document resume ed 092 433 french, sally, ed. · ed 092 433. author. title. institution. pub date....
TRANSCRIPT
ED 092 433
AUTHORTITLE
INSTITUTION
PUB DATENOTEAVAILABLE FROM
EDRS PRICEDESCRIPTORS
DOCUMENT RESUME
SO 007 526
French, Sally, Ed. .
Southeast Alternatives, 1974. [Minneapolis PublicSchools.)Minneapolis Public Schools, Minn. Special SchoolDistrict 1.Mar 7459p.Southeast Alternatives, Rm. 206, Tuttle School, 104218th Avenue, S.E., Minneapolis, Minnesota 55414($1.00)
MF-$0.75 HC Not Available from EDRS. PLUS POSTAGE*Alternative Schools; Community Schools; DiscoveryLearning; *Educational Innovation; ExperimentalPrograms; *Experimental Schools; Federal Aid;Humanization; Individualized Programs; *OpenEducation; Open Plan Schools; *Public Schools;Relevance (Education); Research Utilization; StudentCentered Curriculum; Ungraded Schools
ABSTRACTSoutheast Alternatives describes six elementary and
secondary schools -- the result of a 1971 proposal for Federalfunding for experimental schools to bridge the gap betweenexperimentation and actual school practice and for evaluation of theeffort. Discussion of the mechanics of implementation, includingorganization, governance and finance, and support facilities, such asthe Teacher Center and Television and Media Studio, describes eachschool in its larger context. Tuttle Contemporary School, placingpriority on acquiring basic skills with new techniques in thetraditional classroom, Pratt Continuous Progress School providing aself-paced curriculum in basic skills, and Marcy Open School applyingdevelopmental concepts and student participation in activity planningto achieve self-confidence -- all provide elementary education inSoutheast Minneapolis. The Southeast Free School for students fromthe age of four aims to build confidence and awareness withinstudents so that they will want to learn necessary skills.Marshall-University High (MUH) School provides education options andexperimentation in the school and community. MUH includes a specialeducation program and a transitional program for grades six, seven,and eight. (JH)
'1
tr 414
p
f
S D
EP
AR
TM
EN
T O
F H
EA
L T
ME
DU
CA
TIO
N&
WE
LFA
RE
NA
TIO
NA
L IN
ST
ITU
TE
OF
ED
UC
P T
ION
TH
IS D
OC
UM
EN
T H
A, B
EE
N R
ipka
DU
CE
D E
XA
CT
LY A
S R
EC
EIV
ED
FR
OM
TH
E P
ER
SO
N O
R O
RG
AN
IZA
TIO
N O
RIG
INA
TIN
G IT
PO
INT
S O
F J
.E,N
OP
OP
INIO
NS
ST
AT
ED
DO
NO
T N
FC
ES
SA
RIL
r R
EP
RE
SE
NT
Ori
ICIA
L N
AT
ION
AL
INS
Tiru
TE
OF
ED
UC
AT
ION
PO
SIT
ION
OR
PO
LIC
Y
, 11Z
-
I
44
411
, fd
4ff.
HI
al°
N't
kit
lr
;if
Pr
ED
UC
AT
ION
IS
"Edu
catio
n is
a p
hilo
soph
ya
posi
tion
on th
e qu
ality
of l
ife. P
artic
ipan
ts in
edu
catio
n se
rious
ly a
skth
emse
lves
, "W
hat d
o w
e w
ant t
he w
orld
to b
e lik
e?",
and
"W
hat k
ind
of e
duca
tion
will
con
trib
ute
to th
atw
orld
?" W
e be
lieve
in e
duca
tion
that
not
onl
y re
cogn
izes
the
long
-sta
ndin
g pr
oble
ms
inou
r so
ciet
y bu
tm
ore
impo
rtan
tly, g
rapp
les
with
the
task
of h
elpi
ng u
s le
arn
how
to b
uild
a b
ette
r so
ciet
y. W
e w
ant o
urso
ciet
y to
be
hum
ane,
whe
re p
eopl
e re
late
to e
ach
othe
r as
hum
an b
eing
s. W
e w
ant p
eopl
e to
be
them
-se
lves
, to
deve
lop
thei
r ow
n st
reng
ths,
to e
xplo
re th
eir
own
wea
knes
ses,
to w
ork
prod
uctiv
ely
at ta
sks
whi
ch w
ill c
ontr
ibut
e to
sat
isfa
ctio
n bo
th fo
r th
emse
lves
and
for
othe
rs. W
e be
lieve
peo
ple
shou
ld b
e ab
leto
rec
ogni
ze p
robl
ems
to b
e so
lved
, and
to h
ave
the
reso
urce
s to
wor
k to
war
d so
lutio
ns. W
e be
lieve
that
peop
le s
houl
d be
ope
n to
cha
nge,
be
able
to c
ope
with
cha
nge,
and
yet
str
ive
to k
eep
wha
t's g
ood
ofth
epr
esen
t."
Tab
le o
f C
onte
nts
Page
Intr
oduc
tion
2
A m
ap a
nd s
choo
l loc
atio
ns5
Que
stio
ns P
aren
ts A
sk6
The
Alte
rnat
ive
Scho
ols
Prom
isin
g Pr
actic
es42
Cur
ricu
lum
42G
over
nanc
e44
Com
mun
ity E
duca
tion
46
Tea
cher
Cen
ter
48
Eva
luat
ion
50
Cha
rts
52
Publ
ic I
nfor
mat
ion
(vis
itatio
n)53
Bud
get
53
Min
neap
olis
and
the
Indi
vidu
al54
1
MA
Y 1
3
Whe
re it
all
Beg
an
;,t.
17et
itetlf
titit
UC
DC
11
UC
DC
The
Com
mun
ity
R
St
; I I /
0Ji
ngo
6obW
rdi
scou
ntlE
O
Div
ersi
ty is
the
hallm
ark
of c
omm
unity
life
inS
outh
east
Min
neap
olis
, whe
re 3
0,00
0re
side
nts
mak
e th
eir
hom
e.W
idel
y di
fferin
g lif
e st
yles
, inc
ome
leve
ls,
relig
ious
belie
fs,
educ
atio
nal b
ackg
roun
dsan
d oc
cupa
tions
cha
ract
eriz
e th
is u
niqu
ear
ea. N
ear
the
fact
orie
s, r
ailro
ad y
ards
and
flour
mill
s w
here
inde
pend
ent s
mal
l bus
i-ne
ss fl
ouris
h, th
e im
posi
ng p
rese
nce
of th
eU
nive
rsity
of M
inne
sota
mak
es it
s co
ntrib
u-tio
n to
that
div
ersi
ty.
2
6+1.
4194
4,
Act
ive
invo
lvem
ent i
n th
e lif
e of
the
com
-m
unity
is c
hara
cter
istic
of m
any
Sou
thea
stre
side
nts.
Bec
ause
of t
he v
arie
ty o
f the
irba
ckgr
ound
s, in
volv
emen
t ofte
n ha
s le
d to
conf
licts
ove
r is
sues
and
idea
s. T
his
conf
lict
of li
fe s
tyle
s an
d va
lues
rat
her
than
bec
om-
ing
a de
terr
ent o
f cha
nge,
aid
ed th
e de
velo
p-m
ent o
f the
exp
erim
enta
l sch
ools
pro
gram
that
now
ser
ves
the
man
y ed
ucat
iona
l vis
ions
of th
e co
mm
unity
.O
n .S
outh
east
Mai
n S
tree
t, ov
erlo
okin
g th
eM
issi
ssip
piR
iver
, sta
nds
the
first
sch
ool
hous
e in
Min
neap
olis
. It i
s in
deed
app
ropr
iate
that
the
inno
vativ
e al
tern
ativ
e pr
ogra
m o
c-cu
rs in
Sou
thea
st, w
here
edu
catio
n fo
r M
ine-
apol
is h
ad it
s or
igin
s.
Wha
t Mad
e it
Pos
sibl
e,T
he P
roje
ctS
outh
east
Alte
rnat
ives
is a
five
yea
rfe
d-
eral
ly fu
nded
pro
ject
des
igne
d to
test
the
idea
that
com
preh
ensi
ve c
hang
ein
an
educ
atio
nal s
yste
m c
an p
rovi
debe
tter
educ
atio
n fo
r ch
ildre
n.R
ecog
nizi
ng th
atch
ildre
n le
arn
in d
iffer
ent w
ays
and
atdi
f-
fere
nt r
ates
, the
pro
ject
offe
rsch
oice
s of
alte
rnat
ive
scho
ols
to p
aren
ts, s
tude
nts
and
teac
hers
.T
he E
xper
imen
tal S
choo
ls p
rogr
amin
the
Offi
ce o
f Edu
catio
n w
as in
trod
uced
in 1
970
to "
brid
ge th
e ga
pbe
twee
n ba
sic
educ
a-tio
nal r
esea
rch
and
actu
al s
choo
lpr
actic
es."
The
Offi
ce o
f Edu
catio
n st
arte
dw
ith th
is
prem
ise:
"Sin
ce 1
945,
res
earc
h pr
ojec
ts,
dem
onst
ratio
nsan
d va
rious
kin
ds o
f exp
erim
enta
tion
have
gen
er-
ated
a w
ide
varie
ty o
f pro
duct
s. p
ract
ices
,an
d id
eas
whi
ch h
old
prom
ise
for
the
impr
ovem
ent
of A
mer
i-ca
n ed
ucat
ion.
Mos
t of t
hese
prom
isin
g pr
actic
es
offe
r im
prov
emen
t in
a sm
all s
egm
ent o
rcom
pone
ntof
the
scho
ol p
rogr
am. S
uch
effo
rts
to c
hang
e ed
uca-
tion
by in
nova
tion
have
had
limite
d ef
fect
on
the
tota
l lea
rnin
g en
viro
nmen
t bec
ause
each
ref
orm
repr
esen
ts a
rel
ativ
ely
isol
ated
cha
nge
in a
par
ticul
ared
ucat
iona
l sys
tem
. Dis
satis
fied
with
the
resu
lts o
fpi
ecem
eal o
r in
divi
dual
com
pone
nt c
hang
es,
educ
a-
tors
hav
e so
ught
the
oppo
rtun
ity to
addr
ess
the
need
for
tota
l cha
nge
by p
laci
ng a
num
ber
of th
ese
prom
isin
g pr
actic
es in
to o
pera
tion.
"The
firs
t pha
se o
f the
new
Exp
erim
enta
lS
choo
lspr
ogra
m o
f the
Offi
ce o
fE
duca
tion
is d
esig
ned
tote
st a
nd d
emon
stra
te th
ere
lativ
e ef
ficac
y of
com
-bi
natio
ns o
f pro
mis
ing
prac
tices
. By
supp
ortin
g a
limite
d nu
mbe
r of
larg
e-sc
ale
expe
rimen
tsof
com
pre-
hens
ive
prog
ram
s w
ith a
maj
or fo
cus
onth
e do
cu-
men
tatio
n an
d ev
alua
tion
of th
e pr
ojec
ts,
expe
ri-m
enta
l sch
ools
will
ser
ve a
s a
brid
gefr
om r
esea
rch,
dem
onst
ratio
n, a
nd e
xper
imen
taito
n to
actu
al s
choo
l
prac
tice.
"
In th
e sp
ring
of 1
971,
the
Min
neap
olis
Pub
lic S
choo
ls w
ere
invi
ted
tosu
bmit
aco
mpr
ehen
sive
cha
nge
prop
osal
for
afe
dera
l
gran
t. M
inne
apol
is s
elec
ted
asits
cen
tral
them
eal
tern
ativ
es in
edu
catio
n. N
atio
nally
489
scho
ol s
yste
ms
subm
itted
pro
posa
ls a
ndth
ree
wer
e fin
ally
sel
ecte
d.
'a
3
The
Sou
thea
st a
rea
of M
inne
apol
is w
ason
e of
the
eigh
t sys
tem
s se
lect
ed to
rece
ive
a $1
0,00
0 pl
anni
ng g
rant
todr
aw u
p a
final
prop
osal
for
a co
mpr
ehen
sive
K-1
2 pr
ogra
m,
Wor
king
und
er a
two
mon
th p
lann
ing
gran
tw
as a
team
of a
lmos
tth
irty
com
mun
itype
ople
, fac
ulty
, stu
dent
s an
d ad
min
istr
ator
s.O
n Ju
ne 1
, 197
1, fe
dera
l gra
nts
wer
eaw
arde
d to
sch
ool
dist
ricts
::1B
erke
ley,
Cal
iforn
ia; F
rank
lin P
ierc
e in
Tac
oma,
Was
h-in
gton
; and
Min
neap
olis
,M
inne
sota
.In
the
two
year
s. fo
llow
ing
the
orig
inal
thre
e gr
ants
, fift
een
othe
r si
tes
wer
ead
ded
in c
omm
uniti
es a
cros
s th
e co
ntin
enta
lU
nite
dS
tate
s. E
ach
is u
niqu
e in
its
own
right
, ser
v-in
g th
e ne
eds
of a
par
ticul
arto
ol c
om-
mun
ity, a
nd n
o pr
ojec
t can
be
held
up
asth
e
idea
l mod
el.
The
initi
al g
rant
aw
ard
for
Sou
thea
st w
as3.
6 m
illio
n do
llars
for
a 27
mon
thpe
riod.
In
sprin
g 19
73, m
any
com
mun
ity, s
choo
lan
d
adm
inis
trat
ive
repr
esen
tativ
es r
allie
d to
writ
ea
prog
ram
bud
get p
lan
for
the
final
thre
eye
ars
of fu
ndin
g. T
his
hist
oric
con
trac
t rep
re-
sent
s th
e fir
st ti
me
the
fede
ral
gove
rnm
ent
has
unde
rtak
en lo
ng te
rm a
gree
men
tsof
this
type
and
als
o re
pres
ents
aco
mm
itmen
t to
acco
mpl
ish
spec
ific
task
s fo
r sp
ecifi
c am
ount
sof
mon
ey. T
he fi
nal 3
3 m
onth
con
trac
t was
appr
oved
by
the
Nat
iona
l Ins
titut
e of
Edu
-
catio
n on
May
22,
197
3, m
akin
gth
e to
tal
five
year
bud
get $
6,61
7,89
9.T
he fu
ndin
g ha
s be
en a
rran
ged
by th
eM
in-
neap
olis
Sch
ool B
oard
and
N.I.
E. s
o th
atth
em
assi
ve s
tart
up
cost
s w
ould
dim
inis
h an
dth
at o
ver
a pe
riod
of fi
ve y
ears
the
fund
ing
leve
ls w
ould
dec
reas
e so
that
at t
he e
ndof
the
five
year
per
iod
the
scho
ols
inS
EA
wou
ld
oper
ate
entir
ely
with
inM
inne
apol
is P
ublic
Sch
ools
fund
ing.
Put
ting
it T
oget
her
..
.
The
Pre
para
tion
The
pro
ject
was
fund
ed in
Jun
e, 1
971,
and
beca
me
oper
atio
nal
in S
epte
mbe
r, 1
971.
Dur
ing
the
sum
mer
of 1
971
pare
nts,
facu
lty,
adm
inis
trat
ors
and
stud
ents
wor
ked
to m
ake
the
new
Sou
thea
st A
ltern
ativ
es p
rogr
am a
real
ity.
Stu
dent
s w
ho h
ad a
lway
s at
tend
ed n
eigh
-bo
rhoo
d sc
hool
s w
ere
now
con
fron
ted
with
a ch
oice
. Thr
ough
mai
lings
, mee
tings
and
door
-to-
door
vis
its to
exp
lain
the
new
pro
-gr
am, e
very
fam
ilyin
Sou
thea
st m
ade
aco
nsci
ous
choi
ce o
f an
alte
rnat
ive
scho
ol.
Sum
mer
wor
ksho
ps, r
efur
bish
ing
of e
xist
-in
g bu
ildin
gs a
nd d
evel
opm
ent o
f new
str
uc-
ture
s fo
r le
arni
ng, l
aid
the
grou
nd w
ork
for
ane
w b
egin
ning
in th
e fa
ll.P
aren
ts a
nd s
tude
nts
who
cho
se th
e F
ree
Sch
ool s
elec
ted
thei
r ow
n si
te a
nd s
taff
for
the
new
sch
ool.
Tog
ethe
r th
ey w
orke
d on
the
prep
arat
ions
for
laun
chin
g th
e fir
st p
ublic
lyfu
nded
free
sch
ool i
n M
inne
apol
is.
The
K-1
2 su
ppor
t sta
ff w
as s
elec
ted
and
they
beg
an d
raw
ing
toge
ther
the
goal
s an
dob
ject
ives
and
the
oper
atio
nal p
roce
dure
sth
at w
ould
pro
vide
gui
delin
es fo
r th
e m
onth
sah
ead.
The
goa
ls a
re e
vide
nced
in th
e en
deav
ors
of e
very
pro
gram
in a
deg
ree
that
var
ies
only
with
the
philo
soph
y, b
ut w
hich
are
cle
arly
iden
tifia
ble
in e
ach
prog
ram
.
""'Ir
tntf,
Lisa
Jam
ieso
n
GO
AL
S FO
R S
OU
TH
EA
ST A
LT
ER
NA
TIV
ES
The
Nat
iona
l Ins
titut
e of
Edu
catio
n an
d th
e M
inne
apol
is S
choo
l Boa
rd in
a p
rogr
ambu
dget
for
1971
-76.
sta
te th
at "
The
pro
ject
wilt
test
com
preh
ensi
ve c
hang
e ov
er a
five
yea
rpe
riod
com
bini
ng p
rom
isin
g sc
hool
pra
ctic
es in
a m
utua
lly r
einf
orci
ng d
esig
n. C
urri-
culu
m. s
taff
trai
ning
, adm
inis
trat
ion,
teac
hing
met
hods
, int
erna
l res
earc
h, a
nd g
over
nanc
ein
SE
A m
ake
up th
e m
ain
mut
ually
rei
nfor
cing
par
ts."
Sout
heas
t Alte
rnat
ives
will
:I.
Prov
ide
a ch
oice
of
educ
atio
nal a
ltern
ativ
es f
or s
tude
nts,
par
ents
and
facu
lty.
2. P
rovi
de a
K-1
2 co
ntin
uum
of
lear
ning
exp
erie
nces
.3.
Enc
oura
ge a
nd p
rovi
de o
ppor
tuni
ties
for
pare
nts,
stu
dent
s, s
taff
,ad
min
istr
ator
s an
d fa
culty
to p
artic
ipat
e in
the
educ
atio
nal a
ndde
cisi
on m
akin
g pr
oces
s th
roug
h de
cent
raliz
ed a
dmin
istr
atio
n.4.
Inc
orpo
rate
pro
mis
ing
educ
atio
nal p
ract
ices
with
in th
e cu
rric
ulum
and
deve
lop
expe
rim
enta
l pro
gram
s.
4
1974
-75
SO
UT
HE
AS
T A
LTE
RN
AT
IVE
SM
inne
apol
is P
ublic
Sch
ools
Offi
ce L
ocat
ed in
Tut
tle S
choo
l - R
oom
206
1042
-18t
h A
venu
e S
.E.
Min
neap
olis
, Min
neso
ta 5
5414
612-
331-
6252
TU
TT
LE C
ON
TE
MP
OR
AR
Y S
CH
OO
L10
42 1
8th
Ave
nue
S.E
.33
1-13
09K
-6 E
nrol
lmen
t23
7
SO
UT
HE
AS
T F
RE
E S
CH
OO
L91
5 D
artm
outh
Ave
nue
S.E
.33
1-43
18K
-12
Enr
ollm
ent
160
MA
RC
Y O
PE
N S
CH
OO
L71
1 11
th A
venu
e S
.E.
333-
6367
K-6
Enr
ollm
ent 3
20
PR
AT
T C
ON
TIN
UO
US
PR
OG
RE
SS
SC
HO
OL
66 M
alco
lm A
venu
e S
.E.
338-
4769
K-6
Enr
ollm
ent
464
MA
RS
HA
LL-U
NIV
ER
SIT
Y H
IGH
SC
HO
OL
1313
S.E
. 5th
Str
eet
378-
1824
Sen
ior
Hig
h 9-
12; T
rans
ition
al P
rogr
am 6
-7-8
Enr
ollm
ent
946
5
Map
dra
wn
by M
att W
ood
4111
1111
41/4
A
Que
stio
ns P
aren
ts A
sk...
.
CH
OO
SIN
G A
SC
HO
OL
IN
SO
UT
HE
AST
AL
TE
RN
AT
IVE
S
Cho
ice
mak
ing
has
beco
me
a w
ay o
f life
in S
outh
east
Min
neap
olis
. For
thos
e ne
w to
the
Sou
th-
east
Alte
rnat
ives
pro
ject
ther
e ar
e of
ten
ques
tions
on
how
that
cho
ice
mak
ing
oper
ates
. The
bro
-
chur
e is
an
effo
rt a
t des
crib
ing
wha
t the
SE
A p
roje
ct o
ffers
. Her
e ar
e so
me
freq
uent
ly a
sked
que
s-tio
ns w
hich
may
hel
p as
par
ents
con
side
r en
rolli
ng th
eir
child
ren
in th
e S
outh
east
Alte
rnat
ives
prog
ram
:
1. W
hat a
re th
e ch
oice
s of
alte
rnat
ive
scho
ols?
Par
ents
and
stu
dent
s m
ay s
elec
t the
SE
A s
choo
l the
y w
ish
to a
ttend
. Fiv
e ch
oice
s ar
c av
aila
ble.
foil:
on th
e el
emen
tary
leve
l (C
onte
mpo
rary
,Con
tinuo
us P
rogr
ess,
Ope
n an
d F
ree)
,an
d tw
o on
the
seco
n-da
ry le
vel (
Fre
e S
choo
l and
Mar
shal
l-Uni
vers
ity H
igh
Sch
ool).
Thr
ee c
hoic
es a
re a
vaila
ble
for
Mar
-sh
all-U
nive
rsity
juni
or h
igh
stud
ents
(gr
ades
6-8
) th
roug
h th
e tr
ansi
tiona
l pro
gram
, whi
ch p
rovi
des
optio
ns th
at a
re e
xten
sion
s of
the
Con
tinuo
us P
rogr
ess,
Con
tem
pora
ry a
nd O
pen
prog
ram
s.
2. W
hoca
nen
roll?
Chi
ldre
n in
Sou
thea
st M
inne
apol
is a
nd th
e C
edar
-Riv
ersi
de a
rea
may
hav
e th
eir
choi
ce o
f sch
ools
.T
hrou
gh O
pen
Enr
ollm
ent a
nd U
rban
Tra
nsfe
rs a
nd P
rinci
pals
Agr
eem
ent s
tude
nts
may
tran
sfer
from
the
city
to S
outh
east
if th
ere
is r
oom
in th
e sc
hOol
and
if th
era
cial
bal
ance
of t
he s
endi
ng a
nd r
ecei
v-
ing
scho
ol is
enh
ance
d. S
tude
nts
from
out
side
the
Min
neap
olis
Pub
lic S
choo
ls a
rea
may
enr
oll b
ut m
ust
pay
tuiti
on.
3. H
ow d
o st
uden
ts e
nrol
l?S
tude
nts
may
enr
oll b
y co
ntac
ting
the
coun
selo
r in
the
scho
ol o
f cho
ice,
or,
if tr
ansf
errin
g in
from
out
-si
de S
outh
east
and
Ced
ar-R
iver
side
, by
secu
ring
an a
pplic
atio
n fr
om th
e S
tude
nt S
uppo
rtO
ffice
tele
phon
e 37
6-45
73 o
r by
cal
ling
SE
A o
ffice
at 3
31-6
252.
4. H
ow c
an w
e re
ceiv
e m
ore
info
rmat
ion
abou
t cho
ices
of
scho
ols?
Cal
ith
e S
outh
east
Alte
rnat
ives
offi
ce a
nd a
sk fo
r pu
blic
info
rmat
ion.
The
offi
ce s
taff
will
be
happ
y to
answ
er q
uest
ions
. One
of t
he b
est w
ays
to d
eter
min
e w
hat c
hoic
e sh
ould
he
mad
e is
to v
isit
the
scho
olyo
u ar
e in
tere
sted
in to
gai
n fir
st-h
and
know
ledg
e ab
out t
he s
choo
l. C
ouns
elor
s,ad
min
istr
ator
s an
dco
mm
unity
res
ourc
e co
ordi
nato
rs a
re a
lway
s ha
ppy
to ta
lk w
ith p
aren
ts a
bout
the
alte
rnat
ive
that
will
hest
ans
wer
the
need
s of
the
indi
vidu
al c
hild
.
5. C
an m
y ch
ild r
ecei
ve tr
ansp
orta
tion?
Ele
men
tary
chi
ldre
n w
ho tr
avel
out
side
thei
r ne
ighb
orho
od m
ay r
ecei
ve tr
ansp
orta
tion
with
in S
outh
-ea
st a
s w
ell a
s ch
ildre
n w
ho c
ome
from
the
rest
of t
he c
ity in
to S
outh
east
. Cur
rent
ly w
e ar
e tr
ansp
ortin
gov
er 8
00 e
lem
enta
ry c
hild
ren
to th
e el
emen
tary
pro
gram
s. S
econ
dary
stu
dent
s m
ust p
rovi
deth
eir
own
tran
spor
tatio
n. O
pen
Enr
ollm
ent a
nd U
rban
Tra
nsfe
r st
uden
ts m
ay r
ecei
ve a
ssis
tanc
e fr
om th
e B
oard
.of
Edu
catio
n in
indi
vidu
al c
ases
whe
re th
ere
is fi
nanc
ial n
eed.
6. H
ow d
o I
know
my
child
will
rec
eive
a g
ood
basi
c sk
ill e
duca
tion?
The
re is
a c
omm
itmen
t on
the
part
of a
ll sc
hool
s to
pro
vide
an
exce
llent
bas
ic s
kill
trai
ning
no
mat
ter
wha
t the
phi
loso
phy.
Tes
ting
and
repo
rtin
g on
a r
egul
ar b
asis
mak
e it
poss
ible
to d
eter
min
e ho
w a
chi
ldis
pro
gres
sing
.
6
7. H
ow is
dis
cipl
ine
hand
led?
Eac
h sc
hool
han
dles
dis
cipl
ine
on a
n in
divi
dual
stu
dent
bas
is. H
owev
er, t
he o
ppor
tuni
tyto
mat
ch le
arn-
ing
styl
es. p
hilo
soph
ies
and
atte
ndto
the
need
s of
the
indi
vidu
al c
hild
hav
e m
ade
"dis
cipl
ine"
in th
e ol
dse
nse
of th
e w
ord
less
of a
con
cern
than
hel
ping
a ch
ild to
ach
ieve
his
/ her
full
pote
ntia
l thr
ough
per-
sona
l sat
isfa
ctio
n an
d se
lf-di
scip
line.
8. A
s a
pare
nt, i
f I
am d
issa
tisfi
edw
ith m
y ch
oice
can
my
child
tran
sfer
?Y
es. T
rans
fers
from
one
pro
gram
to a
noth
er a
re a
ccom
mod
ated
thro
ugh
the
year
as
pare
nts,
teac
hers
,co
unse
lors
and
stu
dent
s w
ork
toge
ther
to fi
nd th
e he
st le
arni
ng e
nviro
nmen
t for
eac
hch
at].
9. H
ow d
o pa
rent
s be
com
e in
volv
edin
the
scho
ols?
Par
ents
are
invi
ted
and
wel
com
ed in
all p
rogr
ams
as p
artic
ipan
ts in
the
vario
usgo
vern
ance
mod
els
(des
crib
ed in
the
broc
hure
) as
wel
las
in th
e cl
assr
oom
so
that
the
teac
hing
; lea
rnin
gpr
oces
s be
com
eson
e in
whi
ch fa
mili
es a
nd s
choo
ls w
ork
as c
o-pa
rtne
rs. T
hrou
ghne
wsl
ette
rs, p
erso
nal i
nvita
tions
and
mak
ing
one'
s av
aila
bilit
y kn
own,
pare
nts
and
com
mun
ity m
emhe
rsar
e so
ught
as
valu
able
par
tner
s in
scho
ol li
te.
10. W
hat h
appe
ns to
SE
A a
fter
the
five
yea
r pr
ojec
t end
s in
197
7?T
he M
inne
apol
is P
ublic
Sch
ools
has
mad
e a
com
mitm
ent t
o co
ntin
ue K
-I2
educ
atio
n in
Sou
thea
st.
Alte
rnat
ives
are
bei
ng o
ffere
d ci
ty w
ide
over
the
next
few
yea
rs a
nd a
ltern
ativ
es w
ill b
e av
aila
ble
tost
uden
ts in
Min
neap
olis
and
Sou
thea
st.
11. W
hat a
re th
e re
gula
tions
abo
ut k
inde
rgar
ten
entr
ance
?A
ll ch
ildre
n w
ho e
nter
sch
ool f
or th
e fir
sttim
e m
ust p
rese
nt th
eir
birt
h ce
rtifi
cate
and
verif
icat
ion
ofva
ccin
atio
n fo
r re
d m
easl
es o
r pr
oof t
hat
the
child
has
had
red
mea
sles
. A c
hild
mus
t be
five
year
s of
age
on S
epte
mbe
rI
of th
e ye
ar in
whi
ch a
dmis
sion
isso
ught
. Exc
eptio
ns to
this
rul
e ar
e so
met
imes
mad
e up
to J
anua
ry 1
for
early
entr
ance
. A p
aren
t des
iring
ear
ly k
inde
rgar
ten
entr
ance
mus
t app
ly to
the
scho
ol's
prin
cipa
l.
Mar
cy a
nd F
ree
Sch
ool i
nteg
rate
the
kind
erga
rten
stud
ents
with
oth
er p
rimar
y st
uden
ts. F
ree
Sch
ool
child
ren
may
cho
ose
a ha
lf or
who
le d
ay.
Mar
cy s
tude
nts
begi
n w
ith a
hal
f day
prog
ram
but
late
r in
the
year
may
atte
nd fu
ll da
ys if
the
teac
her
1.6z
Is th
ech
ild is
rea
dy. P
ratt
child
ren
mov
e in
toth
e re
adin
gpr
ogra
m a
s th
ey a
re e
ady.
Tut
tle s
tude
nts
atte
nd a
hal
f day
kin
derg
arte
npr
ogra
m th
at u
ses
a va
riety
of a
ppro
ache
s to
invo
lve
othe
r st
uden
ts a
nd v
olun
teer
s.
and
mos
t im
port
ant o
f al
l...
12. H
ow d
o I
know
whi
chpr
ogra
m w
ould
be
best
for
my
child
?P
aren
ts m
ust a
sses
s th
e pe
rson
ality
,at
titud
es a
nd n
eeds
of t
he in
divi
dual
chi
ld.
Ofte
n ch
ildre
n in
the
sam
e fa
mili
es w
ork
wel
l in
diffe
rent
env
ironm
ents
beca
use
they
hav
e di
ffere
nt n
eeds
. Cou
nsel
ors
and
the
publ
ic in
form
atio
npe
rson
will
he
happ
y to
dis
cuss
whi
ch o
f the
SE
Asc
hool
s w
ould
hes
t sui
t the
indi
vidu
al c
hild
's n
eeds
.
7
p
1 I-
6
Tut
tle Con
tem
pora
ry Sch
ool
Phi
loso
phy
The
Con
tem
pora
ry S
choo
l pro
vide
s an
al-
tern
ativ
e fo
r st
uden
ts, p
aren
ts a
nd fa
culty
that
em
phas
izes
the
acqu
isiti
onof
bas
icsk
ills
in s
elf-
cont
aine
d cl
assr
oom
s or
gani
zed
by g
rade
leve
ls, k
inde
rgar
ten
thro
ugh
6th
grad
e. T
he a
tmos
pher
e in
whi
ch c
hild
ren
wor
k w
ith th
eir
peer
s an
d te
ache
r is
muc
hlik
eth
at fo
und
intr
aditi
onal
cla
ssro
oms
arou
nd th
e ci
ty. A
lthou
gh a
prio
rity
is p
lace
don
acq
uirin
g th
e ba
sic
skill
s in
rea
ding
, writ
-in
g an
d m
athe
mat
ics,
the
new
est t
echn
ique
sfo
r ac
hiev
ing
thes
e go
als
are
evid
ent i
n th
em
ater
ials
, lea
rnin
g m
achi
nes
and
met
hods
?us
ed in
inco
rpor
atin
g pr
omis
ing
prac
tices
into
the
curr
icul
um.
The
imag
e of
the
scho
ol is
that
of a
con
-te
mpo
rary
pro
gram
one
that
is a
cha
ngin
gsc
hool
rat
her
than
one
that
is lo
cked
into
an
infle
xibl
e pa
ttern
.T
he C
onte
mpo
rary
Sch
ool d
oes
not c
laim
to b
e ex
perim
enta
l; it
is c
omm
itted
to p
ro-
vidi
nga
prov
enba
sic
skill
s ed
ucat
iona
lex
perie
nce
for
child
ren.
An
exte
nsio
n of
the
cont
empo
rary
phi
lo-
soph
y is
that
the
scho
ol is
an
inte
gral
par
tof
the
com
mun
ity. I
ts r
esou
rces
are
ope
n to
the
publ
ic w
hich
fina
ncia
lly s
uppo
rts
the
scho
ol. A
fters
choc
l and
eve
ning
pro
gram
sdr
aw th
e co
mm
unity
toge
ther
thro
ugh
activ
i-tie
s pa
rtic
ipat
ed in
by
stud
ents
, the
ir fa
mi-
lies,
sta
ff, a
nd c
itize
ns a
like.
The
afte
r sc
hool
pro
gram
s ha
d ov
er 4
50en
rolle
d in
197
3-74
the
olde
st w
as 8
9 an
dth
e yo
unge
st w
as 4
.
"
8
S
0°'
t:1to
trIJ
I
$.4
Mat
hem
atic
s
Mat
hem
atic
sin
the
prim
ary
grad
esis
taug
ht w
ithin
the
self
-con
tain
ed c
lass
room
s.In
the
inte
rmed
iate
gra
des
the
stud
ents
are
grou
ped
acco
rdin
g to
thei
r m
aste
ry o
f m
athe
-m
atic
ski
lls. A
mat
hem
atic
s sp
ecia
list a
ssis
tste
ache
rs in
inde
ntif
ying
and
usi
ng a
ppro
pri-
ate
man
ipul
ativ
eai
ds a
nd m
ath
gam
es.
Add
ition
al in
stru
ctio
nis
pro
vide
d fo
r st
u-de
nts
who
nee
d re
med
ial,
enri
ched
or
ad-
vanc
ed w
ork.
Eac
h st
uden
t's p
rogr
ess
is c
ontin
uous
lym
onito
red
with
the
help
of
the
com
pute
r.T
his
info
rmat
ion
is u
sed
to d
escr
ibe
a st
u-de
nt's
ach
ieve
men
t, as
sess
his
nee
ds a
ndpr
escr
ibe
addi
tiona
l ins
truc
tion.
Tel
etyp
e te
rmin
als
with
tim
e sh
ared
acc
ess
toa
com
pute
r, e
lect
roni
c ca
lcul
ator
s an
dga
mes
pro
vide
add
ed in
cent
ive
for
stud
ents
to le
arn
new
tech
niqu
es in
pro
blem
sol
ving
.
Par
ents
An
activ
e pa
rent
gro
up a
t Tut
tle o
rgan
izes
even
ts s
uch
as th
e an
nual
car
niva
l, co
mm
un-
ity m
eetin
gs a
nd r
espo
nds
to s
choo
l nee
ds.
The
PT
A B
oard
ser
ves
in a
n ad
viso
ry c
apa-
city
to th
e pr
inci
pal.
Thr
ough
min
i mee
tings
in h
omes
, gra
de le
vel m
eetin
gs, a
nd a
ctiv
eef
fort
s of
the
com
mun
ity r
esou
rce
coor
di-
nato
r, p
aren
ts a
re g
iven
an
oppo
rtun
ity to
acqu
ire
an a
ccur
ate
pict
ure
of th
eir
child
'ssc
hool
life
and
topa
rtic
ipat
e ac
tivel
y in
scho
ol a
ffai
rs. V
olun
teer
s w
ho w
ork
in th
ecl
assr
oom
and
res
ourc
e ce
nter
s be
com
e a
link
betw
een
hom
e an
d sc
hool
that
is b
oth
usef
ul a
nd in
form
atio
nal.
9
Rea
ding
The
rea
ding
pro
gram
is th
e co
re o
f a to
tal
lang
uage
art
s cu
rric
ulum
. Spe
lling
, im
agin
a-tiv
e w
ritin
g, d
ram
atic
s, a
nd li
sten
ing
activ
i-tie
s ar
e in
corp
orat
ed in
to th
e re
adin
g cu
rri-
*
CA
M.
kit
0.
Pup
ilsin
each
cla
ssro
om a
re g
roup
edac
cord
ing
to s
core
s re
ceiv
ed o
n di
agno
stic
test
s. D
ecod
ing
skill
s ar
e em
phas
ized
in th
epr
imar
y gr
ades
. At t
he in
term
edia
te g
rade
leve
ls, r
eadi
ng in
stru
ctio
n em
phas
izes
the
-sco
t",
law
liter
atur
e fo
und
in th
e m
any
text
book
s.A
cha
rt d
evel
oped
by
spec
ialis
ts is
use
d to
reco
rd e
ach
stud
ent's
pro
gres
s in
479
rea
d-in
g sk
ills
from
firs
t thr
ough
six
th g
rade
.A
udio
vis
ual a
ids
and
a w
ell s
tock
ed li
brar
yof
boo
ks s
uppl
emen
t int
erm
edia
te r
eadi
ngac
tiviti
es a
s st
uden
ts m
ake
use
of th
e sk
ills
cent
ers
that
are
sta
ffed
by v
olun
teer
s.F
or k
inde
rgar
ten
pupi
ls w
ho m
ay h
ave
diffi
culti
es la
ter
in r
eadi
ng, a
n ea
rly d
etec
tion
and
inte
rven
tion
prog
ram
has
bee
n de
velo
ped.
A p
re-s
choo
l lan
guag
e pr
ogra
m fo
r fo
ur y
ear
olds
is a
vaila
ble
for
12 y
oung
ster
s ea
chse
mes
ter
in c
oope
ratio
n w
ith th
e U
nive
rsity
of M
inne
sota
.In
the
read
ing
reso
urce
cen
ter,
pup
ils w
ithre
adin
g pr
oble
ms
may
be
refe
rred
for
addi
-tio
nal t
estin
g an
d in
stru
ctio
n. T
wo
read
ing
reso
urce
teac
hers
and
a S
peci
al L
earn
ing
Beh
avio
r P
robl
ems
teac
her
are
avai
labl
e to
assi
st te
ache
rs a
nd p
upils
in th
e cl
assr
oom
s.
ti t
10
trR
Con
tem
pora
ry P
ract
ices
An
inte
rdis
cipl
inar
y ap
proa
ch is
used
in
art.
A fu
ll tim
e ce
ram
ics
teac
her
cond
ucts
clas
ses
in a
sev
en w
heel
cer
amic
sw
orks
hop
that
is s
uppo
rted
thro
ugh
use
in th
e af
ter-
noon
com
mun
ity s
choo
l pro
gram
.T
he in
dus-
tria
l art
s ar
ea p
rovi
des
stud
ents
of a
ll ag
esw
ith o
ppor
tuni
ties
to w
ork
with
adva
nced
tool
s an
d m
achi
nes
in th
ree
dim
ensi
onal
art.
Art
exh
ibits
in th
e ha
lls a
nd s
cene
ry fo
rpl
ays
whi
ch s
omet
ime
go "
on th
e ro
ad"
are
evi-
denc
e of
the
man
y us
es s
tude
nts
mak
e of
thei
r ar
tistic
tale
nts.
The
Con
tem
pora
ry S
choo
l hou
ses
a nu
m-
ber
of p
rogr
ams
desi
gned
to s
erve
the
SE
A
proj
ect.
The
sci
ence
res
ourc
e ce
nter
is th
est
oreh
ouse
for
all t
he s
cien
ce u
nits
used
by
the
elem
enta
ry s
choo
ls. A
new
lyes
tabl
ishe
dliv
ing
mat
eria
ls c
ente
r w
hich
isde
sign
ed to
serv
e al
l Min
neap
olis
sch
ools
shar
es s
pace
s in
Tut
tle w
ith th
e en
viro
nmen
tal s
tudi
es p
ro-
gram
. The
se p
rogr
ams
incl
udin
g th
e A
WA
RE
proj
ect f
or M
arsh
all-U
nive
rsity
Hig
hS
choo
l
serv
e as
a b
ase
for
both
elem
enta
ry a
ndse
cond
ary
stud
ents
in S
EA
and
the
city
.T
he w
ell e
quip
ped
med
ia c
ente
rst
affe
d by
a fu
ll tim
e m
edia
spec
ialis
t sup
plie
s bo
oks,
pam
phle
ts, t
apes
, film
str
ips
topr
ovid
e a
cont
empo
rary
mul
tisen
sory
appr
oach
to
lear
ning
.
11
The
Tut
tle S
kills
Lis
t nex
t ..
.
TUTTLE PUPIL PROGRESS CHARTGRADE TEACHER
GRADE. TEACHER
GRADE TEACHER
GRADE: TEACHER
GRADE: TEACHER:
GRADE TEACHER _
GRADE' TEACHER.
KEY
R Reads D - Def ines M- masterys- spells I - introduced a - adequatew-writes
READING READINESS
adequate
Directionalityteftto- RightTop -to- Bottom
visual Discriminationvisual MemoryAuditory Discrimination
Auditory memoryminesthetic Readiness
SIGHT VOCABULARYGRADE adequate
2
3
4
LETTER
ALPHABETVlNaming Amodisualnilnetion Str1:1letter
So ndPooductIon
M I M M
A
B
C
C (cat)
D
F
G
G (huge I
.1
K
L
M
N
P
R
S
V
Q(U)
Y
E
O
Mandan, IR CuranFa M I M
E
0
STUDY SKILLSSPECIAL TEACHER NOTES
Reference Materials K Eg 2 3 4 Ei 6
PAPRIMBIAPIIK" 4WM Wit .P...4
major series used comments1"ctionary2.117ictionary
locate words riatillargiffarArla1121MIIMPIMISHITAselects appropriate definition
pronunciation keysguide words graMMI rel3 Encyclopedia PrldrifM . dril
fliMr~reMliretEaM.I.Mirld . r: MEIPriAlgrialr ailaftP21
locates subjectguide wordscross-references
4 Card Catalog smorartimmoPrICVANNEllPleiFiriVaaridlriMIIMIgragrarlirtiffirillril01 ..rzarelleriMIPOrtiPrIMPATIMPPAMPS1ridraVOLVArlirifflidWird ...IrearderiffelPriffereiRreirillifiaI1MRMMVEN0171.MVAPP211.111MA .P2PriareirlffilleriNPA..Pial...2e2Meardlea
FM0WWEIMEMEIMINiCOW IIIM IA WIWI
ISIIIMEIME01261Millialffiril
subjecttitleauthor
5 Thesaurus6 Atlas7. Filmstrips8. References by topic9. Glossary10 Bibliography
3
11 Footnotes12 Maps11 Graphs14 Charts15 Takes notes from writings APVPMTEn
filmslectures
Reporting Skills1. Summarizes main idea of sentence
paragraph rairMAW, AMtopfprPOITM.4.461.41 401 AAPIIMPAP2IMMIP2WilEIMERMIWII1111rrilrealla.agrzaPIM rialgraP21111CMIVi..di LerAPPiaPIAMIDVLlirerAMIVAIMM.4 WO/II
2.Places events in proper sequence3.fdentifies topic sentence
4 Repor t Formats:oralcomposit'onbook re or1summary
PREDICTABLE SPELLING PATTERNS(SINGLE SYLLABLE WORDS)
cvc cvc g Cv
41T:a syllableopensilant
Ft S I S I S
GYEGYews!.
R S
a ay
OR
VOWEL CLUSTERS
au (auto)
ea (head)
S
aw
R S
ow (few)
ie (chief) ow (show)
o i (boil)
00 (look)
ow (how)
oy
se
el
no (boot)
ou (stout)
ie
ou
t SPEC AL SPELLING PATTERNStSINGLE SYLLABLE WORDS)
1 R I R S
a I k ostall oughight f f
i Id II
Ind ssold z z
SYLLABLE PATTERNS(WORDS OF MORE THAN ONE SYLLABLE)
P S
closed syllable (con/fess)open syllable (fi/nal)double consonant (f un/ny)r - controlled (par/ent)with (c)le (ca/ ble)
ue (blue)
L R CONTROLLED VOWELSI A S I R S
al 1 are
ar Ore
er air
i r ear(fear)
or ear(pear)
ur our(sour)
CONTRACTIONS
I R
word + areword + have
word -I- is
word + notward + will/shallword + would
CONSONANT CLUSTERS
scr
spl
spr
strsqu
PUNCTUATION
I 2 3 4 5 6
capitalization
proper nouns
sentences
titles
period
question markexclamation .mark
_
possessives
--L
Comma
1 colon
rsemi-colon
abbreviations
--PLURALIZATION
-s/z/
es
R S ----T-1 a S
I--vexL
I -Ies
FIGURES OF SPEECHsynonyms antonyms homonyms
1
3
4 j d d id5i 1 d d , d
6 Id d d
I ;
SENTENCE PATTERNSm 13 111
noun- verb Ellnoun- verb - noun
noun - liiiMm, 1verb - noun
noun - linking verb- adjectivenoun - linking verb- adverb
passive
negative_
1
KNOWLEDGE ;
_t%OF o.
LITERARY FORMATS 1'
Il
I
; .
I I
;l
IS, 1 b'
5 i -°:
1 .,c2
a..
1:72-
c.1"
,x
s.,
a.
tsre
1%.E
Ea-.
7.o.,-.-,
2 2
initial exposure r_recognizes format i
identifies characteristic elements of 1
-1--is able to write in this format r I
PREFIXES
I 80anti
de
dis.
ex
extrail, irn, irinter
mis
non
over
pre
re
semi HIsub
super
trans
un I---,-under
with
Ell
SUFFIXES
ed
er
est
ins
ance,ence,cy
ar, er, or
cot
felic, icallyityless
lyment
ness
sion, t ion
1---
ALPHABETIZING
i
by initial letter
by first two lettersI
;
by whole word I
Pra
tt C
ontin
uous
Pro
gres
s S
choo
l
Phi
loso
phy
The
Con
tinuo
us P
rogr
ess
alte
rnat
ive
scho
olis
bas
ed o
n th
e pr
emis
e th
at c
hild
ren
lear
nbe
st b
y w
orki
ng a
t the
ir ow
n pa
ce. I
nstr
uc-
tion
is b
ased
on
a ca
refu
lly s
eque
nced
cur
ri-cu
lum
in th
e ba
sic
skill
s of
rea
ding
, lan
guag
ear
ts a
nd m
athe
mat
ics.
A c
hild
pas
ses
thro
ugh
the
curr
icul
um w
ithou
t reg
ard
to a
rtifi
cal
age
or g
rade
leve
l bar
riers
. No
child
spe
nds
less
than
five
nor
mor
e th
an e
ight
yea
rs in
the
Con
tinuo
us P
rogr
ess
prog
ram
.T
he C
ontin
uous
Pro
gres
s go
als
are
to p
ro-
vide
an
envi
ronm
ent w
ithin
whi
ch p
erso
ns in
the
scho
ol c
omm
unity
(st
uden
ts, p
aren
ts a
ndst
aff)
can
dev
elop
pos
itive
feel
ings
abo
utth
emse
lves
and
oth
ers;
to d
evel
op a
nd m
ain-
tain
a b
asic
ski
lls p
rogr
am th
at m
eets
the
need
s of
stu
dent
s ch
oosi
ng th
is a
ltern
ativ
e;an
d to
pro
vide
opp
ortu
nitie
s fo
r st
uden
ts to
mak
e ch
oice
s in
oth
er c
urric
ulum
are
as in
orde
r to
bui
ld a
bac
kgro
und
of k
now
ledg
epa
rtic
ular
to th
eir
own
inte
rest
s an
d st
age
ofde
velo
pmen
t.
vion
fillC
or
14
......
.. .
....
Cur
ricul
um a
nd S
ched
ule
Chi
ldre
n of
diff
eren
t age
s ar
e as
sign
ed to
a ho
mer
oom
. The
re s
ever
al g
roup
s ar
e ar
-ra
nged
for
lang
uage
art
s ac
cord
ing
to th
eac
hiev
emen
t lev
el o
f the
chi
ld. T
hus
ther
ew
ill b
e se
vera
l gro
ups
in a
roo
m h
avin
g ch
il-dr
en o
f diff
eren
t age
s an
d di
ffere
nt a
bilit
ies.
Chi
ldre
n pr
ogre
ss fr
om o
ne g
roup
to a
noth
eras
soo
n as
they
are
abl
e. C
hild
ren
mov
e fr
omth
e ho
mer
oom
for
each
of t
he o
ther
sub
ject
area
s. C
ross
age
teac
hing
hel
ps b
oth
youn
ger
and
olde
r st
uden
ts. T
he T
itle
IA
mer
ican
Boo
k R
EA
D S
erie
s is
use
d in
rea
ding
sup
ple-
men
ted
with
Mof
fett
lang
uage
exp
erie
nce
mat
eria
ls. I
MS
(In
divi
dual
ized
Mat
hem
atic
sS
yste
m)
is u
sed
for
mat
hem
atic
s w
hich
has
ase
ries
of 4
00 in
divi
dual
task
she
ets.
1'
I
The
Con
tinuo
us P
rogr
ess
Sta
ffT
he s
taff
is o
rgan
ized
as
a te
am o
f tea
ch-
ers
and
aide
s w
orki
ng w
ith a
cur
ricul
umco
ordi
nato
r to
hel
p pl
an a
uni
fied
curr
icul
umap
proa
ch a
nd to
lear
n th
e sp
ecia
l nee
ds o
fea
ch c
hild
. Eve
ry T
uesd
ay a
ftern
oon
and
Thu
rsda
y fr
om 3
:45-
5:45
the
staf
f pla
ns,
disc
usse
s, a
nd e
valu
ates
all
face
ts o
f the
pro
-gr
am w
ith h
elp
from
exp
erts
in v
arie
d cu
rri-
culu
m a
reas
.S
umm
er m
onth
s ar
e us
ed fo
r pr
ojec
ts to
impr
ove
the
curr
icul
um b
ased
on
eval
uatio
nan
d st
udie
s of
the
prec
edin
g sc
hool
yea
r.S
ome
acco
mpl
ishm
ents
of s
taff
and
com
-m
unity
dev
elop
men
t hav
e be
en g
ames
and
mat
eria
ls fo
r th
e so
cial
stu
dies
res
ourc
e ce
n-te
r, e
xpan
sion
of t
he v
olun
teer
pro
gram
and
writ
ing
of a
"G
uide
for
Vol
unte
ers"
, del
iber
-at
e ps
ycho
logi
cal e
duca
tion
prog
ram
exp
an-
sion
s, a
nd w
ritin
g of
min
i-sou
rce
units
that
can
be u
sed
by v
olun
teer
s in
the
stud
ent
choi
ce in
tere
st s
essi
ons.
15
Ov,
FA
71crg :a
,
ci f
in
Tal
ly T
ime
at C
ontin
uous
Pro
gess
is n
ext
it
I
Ele
ctiv
e C
ours
es
Allo
win
g st
uden
ts to
cho
ose
inte
rest
gro
ups
has
been
a h
ighl
y su
cces
sful
app
roac
h to
expl
orin
g m
any
area
s us
ually
not
touc
hed
inel
emen
tary
pro
gram
s. C
hild
ren
are
enco
ur-
aged
to s
elec
t cou
rses
of i
nter
est t
o th
eman
d al
so to
par
ticip
ate
in th
e de
velo
pmen
t of
inte
rest
ses
sion
s th
at a
re o
ffere
d be
twee
n1:
30 a
nd 2
:45
ever
y af
tern
oon
but T
uesd
ay.
Stu
dent
s al
so h
ave
the
oppo
rtun
ity to
ass
ist
adul
t ins
truc
tors
or
teac
her
thei
r ow
n cl
ass
with
adu
lt su
perv
isio
n. V
olun
teer
s fr
om th
e
selft
le
St
com
mun
ity le
ndex
pert
ise,
var
iety
and
asp
ecia
l bra
nd o
f mag
ic to
this
pro
gram
. In
1973
-74
over
150
vol
unte
ers
offe
red
such
cour
ses
as "
Life
in a
Bac
kpac
kCam
ping
Ski
lls",
"G
erm
an",
"F
renc
h", "
Stu
dies
inA
fro-
Am
eric
an C
ultu
re",
"In
sect
s", "
Afr
ican
Saf
ari",
"F
rom
Bird
s to
But
terf
lies,
"G
uita
rS
tudy
" an
d "C
onte
mpo
rary
Isra
el",
woo
d-w
orki
ng a
nd p
oetr
y. E
very
two
wee
ks c
hil-
dren
cho
ose
new
cou
rses
and
"T
ally
" th
eir
pref
eren
ces.
Com
mun
ity s
uppo
rt a
nd s
tude
ntin
tere
st a
re d
eter
min
ing
fact
ors
in th
e of
fer-
ings
.
"'"'..
.)- 4
°''',
211M
1111
1118
,440
0-4
11'"-
r100
1Mel
aiiii
ssr-
777,
- ...
C
--.4
1111
1,w
ri.1
"Net
-
-741
E)
M. L
ewis
EX
CE
RPT
S FR
OM
MO
TL
EY
IN
TE
RE
ST G
RO
UPS
Dec
. 10
- D
ec. 2
1, 1
973
L.A
. Roo
mP
erio
dI R
oom
(11
:15-
12:
011)
(ple
ase
eild
e on
oII
inv
\'1V
II"I
llN
lallt
Ord
ers
202.
203
, 2)1
4. 2
05. 2
)16,
207
. 201
"'.!S
ING
MA
TH
FO
UN
D IN
NE
WS
PA
PE
R &
MA
GA
ZIN
ES
'. S
essi
on I
(Stu
dent
] eac
lici)
Atla
s A
llet
IllW
hat w
as y
our
batti
ng a
t era
ge la
st s
umm
er?
hind
out
how
muc
h yo
ur s
tock
lost
and
low
tem
pera
ture
s fr
om d
iller
ent c
ities
in th
e U
nite
d S
tate
s. Y
ou a
sk if
ther
eC
ome
join
in th
e tin
!
MA
-1"N
IULT
IPLI
CA
TIO
N F
OR
BE
GIN
NE
RS
ON
LY"
Ses
sion
I &II
Roo
m 2
0215
"Pha
se II
I" o
f Mul
tiplic
atio
n lo
r B
egin
ners
Onl
y! W
e aw
e no
w r
eady
for
mul
tiplic
atio
n ol
thre
e di
gits
.42
4 7.
, 375
SC
IEN
CE
'PE
AS
AN
D P
AR
TIC
LES
" S
essi
on II
Mrs
. Har
ris r
oom
204
-15
Are
you
a g
ood
gues
se C
an y
ou ju
dge
the
num
ber
of li
nes
on a
pie
ce o
f pap
er o
r th
e nu
mbe
r ol
pea
s in
the
can
Mor
n op
ens
for
dinn
erw
ithou
t cou
ntin
g? C
onic
for
fun
and
lear
n th
e sk
ills
of e
stim
atin
g ...
Joi
n m
e in
Pea
s an
d P
artic
les!
SC
IEN
CE
" IA
NG
RA
MS
AN
D G
EO
BLO
CK
S"
Ses
sion
I &
II M
rs. K
nas
iak
15
Ilere
's a
200
0 te
ar o
ld g
ame.
II y
on d
on't
knol
l wha
t thi
s is
com
e an
d fin
d ou
t.
CO
MM
UN
ICA
['IO
NS
"SW
AH
ILI"
Ses
sion
IM
r. M
ike
Sw
eet
-20
5-
10
Lear
n th
e m
ost I
requ
ently
use
d A
fric
an r
atite
lang
uage
. We
will
locu
s on
con
ters
atio
nal S
wah
ili. W
e st
illus
e au
dio
equi
pmen
t and
list
en to
oth
ers
and
your
self
spea
king
the
lang
uage
.
CO
NIM
UN
ICA
[IO
NS
"BE
GIN
NIN
G G
ER
MA
N"
Ses
sion
II-
Mr.
Tim
Mill
er20
5-
15
We
will
beg
in to
lear
n th
e G
erm
an la
ngua
ge. Y
e st
ill h
ate
cont
ersa
tions
and
a p
lay
in G
erm
an. W
e al
sow
ill lo
ok a
t Ger
man
his
tort
espe
cial
ly G
erm
any
befo
re H
itler
, dur
ing
WW
II an
d al
ter
Ilitle
r. In
depe
nden
tst
udy
lear
ning
skits
and
fun.
EN
V `
.:11.
'DIE
S"S
EN
SIN
G"
OU
R W
INT
ER
EN
VIR
ON
ME
NT
Ses
sion
IIM
r. S
teph
an C
arls
on-
room
1(1
2III
I one
into
the
win
ter-
city
ent
ironm
ent
usin
g ou
r se
nses
and
the
outd
oors
to e
xplo
re. W
hat i
s it
com
mun
ityan
d ho
w d
oes
it re
late
to a
ir, w
ater
and
oth
er e
ssen
tial f
acto
rs.
AR
T"M
AC
RA
ME
- A
ll af
tern
oon
--M
rs. H
enne
mut
h --
203
15
(Ad
ance
d an
d B
egin
ning
) K
nots
, kno
ts. k
nots
aga
in. C
onni
e in
and
des
ign
a pr
ojec
t for
you
rsel
f or
for
a ho
li-da
y gi
lt. L
earn
a fe
w k
nots
to u
se w
ith th
e on
es y
ou a
lread
y kn
ow.
AR
T-
"WO
OD
SC
ULP
TU
RE
- S
essi
on I
& II
Ms.
Mad
sen
-- r
oom
201
15
Com
e an
d cr
eate
with
scr
aps
with
the
Kno
t Hol
e. R
epea
ted
by p
opul
ar d
eman
d!!
AR
'l-
"AN
IMA
L D
RA
WIN
G -
- B
EG
INN
ING
AN
D A
DV
AN
CE
D s
essi
on I
& II
. Ms.
Mar
y W
ilson
1st W
est 1
5M
s. W
ilson
is b
ack
with
one
of y
our
very
favo
rite
art c
lass
es. A
ll st
uden
ts w
elco
me
you'
ll w
ork
on a
nin
dit i
dual
bas
is!
AR
T"H
E A
PO
TT
ER
" A
ll af
tern
oon
---
Ms.
Les
Mye
rsG
rotto
---
10
Why
- nu
t joi
n th
e w
heel
and
kiln
cro
wd
for
2 w
eeks
of t
reat
ise
fun.
It's
a g
reat
cla
ss!!
AR
T-
"PH
OT
OG
RA
PH
Y"
All
afte
rnoo
n --
Mr.
Joh
n A
itken
Pho
to L
ab -
----
6H
ere'
s yo
ur c
hanc
e. R
oom
2(1
2 is
1st
to ta
lly!!!
INI)
AR
TS
--
"WO
OD
'N S
TU
FF
'. S
essi
on I
& 1
1 --
- M
r. D
an D
avis
and
*M
arcu
s V
ane/
Kno
t Hol
e --
10
Cho
ose
your
pro
ject
from
a w
ide
varie
ty o
f pos
sibi
litie
s. H
ere'
s yo
ur c
hanc
e to
mak
e so
me
holid
ay g
ifts
if yo
uw
ant t
o.
Per
iod
I 1 R
oom
(12
:45-
1:31
1)IM
S M
ath
Lod
& 1
1N
il-. G
rego
ry R
utt
or g
aine
d. C
ompu
te h
igh
's m
oo:,
you
bet t
here
is.
Mrs
. Jum
elle
-t -
Pic
o ke
ns
MIS
C. -
- "A
DO
PT
-A-G
RA
ND
PA
RE
NT
" A
ll af
tern
oon
Mrs
. Bac
hman
--
Tea
cher
's L
unch
room
15
Gra
ndm
as -
-G
rand
pas
avai
labl
e. T
ime,
pat
ienc
e, c
once
rn a
nd lo
ve n
eede
d. O
ppor
tuni
ty a
vaila
ble
thro
ugh
the
Riv
er V
illa
Nur
sing
Hom
e on
Fra
nklin
. App
ly h
ere
to s
hare
. lea
rn a
nd g
row
in th
is r
ewar
ding
exp
erie
nce.
Adu
lt S
igna
ture
The
C-P
Dai
ly S
ched
ule
17is
nex
t
fir:
1191
,40,
CO
NT
INU
OU
S PR
OG
RE
SS P
RO
GR
AM
DA
ILY
SC
HE
DU
LE
197
3-74
CO
NIN
IUN
ICA
TIO
Nti
SK
ILLS
BLO
CK
a.45
11:1
5
NIA
TII
I.S
OC
IA I.
ST
UD
IES
LUN
CH
11:1
51:
311
ls.IE
RE
ST
SE
SS
ION
S
12:
45
11.1
5
Rel
ated
I ang
uage
Ails
Cui
licith
ini
ate.
, mill
be
etro
ned
dini
ng th
e10
11,1
11u1
S: S
ine
110.
110
-01
',lea
s in
eind
ecl
ean,
- n
[Rin
gel
ect!
lie a
ll ;n
om iv
s
liste
ning
.411
1.ch
in a
l re
otlin
r
spea
killy
.kill
slia
ncht
em
ir
11 s
tude
nt, i
ll ug
i C..
thro
ugh
the
I Ole
-I
Rca
darg
Pro
gram
desi
gned
to m
at m
ai, W
aal
skill
;het
i.D
irect
rea
ding
in-
sit 1
1.11
041
and
yelli
ngta
kegl
ace
hetu
een
h-
10.1
10.
-1
ill12
1111
1210
12.4
52.
45
I nil
1 od
\ !ath
emat
ic. S
, ste
ins
II \IS
) al
l be
used
to m
eet n
eed
01su
iden
ts o
ti an
Inc/
on/n
ab/a
l bas
t.
SO
CIA
L.
S'T
'ILE
S5
MA
TH
SO
CIA
LS
TU
DIE
SLU
NC
II:
LOC
IIte
. \Li
ll, S
i 'en
d S
tudi
es C
urth
ulun
ipl
usa
alie
nill
.upp
lein
enia
im
ater
ials
u il
lhe
iisc
tldc
inba
sed
on h
ocgo
wns
In m
iring
NIA
L II
1.1
St I
I
SO
CIA
LS
TU
DIE
SS
OC
IAL
ST
UD
IES
MA
T/I
: 3 1
1-
2.M
2.45
SE
SS
ION
SE
SS
ION
ff
base
d on
lang
uage
its ;m
in S
tude
nt. b
egin
and
end
the
d:n
Ill th
e sa
nie
Min
n.
I So
01 !n
ice
nar
e hu
edon
nee
ds a
nd n
octe
sts
mud
eats
and
all
stud
ent.
sele
ctce
nt s
esiii
thew
choo
sing
. Are
a. in
clud
eci
te. S
cien
ce. I
ndus
tria
l Art
s.1
mm
1,11
,1.0
:11
I ihi
edno
n.M
ath.
Cro
nmno
tcal
lon,
Soc
ial
Sci
ence
',.
1101
1ftv
,
r
Com
mun
ity In
volv
emen
tP
aren
ts a
nd o
ther
com
mun
ity r
esid
ents
are
a vi
tal p
art o
f the
Con
tinuo
us P
rogr
ess
pro-
gram
. Com
mun
ity c
oord
inat
ors
of v
olun
teer
sre
crui
t and
org
aniz
e pa
rent
invo
lvem
ent t
ohe
lp te
ach
and
tally
inte
rest
ses
sion
s, tu
tor
child
ren,
ass
ist i
n th
e IM
S m
ath
prog
ram
,an
d pr
epar
e m
ater
ials
.P
aren
ts a
lso
serv
e on
the
Pra
tt/M
otle
yC
oord
inat
ing
Cou
ncil,
per
sonn
el s
elec
tion
com
mitt
ee a
nd th
e P
TA
. The
sch
ool r
elie
s on
pare
nt a
nd c
omm
unity
invo
lvem
ent.
As
the
impo
rtan
t tas
k of
pha
sing
the
prog
ram
into
Min
neap
olis
Pub
lic S
choo
l fun
ding
take
spl
ace
over
the
next
two
year
s th
e fa
culty
,st
aff a
nd c
omm
unity
are
unite
din
thei
rbe
lief t
hat t
his
educ
atio
nal p
rogr
am w
ill b
e
19
mai
ntai
ned
and
can
be e
nhan
ced
by d
raw
ing
upon
the
volu
ntee
r re
sour
ces
of p
aren
ts, s
tu-
dent
s, a
nd in
tere
sted
citi
zens
. The
sch
ool's
prog
ram
, now
and
in th
e fu
ture
, is
depe
n-de
nt u
pon
subs
tant
ive
com
mun
ity in
volv
e-m
ent.
In th
e fa
ll of
197
4, a
con
solid
atio
n of
the
cont
inuo
us p
rogr
ess
prog
ram
into
the
Pra
ttbu
ildin
g is
pla
nned
. Som
e ch
ildre
n in
the
sixt
h ye
ar w
ho a
re 1
1-12
yea
rs o
ld w
ill b
een
rolle
d in
the
ungr
aded
tran
sitio
nal/m
iddl
esc
hool
pro
gram
at M
arsh
all-U
nive
rsity
Hig
hS
choo
l whe
n de
emed
rea
dy b
y th
e st
aff i
n-vo
lved
, the
par
ents
and
the
stud
ent.
Thi
sac
com
mod
ates
a tr
ue c
ontin
uous
pro
gres
s in
that
stu
dent
s m
ove
on a
K-1
2 co
ntin
uum
not
tied
to a
ge o
r gr
ade.
Mar
cy
Ope
n
Sch
ool
Phi
loso
phy
Whe
n ch
ildre
n he
lp p
lan
thei
r ow
n ac
tivi-
ties
with
in a
rich
and
care
fully
pla
nned
envi
ronm
ent,
they
not
onl
y le
arn
basi
c sk
ills,
but a
lso
lear
n to
take
the
initi
ativ
e fo
r th
eir
own
educ
atio
n.B
ased
on
the
educ
atio
nal t
heor
ies
of J
ohn
Dew
ey a
nd th
e de
velo
pmen
tal l
earn
ing
con-
cept
s of
Jea
n P
iage
t, th
e O
pen
Sch
ool e
mph
a-si
zes
help
ing
child
ren
build
sel
f-co
nfid
ence
,in
depe
nden
ce, r
espo
nsib
ility
and
a p
ositi
vese
lf-im
age
as w
ell a
s a
resp
ect f
or in
divi
dual
diffe
renc
es in
oth
ers
whi
le th
ey a
re le
arni
ngba
sic
skill
s.B
y el
imin
atin
g th
e co
mpe
titiv
enes
s of
atr
aditi
onal
gra
ding
sys
tem
and
abi
lity
grou
p-in
gs, t
each
ers
have
the
oppo
rtun
ity to
hel
pst
uden
ts le
arn
and
deve
lop
hone
st s
elf-
asse
ss-
men
t and
rea
listic
indi
vidu
al g
oal s
ettin
gpr
oced
ures
. Eva
luat
ion
is p
erso
naliz
ed, b
ased
on e
ach
stud
ent's
ow
n po
tent
ial a
nd n
eeds
.S
ocia
lizat
ion
skill
sar
eim
port
ant
and
"fam
ily"
and
com
mun
ity p
roje
cts
fost
er a
cohe
sive
ness
in th
e en
tire
scho
ol c
omm
unity
.Le
arni
ng a
t hom
e, s
choo
l and
in th
e co
m-
mun
ity is
vie
wed
as
an in
tegr
ated
pro
cess
of
expe
rienc
es.
Str
uctu
re o
f the
Ope
n S
choo
l
Chi
ldre
n ar
e gr
oupe
d in
to s
ix p
rimar
y an
dfo
ur in
term
edia
te c
lass
room
s. E
ach
clas
s-ro
om in
clud
es 2
8-33
chi
ldre
n, o
ne te
ache
r,on
e ha
lf-tim
e te
ache
r ai
de, a
nd v
ario
us ty
pes
of v
olun
teer
hel
p. F
our
of th
e pr
imar
y an
dth
e in
term
edia
te r
oom
s ar
e lin
ked
toge
ther
as fo
ur "
fam
ilies
". T
he o
ther
two
prim
ary
room
s ar
e lin
ked
as a
prim
ary
"fam
ily".
The
fam
ilies
sha
re, t
o va
ryin
g de
gree
s, a
ctiv
ities
and
mat
eria
ls.
The
day
is d
ivid
ed in
to ti
mes
in w
hich
child
ren
are
expe
cted
to e
ngag
e in
gen
eral
type
s of
act
ivity
. The
re is
a m
orni
ng m
eetin
gtim
e to
det
erm
ine
the
sche
dule
for
the
day,
apr
ojec
t tim
e in
whi
ch g
roup
s or
indi
vidu
als
20
enga
ge in
pro
ject
s su
ch a
s bu
ildin
g M
orse
code
sen
ders
, gam
es, m
odel
city
bui
ldin
g,in
k pr
intin
g, a
nim
al s
tudy
and
pho
togr
aphy
.S
tude
nts
also
hav
e re
gula
r ac
cess
to r
esou
rce
cent
ers
such
as
the
gym
, ham
mer
hal
l, po
t-te
ry, m
usic
and
med
ia c
ente
rs. D
urin
g a-
noth
er p
erio
d of
tim
e ea
ch d
ay, c
hild
ren
are
expe
cted
to w
ork
on b
asic
ski
lls in
lang
uage
arts
and
mat
h in
sm
all g
roup
s or
on
an in
di-
vidu
al b
asis
.B
asic
ski
lls m
ater
ials
are
dra
wn
from
agr
eat v
arie
ty o
f res
ourc
es a
vaila
ble
in th
ere
adin
g an
d m
ath
bank
s. A
lthou
gh s
ome
basi
c w
ork
is a
ccom
plis
hed
usin
g tr
aditi
onal
mat
eria
ls, b
asic
ski
lls a
re ju
st a
s of
ten
ac-
quire
d as
a p
art o
f a p
roje
ct r
elat
ed in
ter-
disc
iplin
ary
activ
ity.
Ai.
If t
la
I1
Ilia pm
resi
nng
tis
ligIt
inS
HIM
Sin
I SW
itm
ugII
ItI S
IMA
INis
-1ou
t!s
ail
I
Lisa
Jam
ieso
n
An
Inte
grat
ed C
urric
ulum
The
Sup
er S
nack
Sho
p ha
s b
an e
xam
ple
of a
n on
goin
g in
terd
isci
plin
ary
activ
ity w
hich
invo
lves
mat
h, la
ngua
ge a
rts,
and
soc
ial
stud
ies.
The
chi
ldre
h in
one
fam
ily d
ecid
edto
ear
n m
oney
to h
elp
stud
ents
who
co
ofal
way
s af
ford
to g
o on
the
field
atre
quire
d a
fee.
The
y bo
rrow
ed m
mth
e pr
inci
pal
whi
ch w
as p
aid
base
tup
bus
ines
s, le
arne
d m
arke
ting
tec
read
and
adj
uste
d re
cipe
s, fo
und
new
ki
of h
ealth
y sn
acks
suc
h as
Chi
ppew
a fr
ybr
ead,
rye
kris
p an
d pe
anut
but
ter,
and
vario
us k
inds
of c
ooki
es a
nd b
ars.
Pos
ters
had
to b
e m
ade
each
wee
k, a
nd th
e pr
ocee
dsm
anag
ed o
ver
a lo
ng p
erio
d of
tim
e. O
ther
fam
ilies
bec
ame
invo
lved
and
the
activ
ity is
now
par
t of t
he s
choo
l life
.
Nat
ive
Aex
perie
nce
pare
nt w
hov in
g th
atr
grou
pde
bate
4141
ire.
Ate
rici
aite
eric
anst
udie
shi
ch d
rew
upo
rve
d fo
r m
any
d.to
tar
tol
ved
th
was
als
o an
the
tale
nts
of a
ars
on a
res
er-
writ
-ro
und
tate
Sen
ate
on th
e w
olf b
ill, v
isite
dto
ear
a ce
met
ery,
wen
t win
ter
cam
ping
and
wro
te a
n an
th-
olog
y. T
hus
curr
icul
um r
elat
ed e
xped
ition
sin
to th
e co
mm
unity
hav
e m
ade
the
com
-m
unity
ano
ther
val
ued
reso
urce
whi
ch h
elps
eras
e cl
assr
oom
wal
ls a
nd m
akes
bas
ic s
kills
prac
tical
tool
s.
21
I.9
iF
4.7,
..S.4
.
'RE
AD
V1(
IRC
Y 3
PE
ctA
L
PR
iNT
or
*IR
or
new
s
the
1$4<
,
7
Rol
e of
the
Tea
cher
For
the
Ope
n S
choo
l tea
cher
with
the
ulti-
mat
e re
spon
sibi
lity
of k
now
ing
whe
re e
ach
child
is in
his
/her
dev
elop
men
t, th
e ta
sk o
fen
cour
agin
g th
e be
st u
se o
f res
ourc
es a
ndov
erse
eing
the
fam
ily a
ctiv
ity w
ith m
any
volu
ntee
rs a
nd o
ccas
iona
l hel
pers
, is
a de
-m
andi
ng o
ne. T
he te
ache
r is
gui
de, f
acili
-ta
tor,
mus
t kno
w w
hen
to in
terv
ene,
whe
n to
prop
ose
a ne
w ta
sk a
nd w
hen
to s
tay
away
.T
he g
oal i
s to
enc
oura
ge c
hild
ren
to b
e ac
tive
agen
ts in
thei
r ow
n le
arni
ng.
22
44'4
-
4
4
Rep
ortin
g to
Par
ents
a
[14
Rep
ortin
gto
pare
nts
isac
com
plis
hed
thro
ugh
pare
nt/s
tude
nt/te
ache
r co
nfer
ence
sw
here
goa
ls fo
r th
e ch
ild a
re s
et th
roug
hm
utua
l agr
eem
ent,
and
the
prog
ress
re
ade.
over
the
perio
d is
rev
iew
ed. I
n Ju
ne, e
ach
pare
nt r
ecei
ves
a le
tter
whi
ch s
umm
ariz
esth
e ac
tiviti
es a
nd p
rogr
ess
of h
is/h
er c
hild
durin
g th
e ye
ar. M
arcy
sta
ff ha
ve d
esig
ned
reco
rd k
eepi
ng s
yste
ms
whi
ch c
hart
eac
hch
ild's
pro
gres
s in
mat
h, la
ngua
ge, a
ffect
ive
area
s an
d da
ily a
ctiv
ities
. Par
ents
hel
p ch
oose
the
clas
sroo
m fo
r th
eir
child
.
a
Ple
ase
turn
the
page
for
an e
xam
ple
of O
pen
Sch
ools
repo
rtin
gan
d re
cord
keep
ing
form
s.
23
r--
The
Pla
ygro
und
A m
ajor
und
erta
king
of t
he M
arcy
Ope
nS
choo
l stu
dent
s w
as to
initi
ate
a ch
ange
inth
e pl
ay a
rea,
a c
oncr
ete
park
ing
lot s
ur-
roun
ding
the
Mar
cy b
uild
ing,
With
the
help
of a
Uni
vers
ity o
f Min
neso
ta a
rchi
tect
ure
stud
ent,
the
stud
ents
des
igne
d a
mul
ti-pu
r-'p
ose
area
with
an
amph
ithea
tre,
wat
er, t
rees
,sa
nd a
nd c
limbi
ng s
truc
ture
s.
I. U
nabl
e to
r e
c o
g -
iii/
nice
true
feel
ings
mea
ning
of b
e-ha
vior
.
2. A
cts
only
to fu
l-fil
l ow
n ne
eds.
3. C
onfo
rms
to s
ta n
-da
rdpr
oced
ures
in u
se o
f kno
w-
ledg
e &
med
ia.
high
ly th
reat
ened
byne
wex
per-
ienc
es.
5. C
onst
rictiv
e eo
n-/
trot
of s
elf:
rigid
.
//
6. R
etic
ient
;sh
ies
away
from
cha
l-le
nges
.
7, M
eets
inne
r ne
eds
by in
appr
opria
teex
tern
al d
e-m
a nd
s.
8. V
ery
depe
nden
t.ne
eds
very
muc
hdi
rect
ion
and
sup-
9. S
eeks
defin
ite-
ness
in a
ll th
ings
.
10..
Giv
es in
to g
roup
opin
ion
or g
roup
pres
sure
eas
ily.
II. A
lmos
t no
reco
g-ni
tion
of e
ffect
of
give
n be
havi
or.
12. C
ompl
etel
yre
-je
cts
peop
le w
hoar
e di
ffere
nt: h
os-
tile.
13. F
ew fr
iend
s: v
ery
shy.
14. B
ellig
eren
t:re
-se
ntfu
l:sh
ows
cont
empt
for
othe
rs.
Con
scio
usof
feel
-in
gs a
nd m
eani
ng o
fbe
havi
or.
Con
cern
ed a
bout
o-
ther
s &
mod
ifies
- be
-ha
vior
.
Use
skn
owle
dge
&m
edia
inun
ique
&&
inte
iest
ing
way
s.
/H
ighl
y op
en to
one
'sow
n an
d ot
her's
ex-
perie
nce.
iI
I// /
I/
//
Fle
xibl
e; e
asily
mod
-ifi
es b
ehav
ior
to m
eet
chan
ge.
Hig
h ris
k ta
ker:
see
ksou
t and
mee
ts c
hal-
leng
e.
Hig
hly
deve
lope
d ap
-pr
opria
te c
opin
g be
-ha
vior
sin
mee
ting
life'
s de
man
ds.
Sel
f-su
ffici
ent.
min
i-m
al d
epen
denc
e on
phys
ical
& s
ocia
l en-
viro
nmen
t.
Adj
usts
eas
ily in
un-
clea
r si
tuat
ions
. Can
acce
pt v
alue
or
fac-
tual
con
flict
.
Firm
, con
side
rs o
ther
view
poin
ts,
but
de-
fend
s ow
n.
Rec
ogni
zes
effe
ct o
fan
y gi
ven
beha
vior
.
Rec
ogni
zes
and
ac-
pets
indi
vidu
aldi
f-fe
renc
es.
See
ksso
cial
uon-
tact
s;ha
sm
any
frie
nds.
Tol
erat
es h
ostil
e ac
-tio
n;as
sist
sot
hers
read
ily.
frr
P. P
eter
sen
Com
mun
ity D
ayA
Com
mun
ity D
ay p
lan
was
dev
elop
ed in
1973
whi
ch is
togi
ve a
new
dim
ensi
on to
open
edu
catio
n. C
omm
unity
Day
is b
ased
on
the
idea
that
for
stud
ents
ther
e ar
e m
any
activ
ities
whi
ch c
anno
t be
carr
ied
on in
the
norm
al s
choo
l wee
k, a
nd fo
r te
ache
rsth
ere
is
a ne
ed fo
r su
bsta
ntia
lbl
ocks
of t
ime
for
plan
ning
and
org
aniz
ing
educ
atio
nal p
ro-
gram
s th
at c
anno
t be
done
with
the
pres
s of
dutie
s du
ring
the
norm
al s
choo
l wee
k.In
the
plan
app
rove
d by
the
Sta
te D
epar
t-m
ent o
f Edu
catio
n, o
ne d
ay a
wee
k is
set
asid
e fo
r st
uden
ts to
par
ticip
ate
in le
arni
ngac
tiviti
es in
the
com
mun
ity s
uper
vise
dby
som
e of
the
teac
hers
and
volu
ntee
rs. F
orst
aff a
nd te
ache
rs, t
here
is o
ne d
ay a
wee
kav
aila
ble
for
plan
ning
.C
omm
unity
Day
activ
ities
are
ext
ensi
ons
of th
e re
gula
rsc
hool
curr
icul
um a
nd d
o no
t pre
clud
e fie
ld tr
ips
onot
her
days
. The
pro
gram
beg
an in
Feb
ruar
y,19
74, o
n a
pilo
t bas
is a
nd is
to b
efu
llyim
plem
ente
d in
197
4-75
.
25
Par
ent a
nd C
omm
unity
Invo
lvem
ent
Bel
ievi
ng th
at w
hen
pare
nts
part
icip
ate
in
the
educ
atio
n of
thei
r O
WE
' chi
ldre
n ev
eryo
nebe
nefit
s, th
e O
pen
Sch
ool a
ctiv
ely
seek
s
pare
nt in
volv
emen
t on
man
yle
vels
. A c
oord
i-
nato
r fo
r co
mm
unity
res
ourc
esan
d vo
lun-
teer
s in
crea
sing
ly d
raw
s in
toth
e sc
hool
life
thos
e w
ho h
ave
tale
nts
and
inte
rest
sth
atbe
nefit
the
stud
ents
. On
any
give
n da
yth
ere
are
not o
nly
the
clas
sroo
mte
ache
rs, b
utai
des,
par
ents
, com
mun
ity v
olun
teer
s,te
ache
rin
tern
s fr
om o
ther
Min
neap
olis
sch
ools
, pre
-se
rvic
e U
nive
rsity
stu
dent
s as
wel
l as
high
scho
ol s
tude
nts
who
are
ass
istin
g on
a o
neto
one
bas
is, t
each
ing
min
i cou
rses
,ob
serv
-
ing,
taki
ng s
tude
nts
on fi
eld
trip
s an
dhe
lp-
ing
with
mat
eria
ls p
rodu
ctio
n.O
n an
othe
r le
vel,
pare
nts
and
staf
f hav
ejo
ined
in a
com
mon
effo
rt w
ith th
esc
hool
adm
inis
trat
or th
roug
h th
e A
dvis
ory
Cou
ncil.
The
Cou
ncil
serv
es a
s a
deci
sion
rec
om-
men
ding
bod
y an
d is
dev
oted
tose
rvin
g th
esc
hool
in m
atte
rs h
avin
g to
do
with
per
-so
nnel
, bud
get a
nd th
e ba
sic
dire
ctio
nof
the
scho
ol. T
he c
ounc
il is
com
pose
dof
par
ents
,st
aff (
teac
hers
and
sup
port
per
sonn
el)
and
the
prin
cipa
l.
As
new
opp
ortu
nitie
s ar
ise,
the
Ope
nS
choo
l see
ks to
try
out i
deas
and
ext
end
the
poss
ibili
ties
for
stud
ents
. Rec
ogni
zing
that
the
wor
ldis
cha
ngin
g ra
pidl
y, th
eO
pen
Sch
ool c
omm
unity
mee
ts w
ithen
thus
iasm
the
chal
leng
e of
hel
ping
chi
ldre
nac
quire
a
joy
for
livin
g an
d le
arni
ng th
at.
will
enc
our-
age
them
to p
artic
ipat
e in
and
cont
ribut
e to
thei
r w
orld
.
Fre
e S
choo
l Stu
dent
s
A d
efin
ition
of t
he S
outh
east
Fre
e S
choo
lsh
ould
beg
in w
ith a
phi
loso
phic
al s
tate
men
ton
free
dom
. Fre
edom
is a
pro
cess
, a c
on-
tinuu
m th
roug
h w
hich
an
indi
vidu
al g
ains
abili
ties
and
mak
es d
ecis
ions
bas
ed o
n hi
sow
n de
sire
s an
d th
e re
aliti
es o
f the
env
iron-
men
t. F
reed
om in
volv
es le
arni
ng h
ow to
rela
te to
oth
ers
(ris
k ta
king
), fi
ndin
g re
&w
ork
to d
o (p
uttin
g up
with
som
e dr
udge
ry)
and
unde
rsta
ndin
g th
e so
ciet
y w
e liv
e in
(ha
rdth
inki
ng a
nd k
now
ledg
e). I
t inv
olve
s de
velo
p-in
g tr
aditi
onal
cap
aciti
es fo
r de
laye
d gr
atifi
-ca
tion,
sel
f dis
cipl
ine
and
nitty
grit
ty.
The
Sou
thea
st F
ree
Sch
ool,
whi
ch h
asde
velo
ped
its o
wn
uniq
ue c
hara
cter
as
has
ever
y sc
hool
, sta
nds
for
build
ing
a co
nfi-
denc
e an
d aw
aren
ess
with
in s
tude
nts
so th
atth
ey w
ill w
ant t
o le
arn
the
skill
s ne
cess
ary
tosu
rviv
ein
toda
y's
rapi
dly
and
radi
cally
outh
east
Fre
ech
ool
chan
ging
wor
ld. T
he s
choo
l see
ks n
ot to
iso-
late
itse
lf bu
t to
be a
n ex
tens
ion
of th
e co
m-
mun
ity, a
nd in
turn
ext
ends
itse
lf in
to th
eco
mm
unity
and
the
envi
ronm
ent.
Ach
ievi
ngsk
ills
and
bein
g ab
le to
mak
e ch
oice
s he
lps
peop
le to
bec
ome
free
. And
bei
ng fr
ee in
this
way
is w
hat F
ree
Sch
ool i
s ab
out.
Pro
visi
ons
for
a F
ree
Sch
ool i
n th
e in
itial
1971
pro
posa
l rep
rese
nted
an
atte
mpt
topr
ovid
e an
alte
rnat
ive
for
elem
enta
ry a
ndse
cond
ary
stud
ents
and
thei
r pa
rent
s w
hoha
d be
en a
ctiv
ely
seek
ing
a m
ore
hum
ane
and
crea
tive
appr
oach
to e
duca
tion.
Par
ents
and
stu
dent
s se
lect
ed th
e fir
st s
taff
of s
ix te
ache
rs, o
ne o
f who
m w
as to
be
ahe
ad te
ache
r. T
oget
her
they
wor
ked
to p
re-
pare
a p
rogr
am a
s w
ell a
s to
sel
ect a
nd p
re-
pare
a r
ente
d sp
ace
in th
e U
nite
d M
inis
trie
sbu
ildin
g. (
In 1
974
the
Fre
e S
choo
l mov
edin
to a
pub
lic s
choo
l bui
ldin
g.)
'The
gio
up, a
ugm
ente
d by
six
aid
es, a
larg
e
26
num
ber
of v
olun
teer
s, e
xper
imen
ted
with
ahi
ghly
indi
vidu
aliz
ed a
ppro
ach
durin
g th
efir
st y
ear.
Alth
ough
man
y cl
asse
s w
ere
offe
red,
suc
-ce
sses
in b
ringi
ng th
e sc
hool
toge
ther
wer
em
ost o
ften
foun
d in
the
trav
el e
xper
ienc
esw
hich
took
stu
dent
s on
sho
rt tr
ips
to th
ew
oods
, and
long
er tr
ips,
the
mos
t am
bitio
usof
whi
ch w
as to
Mex
ico
for
a m
onth
in th
ew
inte
r.T
he o
rigin
al p
ropo
sal s
et e
nrol
lmen
t for
the
first
yea
r at
70
stud
ents
. How
ever
, be-
caus
e of
the
grea
t dem
and
by o
ther
stu
dent
sto
par
ticip
ate
in th
e sc
hool
and
bec
ause
of a
desi
re to
incr
ease
the
reso
urce
bas
e, th
epr
ogra
m w
as e
xpan
ded
to in
clud
e 17
0 st
u-de
nts
in 1
972-
73. M
any
of th
e ne
w s
tude
nts
cam
e fr
om th
e pr
ivat
e G
lend
ale
Str
eet A
ca-
dem
y w
hich
was
form
ed to
mee
t the
nee
dsof
som
e 25
stu
dent
s w
ho w
ere
not a
ble
toen
ter
the
Sou
thea
st F
ree
Sch
ool t
he fi
rst y
ear.
The
Pro
gram
Fre
e S
choo
l stu
dent
s ar
eno
w d
ivid
ed in
toyo
unge
r, m
iddl
e an
d ol
der
stud
ent g
roup
s.T
he c
urric
ulum
of a
ll st
uden
ts in
the
Fre
eS
choo
l inc
lude
s w
ork
in m
athe
mat
ics
and
writ
ten
and
oral
com
mun
icat
ions
. The
reis
an e
mph
asis
thro
ugho
ut th
e cu
rric
ulum
onac
hiev
ing
the
abili
ty to
be
both
a cr
eato
r an
dcr
itic
of th
e so
ciet
y. S
tude
nts
and
facu
ltyse
ek to
nur
ture
and
mai
ntai
n th
ene
w c
om-
mun
ity o
f the
Fre
e S
choo
l with
in w
hich
ther
eis
a n
eed
to k
now
how
to c
hoos
ele
arni
ngac
tiviti
es, h
ow to
dea
l with
soc
iety
'sco
n-fli
cts,
how
to h
ave
fun
and
how
to h
elp
othe
rsto
hav
e fu
n, to
o.I
ma
Fie
ld tr
ips
for
the
scho
ol in
clud
e st
udyi
ngD
inky
tow
n th
roug
h su
rvey
s, ta
pe r
ecor
ding
and
cam
eras
, and
ext
ende
d tr
ips
to M
exic
oea
ch y
ear
whi
ch n
ot o
nly
help
str
etch
the
know
ledg
e of
stu
dent
s bu
t hel
p th
em b
uild
inte
rper
sona
l ski
lls in
a w
ay n
ot p
ossi
ble
in a
scho
ol s
ettin
g.
I
...
27
*a...
,oe
^..
1.1-
34,
A*, -
t, ",
1`w
rprA
W,.,
e111
r.
,f J
1p
The
sch
ool h
as c
omm
on r
esou
rce
area
s fo
ral
l age
s in
mat
h, s
cien
ce, a
rt, m
usic
, pot
tery
,w
oodw
orki
ng a
nd p
hoto
grap
hy. P
artic
ipat
-in
g in
act
iviti
es o
utsi
de th
e bu
ildin
g is
an
impo
rtan
t way
of u
nder
stan
ding
com
mun
itylif
e an
d re
sour
ces.
Prim
ary
Stu
dent
sS
tude
nts
(age
s 4-
8) h
ave
a la
rge
open
pri-
mar
y cl
assr
oom
of t
heir
own.
Man
yac
tivity
cent
ers
offe
r va
ried
appr
oach
es to
enc
oura
geba
sic
skill
gro
wth
in la
ngua
ge a
rts
and
mat
h.G
roup
s of
prim
ary
child
ren
have
spe
cial
times
in w
hich
they
wor
k on
thei
r sk
ills.
Inad
ditio
n th
ey a
re p
rese
nted
with
man
ych
oice
s fo
r w
ays
to u
se th
eir
time
and
deve
lop
thei
rin
tere
sts
thro
ugh
scie
nce,
gam
es,
book
s, a
nd r
elat
ing
thei
r ex
perie
nces
in a
rtan
d w
ritin
q.M
AIL
s. .
4.,
,4.
..,
#J'
1
"WS!
Ves
re-s
ipp
3
Mid
dle
Stu
dent
sM
iddl
e st
uden
ts (
ages
9-1
3) h
ave
a ho
me
base
; a la
rge
room
with
con
vers
atio
n an
dre
adin
g ar
eas
whe
re a
n in
tegr
ated
lang
uage
arts
-soc
ial s
tudi
es c
urric
ulum
is o
ffere
d. A
city
stu
dy o
r a
Min
neso
ta h
isto
ry p
roje
ct w
illin
clud
e w
ritin
g an
d re
sear
ch in
the
city
or
adja
cent
are
a, p
ullin
g to
geth
er m
any
skill
s.M
iddl
e st
uden
ts a
re r
espo
nsib
le fo
r sc
hedu
l-in
g th
eir
own
time
in th
e m
ath,
sci
ence
, art
and
othe
r re
sour
ce c
ente
rs.
The
stu
dent
s w
ork
with
thei
r ad
viso
rs to
mak
e co
ntra
cts
or a
gree
men
ts fo
r th
e pr
o-je
cts,
cla
sses
and
act
iviti
es th
ey w
ill p
ursu
eth
roug
hout
the
year
.
Tr'
ilv
Ple
ase
turn
the
page
for
info
on
Gov
erna
nce.
. .
r
Sec
onda
ry S
tude
nts
Sec
onda
ry s
tude
nts
have
thei
r ow
n ro
oms
for
hum
aniti
es, s
ocia
l stu
dies
and
acc
ess
toot
her
reso
urce
cen
ters
. Six
-wee
k sc
hedu
les
of c
lass
es a
re o
ffere
d, h
owev
er, t
ime
com
mit-
men
ts a
re in
divi
dual
ly a
rran
ged
with
ad-
viso
rs a
nd o
ther
teac
hers
acc
ordi
ng to
the
stud
ents
' per
sona
l goa
ls.
Sec
onda
ry s
tude
nts
also
are
enc
oura
ged
tota
ke c
lass
es in
Urb
an A
rts
or c
lass
es a
tM
arsh
all-U
nive
rsity
Hig
h S
choo
l and
the
Uni
vers
ity a
s w
ell a
s to
see
k ap
pren
tices
hips
.G
radu
atio
n re
quire
men
ts h
ave
been
set
up
for
the
scho
ol w
hich
bro
adly
def
ine
area
s of
acco
mpl
ishm
ent i
n co
mm
unic
atio
n, m
athe
-m
atic
s, s
cien
ce, h
uman
ities
and
per
sona
lin
depe
nden
ce.
Dep
endi
ng o
n th
e st
uden
ts' g
oals
and
how
they
mee
t the
ir co
mm
itmen
ts, s
tude
nts
may
grad
uate
whe
n th
ey h
ave
fulfi
lled
thei
r in
di-
vidu
ally
tailo
red
agre
emen
ts. A
stu
dent
,st
aff a
nd p
aren
t com
mitt
ee r
evie
ws
each
stu
-de
nt's
req
uest
for
grad
uatio
n. S
tude
nts
re-
ceiv
e a
Min
neap
olis
Pub
lic S
choo
ls d
iplo
ma.
The
Fre
e S
choo
l use
s th
e st
udy
of s
ocie
ty's
cont
rove
rsia
l iss
ues
as a
n ef
fect
ive
lear
ning
expe
rienc
e w
hen
stud
ents
bec
ome
inte
rest
ed
'S
in c
urre
nt e
vent
s an
d m
ove
from
the
clas
s-ro
om in
to th
e co
mm
unity
. In
1973
-74
stu-
dent
s in
vest
igat
ed a
nd b
ecam
e in
volv
ed w
ithth
e U
nite
d F
arm
Wor
kers
mov
emen
t. T
hey
have
als
o be
en a
ctiv
e in
dea
ling
with
rac
ism
and
sexi
sm a
s th
ey a
ffect
the
soci
ety.
30
Gov
erna
nce
Initi
ally
sch
ool g
over
nanc
e w
as a
ccom
p-lis
hed
by th
e co
nsen
sus
of th
ose
staf
f and
stud
ents
who
met
to m
ake
deci
sion
s. In
the
sprin
g of
197
2 a
gove
rnin
g bo
ard
of p
aren
ts,
stud
ents
and
sta
ff or
gani
zed
to p
lan
for
the
seco
nd y
ear
and
to p
rovi
de a
con
sist
ent o
n-go
ing
appr
oach
to s
choo
l gov
erna
nce.
The
gov
erni
ng b
oard
has
dev
elop
ed in
to a
stro
ng le
ader
ship
gro
up w
hich
has
take
nm
any
of th
e re
spon
sibi
litie
s fo
r th
e pr
inci
pal.
The
gov
erni
ng b
oard
han
dles
per
sonn
el m
at-
ters
, tak
ing
the
resp
onsi
bilit
y fo
r st
affin
g an
dbu
dget
dec
isio
ns,
scho
ol p
roce
dure
s an
dlo
ng r
ange
pla
nnin
g, a
s w
ell a
s de
finiti
onof
ove
rall
curr
icul
um a
nd e
duca
tiona
l pro
-gr
am. F
iftee
n st
uden
ts, p
aren
ts a
nd s
taff,
chos
en b
y th
eir
peer
s m
ake
up th
e bo
ard.
EX
CE
RPT
S FR
OM
FR
EE
SC
HO
OL
GR
AD
UA
TIO
N R
EQ
UIR
EM
EN
TS
Free
Sch
ool d
efin
es it
s gr
adua
tion
requ
irem
ents
in f
our
very
1),
oad
area
s of
bas
ic s
kills
and
iesp
onsi
bilit
y: (
I) c
omm
unic
atio
n an
d la
ngua
ge; (
2) m
athe
mat
ics
and
scie
nce;
(3)
soci
al p
ersp
ectiv
e an
d th
e hu
man
ities
; (4)
per
sona
l ach
ieve
mer
a an
d in
depe
nden
ce. I
nea
ch o
f th
ese
area
sev
ery
stud
ent w
ill s
how
a m
inim
um le
vel o
f ac
hiev
emen
t.In
at
leas
ttw
o of
thes
e ar
eas
each
stu
dent
will
sho
w p
rofi
cien
cy b
eyon
d th
e m
inim
um.
Soc
ial P
ersp
ectiv
e an
d H
uman
ities
Min
imum
com
pete
nce
in th
is a
rea
mea
ns:
I. Y
ou h
ave
a ba
sic
gras
p of
wor
ld g
eogr
aphy
(ph
ysic
al, p
oliti
cal,
econ
omic
) an
d hu
man
pop
ulat
ion
grou
ps(c
ultu
re, v
alue
s, li
fe s
tyle
s).
2. Y
ou h
ave
a ba
sic
back
grou
nd in
Uni
tes
Sta
tes
His
tory
, inc
ludi
ng th
e C
onst
itutio
n an
d B
ill o
f Rig
hts,
view
poin
ts a
nd p
robl
ems
of m
inor
ity g
roup
s, a
nd w
ays
this
cou
ntry
is fe
ared
or
resp
ecte
d el
sew
here
in th
ew
orld
.
3. Y
ou k
now
you
r ow
n cu
ltura
l roo
ts a
nd v
alue
s, c
an ta
lk a
bout
influ
ence
s sh
apin
g yo
ur li
fe, a
nd c
an id
en-
tify
your
ow
n "p
lace
in h
isto
ry"
star
ting
with
Min
neap
olis
toda
y.4.
You
hav
e in
form
atio
n an
d id
eas
abou
t the
em
ergi
ng w
orld
you
will
live
in. m
ajor
con
flict
s an
d op
por-
tuni
ties
befo
re y
ou a
nd h
ow y
ou c
hoos
e to
dea
l with
them
.5.
You
are
fam
iliar
with
the
"ism
s" o
f tod
ay (
com
mun
ism
, cap
italis
m, r
acis
m. s
exis
m, s
ocia
lism
, cla
ssis
m,
impe
rialis
m. e
tc.)
and
can
def
ine
them
and
iden
tify
whe
re a
nd h
ow th
ey o
pera
te.
h. Y
ou a
rc e
xplo
ring
and
thin
king
abo
ut a
t lea
st o
ne a
lien,
fore
ign
or d
iffer
ent c
ultu
re.
Add
ition
al p
rofic
ienc
y in
this
are
a m
ight
be
show
n by
suc
h ac
tiviti
es a
s:w
orki
ng w
ith a
loca
l com
mun
ity o
rgan
izat
ion
to a
chie
ve s
ome
part
icul
ar p
oliti
cal o
r so
cial
ref
orm
.tr
avel
ing
to a
noth
er p
lace
, lea
rnin
g yo
ur w
ay a
roun
d, a
nd d
oing
an
anal
ysis
of h
ow it
is d
iffer
ent.
Per
sona
l Ind
epen
denc
e an
d In
itiat
ive
Min
imum
com
pete
nce
in th
is a
rea
mea
ns:
I. Y
ou h
ave
foun
d an
d he
ld a
job
(pai
d or
vol
unte
er)
whe
re y
our
perf
orm
ance
was
eva
luat
ed b
y so
meo
ne n
otco
nnec
ted
with
Fre
e S
choo
l.2.
You
can
tell
abou
t you
r pl
ans
for
six
mon
ths
from
now
, or
at le
ast h
e ab
le to
offe
r al
tern
ativ
es.
3. Y
ou h
ate
deve
lope
d a
part
icul
ar s
kill
or in
tere
st o
f you
r ow
n, w
hich
you
enj
oy, a
re p
roud
of.
and
are
glad
to b
e as
ked
abou
t..4.
You
hav
e en
ough
sel
f-di
scip
line
to ta
ke r
espo
nsib
ilitie
s w
hich
oth
er p
eopl
e ca
n co
unt o
n, a
nd a
lso
to le
tpe
ople
kno
w w
hen
you
cann
ot a
ccep
t a r
espo
nsib
ility
. Etc
Pro
cedu
re
The
hea
rt o
f thi
s sy
stem
is th
at e
ach
stud
ent s
hare
s in
mak
ing
each
dec
isio
n ab
out h
is o
wn
grad
uatio
nfr
om F
ree
Sch
ool
whe
n he
thin
ks h
e ca
n he
"re
ady"
, wha
t spe
cial
exp
ecta
tions
are
app
ropr
iate
for
him
,ho
w to
mee
t tho
se e
xpec
tatio
ns, w
ho s
houl
d ev
alua
te h
is p
erfo
rman
ce, h
ow to
eva
luat
e w
heth
er in
fact
he
shou
ld g
radu
ate,
and
wha
t sho
uld
he th
e fin
al e
ntry
in h
is M
PS
rec
ords
. A s
tude
nt m
ay h
e ce
rtifi
ed fo
r th
edi
plom
a an
time
afte
r hi
s 16
th b
irthd
ay. T
he p
roce
dure
is a
s fo
llow
s:I.
Stu
dent
and
adv
isor
agr
ee s
ix m
onth
s in
adv
ance
on
a ta
rget
dat
e fo
r gr
adua
tion.
2. S
tude
nt a
nd a
dvis
or, w
orki
ng w
ith o
ther
sta
ff, a
gree
on
a w
ritte
n co
ntra
ct fo
r th
e fin
al s
ever
al m
onth
sw
ork.
3. C
ontr
act c
over
s m
inim
um c
ompe
tenc
e re
quire
men
ts n
ot y
etm
et, p
lus
addi
tiona
l pro
ficie
ncy
area
sag
reed
to h
e ap
prop
riate
for
the
stud
ent.
4. S
tude
nt a
nd a
dvis
or a
gree
on
stud
ent's
Gra
duat
ion
Rev
iew
Com
mitt
ee, t
o in
clud
e tw
o st
aff (
othe
r th
anad
viso
r), o
ne F
ree
Sch
ool p
aren
t (ch
osen
from
Gov
erni
ng B
oard
). o
ne s
econ
dary
stu
dent
, and
one
adu
ltno
t for
mal
ly r
elat
ed to
Fre
e S
choo
l. A
dvis
or s
erve
s as
stu
dent
's a
dvoc
ate
befo
re th
is c
omm
ittee
.5.
Com
mitt
er. m
eets
mon
thly
with
stu
dent
and
adv
isor
.6.
At c
ompl
etio
n of
con
trac
t per
iod
the
Com
mitt
ee m
eets
with
stu
dent
and
adv
isor
for
final
gra
duat
ion
inte
r-vi
ew1-
11/2
hou
rs in
an
info
rmal
set
ting.
..e
tc.
31
Iar
sha
I-U
nive
rsity
Hig
h S
choo
l
Like
the
othe
rfo
urS
EA
alte
rnat
ive
scho
ols,
Mar
shal
l-Uni
vers
ity H
igh
Sch
cc! h
asbe
com
e kn
own
as a
city
sch
ool s
ervi
ng n
oton
ly th
e S
outh
east
com
mun
ity b
ut M
inne
-ap
olis
as
wel
l.C
reat
ed in
196
8 by
the
mer
ger
of th
e pu
blic
sch
ool,
Mar
shal
l Hig
hS
choo
l, an
d th
e U
nive
rsity
labo
rato
ry s
choo
l,U
nive
rsity
Hig
h S
choo
l, th
is u
niqu
e sc
hool
isco
mm
itted
toth
e co
ncep
t of
expe
ri-m
enta
tion,
rese
arch
and
dem
onst
ratio
n.S
tron
g tie
s to
the
Uni
vers
ity o
ver
the
year
spl
us th
e ad
ditio
n of
alte
rnat
ive
stat
us e
n-ha
nce
the
oppo
rtun
ities
for
stud
ents
.A
div
erse
stu
dent
pop
ulat
ion
draw
s 2/
3's
of it
s st
uden
ts fr
om S
outh
east
and
1/3
from
the
rest
of t
he c
ity. T
he s
choo
l str
ives
tocr
eate
an
atm
osph
ere
whe
re p
eopl
e w
ithm
any
back
grou
nds
and
philo
soph
ies
can
com
e to
geth
er, r
espe
ctin
g ea
ch o
ther
s di
f-fe
renc
es.
Mar
shal
l - U
nive
rsity
Hig
h S
choo
l is
dedi
-ca
ted
to p
rovi
ding
a nu
mbe
r of
opt
ions
with
in th
e sc
hool
and
com
mun
ity th
at w
illen
able
stu
dent
s to
rec
eive
an
exce
llent
edu
ca-
tion
as w
ell a
s a
back
grou
nd o
f var
ied
educ
a-tio
nal e
xper
ienc
es th
at m
eet t
he in
tere
sts
and
need
s of
the
indi
vidu
al s
tude
nts.
32
The
Sen
ior
Hig
h P
rogr
ams
A tr
imes
ter
plan
, whi
ch a
llow
s st
uden
ts to
choo
se th
e co
urse
s th
ey w
ish
to ta
ke g
rade
s9-
12, e
ncou
rage
s st
uden
ts to
pla
n pr
ogra
ms
and
give
s th
em a
n op
port
unity
to ta
ke a
grea
ter
rang
e ci
f cou
rses
and
opt
ions
thro
ugh
the
year
. Whi
le th
ere
are
a nu
mbe
r of
requ
irem
ents
, the
re a
re m
any
way
s of
fulfi
ll-in
g th
em a
ccor
ding
to s
tude
nt n
eeds
and
inte
rest
s. M
ost c
ours
es a
re o
pen
to s
tude
nts
9-12
, mos
t with
no
prer
equi
site
s. A
lotte
rysy
stem
for
open
reg
istr
atio
n de
vise
d by
stu
-de
nts
allo
ws
for
a fa
ir an
d or
derly
reg
is-
trat
ion
proc
ess
thre
e tim
es a
yea
r at
12
wee
kin
terv
als.
Mod
els
for
Opt
ions
Thr
ee m
odel
s fo
r st
udy
are
avai
labl
e to
stu
-de
nts.
The
y m
ay ta
ke th
e si
ngle
sub
ject
are
adi
scip
line
cour
ses,
inte
rdis
cipl
inar
y st
udie
s,or
inde
pend
ent d
irect
ed s
tudy
. A s
tude
ntm
ay d
esig
n a
prog
ram
incl
udin
g al
l thr
eein
any
trim
este
r du
ring
her/
his
high
sch
ool
year
s.
rs
°B10
1111
.11.
err
" -'
Sin
gle
Dis
cipl
ine
Cou
rses
Stu
dent
s ex
plor
e co
ncep
ts a
nd th
emes
in a
sing
le a
cade
mic
dis
cipl
ine
with
a fa
culty
mem
ber.
Cla
sses
may
be
taug
ht a
t var
ious
site
s in
add
ition
to th
e tr
aditi
onal
cla
ssro
omth
us a
ddin
g fu
rthe
r di
men
sion
s to
lear
ning
.T
he s
ingl
e di
scip
line
clas
s re
mai
ns th
e co
re o
fth
e hi
gh s
choo
l\ pr
ogra
m. O
fferin
gs c
hang
eea
ch tr
imes
ter.
Bla
ck s
tudi
es a
nd N
ativ
e A
mer
ican
stu
dies
,fil
m s
tudi
es, c
o-ed
sho
p, h
ome
econ
omic
san
d at
hlet
ics,
opt
ions
in E
nglis
h an
d co
m-
pute
r m
ath
have
join
ed th
e m
ore
trad
ition
alsi
ngle
dis
cipl
ine
offe
rings
to w
iden
the
rang
eof
sin
gle
clas
s of
ferin
gs. C
lass
es in
deb
ate,
new
spap
er p
rodu
ctio
n, p
hoto
grap
hy, a
rt a
ndm
usic
and
thea
tre
offe
rex
perie
nces
inde
velo
ping
spe
cial
ski
lls.
,/
Mar
k S
teen
,4
Am
os
AW
AR
E
Pro
ject
AW
AR
E (
A W
ilder
ness
and
Re-
sear
ch E
xper
ienc
e) is
a p
rogr
am o
f wild
er-
ness
and
urb
an s
urvi
val t
rain
ing
whi
ch h
adits
pilo
t pro
gram
in th
e sp
ring
of 1
972.
As
man
y as
30
stud
ents
and
two
staf
f mem
bers
mee
t tog
ethe
r on
a fu
ll tim
e ba
sis
for
a tr
i-m
este
r to
sel
ect p
roje
cts
rela
ted
to th
e en
vir-
onm
ent a
nd w
ork
on th
em a
t sch
ool a
nd in
the
field
. App
roxi
mat
ely
20-2
5 da
ys o
f eac
htr
imes
ter
are
spen
t in
the
field
stu
dyin
g si
tes
from
an
hist
oric
al, g
eolo
gica
l and
geo
grap
hic
poin
t of v
iew
. Stu
dent
s re
sear
ch a
nd d
ocu-
men
t the
ir fin
ding
s as
they
rel
ate
to in
di-
vidu
al p
roje
cts
whi
ch th
ey s
hare
. Exp
lor-
atio
ns in
the
past
two
year
s ha
ve in
clud
ed15
0 m
ile b
ike
trip
s th
roug
h ru
ral M
inne
sota
,w
ilder
ness
bac
kpac
king
inth
e B
ound
ary
wat
ers
area
, mou
ntai
n cl
imbi
ng, s
now
sho
e-in
g, tr
ips
to th
e st
ate
legi
slat
ure,
and
sho
rtfo
rays
into
oth
er w
ilder
ness
are
as fo
r ca
mp-
ing.
Alo
ng w
ith s
kills
in c
anoe
ing,
cam
ping
and
safe
ty, a
n ex
pert
ise
in b
udge
ting,
nut
ri-tio
n an
d co
okin
g is
als
o ac
quire
d. A
WA
RE
'sho
me
base
is a
t Tut
tle S
choo
l and
enh
ance
sth
e K
-12
envi
ronm
enta
l stu
dies
pro
gram
s.
Inte
rdis
cipl
inar
y O
ptio
nsO
CLE Whi
le m
any
inde
pend
ent
stud
y pr
ojec
tsar
e ca
rrie
d on
in c
onju
nctio
n w
ith s
ingl
edi
scip
line
cour
ses,
the
Off
Cam
pus
Lear
ning
Exp
erie
nce
has
beco
me
an a
ltern
ativ
e fo
rea
rnin
g cr
edit
at a
site
oth
er th
an M
arsh
all-
Uni
vers
ity H
igh
Sch
ool.
Stu
dent
s w
rite
aco
ntra
ct a
fter
choo
sing
a s
ite a
nd p
roje
ct.
The
se, t
oget
her
with
the
obje
ctiv
es, a
reap
prov
ed b
y fa
culty
adv
isor
s. W
eekl
y m
eet-
ings
with
the
advi
sors
mon
itor
the
prog
ress
of th
e st
uden
ts. P
roje
cts
sele
cted
hav
e be
enva
ried.
Som
e ha
ve b
een
acad
emic
res
earc
h.M
any
mor
e ar
e ac
tive
part
icip
ants
in th
e co
m-
mun
ity in
dan
ce, t
elev
isio
n, o
cean
ogra
phy,
polic
e-co
mm
unity
rela
tions
and
wor
kin
scho
ols
and
hosp
itals
. Thi
s op
tion
is d
e-si
gned
bot
h fo
r st
uden
ts w
ho a
re d
isen
chan
-te
d w
ith th
e tr
aditi
onal
sch
ool c
once
pts
asw
ell a
s fo
r th
ose
who
see
k en
richm
ent.
Hum
aniti
esE
xpos
ure,
firs
t pilo
ted
in 1
972-
73, i
s de
-si
gned
to o
ffer
a hu
man
ities
app
roac
h to
pain
tings
,sc
ulpt
ure,
arch
itect
ure,
dram
a,po
etry
and
mus
ic in
the
Tw
in C
ities
. Stu
dent
sun
dert
ake
an in
divi
dual
or
grou
p pr
ojec
t and
obse
rve
first
han
d th
e ar
ts in
the
area
.
34
Nov
i
Tel
evis
ion
Stu
dio
Ove
r 10
0 st
uden
ts e
ach
trim
este
r ar
e ab
leto
lear
nte
levi
sion
prod
uctio
nan
dpr
o-gr
amm
ing
tech
niqu
esin
the
com
plet
ely
equi
pped
tele
visi
onst
udio
.In
addi
tion
tode
velo
ping
stu
dent
exp
ertis
e in
med
ia, r
adio
and
tele
visi
on, t
each
ers
may
cal
l on
the
stud
io to
pro
vide
tele
visi
on ta
pes
of c
urre
ntpr
ogra
ms
that
are
per
tinen
t to
thei
r st
udie
s.
t-
1
Indi
vidu
al D
irect
ed S
tudy
Opt
ions
Stu
dent
s m
ay, w
ith p
aren
t and
facu
lty c
on-
sent
enga
ge in
inde
pend
ent s
tudy
. A s
tu -
.de
nt m
ay p
lan
a co
urse
of s
tudy
, obj
ectiv
es,
cont
ent a
nd e
valu
atio
n, w
orki
ng c
lose
ly w
itha
facu
lty a
dvis
or. A
ppro
xim
atel
y 15
0-20
0st
uden
ts e
lect
to w
ork
out a
n in
r1,9
pand
ent
stud
y w
ithin
thei
r pr
ogra
m e
ach
trim
este
r.
Psy
chol
ogic
al C
ouns
elin
gT
he D
elib
erat
e P
sych
olog
ical
Pro
ject
is a
join
t atte
mpt
by
teac
hers
and
cou
nsel
ors
toof
fer
a se
quen
ce o
f cou
rses
des
igne
d to
pro
-m
ote
a st
uden
t's k
now
ledg
e ab
out s
elf a
ndot
hers
and
to h
elp
stud
ents
acq
uire
spe
cific
know
ledg
e an
d sk
ills
in c
hild
dev
elop
men
t,co
unse
ling,
inte
rvie
win
g an
d te
achi
ng. P
rac-
tical
exp
erie
nce
is c
ombi
ned
with
wee
kly
sem
inar
s.
35
%t'
The
Per
sona
l Tou
ch
Gui
de O
ros
pa
A g
uide
gro
up p
rogr
am w
as r
esea
rche
d in
the
sprin
g of
197
2 by
a g
roup
of f
acul
ty,
stud
ents
and
par
ents
. The
pla
n fo
r sm
all
grou
p co
unse
ling
mod
els
calls
for
stud
ents
tom
eet o
n a
regu
lar
basi
s to
dea
l with
edu
ca-
tiona
l and
car
eer
plan
ning
, to
deve
lop
inte
r-pe
rson
al s
kills
and
to a
sses
s pa
st le
arni
ngex
perie
nces
. Gui
des
are
resp
onsi
ble
for
aid-
ing
stud
ents
with
edu
catio
nal p
rogr
ams,
keep
ing
them
up
to d
ate
on r
ecor
ds, e
xpla
in-
ing
scho
ol p
roce
dure
s an
d re
latin
g to
par
ents
and
stud
ents
in s
uch
a w
ay th
at a
bet
ter
clim
ate
iscr
eate
d fo
rhe
lpin
g st
uden
ts w
ithlif
ego
als.
Gui
de g
roup
s w
ith 1
2-15
stu
dent
s m
eet
for
a ha
lf ho
ur tw
ice
wee
kly.
How
the
time
isus
edis
deci
ded
on b
y th
e gr
oup.
Gui
degr
oups
whi
ch m
eet t
wic
e w
eekl
y in
clud
e al
lst
uden
ts g
rade
s 8-
12 w
ith a
ll ce
rtifi
cate
dst
aff s
ervi
ng a
s gu
ides
.
Sch
ool a
nd C
omm
unity
Sha
ring
Lear
ning
exp
erie
nces
are
ofte
n m
ost r
ele-
vant
with
in a
com
mun
ity c
onte
xt. T
he s
choo
lex
tend
sin
toth
e co
mm
unity
and
mak
esav
aila
ble
oppo
rtun
ities
for
stud
ents
in m
any
out-
of-s
choo
l res
ourc
es.
Abo
ut 3
0 st
uden
ts e
ach
quar
ter
part
ici-
pate
in th
e M
inne
apol
is U
rban
Art
s pr
ogra
m.
Usu
ally
cal
ryin
g a
full
acad
emic
pro
gram
mor
ning
s, U
rban
Art
s st
uden
ts fr
om a
ll ov
erIM
inne
apol
is c
hoos
e of
ferin
gs in
Film
in th
eC
ities
,ph
otog
raph
y,C
hild
ren'
sT
heat
re,
Wal
ker
Art
Cen
ter,
Min
neap
olis
Inst
itute
of
Art
s an
d S
choo
l of D
esig
n. C
redi
t is
give
n at
the
hom
e sc
hool
for
thes
e ve
ntur
es.
Som
e st
uden
ts fu
rthe
r ex
pand
thei
r pr
o-gr
am a
nd ta
ke p
art i
n U
nive
rsity
With
out
Wal
ls w
hich
allo
ws
stud
ents
to r
egis
ter
and
part
icip
ate
in U
nive
rsity
cou
rses
whi
le s
till
regi
ster
edat
Mar
shal
l-Uni
vers
ityH
igh
Sch
ool.
A fe
w s
tude
nts
have
par
ticip
ated
inS
outh
east
Fre
e S
choo
l cla
sses
or
occa
sion
ally
atte
nd a
noth
er c
ity h
igh
scho
ol fo
r pa
rt o
fth
e da
y.T
he W
ork
Opp
ortu
nity
Cen
ter
prov
ides
aci
ty-w
ide
alte
rnat
ive
prog
ram
whi
ch e
xpos
esst
uden
ts to
wor
k ex
perie
nces
and
lays
afo
unda
tion
for
a ca
reer
afte
r gr
adua
tion
for
stud
ents
who
mig
ht o
ther
wis
e no
t com
plet
eth
eir
high
sch
ool c
aree
r.D
urin
g th
e su
mm
er m
onth
s m
any
stud
ents
take
part
inth
e T
win
City
Inst
itute
for
Tal
ente
d Y
outh
or
atte
nd C
amp
Tam
arac
,th
e M
inne
apol
is P
ublic
Sch
ools
pro
gram
that
com
bine
s an
out
door
nat
ural
set
ting
with
acad
emic
stu
dy.
36
Gov
erna
nce
Rep
rese
ntat
ives
from
facu
lty, p
aren
ts, s
tu-
dent
s, In
terg
roup
Edu
catio
n, S
peci
al E
duca
-tio
n an
d no
ncer
tific
ated
staf
f hav
e be
endr
awn
toge
ther
in a
n A
dvis
ory
Cou
ncil
as a
way
to u
nify
div
erse
sch
ool g
roup
s an
d ot
her
inte
rest
s in
ord
er to
pro
mot
e th
e ed
ucat
iona
lw
elfa
re o
f the
MU
HS
stu
dent
s. T
he P
rinci
-pa
l's A
dvis
ory
Cou
ncil
bega
n F
ebru
ary
1974
and
is d
esig
ned
to c
ouns
el a
nd a
dvis
e th
epr
inci
pal i
n th
e fo
rmul
atio
n of
sch
ool p
riori-
ties.
The
stu
dent
sen
ate,
dep
artm
ent c
hair-
pers
ons,
facu
lty c
ounc
il, a
nd P
TS
A b
oard
are
also
sub
stan
tivel
y in
volv
ed in
sch
ool a
ffairs
and
deci
sion
mak
ing.
37
I Sp
1
I
I
32
P P
eter
sen
Spe
cial
Edu
catio
n
Ort
hope
dica
lly h
andi
capp
ed a
nd h
ard
ofhe
arin
g st
uden
ts c
ome
from
the
met
ropo
li-ta
n ar
ea to
take
par
t in
the
Mar
shal
l-Uni
ver-
sity
Hig
h S
choo
l spe
cial
edu
catio
n pr
ogra
mS
peci
al c
lass
es a
nd te
ache
rs a
re p
rovi
ded
for
thes
e st
uden
ts, h
owev
er, t
he m
ain
goal
is to
inte
grat
e th
em in
to th
e re
gula
r cu
rric
ulum
and
scho
ol a
ctiv
ities
in s
o fa
r as
pos
sibl
eac
cord
ing
to e
ach
stud
ent's
nee
ds a
nd in
ter
-e
sts
MU
HS
Tra
nsiti
onal
Pro
gram
6-7
-8
Tra
nsiti
onal
Pro
gram
As
Mar
shal
l-Uni
vers
ity H
igh
Sch
ool b
egan
rece
ivin
g st
uden
ts fr
om th
e fo
ur e
lem
enta
rypr
ogra
ms,
the
juni
or h
igh
7-8
grad
e pr
ogra
mch
ange
d to
a tr
ansi
tiona
l pro
gram
to m
eet
the
need
s of
thos
e st
uden
ts.
Stu
dent
s en
terin
g th
e 7t
h gr
ade
may
now
choo
se a
mon
g fo
ur b
asic
pro
gram
opt
ions
:op
en c
lass
room
, an
ungr
aded
app
roac
h fo
r7-
8 gr
ades
, a tr
ue g
rade
d op
tion,
and
for
stud
ents
who
nee
d sp
ecia
l hel
p in
lang
uage
arts
and
mat
h be
fore
ent
erin
g se
nior
hig
h,th
ehi
ghly
stru
ctur
edA
djus
ted
Lear
ning
Env
ironm
ent.
Tea
cher
s w
ork
in te
ams
in th
egr
aded
and
ung
rade
d cl
assr
oom
s, m
eetin
gfo
r an
hou
r ea
ch d
ay w
ith c
ouns
elor
s to
sha
rein
sigh
ts a
nd p
lan
a co
ordi
nate
d cu
rric
ulum
.T
he u
ngra
ded
team
ser
ves
appr
oxim
atel
y10
0 12
-14
year
old
stu
dent
s w
ith a
hig
hly
38
F
flexi
ble
and
indi
vidu
al c
urric
ulum
. Alth
ough
the
goal
s co
nfor
m to
the
stan
dard
Min
nea-
polis
Pub
lic S
choo
ls s
yste
m's
goa
ls, t
hem
etho
ds ta
ken
to a
chie
ve th
em v
ary
grea
tlyan
d st
uden
ts m
ay p
rogr
ess
at th
eir
own
lear
ning
rat
e.T
he g
rade
d te
am fo
r 7t
h an
d 8t
h gr
ade,
with
abo
ut 1
00 s
tude
nts
in e
ach,
follo
ws
the
mor
e co
nven
tiona
l cla
ssro
om a
ppro
ach
toac
hiev
ing
the
desi
red
goal
s.T
he o
pen
clas
sroo
m o
ffers
a w
ide
rang
eof
lear
ning
opp
ortu
nitie
s. In
add
ition
to p
ro-
ject
s an
d co
re s
ubje
ct e
xplo
ratio
n in
thei
row
n cl
assr
oom
, stu
dent
s ha
ve a
cces
s to
the
high
sch
ool f
acili
ties
in h
ome
econ
omic
s,ar
t, m
usic
, ind
ustr
ial a
rts,
thea
tre,
lang
uage
san
d gy
m, a
s do
oth
er tr
ansi
tiona
l pro
gram
stud
ents
. A te
am o
f tea
cher
s, a
ides
, stu
dent
san
d vo
lunt
eers
wor
k w
ith a
bout
40
stud
ents
in th
e op
en c
lass
room
. Mos
t of t
he w
ork
isin
terd
isci
plin
ary
and
indi
vidu
aliz
ed.
39
The
Adj
uste
d, L
earn
ing
Env
ironm
ent,
ALE
, has
two
teac
hers
and
abo
ut 4
0 st
uden
tsw
ho n
eed
extr
a en
cour
agem
ent a
nd h
elp
inm
ath
and
Eng
lish
so th
ey c
an e
nter
sen
ior
high
sch
ool o
n a
mor
e co
nfid
ent b
asis
. Hom
evi
sits
by
the
staf
f and
ope
n ho
use
mee
tings
with
par
ents
, hel
p th
ese
stud
ents
gai
n co
nfi-
denc
e in
them
selv
es.
,B
egin
ning
in 1
974-
75 s
choo
l yea
r an
d in
orde
r to
dev
elop
furt
her
the
grow
ing
real
ityof
K-1
2 co
ntin
uum
of
lear
ning
, pro
gram
mod
ifica
tions
are
bei
ng r
nade
to b
reak
dow
nth
e ba
rrie
rs th
at e
xist
bet
wee
n se
cond
ary
and
elem
enta
ry s
choo
ls.
Ele
ven
and
twel
ve y
ear
old
stud
ents
in th
eel
emen
tary
pro
gram
s in
con
tem
pora
ry, c
on-
tinuo
us p
rogr
ess
and
open
edu
catio
n w
ho a
rede
emed
rea
dy b
y th
eir
pare
nts,
sta
ff in
volv
edan
d th
emse
lves
will
hav
e th
e op
port
unity
toen
ter
the
tran
sitio
nal p
rogr
am d
urin
g th
e"s
ixth
gra
de"
year
. In
this
way
, stu
dent
s w
hoar
e re
ady
to p
rogr
ess
will
be
able
to d
o so
,th
us r
einf
orci
ng th
e id
ea th
at it
is th
e st
age,
not t
he a
ge th
at m
atte
rs. T
his
new
dev
elop
-m
ent i
n th
e tr
ansi
tiona
l pro
gram
will
brin
gS
EA
sch
ools
and
com
mun
ity c
lose
r to
the
maj
or g
oal o
f pro
vidi
ng e
xten
sion
s of
the
alte
rnat
ive
prog
ram
sin
the
elem
enta
rysc
hool
s in
to M
arsh
all-U
nive
rsity
.
is
-* , ,
at-)
ei."4111,
1111111h1b.
7"41Alk 8*4
4fr4
-1
161k
1VN
c44 ,
- 4164 TiSt
Pl* .ft;P:4
a. ..11
do.
-
PR
OM
ISIN
G P
RA
CT
ICE
S A
ND
EX
PE
RIM
EN
TA
L P
RO
GR
AM
SE
xplic
it in
the
goal
s of
the
Sou
thea
st A
ltern
ativ
es p
ropo
sal i
s th
e co
mm
itmen
t to
purs
ue p
rom
isin
gpr
actic
es. T
his
gene
ral m
anda
te h
as r
ecei
ved
focu
s in
cur
ricul
um a
reas
, gov
erna
nce
of th
e pr
ojec
t, co
m-
mun
ity e
duca
tion,
sta
ff de
velo
pmen
t, as
wel
l as
in fo
rmat
ive
eval
uatio
n of
the
proj
ect.
K-1
2 T
HE
AT
RE
The
atre
exp
erie
nces
bec
ame
avai
labl
e to
all
Sou
thea
st A
ltern
ativ
es s
tude
nts
in th
e fa
ll of
1973
whe
n a
new
ly fo
rmed
K-1
2 T
heat
re P
ro-
ject
beg
an o
fferin
g cr
eativ
e dr
ama
and
danc
ew
orks
hops
.E
ach
of th
e el
emen
tary
pro
gram
s no
w h
ascr
eativ
e dr
ama
activ
ities
on
a re
gula
r ba
sis
asw
ell a
s fo
rmal
and
info
rmal
trai
ning
for
teac
hers
and
aide
s in
the
dram
atic
art
s.In
the
fall
1973
wor
ksho
p, s
econ
dary
stu
dent
spr
oduc
ed s
cene
s fr
om s
ix p
lays
and
two
orig
inal
wo:
Iss,
and
offe
red
a fu
ll le
ngth
com
edy-
mus
ical
prod
uctio
n M
arch
, 197
4.
ii-ty
°
For
man
y st
uden
ts th
e K
-12
thea
tre
proj
ect
repr
esen
ts th
e fir
st ti
me
they
hav
e be
en a
ble
topa
rtic
ipat
e in
this
cre
ativ
e en
deav
or.
Stu
dent
s fr
om th
e U
nive
rsity
of M
inne
sota
have
ass
iste
d in
thea
tre
proj
ects
as
have
vol
un-
teer
sfr
om th
e co
mm
unity
.C
ricke
tT
heat
er,
The
atre
of I
nvol
vem
ent,
Chi
ldre
n's
The
atre
, and
Uni
vers
ity T
heat
re h
ave
all g
iven
free
ass
ista
nce
and
reso
urce
s.A
s th
e K
-12
thea
tre
prog
ram
dev
elop
s, e
ffort
sar
e be
ing
mad
e to
acc
umul
ate
mat
eria
ls a
ndgu
ides
and
furt
her
deve
lop
coop
erat
ion
in th
ear
ts b
etw
een
SE
A a
nd th
e U
nive
rsity
res
ourc
esto
the
bene
fit o
f bot
h.In
dust
rial A
rts
A p
opul
ar a
dditi
on to
the
elem
enta
ry p
rogr
ams
is in
dust
rial a
rts.
Sch
ool w
orks
hops
are
equ
ippe
dw
ith w
ork
benc
hes,
han
dtoo
ls, d
& il
l pre
ss, l
athe
s,an
d sc
roll
saw
s so
chi
ldre
n m
ay le
arn
tech
niqu
esan
d sa
fe u
se o
f too
ls in
woo
d w
orki
ng, m
etal
and
leat
her
craf
t. T
his
coed
ucat
iona
l act
ivity
enc
our-
ages
old
er a
nd y
oung
er s
tude
nts
to w
ork
toge
ther
and
has
enab
led
stud
ents
to c
ontr
ibut
e to
inte
r-di
scip
linar
y cl
assr
oom
pro
ject
s as
wel
l as
to d
e-ve
lop
skill
s no
t usu
ally
foun
d on
the
elem
enta
ryle
vel.
The
use
of t
he w
orks
hops
is o
ften
exte
nded
beyo
nd th
e sc
hool
day
for
stud
ents
and
com
-m
unity
use
. Tea
cher
s, U
nive
rsity
inte
rns,
old
erst
uden
ts a
nd v
olun
teer
s se
rve
as in
stru
ctor
s.
K-1
2 La
ngua
ge A
rts
Pro
gram
At t
he O
pen
Sch
ool,
Fre
e S
choo
l, C
ontin
uous
Pro
gres
s S
choo
l and
Mar
shal
l-Uni
vers
ity H
igh
Sch
ool,
the
Mof
fett
Lang
uage
Art
s m
ater
ials
have
bee
n in
corp
orat
ed in
to th
e cu
rric
ulum
.T
he M
offe
tt ap
proa
ch in
volv
es s
tude
nts
inac
tual
act
ivity
rat
her
than
a s
tudy
of s
ubje
cts
and
is in
terd
isci
plin
ary,
pro
ject
and
act
ivity
orie
nted
.
K-1
2 S
cien
ce a
nd E
nviro
nmen
tal S
tudi
es
at
B. J
. Sm
ith
The
K1
2 E
nviro
nmen
tal S
tudi
es p
rogr
am in
-vo
lves
stu
dent
s in
act
iviti
es r
elat
ing
all s
ubje
ctar
eas
to th
e re
al w
orld
. Stu
dies
in u
rban
com
-m
unity
and
nat
ural
are
as d
evel
op s
kills
in m
ath,
soci
al s
tudi
es, s
cien
ce, l
angu
age
arts
, art
, mus
ican
d ph
ysic
al e
duca
tion.
Sec
onda
ry s
tude
nts
have
an
oppo
rtun
ity to
take
AW
AR
E a
tM
arsh
all-U
nive
rsity
Hig
hS
choo
l.E
ight
y sc
ienc
e un
its a
re a
vaila
ble
for
elem
enta
rycl
asse
s w
hich
take
stu
dent
s ou
tdoo
rs fo
r ca
mp-
ing,
cro
ss c
ount
ry s
kiin
g, s
now
shoe
ing,
sch
ool
site
dev
elop
men
t and
can
oein
g. T
he p
rogr
amar
ms
the
stud
ent w
ith a
n un
ders
tand
ing
of e
nvir-
onm
enta
l int
erre
latio
nshi
ps, t
hein
quiry
skill
sne
eded
to a
nsw
er q
uest
ions
and
a s
ensi
tivity
toth
e en
viro
nmen
t and
to o
ther
peo
ple.
The
Min
neap
olis
Liv
ing
Mat
eria
ls C
ente
r be
gan
in 1
973
and
serv
es a
s a
resp
osito
ry fo
r or
gan-
ism
s an
d m
ater
ials
suc
h as
cric
kets
, dap
hnia
and
trop
ical
fish
nee
ded
in th
e st
udy
of z
oolo
gyan
d bi
olog
y in
the
scho
ols.
Stu
dent
s sp
end
time
inth
e ce
nter
obs
ervi
ng a
nd d
oing
res
earc
h
TE
LEV
ISIO
N A
ND
ME
DIA
ST
UD
IO
Bec
ause
we
live
in a
tim
e w
hen
the
med
ium
bec
omes
the
mes
sage
and
tele
visi
on is
one
of t
hedo
min
ant f
orce
s in
our
soc
iety
, it i
s ap
prop
riate
that
a te
levi
sion
stu
dio
be fu
nded
and
i i ;
taile
d in
the
Mar
shal
l-Uni
vers
ity H
igh
Sch
ool b
uild
ing
whi
ch s
erve
s no
t onl
y M
arsh
all-U
nive
rsity
Hig
h S
choo
l but
als
oth
e re
st o
f the
com
pone
nts
in S
EA
and
the
Uni
vers
ity o
f Min
neso
ta.
B. J
. Sm
ith
proj
ects
with
org
anis
ms.
Set
s ar
e al
so s
uppl
ied
to c
lass
room
s. T
his
prog
ram
will
ser
ve a
ll th
eci
ty's
sch
ools
beg
inni
ng in
197
4-75
.O
ver
100
scie
nce
kits
are
ava
ilabl
e fo
r te
ache
rsto
che
ck o
ut in
cla
ss u
nit s
izes
thro
ugh
the
Sci
ence
Cen
ter.
Exa
mpl
es o
f tho
se k
its r
ange
from
mic
ro-
scop
es,
astr
onom
y,el
ectr
icity
,ba
lloon
san
dga
ses.
SC
IS u
nits
suc
h as
eco
sys
tem
s, e
nviro
n-m
enta
l, or
gani
sms,
and
com
mun
ities
are
ava
il-ab
le.
All
thre
e pr
ogra
ms
are
hous
ed in
the
Tut
tlebu
ildin
g.
V
The
Tel
evis
ion
Cen
ter,
was
firs
t pro
pose
d by
teac
hers
in th
e fa
ll of
197
1 an
d ap
prov
ed in
Aug
ust,
1972
. The
197
273
scho
ol y
ear
was
one
pcim
arily
of i
nsta
llatio
n of
the
faci
litie
s w
hich
now
offe
r br
oadc
astin
g on
five
cha
nnel
s to
42
loca
tions
in th
e M
arsh
all-U
nive
rsity
Hig
h S
choo
lbu
ildin
g. E
road
cast
ing
is p
ossi
ble
into
or
out o
fan
y of
the
42 lo
catio
ns a
nd p
rogr
amm
ing
can
be16
mm
film
s, s
lides
, pre
-rec
orde
d vi
deo
tape
s or
live
vide
o pr
oduc
tions
.
With
vide
oan
d au
dio
stud
ios,
and
com
-pl
ete
equi
pmen
t, th
e po
ssib
ilitie
s fo
r pr
oduc
tion
and
trai
ning
are
ext
ensi
ve.
43
1
P. P
eter
sen
A p
rogr
am fo
r tr
aini
ng h
igh
scho
ol s
tude
nts
asst
udio
man
ager
s in
all
oper
atio
ns o
f the
com
plex
mak
es it
pos
sibl
e to
offe
r m
any
serv
ices
to th
ose
in th
e sc
hool
s. M
arsh
all-U
nive
rsity
stu
dent
s, S
outh
-ea
st F
ree
Sch
ool,
Com
mun
ity E
duca
tion
and
the
elem
enta
ry s
choo
ls a
lso
mak
e us
e of
the
stud
ios
tale
nts
and
serv
ices
as
do th
e K
-12
serv
ices
and
the
Uni
vers
ity o
f Min
neso
ta. T
hus,
in p
rovi
ding
trai
ning
in c
onte
mpo
rary
ski
lls fo
r m
any
stud
ents
who
com
pete
for
the
stud
io m
anag
er p
ositi
ons,
and
in s
ervi
ce to
the
stud
ents
and
teac
hers
who
use
the
prod
ucts
of t
he s
tudi
o, th
e te
levi
sion
stud
io h
as e
arne
d a
plac
e of
sig
nific
ance
in th
eS
outh
east
Alte
rnat
ives
pro
ject
.
DE
CE
NT
RA
LIZ
AT
ION
Sou
thea
st A
ltern
ativ
es s
erve
s as
a m
odel
of a
dmin
istr
ativ
e de
cen-
tral
izat
ion.
In th
e or
igin
al p
ropo
sal,
it w
as in
dica
ted
that
mod
els
ofgo
vern
ance
and
dec
entr
aliz
atio
n be
und
erta
ken
whi
ch w
ould
bes
tse
rve
the
proj
ect's
nee
ds.
The
re is
str
ong
com
mitm
ent i
n M
inne
apol
is o
n th
e pa
rt o
f the
Sup
er-
inte
nden
t and
the
Boa
rd o
f Edu
catio
n to
mak
ing
loca
l edu
catio
n a
part
icip
ator
y pr
oces
s. W
ithin
lega
l con
stra
ints
, the
re is
evi
denc
ed a
will
ingn
ess
to tr
ansf
er a
utho
rity
and
pow
er c
lose
r to
thos
e w
ho a
rem
ost a
ffect
ed b
y de
cisi
ons
and
a co
mfo
rtab
lene
ss w
ith th
e ar
rang
e-m
ents
.A
num
ber
of g
over
nanc
e m
odel
s ha
ve d
evel
oped
in th
e fir
st th
ree
year
s of
the
proj
ect w
hich
hav
e re
plac
ed th
e ol
d ve
hicl
es s
uch
as th
eM
arsh
all-U
nive
rsity
Hig
h S
choo
l Pol
icy
Boa
rd. I
n th
e ex
pand
ed a
ndch
angi
ng r
elat
ions
hips
with
the
Uni
vers
ity a
nd th
e ch
ange
s in
adm
in-
istr
ativ
e de
cent
raliz
atio
n w
ithin
Min
neap
olis
thes
e ne
w fo
rms
serv
e as
usef
ul e
xam
ples
of c
omm
unity
res
pons
ibili
ties.
Isiti
RIM
IW
.V
ittni
ao W
INS
MR
.4
-4m
essm
iliT
he M
anag
emen
t Tea
m
A fu
rthe
r m
odel
in a
dmin
istr
ativ
e de
cent
raliz
atio
n is
the
Man
age-
men
t Tea
m w
hich
is c
ompo
sed
of s
choo
l adm
inis
trat
ors
and
som
em
embe
rs o
f the
SE
A K
-12
staf
f.It
was
org
aniz
ed to
dra
w to
geth
er K
-12
staf
f and
adm
inis
trat
ors
and
to s
hare
som
e of
the
adm
inis
trat
ive
deci
sion
mak
ing
with
the
Dire
ctor
.T
he M
anag
emen
t Tea
m d
ecid
es o
n m
atte
rs a
ffect
ing
budg
ets
and
pers
onne
l, m
onito
rs g
over
nanc
e an
d ev
alua
tion.
Obs
erve
rs fr
om th
eS
outh
east
Cou
ncil
atte
nd M
anag
emen
t Tea
m m
eetin
gs.
The
Sou
thea
st C
ounc
il is
des
igne
d as
an
influ
enci
ng a
dvis
ory
body
and
the
Man
agem
ent T
eam
as
the
adm
inis
trat
ive
body
, with
diff
eren
tco
nstit
uenc
ies
but w
ith th
e co
mm
on g
oal o
f ser
ving
the
best
inte
rest
sof
the
proj
ect.
44
'IIB
ig'
The
Sou
thea
st C
omm
unity
Edu
catio
n C
ounc
il
The
firs
t of t
hese
mod
els
deve
lope
d in
197
1-72
was
the
Sou
thea
stC
omm
unity
Edu
catio
nal C
ounc
il. C
reat
ed to
adv
ise
the
SE
A D
irect
or,
the
Cou
ncil
is m
ade
up o
f ele
cted
rep
rese
ntat
ives
of s
choo
ls, p
aren
t,fa
culty
and
stu
dent
gro
ups
as w
ell a
s m
embe
rs fr
om s
ever
al c
om-
mun
ity a
genc
ies.
The
Cou
ncil
is in
volv
ed in
the
recr
uitin
g an
d in
terv
iew
ing
of a
dmin
-is
trat
ors
and
staf
f hav
ing
K-1
2 re
spon
sibi
litie
s, in
eva
luat
ing
the
Dire
ctor
's p
erfo
rman
ce, i
n le
ader
ship
, in
plan
ning
and
prio
ritie
s fo
rth
e pr
ojec
t as
wel
l as
mak
ing
reco
mm
enda
tions
abo
ut e
valu
atio
nac
tiviti
es a
nd th
e al
loca
tion
of r
esou
rces
. The
Cou
ncil
was
the
prim
eag
ent i
n th
e 19
73-7
6 pl
anni
ng p
roce
ss a
nd in
form
ulat
ing
the
reco
m-
men
datio
ns o
nsc
hool
reor
gani
zatio
nan
dad
min
istr
ativ
ear
each
ange
s.
f'c 4
1..
sis
44/7
A 4,
MI
Sch
ool G
over
nanc
e
Eac
h of
the
scho
ols
has
deve
lope
d th
e go
vern
ance
mod
el th
at b
est
suits
its
need
s. T
he S
outh
east
Fre
e S
choo
l has
a s
tude
nt/p
aren
t/fa
culty
Gov
erni
ng B
oard
that
is a
dec
isio
n m
akin
g bo
dy a
nd is
larig
ely
resp
onsi
ble
for
pers
onne
l, bu
dget
and
cur
ricul
um d
irect
ion.
Mar
cyO
pen
Sch
ool h
as a
n A
dvis
ory
Cou
ncil
that
wor
ks w
ith th
e pr
inci
pal t
ose
t the
dire
ctio
n of
the
scho
ol a
nd to
form
its
polic
ies.
The
Con
tinuo
usP
rogr
ess
scho
ol h
as a
PT
A a
nda
Coo
rdin
atin
g C
omm
ittee
of f
acul
ty,
staf
f and
par
ents
that
mee
ts w
ith th
e pr
inci
pal t
o ad
vise
and
rec
om-
men
d. T
he C
onte
mpo
rary
Sch
ool h
as a
str
ong
PT
A B
oard
that
mee
tsw
ith th
e pr
inci
pal,
and
Mar
shal
l-Uni
vers
ity H
igh
Sch
ool h
as a
new
lyfo
rmed
(F
ebru
ary,
197
4) A
dvis
ory
Cou
ncil
whi
ch s
eeks
to u
nify
div
erse
grou
ps a
nd p
rom
ote
the
educ
atio
nal w
elfa
re o
f the
Mar
shal
l-Uni
ver-
sity
Hig
h S
choo
l stu
dent
s.R
egar
dles
s of
the
nam
e of
the
boar
d, e
ach
scho
ol h
as w
orke
d ou
tth
e fo
rm th
at b
est s
uits
its
part
icul
ar p
hilo
soph
y an
d ne
eds.
1131
45
The
Fut
ure
Que
stio
ns r
emai
n as
to h
ow a
nd w
hen
and
whe
re S
outh
east
Alte
r-na
tives
will
fit i
nto
the
dece
ntra
lized
str
uctu
re in
the
Min
neap
olis
reor
gani
zatio
n. T
he S
outh
east
Cou
ncil
requ
este
d of
the
Sup
erin
ten-
dent
and
the
Boa
rd o
f Edu
catio
n th
at S
EA
rem
ain
inde
pend
ent u
ntil
the
end
of th
e pr
ojec
t in
1976
. Man
y qu
estio
ns r
emai
n as
to th
e fu
ture
of
Sou
thea
st in
the
cons
tant
ly c
hang
ing
scen
e of
dec
linin
g en
rollm
ents
and
budg
et c
once
rns
in M
inne
apol
is.
How
ever
, as
staf
f and
par
ents
and
adm
inis
trat
ors
have
par
ticip
ated
in g
over
nanc
e m
odel
s th
at h
av,>
allo
wed
them
the
resp
onsi
bilit
y of
reco
mm
endi
ng p
erso
nnel
and
bud
get a
nd p
rogr
am c
hang
es, t
hey
have
gro
wn
accu
stom
ed to
mak
ing
deci
sion
s an
d ac
cept
ing
the
resp
on-
sibi
lity
that
acc
ompa
nies
suc
h ef
fort
s. H
avin
g ex
perie
nced
suc
cess
and
satis
fact
ion
with
suc
h m
odel
s, it
wou
ld a
ppea
r re
ason
able
toas
sum
e th
at th
e S
outh
east
com
mun
ity w
ill d
esire
to c
ontin
ue to
exe
r--;
ise
thei
r in
fluen
ce in
thes
e av
enue
s fo
r de
cisi
on m
akin
g th
at d
irect
lyaf
fect
them
, inc
ludi
ng th
e vi
tal p
rero
gativ
e of
par
ent c
hoic
e of
alte
rna-
tive
scho
ols.
Sir
Fs.
CO
MM
UN
ITY
ED
UC
AT
ION
Com
mun
ity E
duca
tion
in S
outh
east
Min
neap
olis
has
grow
n fr
om a
one
nig
ht a
wee
k ad
ult p
ro-
gram
at M
arsh
all-U
nive
rsity
Hig
h S
choo
l to
afo
ur n
ight
a w
eek
prog
ram
at M
arsh
all-U
nive
r-si
ty H
igh
Sch
ool p
lus
even
ing
prog
ram
s at
thre
eel
emen
tary
bui
ldin
gs a
nd a
fter
scho
ol p
rogr
ams
in m
ost o
f the
ele
men
tary
bui
ldin
gs w
ith a
n af
ter
scho
ol p
rogr
am in
a v
arie
ty o
f Ced
ar-R
iver
side
loca
tions
. The
reg
istr
atio
n fo
r th
e ev
enin
g pr
o-gr
ams
topp
ed 1
600
fall
quar
ter,
197
3, th
e la
r-ge
st p
rogr
am in
Min
neap
olis
.C
omm
unity
edu
catio
n is
a s
peci
al a
ppro
ach
tow
ard
educ
atio
n th
at e
xten
ds b
eyon
d th
e re
gu-
lar
scho
ol d
ay a
nd is
aim
ed a
t int
egra
ting
the
regu
lar
day
prog
ram
with
the
afte
rnoo
n an
d ev
en-
ing
activ
ities
.B
ased
on
the
unde
rlyin
g as
sum
ptio
ns th
at p
ub-
lic s
choo
l fac
ilitie
s be
long
to th
e pe
ople
and
that
lear
ning
isa
life-
long
exp
erie
nce,
Com
mun
ityE
duca
tion
prov
ides
voc
atio
nal t
rain
ing
as w
ell a
sa
varie
ty o
f rec
reat
iona
l, ac
adem
ic a
nd e
nric
h-m
ent o
ppor
tuni
ties
for
all a
ges.
p
The
Com
mun
ity E
duca
tion
Coo
rdin
ator
coo
rdi-
nate
s th
e pl
anni
ng e
ffort
s of
the
four
ele
men
tary
scho
ols,
and
Mar
shal
l-Uni
vers
ity H
igh
Sch
ool a
sw
ell a
s th
e C
edar
-Riv
ersi
de a
ftern
oon
prog
ram
.T
he S
outh
east
Com
mun
ity E
duca
tion
Com
mit-
tee,
com
pose
d of
par
ents
, stu
dent
s, fa
culty
and
othe
r co
mm
unity
res
iden
ts, h
elps
det
erm
ine
the
over
all g
oals
and
prio
ritie
s an
d ev
alua
tes
past
effo
rts.
Mos
t of t
he e
lem
enta
ry s
choo
ls a
re s
taffe
d by
apa
rt ti
me
coor
dina
tor
who
pla
ns a
ctiv
ities
for
child
ren
from
3:0
0 to
4:3
0 p.
m. M
onda
y th
roug
hF
riday
. Ele
men
tary
sch
ools
are
als
o op
en a
t fea
ston
e ev
enin
g pe
r w
eek
for
yout
h an
d ad
ult p
ro-
gram
s as
wel
l as
com
mun
ity m
eetin
gs.
46
In th
e sp
ring
of 1
974,
in c
oope
ratio
n w
ith th
eF
amily
Res
ourc
e C
ente
r, a
n af
ter
scho
ol p
lus
pro-
gram
was
beg
un, o
fferin
g af
ter
scho
ol c
are
for
child
ren
K-6
on
a lim
ited
basi
s to
hel
p pa
rent
sw
ho a
re w
orki
ng o
r ta
king
cla
sses
.M
arsh
all-U
nive
rsity
Com
mun
ity S
choo
l offe
rscl
asse
s fo
ur n
ight
s pe
r w
eek
from
4:0
0 to
10:
00p.
m. A
nyon
e m
ay a
ttend
, reg
ardl
ess
of e
duca
-tio
nal b
ackg
roun
d or
exp
erie
nce.
Cou
rse
offe
r-in
gs a
re c
hang
ed th
ree
times
a y
ear
and
are
dete
r-m
ined
thro
ugh
inte
rest
exp
ress
ed b
y th
e co
m-
mun
ity a
nd b
y th
ose
who
wis
h to
teac
h. S
peci
alco
mm
unity
eve
nts
are
also
spo
nsor
ed th
roug
hout
the
year
. Abo
ut 1
00 c
ours
es a
re o
ffere
d an
d a
num
ber
of c
lass
es m
ay b
e ta
ken
for
high
sch
ool
cred
it. A
bro
chur
e of
cla
ss o
fferin
gs is
mai
led
toS
outh
east
res
iden
ts e
ach
fall,
win
ter
and
sprin
g.
Rx
The
Com
mun
ity R
esou
rce
Coo
rdin
ator
s ar
e a
part
of C
omm
unity
Edu
catio
n an
d he
lp to
dev
elop
reso
urce
s an
d vo
lunt
eer
assi
stan
ce fo
r th
e sc
hool
sas
thei
r ne
eds
are
mad
e kn
own.
The
Com
mun
ityR
esou
rce
Coo
rdin
ator
s fr
om e
ach
of th
e sc
hool
sse
rve
to im
prov
e co
mm
unic
atio
ns b
etw
een
the
scho
ols
and
the
com
mun
ity. F
or th
ose
who
vol
un-
teer
, vol
unte
er tr
aini
ngis
offe
red
as w
ell a
sac
cess
to s
taff
deve
lopm
ent p
rogr
ams
offe
red
inS
outh
east
Alte
rnat
ives
App
roxi
mat
ely
200
volu
ntee
rs w
ork
wee
kly
in th
e fiv
e al
tern
ativ
esc
hool
sC
omm
unity
edu
catio
n pr
ogra
ms
serv
e a
wid
eag
e gr
oup
youn
g an
d ol
d M
any
activ
ities
are
plan
ned
spec
ifica
lly fo
r se
nior
citi
zens
Pra
tt/M
otle
y an
d T
uttle
hav
e S
enio
r C
itize
n C
lubs
whi
ch m
eet m
onth
ly a
nd s
pons
or a
var
iety
of p
ro-
gram
s S
omet
imes
cla
sses
are
des
igne
d to
mee
tsp
ecifi
c co
mm
unity
nee
ds s
uch
as th
e N
ew L
ifefo
r th
e O
ld H
ome"
whi
ch o
ffere
d a
serie
s of
sem
i-na
rs to
Sou
thea
st r
esid
ents
by
a nu
mbe
r of
ex-
pert
s on
reh
abili
tatin
g th
eir
prop
ertie
sS
ome
of th
e 10
0 co
urse
s of
fere
d sp
ring
sess
ion
are
elec
tric
al r
epai
rs, N
orw
egia
n (a
lso
six
othe
rla
ngua
ges)
, sta
ined
gla
ss, s
tar
gazi
ng, A
mer
ican
Indi
an a
rt o
bjec
ts, f
urni
ture
ref
inis
hing
, mak
ing
natu
ral d
yes,
poo
dle
trim
min
g an
d gr
oom
ing,
trac
ing
your
fam
ily tr
ee, a
nd h
ow to
buy
and
sel
la
hom
eC
omm
unity
Edu
catio
n of
fices
are
loca
ted
at16
6 P
eik
Hal
l, U
nive
rsity
of M
inne
sota
, Min
ne-
apol
is, 5
5455
For
furt
her
info
rmat
ion
call
612-
376
-450
5
47
01
TH
E T
EA
CH
ER
CE
NT
ER
The
"S
hake
It U
p an
d M
ove
It A
roun
d G
lee
and
Per
loo
Mar
chin
g S
ocie
ty-
was
a w
orks
hop
de-
sign
ed b
y te
ache
rs a
nd o
ffere
d to
them
thro
ugh
the
Tea
cher
Cen
ter.
An
inte
rdis
cipl
inar
y ef
fort
indr
ama,
Eng
lish,
indu
stria
l art
s, s
cien
ce a
nd s
ocia
lst
udie
s, th
e w
orks
hop
was
one
of m
any
in 1
973-
74 th
at d
emon
stra
tes
how
teac
hers
can
cre
ativ
ely
spea
k to
thei
r st
aff d
evel
opm
ent n
eeds
whe
n th
eyde
term
ine
the
mec
hani
sms
for
doin
g so
.T
he T
each
er C
ente
r, w
hich
bec
ame
oper
atio
nal
in th
e fa
ll of
197
2, w
as d
esig
ned
to o
ffer
teac
hers
a un
ified
app
roac
h to
sta
ff de
velo
pmen
t and
toal
low
them
to p
lan
for
and
cont
rol t
he u
se o
fst
aff d
evel
opm
ent f
unds
.T
he C
ente
r, w
hich
ser
ved
Sou
thea
st A
ltern
a-tiv
es s
taff
and
com
mun
ity in
197
3-74
, has
ex-
pand
edto
beco
me
the
Min
neap
olis
Pub
licS
choo
ls/U
nive
rsity
of M
inne
sota
Tea
cher
Cen
ter
(MP
S/U
M T
C),
thus
insu
ring
its li
fe a
nd s
ervi
cebe
yond
that
of t
he S
EA
fund
ing.
..Ar± --
/
The
Uni
vers
ityof
Min
neso
taco
ntrib
uted
$121
,500
in p
rogr
am fu
nds
and
serv
ices
and
the
Min
neap
olis
Pub
lic S
choo
ls a
dded
$58
,000
to th
eT
each
er C
ente
r op
erat
ion
thro
ugh
a ne
w c
ontr
act
betw
een
the
Min
neap
olis
Boa
rd o
f Edu
catio
n an
dth
e U
nive
rsity
Boa
rd o
f Reg
ents
. Tha
t mon
eysu
pple
men
ts $
195,
134
in fe
dera
l fun
ds a
vaila
ble
to S
EA
for
1973
-74.
Tea
cher
s in
Min
neap
olis
and
thos
e in
volv
ed in
the
educ
atio
nal r
esea
rch
at th
e U
nive
rsity
are
abl
eto
req
uest
fund
s th
roug
h th
e M
PS
/UM
Tea
cher
Cen
ter
Boa
rd w
hich
man
ages
the
MP
S/U
M fu
nds.
The
eig
ht p
erso
n T
each
er C
ente
r B
oard
has
rep
re-
sent
ativ
es fr
om M
inne
apol
is P
ublic
Sch
ools
, Uni
-ve
rsity
of M
inne
sota
, SE
A te
ache
rs, a
nd c
om-
mun
ity m
embe
r re
pres
enta
tives
.T
he S
EA
por
tion
of th
e T
each
er C
ente
r fu
nds
are
allo
cate
d th
roug
h th
e S
EA
Inse
rvic
e C
omm
ittee
whi
ch is
com
pose
d of
inst
ruct
iona
l sta
ff el
ecte
dfr
om e
ach
of th
e S
EA
sch
ools
, thr
ee p
aren
ts, a
nad
min
istr
ator
and
two
Uni
vers
ity o
f Min
neso
tafa
culty
mem
bers
. The
Inse
rvic
e C
omm
ittee
re-
ceiv
es a
nd a
cts
on p
ropo
sals
from
indi
vidu
al S
EA
48
00N
als.
as,
teac
hers
, par
ents
and
sta
ff, a
nd fr
om S
EA
sch
ools
requ
estin
g w
orks
hops
, tim
e to
trav
el to
con
-fe
renc
es, s
peak
ers
and
vario
us k
inds
of i
nser
vice
assi
stan
ce.
Tot
ally
, the
Tea
cher
Cen
ter
now
ser
ves
as a
rene
wal
and
trai
ning
cen
ter
for
thos
e w
ho w
ork
in th
e S
EA
sch
ools
: tea
cher
s, a
ides
, tea
cher
in-
tern
s, s
tude
nts,
adm
inis
trat
ors
as w
ell a
s fo
r th
epa
rent
s an
d co
mm
unity
vol
unte
ers
who
ass
ist
with
the
scho
ol p
rogr
ams.
Pro
gram
s fo
r pr
e-se
r-vi
ce tr
aini
ng fo
r un
derg
radu
ates
and
gra
duat
espr
epar
ing
to b
e te
ache
rs a
re d
evel
opin
g.T
he C
ente
r al
so fu
nctio
ns a
s a
plac
e th
roug
hw
hich
res
earc
h is
con
duct
ed a
nd id
eas
and
info
r-m
atio
n on
alte
rnat
ive
scho
ols
are
diss
emin
ated
.T
hrou
gh th
e T
each
er C
ente
r au
spic
es, c
urrc
ulum
spec
ialis
ts, c
omm
unity
edu
catio
n 2n
d de
liber
ate
psyc
holo
gica
l edu
catio
n pr
ogra
ms
can
also
be
acce
ssed
.A
s a
serv
ice
to te
ache
rs, i
t str
esse
s a
K-1
2
le:1
1111
!*
orga
niza
tion,
trai
ns a
cros
s sc
hool
s as
wel
l as
offe
ring
indi
vidu
al a
nd g
roup
s pr
ogra
ms
and
oppo
rtun
ities
, pro
vide
s a
link
with
org
aniz
atio
nsou
tsid
e S
EA
, and
pro
vide
s ac
cess
for
com
mun
itype
ople
, inc
ludi
ng p
aren
ts a
nd s
tude
nts,
to tr
ain-
ing
prog
ram
s w
hich
they
may
initi
ate
as w
ell a
spa
rtic
ipat
e in
.T
he T
each
er C
ente
r is
con
tinui
ng to
evo
lve
and
to s
et p
riorit
ies
whi
ch w
ill m
ore
clea
rly d
efin
e th
eex
pand
ing
role
itw
ill p
lay
in th
e fu
ture
as
itse
eks
to s
erve
as
a m
odel
for
Sou
thea
st A
ltern
a-tiv
es, t
he U
nive
rsity
of M
inne
sota
and
Min
nea-
polis
Pub
lic S
choo
ls in
the
area
s of
trai
ning
and
rese
arch
.Lo
cate
d in
Pei
k H
all o
n th
e U
nive
rsity
of M
in-
neso
ta C
ampu
s, a
dditi
onal
info
rmat
ion
on th
eC
ente
r ca
n be
obt
aine
d by
writ
ing
the
MP
S/U
MT
each
er C
ente
r, 1
55 P
eik
Hal
l, U
nive
rsity
of M
ir-ne
sota
, Min
neap
olis
, Min
neso
ta, 5
5455
, tel
e-ph
one
376-
4580
.
"wfa
airs
,
r 49
OP'
7"-N
,;:-
Attu
.
.4
_ad
EV
ALU
AT
ION
Eva
luat
ion
is im
port
ant i
n S
outh
east
Alte
rna-
tives
. Eva
luat
ive
info
rmat
ion
from
pro
ject
s lik
eS
EA
is b
eing
sou
ght b
y bo
th e
duca
tors
and
lay-
men
nat
ion
wid
e to
aid
them
in m
akin
g ne
w e
du-
catio
nal d
ecis
ions
.T
heE
xper
imen
tal
Sch
ools
Pro
gram
s (E
SP
)ev
alua
tion
mod
el h
as p
rovi
ded
two
leve
lsof
eval
uatio
n ac
tivity
. Lev
elI e
valu
ates
the
proj
ect
inte
rnal
ly b
y pr
ovid
ing
info
rmat
ion
whi
ch h
elps
loca
l dec
isio
n -
mak
ers
deve
lop
reco
mm
enda
tions
for
impr
ovem
ent w
ithin
the
SE
A p
rogr
am. T
heS
EA
Inte
rnal
Eva
luat
ion
Tea
m m
embe
rs (
Leve
l!)
are
hire
d by
the
Min
neap
olis
Sch
ool B
oard
and
repo
rt d
irect
ly to
the
SE
A s
taff
and
com
mun
ity.
Leve
l II e
valu
atio
n is
ext
erna
l to
the
cont
rol o
fth
e lo
cal S
EA
pro
ject
and
the
Min
neap
olis
Pub
licS
choo
ls. A
sub
-gro
up o
f the
Arie
s C
orpo
ratio
nkn
own
as th
e M
inne
apol
is E
valu
atio
n T
eam
isin
depe
nden
tly c
onti
acte
d by
the
Nat
iona
l Ins
ti-tu
te o
f Edu
catio
n's
ES
P o
ffice
in W
ashi
ngto
n,D
.C.,
to r
epor
t dire
ctly
to th
at o
ffice
on
the
evo-
lutio
n of
Sou
thea
st A
ltern
ativ
es a
nd h
ow th
epr
ojec
t has
effe
cted
com
preh
ensi
ve c
hang
e in
the
educ
atio
nal s
yste
m. L
evel
IIis
con
duct
ing
a fiv
eye
ar s
umm
ativ
e ev
alua
tion
stud
y.T
he S
EA
Inte
rnal
(Le
vel I
) E
valu
atio
n T
eam
istr
ying
to c
arry
out
the
orig
inal
inte
ntio
n of
the
Exp
erim
enta
l Sch
ools
pro
gram
of "
brid
ging
the
gap"
bet
wee
n th
eory
and
pra
ctic
e. W
hile
exi
stin
gpr
imar
ily to
pro
vide
a s
ervi
ce to
the
scho
ols
ofS
EA
, the
team
als
o co
nsid
ers
itsel
f an
expe
ri-m
enta
l com
pone
nt, t
ryin
g to
ope
ratio
naliz
e ev
alu-
atio
n :n
eory
, par
ticul
arly
"fo
rmat
ive
eval
uatio
n"in
the
publ
ic s
choo
l set
ting.
The
team
gat
hers
data
thro
ugh
a va
riety
of f
orm
al a
nd in
form
alpr
oced
ures
and
turn
s it
into
use
ful i
nfor
mat
ion
for
stud
ents
, tea
cher
s, p
aren
ts a
nd a
dmin
istr
ator
s.T
he te
am d
oes
not a
ttem
pt to
mak
e ju
dgm
ents
abou
t whi
ch o
f SE
A's
alte
rnat
ive
scho
ols
are
bette
r, b
ut r
athe
r to
pro
vide
rec
omm
enda
tions
tom
ake
each
sch
ool a
s ef
fect
ive
as p
ossi
ble
for
the
stud
ents
who
cho
ose
to a
ttend
. Thu
s, th
e te
am's
goal
is "
not t
o pr
ove,
but
to im
prov
e."
The
Inte
rnal
Eva
luat
ion
Tea
m h
as b
uilt
into
its
mod
eof
oper
atio
nan
othe
rid
eafr
omth
eth
eoris
ts, t
hat o
f "re
spon
sive
" ev
alua
tion.
Thu
s,ex
cept
for
stat
emen
ts o
f bro
ad e
valu
atio
n pr
iori-
ties,
no
over
all p
lan
exis
ts p
resc
ribin
g w
hich
eval
uatio
n ac
tiviti
es w
ill ta
ke p
lace
ove
r th
e fiv
eye
ars
of th
e S
EA
pro
ject
. Rat
her,
the
team
offe
rsits
elf a
s a
serv
ice
flexi
ble
enou
gh to
mee
t the
year
-to-
year
,if
not d
aily
eva
luat
ion
need
s of
peop
le in
SE
A. T
his
does
not
mea
n th
at c
erta
inac
tiviti
es a
re n
ot p
lann
ed in
adv
ance
. Pro
ject
s
such
as
stud
ying
the
effe
cts
of o
fferin
g al
tern
a-tiv
es a
nd s
urve
ying
the
opin
ions
of S
EA
par
ents
(see
box
) ar
e ca
rrie
d ou
t on
a ye
arly
bas
is. B
utat
the
begi
nnin
g of
eve
ry s
choo
l yea
r, e
ach
SE
Aco
mpo
nent
can
mee
t with
the
eval
uatio
n te
am to
dete
rmin
e w
hat k
inds
of e
valu
atio
n ac
tiviti
esw
ould
be
mos
t hel
pful
. Eac
h m
embe
r of
the
Inte
rnal
Tea
m a
lso
keep
s a
cert
ain
amou
nt o
fun
sche
dule
d tim
e so
that
req
uest
s fo
r ev
alua
tion
serv
ice
whi
ch c
ome
up d
urin
g th
e sc
hool
yea
r ca
nbe
hon
ored
.
'TH
E P
RO
CE
SS O
F In
g-Fa
AL
EM
LIZ
4771
5W I
N S
EA
¢uru
itg d
aft /
filo
_:*
.tmat
iot
-pry
tallt
dec
isio
n- o
zabi
zff
CD
.Pls
joar
n,P
ecis
ton
maw
ekal
uate
c-44
4fr
info
'inah
'04-
he n
erd.
Wilt
* is
wri
tte.
eEkr
iluab
,r d
esig
nsev
alua
tion
rien
,;-;
trat
e.,
AU
L is
nef
otia
trei
Oda
acee
ptrz
bkfo
n« tu
b* ti
etib
im n
uke:
offo
4 pr
elin
u-na
t y d
intts
,ava
pran
tz:ta
of
data
are
\di
r-44
,a o
wle
ron-
inte
r-of
tser
v.41
;ini
riu1
4411
70,1
- Pl
a4 /4
41/b
c, m
od-
\If
s-e4
ea*
mot
e tr
aezt
vit-
.Lin
ArM
atie
n%
.t)R
.oay
k fh
t#of
.
Li
d Ir
itotf
r et
ika-
tori
ttoz
or o
ral,
as c
atio
n. u
p.
.and
refr
edur
44__
__
Stle
asio
n ni
cker
tepa
rtes
toth
ose
hz 1
6 ac
anud
zilie
to
Initi
al r
esta
lnin
'on'
ofen
wha
t act
ion,
if a
ny, h
ew
ill ta
ke o
n th
ein
clud
ing,
Int
er/m
il:tim
e of
the
data
tran
unet
ulat
ialt,
and
teco
eune
ndal
iong
for
chan
oje
mac
to d
ecis
ion-
mac
ker:
50
Wei
n-ta
g&
;4 \I
/ PRO
GgA
rf(P
IPR
OV
Ena
rr
SE-A
PRO
GR
AM
A-E
3
Act
ioni
pla
nted
art i
mpl
emen
trd,
CrY
srkr
rg...
.1A
/V
EX
AM
PLE
S O
F E
VA
LUA
TIO
N IN
FO
RM
AT
ION
Whi
le a
maj
ority
of t
he a
ctiv
ities
of t
he In
tern
alE
valu
atio
n T
eam
are
spe
cific
ally
rel
ated
to
indi
vidu
al p
rogr
ams
with
in S
EA
, a fe
w s
elec
ted
eval
uatio
nef
fort
s ha
ve b
een
carr
ied
out o
n a
proj
ect-
wid
e ba
sis
Exa
mpl
es o
f the
se fo
llow
.S
tudy
ing
the
Effe
cts
of O
fferin
g A
ltern
ativ
esO
ne a
spec
t of t
his
ongo
ing
area
of e
valu
atio
n is
tode
term
ine
how
man
y S
EA
stu
dent
s ar
eta
king
adva
ntag
e of
thei
r op
port
unity
to m
ake
an o
ptio
n ch
oice
(th
atis
, cho
ose
to a
ttend
a s
choo
l oth
er th
an
the
,ne
in th
eir
neig
hbor
hood
) an
d w
hat k
inds
of
stud
ents
are
mak
ing
wha
t kin
ds o
f cho
ices
A s
tudy
of 1
971-
72 e
lem
enta
ry s
tude
nt m
obili
ty r
ound
that
ove
r on
e-qu
arte
r(2
8%)
of th
e el
emen
tary
stu
-
dent
s re
sidi
ng in
SE
A s
choo
l atte
ndan
ce a
reas
mad
e op
tion
choi
ces.
A m
ore
expa
nded
follo
w-u
p st
udy
(in p
repa
ratio
n as
of t
he p
ublic
atio
n of
this
bro
chur
e)sh
ows
that
on
the
first
day
of t
he19
72-7
3
scho
ol y
ear,
abo
ut 3
6% o
f the
ele
men
tary
stu
dent
s re
sidi
ngin
SE
A s
choo
l atte
ndan
ce a
reas
wer
em
akin
g op
tion
choi
ces
Thi
s ne
wer
stu
dy, t
o be
upd
ated
ann
ually
, will
als
oan
alyz
e ch
arac
teris
tics
incl
udin
g pa
rent
occ
upat
ion,
atte
ndan
ce r
ates
, and
age
com
mon
to s
tude
nts
who
mad
e ce
rtai
nty
pes
of o
ptio
n ch
oice
sM
easu
ring
Par
ent O
pini
onT
he th
ird s
urve
y of
par
ent o
pini
on in
SE
A w
asad
min
iste
red
in th
e sp
ring
of 1
973
and
rece
ived
a
mai
l-in
retu
rn o
f ove
r 50
% o
f the
SE
A p
aren
tsS
ixty
per
cent
of t
he p
aren
ts fe
lt th
e qu
ality
of e
duca
-
tion
in S
EA
sch
ools
was
hig
h (2
4% w
ere
neut
ral),
and
80%
agr
eed
that
spe
ndin
g fe
dera
lfu
nds
in
SE
a sc
hool
s w
as a
wor
thw
hile
use
of t
ax d
olla
rs (
13%
wer
ene
utra
l).
ya,
EX
AM
PLE
S O
F IN
TE
RN
AL
EV
ALU
AT
ION
TE
AM
DO
CU
ME
NT
S
The
info
rmat
ion
and
reco
mm
enda
tions
from
the
wid
e sc
ope
ofin
tern
al e
valu
atio
n pr
ojec
ts
are
com
mun
icat
ed to
som
e au
dien
ces
thro
ugh
writ
ten
repo
rts.
The
y m
ight
con
cern
a s
ingl
e pr
o-ce
dure
(P
lace
men
t of F
ive-
Yea
r O
lds
at M
arcy
Ope
n S
choo
l, 19
72-7
3) o
rin
divi
dual
pro
gram
s
(Pra
tt/M
otle
y C
ontin
uous
Pro
gres
s R
eadi
ng P
rogr
am E
valu
atio
n, 1
972-
73)
with
in a
sch
ool.
Som
e re
port
affe
ctiv
e m
easu
rem
ent (
Mar
shal
l-Uni
vers
ity H
igh
Sch
ool
Stu
dent
Opi
nion
Que
s-
tiona
ire F
indi
ngs,
197
2-73
). O
n a
broa
der
scal
e, r
epor
ts r
epre
sent
eval
uatio
n of
K-1
2 se
rvic
es(E
valu
atio
n of
SE
A S
oc;a
1 W
ork
Ser
vice
s, 1
971-
72 a
nd 1
972-
73)
and
eval
uatio
n on
apr
ojec
t
wid
e ba
sis
(Ele
men
tary
Stu
dent
Mob
ility
Stu
dy, 1
971-
72; S
EA
Par
ent O
pini
onS
urve
ys,
1971
-72
and
1972
-73)
. Com
mun
ity in
volv
emen
t is
docu
men
ted
( C
omm
unity
Inpu
t to
SE
A
Pla
nnin
g E
valu
atio
n R
epor
t, 19
72-7
3). S
ome
repo
rts
sum
mar
ize
eval
uatio
n ac
tivity
ove
r an
entir
e ye
ar (
Sou
thea
st F
ree
Sch
ool F
irst Y
ear
Eva
luat
ion,
197
1-72
; Wha
tE
valu
ator
s D
oA
Doc
umen
tatio
n of
197
2-73
Inte
rnal
Eva
luat
ion
Act
iviti
es).
For
a c
ompl
ete
list o
f int
erna
l eva
luat
ion
docu
men
ts a
vaila
ble
for
gene
ral d
istr
ibut
ion,
writ
e to
the
Inte
rnal
Eva
luat
ion
Tea
m a
t the
SE
A o
ffice
, Tut
tle S
choo
l, 10
42 1
8th
Ave
nue
S.E
., M
inne
-
apol
is, M
inne
sota
, 554
14).
51
CH
AR
AC
TE
RIS
TIC
S O
F E
DU
CA
TIO
NA
L A
LTE
RN
AT
IVE
S
An
exce
rpt f
rom
a L
eagu
e of
Wom
en V
oter
s th
ough
t pap
er p
ublis
hed
Mar
ch 1
974.
The
char
acte
ristic
s ar
e no
t nec
essa
rily
repr
esen
tativ
e of
SE
A s
choo
ls b
ut S
EA
pro
vide
d a
basi
s fo
r th
eir
obse
rvat
ions
. TY
PE
OF
PR
OG
RA
M F
OR
MA
T
CH
AR
AC
TE
RIS
TIC
S
GO
AL
OF
BA
SIC
SK
ILLS
MA
ST
ER
Y
PH
YS
ICA
L LE
AR
NIN
GE
NV
IRO
NM
EN
T
CO
NT
EM
PO
RA
RY
CO
NT
INU
OU
SP
RO
GR
ES
SO
PE
NF
RE
E
Str
uctu
red
Cla
ssro
omA
mon
g C
lass
room
sM
ultip
le R
esou
rce
Cen
ters
CU
RR
ICU
LUM
INIT
IAT
IVE
Tea
cher
Res
ourc
e P
erso
nP
aren
tsS
tude
nts
CU
RR
ICU
LUM
ST
RU
CT
UR
EB
y G
rade
Lev
el/S
et S
eque
nce
Ung
rade
d/S
et S
eque
nce
Ung
rade
d/F
lexi
ble
Seq
uenc
e
ST
UD
EN
T G
RO
UP
ING
S
By
Age
Lev
elB
y S
kill
Leve
lB
y In
tere
st L
evel
Mul
ti-A
ge G
roup
ings
TE
AC
HE
R G
RO
UP
ING
SIn
divi
dual
Tea
cher
Tea
m T
each
ing
GO
VE
RN
AN
CE
Prin
cipa
l and
Adm
inis
trat
ion
Fac
ulty
Par
ents
Stu
dent
s
ST
UD
EN
T C
HO
ICE
IN.
LEA
RN
ING
AC
TIV
ITIE
SN
arro
w R
ange
of C
hoic
e.
Cho
ice
for
Par
t of D
ayF
ull D
ay C
hoic
e W
ithin
Gui
delin
es
NO
TE
: Thi
s ch
art s
houl
d no
t be
take
n as
a r
igid
or
incl
usiv
e de
finiti
on o
f any
alte
rna-
tive.
Spa
ces
wer
e fil
led
in to
indi
cate
the
maj
or e
mph
asis
of e
ach
prog
ram
. The
refo
re,
an e
mpt
y sp
ace
does
not
mea
n th
e ab
senc
e of
that
item
just
its
lack
of e
mph
asis
. The
educ
atio
nal p
rogr
ams
in S
EA
pro
vide
d th
e pr
imar
y ba
se o
f thi
s ch
art.
52
ow P
A.
p.
SE
A S
TU
DE
NT
-ST
AF
F D
AT
A
;LA
IN'
I3
, 1'
-11
Fre
eM
arcy
Tut
tleM
arsh
all -
Pra
tt /M
otle
y U
nive
rsity
Stu
dent
s'16
032
023
746
494
6
% S
tude
nt R
acia
l25
.60%
14.0
1%15
.33%
25.5
1%20
.26%
Sig
ht C
ount
Oct
ober
16,
197
3
% S
tude
nts
from
19%
15%
28%
15%
AF
DC
Fam
ilies
1974
-75
Ful
l-Tim
e7.
511
.08.
016
.549
.8Lo
cally
Fun
ded
Tea
cher
Pos
ition
s'
App
roxi
mat
e N
umbe
rof
Stu
dent
Tea
cher
s3-
55-
102-
55-
1020
-30
& In
tern
s P
er Q
uart
er
1. S
epte
mbe
r, 1
974,
est
imat
es.
2. M
inne
apol
is lo
cal p
erso
nnel
allo
tmen
ts fo
r sp
ecia
l edu
catio
n st
uden
ts, c
omm
uni
educ
atio
n, ja
nito
rial a
nd s
ecre
taria
l sta
ff ar
e fr
om s
epar
ate
acco
unts
. Fed
eral
fund
ed S
EA
pos
ition
s ar
e al
so s
epar
ate.
The
sch
ools
all
have
the
assi
stan
ce o
f par
ents
and
com
mun
ity v
olun
teer
s, a
ide
stud
ents
teac
hing
stu
dent
s an
d ou
tsid
e re
sour
ce p
eopl
e w
ho m
ake
poss
ible
a w
ide
rang
e of
act
iviti
es fo
r ch
ildre
n. T
he n
umbe
rs v
ary
grea
tly fr
om s
choo
l and
fro'
occa
sion
to o
ccas
ion
mak
ing
actu
al n
umbe
r es
timat
es d
iffic
ult.
PU
BLI
C IN
FO
RM
AT
ION
Pro
vidi
ng in
form
atio
n fo
r pa
rent
s as
they
see
kto
mak
e ch
oice
s of
edu
catio
nal o
ptio
nsis
the
mos
t im
port
ant f
unct
ion
of P
ublic
Info
rmat
ion.
A n
ewsp
aper
is p
ublis
hed
ever
y ot
her
mon
thth
at c
hron
icle
s no
t onl
y th
e ha
ppen
ings
with
inth
e pr
ojec
t, bu
t als
o th
e vi
ews
of th
e co
mm
unity
,th
e pa
rent
s, th
e st
uden
ts a
nd th
ose
invo
lved
inth
efa
culti
es,
adm
inis
trat
ion,
and
eva
luat
ion
ofth
epr
ojec
t.T
hene
wsp
aper
isdi
strib
uted
toab
out 3
,000
fam
ilies
and
inte
rest
ed c
itize
ns in
Sou
thea
st a
nd a
roun
d th
e na
tion.
A s
lide
tape
sho
w h
as b
een
deve
lope
d th
at te
llsth
e st
ory
of S
outh
east
Alte
rnat
ives
in a
col
orfu
l,co
ncis
e w
ay. T
his
pres
enta
tion
is g
iven
to g
roup
sw
ho v
isit
SE
A a
nd is
als
o sh
own
at a
var
iety
of
com
mun
ity m
eetin
gs.
Whi
le v
isito
rs a
re w
elco
me,
ther
e is
gre
at c
on-
cern
that
the
visi
tatio
ns d
o no
t int
erru
pt th
e ed
u-ca
tiona
l pro
cess
. Sch
ool
visi
tatio
ns a
re o
n W
ed-
nesd
ays
only
and
by
appo
intm
ent t
hrou
gh th
eS
EA
offi
ce. A
nyon
e w
ho w
ishe
s to
vis
it th
e S
EA
proj
ect s
houl
d ca
ll or
writ
e th
e S
EA
Pub
lic In
for-
mat
ion
Offi
ce,
c/o
Tut
tleS
choo
l,10
4218
thA
venu
eS
.E.,
Min
neap
olis
,M
inne
sota
,55
414,
phon
e 61
2-33
1-62
52.
.4
BU
DG
ET
An
impo
rtan
t fea
ture
of S
outh
east
Alte
rnat
ives
is d
ecen
tral
izat
ion
of b
udge
tary
dec
isio
n m
akin
g an
dpr
ogra
m c
ontr
ol. O
pera
ting
prog
ram
s ar
e pr
opos
ed a
t the
bui
ldin
g le
vel.
Sup
port
ing
budg
ets
are
gene
r-at
ed in
tegr
ally
with
thei
r pr
ogra
ms.
Sta
ff de
velo
pmen
t and
fina
ncia
l con
sulta
tion
is p
rovi
ded
to tr
ain
man
ager
s in
mod
ern
tech
niqu
es o
f bus
ines
s m
anag
emen
t, pr
oqfa
m p
lann
ing
and
budg
etin
g an
d in
pro
-gr
am c
ontr
ol a
nd a
ccou
ntab
ility
.In
add
ition
the
Uni
vers
ity o
f Min
neso
ta s
uppo
rts
a nu
mbe
r of
teac
her
educ
atio
n, c
urric
ulum
and
staf
f dev
elop
men
t act
iviti
es th
roug
h th
e T
each
er C
ente
r. T
he s
choo
ls r
ecei
ve th
e sa
me
budg
etal
loca
tions
as
do a
ll ot
her
Min
neap
olis
Pub
lic S
choo
ls.
The
fede
ral g
rant
for
the
first
two
year
s w
as 3
.6 m
illio
n do
llars
and
the
fede
ral c
ontr
act f
or th
efin
al th
ree
year
s is
3.0
mill
ion
dolla
rs m
akin
g th
e to
tal f
eder
al r
esou
rces
6.6
mill
ion
for
5 ye
ars.
The
inte
nt o
f fed
eral
res
ourc
es is
to p
hase
the
proj
ect i
nto
the
loca
l dis
tric
t pro
gram
bud
get o
ver
the
five
year
per
iod.
Det
ails
of t
he fe
dera
l, U
nive
rsity
, and
loca
l bud
gets
are
ava
ilabl
e by
con
tact
ing
the
busi
ness
advi
sor's
offi
ce a
t 331
-625
2.
53
ffinn
eapo
lis K
-12
Sch
ool D
istr
icts
,rte
.,H
arm
.
u...
Iktn
etA
rlin
lam
a
WO
.S
Nor
th
Wol
ter.
Ne4
h
WA
N*n
ada.
a
Fp S
law
r. lo
apat
., IIN
tow
d
a
Jellm
see
crow ,
Wes
tF
odge
n W.
tlanA
i
Imen
ti41
Aem
1
WM
*ra
n
tbel
leN
i
Wro
nM
ho,
Fla
wd
1411
X1e
61
rbsw
sum
oS
oulh
easl
Alte
rnat
ives
t are
am
oo li
nvra
ty
Fow
SO
W
S.E
.A.
Nib
-Lad
e
avow
*ea
R.W
W1
e.,.1
91.
Par
HA
N
Cdr
Ey7
1..4
4
Osm
an ka.1
1
%L.
! Eas
t
fiel
d
re
Sla
Vot
hil
Mar
t..
NW
.
O N
OM
MI.
CA
rse,
Swam
i
114.
1aft
!K it
.
am. n
a
114
ran
Wro
mP
sPI
Ele
men
tary
Juni
orS
enio
r
Min
neap
olis
and
the
Indi
vidu
al
Am
ong
the
man
y di
sagr
eem
ents
ove
r w
hat
educ
atio
n sh
ould
be
and
can
do, t
here
is o
neag
reem
enta
nd th
at is
lear
ning
is a
hig
hly
per-
sona
l ind
ivid
ual a
ctiv
ity. L
earn
ing
styl
es d
iffer
grea
tly. I
n re
cogn
ition
of t
his
fact
, the
Min
nea-
polis
Pub
lic S
choo
l sys
tem
is c
omm
itted
to p
ro-
vidi
ng fo
r an
d en
cour
agin
g th
e de
velo
pmen
t of
the
indi
vidu
al d
iffer
ence
s th
at a
re fo
und
in th
em
any
com
mun
ities
in M
inne
apol
is a
mon
g st
u-de
nts
and
teac
hers
.R
espo
ndin
g to
the
inte
rest
of c
itize
ns in
Min
ne-
apol
is a
nd to
the
initi
al s
ucce
ss o
f SE
A, t
heS
choo
l Boa
rd u
nani
mou
sly
vote
d in
the
sprin
g of
1973
that
alte
rnat
ives
at t
he e
lem
enta
ry le
vel b
eex
tend
ed c
ity-w
ide
by 1
976.
A T
ask
For
ce o
nA
ltern
ativ
es w
as a
ppoi
nted
to a
dvis
e th
e S
uper
-in
tend
ent a
nd p
rese
nts
prog
ress
rep
orts
eve
ry s
ixm
onth
s to
the
Sch
ool B
oard
. In
Nov
embe
r, 1
973,
a re
ques
t was
mad
e to
the
Boa
rd to
con
side
rex
tend
ing
alte
rnat
ives
K-1
2 by
197
6. R
ecei
ving
a fa
vora
ble
resp
onse
from
the
Boa
rd, t
he p
ropo
sal
is n
ow b
eing
con
side
red.
The
Wes
t Are
a be
gan
open
cla
ssro
oms
at L
ake
Har
riet,
Sep
tem
ber,
197
3, a
nd w
ill b
egin
a n
ewO
pen
Sch
ool i
n S
epte
mbe
r, 1
974.
The
Eas
t Are
aex
pand
ed c
omm
unity
sch
ools
are
pla
nnin
g to
offe
r al
tern
ativ
e pr
ogra
ms
in th
e ne
w c
ompl
ex.
Clu
ster
ing
of e
lem
enta
ry s
choo
ls to
offe
r al
tern
a-tiv
es in
the
thre
e ar
eas
of M
inne
apol
is is
und
er-
way
in th
e W
est,
Nor
th a
nd E
ast A
reas
. Bry
n
54
Maw
r sc
hool
in th
e E
ast A
rea
beco
mes
an
Ope
nS
choo
l Sep
tem
ber,
197
4, a
nd H
olla
nd s
choo
l in
the
Nor
th A
rea
will
offe
r a
"sch
ool w
ithin
asc
hool
"fu
ll da
y al
tern
ativ
e S
epte
mbe
r, 1
974
for
thei
rcl
uste
r of
sch
ools
.
Pet
ition
s ci
rcul
ated
in th
e C
ity b
y M
inne
apol
isA
ltern
ativ
es a
nd o
ther
gro
ups,
all
tesi
tfy to
the
incr
easi
ng in
tere
st in
alte
rnat
ives
with
in th
e pu
b-lic
sch
ools
. Thr
ough
the
Tea
cher
Cen
ter,
sta
fffr
om o
ther
Min
neap
olis
sch
ools
are
abl
e to
inte
rnin
the
SE
A s
choo
ls to
lear
n fir
st h
and
way
s in
whi
ch a
ltern
ativ
es o
pera
te. T
he v
isito
r pr
ogra
mac
com
mod
ates
ove
r a
thou
sand
vis
itors
eac
h ye
ar,
man
y of
who
m a
re p
aren
ts, t
each
ers
and
adm
inis
-tr
ator
s fr
om th
e M
inne
apol
is s
choo
ls.
At t
he s
econ
dary
leve
l som
e te
n sm
all a
ltern
a-tiv
e sc
hool
s no
w e
xist
and
the
scho
ol d
istr
ict h
ases
tabl
ishe
d co
oper
ativ
e re
latio
nshi
ps w
ith s
ever
alsc
hool
s in
the
priv
ate
sect
or. T
hus
the
impa
ct o
fth
e co
mpr
ehen
sive
cha
nge
in S
outh
east
on
the
loca
l sch
ool s
yste
m is
evi
dent
.It
is im
port
ant a
lso
to d
efin
e w
hat i
s m
eant
by
"Alte
rnat
ive
Sch
ool".
The
sha
pe o
f the
alte
rna-
tive
syst
em h
as a
thre
e-fo
ld d
imen
sion
. One
, the
stud
ents
and
thei
r pa
rent
s, th
e co
nsum
ing
publ
ic,
are
the
deci
sion
-mak
ers
as to
whi
ch s
choo
l the
stud
ent w
ill a
ttend
, rio
t the
adm
inis
trat
ors
orst
affs
.se
cond
, the
alte
rnat
ive,
wha
teve
r th
eph
iloso
phy,
is a
com
preh
ensi
ve fu
ll-da
y ed
uca-
tiona
l pro
gram
whi
ch s
tres
ses
cogn
itive
and
af-
fect
ive
skill
s. T
hird
, the
sch
ool c
omm
unity
, mad
eup
of p
aren
ts, s
tude
nts,
facu
lty a
nd a
dmin
istr
a-to
rs is
sub
stan
tivel
y in
volv
ed in
the
plan
ning
,im
plem
enta
tion,
ope
ratio
n an
d ev
alua
tion
of th
esc
hool
.T
he in
crea
sing
dem
and
for
acco
unta
bilit
y in
scho
ols
acro
ss th
e na
tion
isin
par
t met
as
pare
nts,
teac
hers
and
stu
dent
s be
com
e in
volv
edin
det
erm
inin
g th
e sh
ape
of th
e ed
ucat
iona
lsy
stem
s th
at s
erve
s th
em.
r
56
4
Tho
ught
is a
ctio
n! M
an m
akes
his
ow
n fu
ture
as
he im
a-gi
nes
it. T
he w
orld
in w
hich
we
now
live
res
ults
from
the
fear
s, d
ream
s, b
elie
fs, a
nd a
ctio
ns o
f our
par
ents
and
ance
stor
s. T
he w
orld
in w
hich
we
shal
l liv
e in
the
futu
rede
pend
s on
our
pre
sent
act
ion:
thes
e in
turn
are
det
er-
min
ed b
y w
hat w
e be
lieve
, wan
t, an
d ne
ed.
Rob
ert T
heob
ald
We
mus
t edu
cate
peo
ple
in w
hat n
obod
ykn
ew y
este
rday
, and
pre
pare
peo
ple
..
.fo
rw
hat n
o on
e kn
ows
yet,
but w
hich
som
e pe
ople
mus
t kno
w to
mor
row
.
Mar
gare
t Mea
d
1 kn
ow o
f no
saf
e de
posi
tory
of
the
ultim
ate
pow
ers
of th
eso
ciet
y bu
t the
peo
ple
them
selv
es; a
nd if
we
thin
k th
em n
oten
light
ened
eno
ugh
to e
xerc
ise
thei
r co
ntro
l with
a w
hole
-so
me
disc
retio
n, th
e re
med
y is
not
to ta
ke it
fro
m th
em, b
utto
info
rm th
eir
disc
retio
n.
Tho
mas
Jef
fers
on
Ric
hard
F. A
llen
Mar
ilyn
A. B
orea
Mar
ch, 1
974
BO
AR
D O
F E
DU
CA
TIO
N
W. H
arry
Dav
is, C
hairp
erso
nC
arol
R. L
ind
John
M. M
ason
SU
PE
RIN
TE
ND
EN
T O
F S
CH
OO
LS
John
B. D
avis
, Jr.
MIN
NE
AP
OLI
S P
UB
LIC
SC
HO
OLS
Spe
cial
Sch
ool D
istr
ict N
o. 1
Min
neap
olis
, Min
neso
ta 5
5413
An
Equ
al O
ppor
tuni
ty E
mpl
oyer
Sal
ly F
renc
hB
ook
Des
ign
and
Edi
ting
Jani
ce R
ice
Cle
rical
Ass
ista
nce
Pho
togr
aphs
by
Sal
ly F
renc
h un
less
oth
erw
ise
note
d.
Phi
lip A
. Ols
onD
avid
W. P
reus
1