

3.

How are the administrative

personnel

selected?

Superintendent's recommendation Board Faculty participation Combination _ From within the system Outside system _ Open Have political considerations been a problem? Has nepotism been a factor? ----------------------------------------4. What provision is made for the in-service of the teaching and supervisory staff? Is the administrative Room What staff training and professional growth

5.

paid adequately? Below average custodians) Below for area for area

for improvement about service staff?

Average (secretaries~rivers, Average

Room for improvement 6.

average

Who operates and who pays for bus transportation? 0= Operate P= Pay State Contracted Parents ---School Is it fair to all? Is it adequate?

--------

7.

Does the district need any modern administrative office equipment for more efficiency? What? Plans made to get some? When was the district of high school agency? What were the results?

devise,

techniques

or

------------------------------------------last evaluated by an accrediting

8.

------------------------------------------8-

VII,

Buildings

1,

What buildings

l.

are obselete

or in need of replacement?

(list)

2. 3. Any plans for replacement? 2. What buildings enrollment? 1960 What buildings or classrooms are needed 1962 have been added to provide for increased

1965 (list)

3.

l.

in the last 5 years?

2. 3. 4. Are there any critical maintenance Any fire or safety hazards? Specify, if any. Have builders fulfilled problems? _

5. 6.

their contracts

satisfactorily? is paid by State need expansion or construction?

What approximate per cent Local district What special purpose

-------Federal

of maintenance

7.

buildings

or facilities

8.

What per cent of expansion State Local

or new construction

is provided

by

Other to beautify

(approximately) the school property?

9.

What

steps are taken or need help with

to be taken

Can Jaycees 10. Physical

any of this? attractive? _

appearance

of classrooms

Well lighted? Adequate size and furniture?

VII 1. Finance
(see list of helpful 1. references in back of manual) list on back 1955 if you _ _

What was the total school budget (study main breakdown, wish) for the past year or present school year? Give total for 1958 1957 1956 Above is optional if it will be of help. Has budget grown with expanded enrollment? Does the budget costs? show detailed justification of education

2.

and administrative

3.

What is the per-pupil

expenditure

in the district?

-9-

How does it compare with nearby National Ave. $268. (1956-57). 4.

districts?

State

Average

Who is responsible for preparation of the school Are there public hearings on the budget? Does the public participate constructively? Would public hearing build public interest? Are your local school funds Are district employees with

budget?

5.

safe-guarded? ----.----financial responsibili.ties bonded? for the present

6.

What are the sources of district or local school funds year? Comparison if possible $ Dollars Percent (%) Year $ Local property tax Other local tax State aid Federal aid Total What is the total assessed valuation of taxable

------------------------------------property for school

7.

taxes? and recent years When was the last reassessment? What is the assessment per pupil that can be drawn How does it compare to nearby districts? 8. How do local school About 9. same tax levies compare with nearby Lower

on?

districts?

Higher

What is the present bonded indebtedness of the district? What is the legal limit? What per cent of local budget is for debt service? What is the incidence of tax delinquency? *10% considered allowable in planning Can this record be improved? How does your community or district's compare to actual effort being made? Average effort Below ability average to support schools Above in past dollar-wise

10.

11.

average 5 years?

12.

What per cent of bond referendums Can we find why and possibly

have been rejected this in future?

correct

IX. School 1. Who are the members of the local school

Board and length of service?

board

1.
2.

3.
4.
legal

5.
6.
qualificati.ons

7.
8.
required for the job?

What are the particular minimum (list on back if you wish) 2. How are school Appointed board members By Whom

selected? Elected How Often

-10-

3.

Is the community satisfied with the present system? Are there any detrimental effects from elections or appointment? Does election coincide with state or federal election days? What approximate per cent of eligible election? Could Jaycees help improve this? Does the school board enjoy voters, voted in the last board

_ _

4.

5.

public support? Average

Below

Average

Above

Average

By School personnel Parents Business persons Civic groups City governments 6. What

1.

are the major

legal responsibilities

of the board?

List.

2. 3. 4. Are these carried Are these factors 7. Does the board out to public satl.sfaction? __ which limit board effectiveness? to the chief school administrator _ and the administrator? _

give full confidence

in the executive operation of the schools? Is there any serious conflict between the board 8. Does the board allow open meetings? What exceptions are made? Are for What The Can sufficient and qualified candidates school board elections? about the last election? one before that? Jaycees do something here?

9.

available

to i.nsure competition _

X. 1. Who is responsible Who performs 2.

Public

Relations _

for flow of school preparation

i.nformation to the publi.c? to media?

the actual

of releases

To what extent do parents and others actually (check) Seldom Elementary Jr. High High School Board Meetings Can Jaycees help improve this? How? Are qualified Seldom laymen invited

visit the schools? Sufficient

Too Much

3.

to speak to assemblies Often

or classes? Occasionally

-11-

4.

Is there a written history of your school Record of outstanding alumni kept? What lay groups List 1. PTA 2. 3. have recently

available?

5.

or currently aided What done?

the school?

6.

Has your school district made use of public opinion (To determine public attitudes toward the school?) Committee working guide #2 for a questionna1.re.) What were results? (use back) Can Jaycees help here?

questionnaires? (See Citizens

7.

Is there co-operation with respect to Curriculum Bond issues

between

local

business,

community

and the school

----------public voted

Pupil job placement Summer jobs for teachers interest in education Average and schools? Below _ Average

8.

Is there a continuing Above Average

9. 10.

What per cent of eligible What specific measures to the public. Check. Annual printed reports Class renuions American Educ. week

in last bond referendum? use regularly PTA Personal Concerts to get its story _ staff contact & musicals

does

the school

----------------------------

Weekly news articles Articles from time to time TV and radio Superintendent newsletter Principals newsletter School papers Other Can the Jaycees 11. Is the school help

Plays Sports events Speaki.ng to 1ay groups School elections School referendums Professional meetings communicat:ion planned, of facts? and continuous need is placed for each _ before

--------------------strenghten relations public organized

year? Or is it just organized the publ ic? Can Jaycees help 12. What What 13. _ this?

and planned

as a specific

are the strong are the weak

points

of reputation

about

our schools?

points

or complaints? of school organizations and groups

What is the function as the PTA, Citizens Function Effectiveness

and effectiveness Committees.

Good answered

Fair in communicati.ons

Hinderance and publicity

11.

Are taxpayers' legitimate questions about school needs and programs?

-12-

15.

Does the public in general understand modern What means are used to inform the public? How effective is your present Needs public much relations

teaching

procedures?

16.

effort?

Good Fair How can Jaycees help?

improvement

-13-

C. Successful Projects - The Ii st found in th i s manual shows over 40 projects that have been used by chapters throughout the nation. Digests.of many of these.are on file at.national. This list should,by all means be consulted before any final decision is reached.

plans to accomplish the project, whether alone or in co. operati on wi th other group s. The chapter may wi sh to set up short-range goal s, long-range' goal s .or both.

Project Approval
Once the chapter decides on the project it wi shes to tackl e, approval must be obtained from the. school admini stration. It would be unwi se to by-pass the board on a proj ect they did not endorse. The Jaycees sh'ould make presentation of their final project choice to the board in person rather than shift this responsibility to a board member or administrator.

Analysis

of Needs

. A local should add its own ideas to the list of suggested projects, analyze all of these, then determine the best project or projects. The chapter should draw upon its past,experience and present capabil ities in making the deci sion. At this point, the chapter: should also sketch out how it

"

... Enlist the most logical groups, such as PTA, citizens committees, American Association of University Women, veteran groups, civic clubs, Leogueof Women Voters. They may join, support, advi se or donate mon ey or you may jo in wi th th em on their project. Have all organizations involved approve and refine project. Form a joint-executive committee for coordination. Assign responsibilities and chairmanships equally, fairly. Share the credit. Be willing,even to playa minor role.

3. Long Range Community Program - Your chapter may decide that the situation in your school scali s for more community-wide effort than you can:do alone. This approach has been used successfully by several thousand citiiens committees. After chapter approval of' the long-range need and program, merits of the proposal' should be discussed with a sampling of informed leadership in the community; If' the school board, informed leaders and Jaycee chapters are all enthusiastic, community leaders from many areas and groups should be invited to an organizational meeting. The Jaycees will be host for the first meeting and set up the agenda. It may include the following: , 1. Reports from the Jaycee survey committee. 2. Endoisements from the sc'hool or other groups. 3. Di scussion of needs, desires and purposes of beginning a community-wide education effort. 4. If the situotion is favorable,' specific proposals should be iedu.le as funds needed. ' made to form on organization to conduct a broad school EstImate a check 01') progress and "coordination. .', development program. One such group that has done out1. Set up a t;;;tative budget; standing work is the "Citizens Committee for Better 2. Determine possible sources of funds. Schools." This type citizens' organization has only the 3. When you are certain of funds, finalize budget. philosophy that better schools make better communities. 4. Keep records of income and expense for report. If you think your community is in urgent need of professional Publicize Activities. One person should handle publicity and help beyond your capabilities, you can get helpful advice this involves the public domain (schools), be sure to clear on "Citizens Committees" by writing to the National Jr release through the school office for tim ing and facts. The Citizens Council for Better Schools, 9 East 40th Street, New 1001 will apperciate your coop~ration. Standard form of who, 'York 16, New York. at, where, when, why and h6wiri the first two or threepara~ .. If.~ decision is made to form a community-wide group for ,phs is needed. As usual, type and double-space your,releas'e. school de~elopment, the Jaycees should be willing to have their neyour release dates to be fair to all your media. own ideas enlarged or modified and to work in cooperation as a Interim and Final Report. If the proj ect is spread out over the. member of the new group. Normal Jaycee extension activity can Ir, you will need interim reports to di stribute to the chapter, 'be'a good guide for getting the new group underway. 1001 and other interested groups. This, and the final report, luld show action taken, 'accompl i shments to date, problems, Final Action ommendations and financial repo~t. , , A. Report. Whether on their own, with others or sparking a Co.operative Projects Chapters with broad, successful commun ity-wide organi zation, the Jaycees wi II want to see that nmunity experience may want to start off on bigger scale actia report i s m~de and that it is made publ ic in order to gain wider y involving other 'groups; It i ssuggested that newer chapters awareness of school needs . their feet wet slowly on the smaller projects on their own. As B. Re'-evaluation. At the end of the year, the chapter should !'f develop confidence, they can branch out more to the larger look over what it has done, what it left undone and what, if anynmunity context. ' . 'thing, should beplanned for the next year. If the chapter will have Once you have determined several project areas with chapter patience with a slow start and the wisdom to let itself mature in lTaval, contact co-sponsors or cooperote with other interested this field, it will become a valuable asset to the school. ups.

vey, evaluate, plan and :produce is. the formula ,.Once .the pro:thashadchapter and school approval, the job can:begin.Three ;sible types of operation are listed below. By Jaycees Only - If your chapter feels they can or want to Idle a project on their own, the following is normal procedure. Define the proj ect. Write down the exact probl em, your specifi c ectives and results desired. This pro.cess should show what plan to accomplish by way' of action and also the intended ect'on the school proble'm or need.' '" Decide what non-Joycee contacts are needed.' If .0 Civic 'or 1001 group has worked on a similar project; you will want to lefit from their experience., . You wi,ll also w'ant to set up 0 ison contact with the school. Nc:iwis also the time' to'plan ,'ercontacts you may wi sh to use for influence, money, advice facilities. Be sure to check for professional kelp that may be Iilabl e.. " .' Selection of the chairman. Your 'chapter 'mdy ha'vedone tlits 'lier but it could be wi ser to'hoveyour 'final choice tdke place eryour chapter knows just what you intend to do and the sco'pe the undertaking. The chapter should avoid selection of a chairn or key committeeman who has an "ax to grind" against the 1001 or board. This would defeat the entire purpose of the pro:t. Each club has some members who have a,natural interest in Jcation. Watch them blo'ssom out 'on th'isprojec'i.' . Set a timetable. You will need an over-all schedule to check' , progress of details in the project o'peratiofl. 'The chairm'an also the responsible chapter officer should review the

informing the public

It has been stated by leading citizens interested in educatian that an infarmed public will support the schools. Never before has there been a greater need of on adequate and accurate flow of information from the schools to the public. Information means understanding and trust. There are a number of things Jaycees can do to help. simple as house-to-house distribution of an annual report asking the public to read it by personal invitation, or it may be part of a wider promotional effort, unique and new to the community. (4) In your planning, consider that most material sent horT1e by pupi Is is often unread, and mo st parents do not read school news or go to PTA meetings. (5) Any projects you carry out will also bring public attention to some phoses of school needs and give you a chance to bring to light other needs and problems. Much help can be obtained from Citizens Committee publications. (6) Speakers Bureau. On some key issues either immediate or long range the school may welcome the Jaycees speak ing before community groups. This is a firsthand way to give adequate and accurate facts about the schools. It is often far more effective if friends of the schools speak in their behalf.

(1) Through your Survey Guide, you can determine what facts the public needs to know and what media are being used (or not being used) by the school to get its story to the public. (2) You will need to consult the school to see if such help will be welcomed. You will wont to inform the public on the matters most important to the school system. You will olso wont to consider whether your ideas of giving informotion will duplicate, supplement or replace those of the school. (3) If the school welcomes such help, you can jointly determine how your chapter can best help the school. It moy be os

leadership training
Probably no phase of local government in this nation is closer to the Jaycees than their schools, for most of us have, and will have, children in the schools for a long time to come. The purposes of this project in giving leadership training involves the following: 1. Educate and involve young men in education. Jaycees are not only parents, but tax supporter.s of the schools and prospective school board members. Working on education projects may open the door to wider community service. 2. Leadership Experience. Through activity as being a member of the Speakers Bureau for the schools, a Jaycee can get valuabl e speak ing experience. He can al so benefi t and learn from attendance at school board meetings, project work with school official, helping i,l school board elections, being a candidate for the school board and helping represent school needs before legi slati ve bodi es. There is also the chance of being a member of a wider citizens Advisory Committee or state level Education Committee. He can move from local acti vi ty to PT A Ieadersh ip or as Jaycee state chairman for education. Lastly, in that education is anincreasingly large item in any local or state budget, a Jaycee can porticipate in the education committee of his politicol party or go on with thi s background to an elected office in local or state government.

awards
On the local level, a project competition. recognition. in School Your Development chairman should can enter be your regular club eligible for awards also Lastly, even though we have no special national level project area in education for awards, you can sti II enter your scrapbook s on School Development in Public Affairs, Classified Awards. Needless to say, you will want to give appropriate recognition to members of your local community, school administrator, school board members or any others who helped you on this project. Even though this may not be a state level you can probably enter it as Public Affairs, at Yotlr annual state convention judging. program for awards, Classified Awards

successful proiects
Ch.ek
101.

on

Ihal

survey

may

indl cote

need

I.

O,gani zalion 1. Di stri ct Reorgooi lotion Curri eulum 1. Curriculum Re .. lion Seminar. i 2. Hobbv Club Sponso,ship Pupil Wela,e 1. Scholastic Reeognilion" 2. Higher Education Scholarships" 3. Vocational Guidance Aid - Career Day. 4. S'ud.nt Drop.Out Problem' S. Cia lor Ihe Reto,ded" 6. Cia lor Ih. Gi lied 7. Sludent Job Placement" a. Youth Fitne - Jr. Olympics" 9. Science Seminars lor Tolenled 10. Science Fair Spon.orship 11. Sal.ty Patrol Sponsorship 12. Jr. Coll.ge Promotion 13. Adult Edueolion Promotion 14. Citizen Scholarship Foundations"

I'.
III.

IS. F,uture Teacher Scholarships" IV. Teacher Welfare 1. Teacher Retention' 2. T each.r Recruitment3. Repr entotive Young Teacher 4. Raising Teacher Salaries' S. Have Teachers Join Jaycees 6. Teacher Recognition Teacher the Year 7. Teacher Welcome Programs a. Scholarships lor Teoche 9. Teacher Summer Jobs 10. American Educolion Week 11. Reliring Teacher Recognilion 12. Jeocher Apprecialion Nighl V. Mot.riols and Facilities 1. School library Aid' 2. Science Equipment Proiect 3. Physical Educolion Equipment 4. Playground Equipment VI. Administrolion 1. School C.nsus Taking 2. Banquets Honoring Admini Ifrator" 3. Support School B.lore Legislalive Bodies'

01

Bu; Iding. 1. Promote Approval 01 Bonds 2. School Beaulilication VIII. Finance 1. Promote T ox Mea .ur a I R I r n. dums 2. Promole Reas.essmenl 01 Properly 3. Get Oul the Vat on R lerendum." I X. School Boord 1. Gel Out Vote on EI ctions 2. Urg Good Condidales 10 Run 3. Allend Boord Mtin g s 4. Jayce Condidate lor Boord" X. Public Relalions 1. Beller 2. School Schoo I s Work shop s Public Relalion. Aid

VII.

S. School

3. Lay Speakers Bureau' 4. School and Indu.try Day.' and Governmenl Day s' 6. Citi zen. Adv; sory Counei" 7. Public Forums on School. 8. Spark a Citizen. Commilt 9. Education TV Forum e state Ivel.

'Denotes

*D.notel

projectl critical

workable

on

areal.

SCHOOLS AND COMMUNITIE.S NUD EACH OTHE.R, and Community Schools are helping bring them closer together. "It is apparent that the educational functions of schools are endangered by conditions that come into the schools from the surrounding community .... It is in the conduct of an appealing educational program that the school and the community must come together. In effect, the entire environment must educate, and everyone within this environment must become both educator and learner." John Goodlad, Dean of the UCLA Graduate School of Education, to the NCEA Convention, December 9, 1982

A Strong Nation Needs Strong Public Schools

Community Schools ARE Strong Schools

NATIONAL EDUCATION

COMMUNITY ASSOCIATION

1201 16th STREET N.W., #305 WASHINGTON. DC 20036

THE SPECIAL NEED FOR

COMMUNITY SCHOOLS
Why is the number of Community Schools growing closed? The answer is simple: Community Schools groups in a community.

while public schools are bein~ are designed to serve all age

About 72 percent of all current taxpayers do not have children in school. and schoo enrollments are projected to increase only slightly this decade. By 1990. more thar one fourth of our population will be 50 or older. We know that when parents lose direc contact with schools, they also lose confidence in public education. Can public education continue to involve less than a quarter of the adult population, operate fo less than a third of the day, and deliver education only to those between the ages of ~ and 18? The answer is no, and Community Schools are doing something about it.

What Community Schools Are Doing

In Sandy. Oregon, grade school children make weekly visits to a nearby nursing home ani participate in various activities with senior citizens in a "Silver Threads Among the Gold program. In Lee County. Florida. a school slated for closing was turned into a Community School tha offers health services, meals, counseling, and recreation in addition to its traditional education program. Its funding base was expanded with these new cooperative program~ In five rural communities in Arkansas, high school students are learning practical skills whil, helping to improve the economic base of their areas by participating in a "School-Basel Development Corporation" program. In Sunnyvale, California. a Community School program developed in cooperation with othe community agencies reduced vandalism by 33 percent in the first year. In Derby. Kansas, the local Community School citizens council campaigned in a specia election to approve $50,000 for a community education program: that measure was passed
to 1.

In Gloucester County. Virginia. various community agencies received more than $90,000 il additional services without increasing their budgets; this was possible because of interagency cooperation facilitated by community education. In a two-year period. mOrE than half the county's population participated in community education activities not relatel to the K-12 or extracurricular programs, In St. Louis, Missouri, a Community School has changed its traditional adult education format to one that emphasizes social and family services. With the help of cooperating aaencies, Droarams are now tarqetinq real life needs in an urban society.

How It Works

Community education doesn't prescribe a pre-arranged program designed to meet the need of every community. Instead. community education offers a process by which eaCi community can identify its own problems and solutions. using its own unique resources. Community schools have these things in common: Local citizens are Involved in planning and decIsion-making through communit' advisory councils. The schools are open to everyone in the community. for extended hours. anc emphasize lifelong learning. The K-12 curriculum is enriched through use of community resources in and ou of the classroom. Educational enrichment and recreation opportunities are offered to youngster: before and after school.

Adults are offered numerous opportunities for social. cultural. recreational. an< educational programs. Delivery of services from community agencies IS coordrnated to eliminate wastE and duplication. HERE IS WHAT IS NEEDED to change a traditional school into a Community School: Community awareness and support. Endorsement by school administrators and community policy-makers. Cooperation of community leaders and other citizens.

A specific person, usually called a Community School Coordrnator. to serve a~ a link between the school and the community.

YOU CAN LEARN MORE

Share these ideas with others in your community Find out more. In every state, there is a Community Education Center either in a university or in the State Department of Education. The Center has informational materials, including films, to explain to interested citizens and community leaders how community education works. Call the National Community Education Clearinghouse (toll-free: (800) 4248874) to find out about the Center serving your area. Visit a Community School. Call us, and we'll tell you where to find a working model near you. JOin your State Community Education Association or the National Community Education Association and get involved in the Community School idea.
-----------------------------------------NATIONAL COMMUNITY EDUCATION ASSOCIATION 1201 16th Street NW. =305

WHAT WE KNOW
Extensive evaluation of community education programs shows that: School-community relations improve. The use of school facilities for community activities increases. The Community School's staff and services are valued by community members. Citizen involvement in the schools increases. Cooperation between schools and community agencies increases. Vandalism, delinquency, apathy, and other school-community problems are reduced. The number of volunteers in the K-12 program increases. More efficient energy use results from full occupancy of all or part of a school building. The cost of a Community School program rarely exceeds one percent of the total school budget; in most cases, it is far less.

Washington. DC 20036 (800) 424-8874 Name Address City, State, Zip Telephone _ _

o Send me Informatoon

about Joonong the National Community Education AssocIation

o Send me onformation
about )olOlng my State Community Education Association