1. Executive Summary

This was a collaborative project between Fairfax County Public Schools, Alexandria City Public Schools, and George Mason University. The purpose of the Transition Support Resource Center was to develop, implement, evaluate, and disseminate new and improved components and strategies to identify, recruit, train, and place youth who (l) have been identified as seriously emotionally disturbed (behavior disordered) and/or learning disabled and who (2) have dropped out of school or are at risk of dropping out of school. The proposal for this project was written in response to a request for proposal (RFP) from the U.S. Department of Education, Office of Special Education. The RFP expressed a federal interest in the development of a model project which would specifically address the needs of minority youth who were at-risk of dropping out of school. It was planned to be what would now be called an "interim alternative educational"setting. Students are enrolled in the program for a period of 90 days, although there may be some exceptions. Many of the students referred to the program would have dropped out of school due to suspension or expulsion.

2. Conclusions

Many of the students with and without disabilities who were identified as eligible for this program had already been suspended or expelled due to serious discipline problems (assault, weapons, and drugs) in the public schools. Some were returning from state or juvenile correctional institutions. In all cases, the administrators at the students’ base schools did not want them to return directly to their base schools. Because special education students who are frequently suspended and or expelled from school tend to drop out of school, these students were considered a population in great risk of dropping out of school. It was never intended that a separate program for students with disabilities would be established, so at risk students with and without disabilities were served in this unique program.

3. Purposes

1. Summary of the goals as stated in the original proposal. See chart below.
2. Summary of the modification of goals or redirection of the project during its operation, including changes in interagency cooperation or target population serve. See chart below.

1. Clientele

Students with disabilities, primarily those with learning disabilities or who were emotionally disturbed, and who were at-risk of dropping out of school or who had already dropped out of school --- were the students who were targeted for this project. During the first year of the project, 21 students with disabilities were served by this project (17 students with learning disabilities and 4 students with emotional disturbance). In year two, 20 students with disabilities were served (12 with learning disabilities and 8 with emotional disturbance. During year three, 21 students with disabilities were served (14 students with learning disabilities and 7 with emotional disturbance).

2. Sponsorship and Collaboration

This is a cooperative effort among George Mason University, Fairfax County Public Schools, and Alexandria City Public Schools. In-kind support provided by Fairfax County Public Schools is detailed in the Replication Packet (enclosed) and presented in the original application for funds. The school board in Alexandria City Public Schools voted to support Alexandria’s participation in this project and paid tuition for students that they sent to the program. However, in order to obtain the original letter of support from Alexandria City Public Schools, it was necessary to submit a copy of the proposal as well as make a formal presentation to their School Board. This presentation was made by the Lead Project Director, Dr. Jane Razeghi.

3. Contexts

1. Previously funded and unfunded transition projects.

George Mason University has never had a US DOE funded transition project. Fairfax County Public Schools has had several US DOE funded transition projects, while Alexandria City Public Schools has only a small (under $5,000) state grant from Project Unite (federal systems change funding) to develop a brochure.

2. Primary agency.

The George Mason University’s Center for Human disAbilities served as the primary agency for this project. The bulk of the funding went to the program in Fairfax County Public Schools.

3. Economic conditions of the schools and community.

Fairfax County Public Schools is considered one of the largest and wealthiest school systems in the nation, containing both urban and rural type settings. Alexandria City Public Schools is considered a small urban school system with high numbers of low socio-economic students enrolled. Although not in the original application, Arlington Public Schools and Prince William County Schools also sent students to this program by paying tuition for them.

4. Distance and transportation factors for students or employers.

Special education students from Fairfax County Public Schools, Alexandria City Pubic Schools, Arlington Public Schools, and Prince William County Public Schools were provided transportation to and from this project by their respective school systems. Students without disabilities had to provide their own transportation. The site of the TSRC’s program was on a bus line and within walking distance of many businesses in the community, so employers were nearby.

5. Parent, faculty, student, community and employer attitudes.

The attitudes of all of the above were very positive. Parent involvement was a requirement for the enrollment of all students in the project. All parents were required to sign a contract to participate in regular meetings and activities. A copy of this contract is included in the replication packet. There was regular communication between the parents and the project staff, at least several times a month. The director, teachers, and students all seemed very positive about the project. Community involvement was also actively sought and became very positive as evidenced by the many volunteers, guest speakers, and field trip sites that were available to the project.

1. Project Activities

1. Briefly describe the planning and development of the project.

The purpose of the Transition Support Resource Center (TSRC) was to provide successful interventions for youth (especially those with disabilities) at-risk of dropping out or who have already dropped out of school. The preparation for writing this proposal involved a review of the literature for effective strategies, techniques, interventions, and practices, as well as discussions with the Fairfax County Public Schools’

and Alexandria Public Schools’ personnel involved in alternative education programs. Fairfax County’s and Alexandria’s representatives from the Juvenile Court systems were also involved in the program development.

Two key elements became readily evident: (1) success experiences and (2) a positive relationship with one or more adults. The TSRC was organized to create these conditions for each of the targeted students served. It provided students with individualized instruction and support services during their "transition’ period as they prepared to work toward graduation from high school, completion of the GED, and/or preparation for and placement in employment and community living. Students and their families received counseling, social skills training, career exploration, goal setting assistance, parenting skills development, and guidance in selecting subsequent placements. Each student had an Individual Transition Contract (ITC), a schedule for completing it, and an independent study format. The project timeline is enclosed in the Appendices.

2. Briefly identify all who made major contributions to the work of the project, including staff members, volunteers, agency collaborators, and advisors.

1. Dr. Rita Giles – Guidance Counselor & Center Administrator

Transition Support Resource Center
Bryant Alternative Center
2709 Popkins Lane
Alexandria, VA 22306
Tel: (703) 660-2018

Dr. Giles is a former special education teacher and a guidance counselor. She served as the on-site guidance counselor and the center administrator for the program and provided all of the counseling for the students and families.

2. Dr. Jane A. Razeghi

Lead Project Director (LPD) and Coordinator, Special Education
Graduate School of Education
George Mason University
4400 University Drive
Fairfax, VA
Tel: (703) 993-2055

Dr. Razeghi served as the lead project director and the liaison between the university, the staff at the center, and the school system.

3. Dr. Mark Goor, Assistant Dean

Graduate School of Education
George mason University
4400 University Drive
Fairfax, VA
Tel: (703) 993-2055

Dr. Goor served as the Co-Project Director (CPD)

4. Joan Ledebur, Coordinator of Alternative Education

Fairfax County Public Schools
Devonshire Center
Fairfax, VA

Ms. Ledebur served as the coordinator of the project for Fairfax County Public Schools.

5. A full time teacher and a full time instructor assistant were also employed for this project as in-kind contributions by Fairfax County. Volunteers were trained and incorporated into the program as helpers and mentors.

1. Describe project activities or operations.

From this point on in this project report, the six project goals and their objectives will be used to address the remaining sections of the project activities, such as the project activities, dissemination products and activities, and evaluation. Any points not covered, such as project management, will be discussed at the end of this section.

The following codes represent the responsible parties for each of the goals and objectives:

LPD Lead Project Director

CPD Co-Project Director

C Coordinator

GC Guidance Counselor and Center Director

RT Resource Teacher

IA Instructional Assistant

GOAL 1: To develop a demonstration model utilizing successful strategies based on research which will identify, recruit, train, and place students with disabilities who are at risk or who have already dropped out of school.

 

Objective 1.1 Develop a demonstration model utilizing successful strategies based on research. (LPD, CPD, C)

Status: Completed. Research shows there is no standard model for alternative schools. They are generally designed to create a more positive learning environment through low teacher-to-student ratios, individualized and self-paced instruction and less structured individualized and self-paced instruction and less structure classrooms (Raywid 1993). In theory, students feel comfortable in this environment and are more motivated to attend these types of schools. Self-esteem improves, more positive attitudes toward school develop, a sense of academic accomplishment emerges, and delinquent behaviors decrease (D. Gottfredson, 1987).

Activity 1.1.1 Review of current literature (CPD)

Status: Completed.

Activity1.1.2 Review of current practices in Fairfax alternative programs (C, CPD)

Status: Completed.

Activity 1.1.3 Incorporate any additional strategies to proposed project, as advised by management team (LP, CPD)

Status: Based on recent experience in alternative education programs, the model was revised on a daily/weekly schedule.

Objective l.2 Identify, recruit, train, and place students with disabilities who are at risk of or have already dropped out of school. (LPD, PD, C)

Status: This was an on-going activity throughout the life of the project. At any given time, the facility and staff were capable of serving about 40 students. The tables that follow summarize the number of at-risk students involved in this project from its beginning (July, 1995) through the summer of 1998:

Total Enrollment of Students

Gender and Ethnicity of All Students Enrolled

During the first year of the project, 22 students with disabilities were served by this project (18 students with learning disabilities and 4 students with emotional disturbance). In year two, 21 students with disabilities were served (14 with learning disabilities and 7 with emotional disturbance. During year three, 22 students with disabilities were served (13 students with learning disabilities and 9 with emotional disturbance).

Activity 1.2.1 Prepare information brochure and memo for principals, teachers, and relevant others in the Fairfax/Alexandria communities (agencies, courts, parents). (LPD, C)

Status: Completed. Brochures of the TSRC were distributed to all area offices, high school administrators and guidance offices, community agencies, and probation offices. A copy is enclosed.

Activity 1.2.2 Mail announcements to those community agencies and individuals who cannot be otherwise reached. (LPD, C)

Status: Completed. Brochures and announcements were sent and many person to person visits and presentations were made at the actual agencies (Human Development Resources, Mt. Vernon Mental Health Center, Fairfax Business Association, etc).

Activity 1.2.3 Include "dropouts" in the Child Find information disseminated by Fairfax County Public Schools.

Status: Information regarding the program was widely disseminated and visits made to churches, the Fire Department, the Police Department, the Minority Business Association, etc. All students identified with disabilities were considered.

GOAL 2: To include alternatives for (a) engaging students in programs that provide functional literacy skills and employment training and (2) serving students who refuse to return to their previous school or setting.

_________________________________________________________________

Status: A seminar for Work Skills (Ed Employment) was initiated in the Fall, 1995 and continued throughout the project, in which students received credit and could also receive credit for working at a job. Also, the students had the opportunity to participate in the Bryant Center Career Fairs.

Activity 2.l.l Each at risk or dropout student referred to the program was interviewed and evaluated. (C, RT and other Fairfax staff)

Status: Students were required to attend an entry conference with parent, and probation officer (if applicable).

Activity 2.l.2 An Individualized Transition Contract (ITC) was developed for each at-risk or dropout student, based on the evaluation information for that student. (RT, parents & others as appropriate and needed, such as parents)

Status: It was at the entry level conference that it was decided whether the student was appropriate for the program and vice versa; how the TSRC could assist them. A contract was developed that included academic and parental participation, length of stay, TSRC activities, employment, course credits, substance issues, probation charges, family issues, career plans.

Activity 2.l.3 All alternatives were reviewed for each student on an individual basis and included in his/her ITC. (GC, RT)

Status: Each student’s progress was reviewed on a quarterly basis.

Objective 2.2 Identify alternatives for serving students who refuse to return to their previous school or setting. (LPD, CPD, C, GC)

Status: The student was always required to participate in the quarterly reviews and the initial conference. Alternatives were considered. To date, no student refused to return to his/her base school.

Activity 2.2.1 In the development of the Individual Transition Contract, the student's concerns and/or refusal to return to his/her previous setting were considered. (GC, RT)

Status: Students’ concerns were always considered and discussed with the student.

Activity 2.2.2 Other options were explored such as enrollment in the GED program (preparation available at the site), adult education, or other private non-profit training funded by vocational rehabilitation or other agencies --was reviewed. (GC, RT, and other agency personnel as appropriate).

Status: All options were explored with each student.

GOAL 3: To develop working relationships with the private sector, especially employers, rehabilitation personnel, and local Private Industry Councils authorized by the Job Training Partnership Act.

_________________________________________________________________

Objective 3.1 Formalize the Transition Resource Support Center’s working relationship with key agency and school system staff, as well as employers already involved in working with Fairfax students and school system. (LPD, C)

Status: Completed. Linkages were established with the Minority Business Organization, the Navy, Air Force, Marines, Army, NOVA, Alexandria Animal Hospital, Fairfax County Schools Support Jobs Department, the Washington Capital Representatives, and others. Efforts of these groups were evidenced as volunteers in the program, as tutors and mentors. Many offered field trips and served as guest speakers on-site.

Activity 3.1.1.Attend the monthly Fairfax County Public Schools transition team meetings where these linkages have already been formally established, and where key community agencies and employers meet with transition education personnel. Attendance at these meetings will provide awareness for the students involved in this project and was to ensure that they are included in training opportunities and obtain employment. (LPD, PD, C)

Status: Due to demands on the staff’s time, it was not feasible to attempt to be involved in this monthly meeting activity. As an alternative, the transition staff was reached by phone and staff invited them to the program for visits and orientation. Contacts were made based on the immediate needs of the students enrolled at the time. Meetings were held with central and area representatives to discuss transition options for students in the alternative program.

Activity 3.1.2 Establish regular meetings with the Area I Fairfax County Public Schools Job Placement Coordinator to develop opportunities for job placement. (LPD, C, GC)

Status: Again, due to the demands on the staff’s time in the day to day operation of the TSRC, it was not possible to establish monthly meetings with the area Job Placement Coordinator. However, she was called based on the needs of the students enrolled in the program. On the other hand, meetings were held with the probation job coordinator who has indicated to the TSRC staff that she would be able to assist some of the

students who were on probation in obtaining jobs. In addition, several of the special education students in this program already had jobs when they enrolled.

The Center Administrator, Dr. Rita Giles and the Lead Project Director, Dr. Jane Razeghi met regularly throughout the project, as well as communicated frequently by phone. Dr. Razeghi also met periodically with the Fairfax County Public Schools Coordinator, Ms. Joan Ledebur.

GOAL 4: To offer a program that serves the needs of high school students with disabilities (seriously emotionally disturbed and/or learning disabled) primarily from minority backgrounds who have left school or who are at risk of dropping out.

_________________________________________________________________

Objective 4.1 Develop specific student guidelines for student inclusion in this project. (LPD, CPD, C)

Status: A Handbook was developed specifically for this program that covers all the guidelines for inclusion in the center.

Activity 4.1.1 Identify students with disabilities who meet the guidelines that have been developed.

(C, GC, RT)

Status: There was a mix of Hispanic, Vietnamese, Thai, and Afro-American students enrolled in the program. The TSRC also had the services of the LD consultant teacher from Bryant and the ED consultant teacher from Quander Road. See charts under Goal 1, Objective 1.2 for data regarding gender and ethnicity of students enrolled.

GOAL 5: To produce detailed procedures and materials that enable others to successfully replicate the model as implemented in the original site and to determine whether the model can be adapted by other sites and yield similar results.

_________________________________________________________________

Objective 5.1 Develop a replication package which includes a "how to" manual that other school systems could use to replicate this project, as well as best practices/strategies for at risk and dropout students.

Status: The first step in this process was taken by developing the Handbook for the students in this program. During the second year, the Handbook was revised and the model was fine-tuned in the following components: academic, counseling, employment requirements, and parent participation.

In addition, a Draft Replication Packet was developed and disseminated in April, 1997 at the International CEC Conference in Utah and at the Virginia Transition Forum, also in April, 1997 at Virginia Beach. The information under Goal 6 describes additional presentations where the replication packet was disseminated. Many individuals from a variety of geographic locations expressed interest in the project and possible replication of some of its components.

Activity 5.l.1 Maintain detailed written procedures about how the project was established, the problems faced in the initial start-up and other phases of the project, and the solutions required to solve those problems. (LPD, CPD)

Status: This was maintained via staff meeting notes and the written Handbook.

Activity 5.1.2 Maintain a weekly summary record of the project activities. (LPD, CPD)

Status: This was maintained via staff meeting notes.

Activity 5.1.3 Maintain minutes of the weekly management team meetings. (LPD, CPD)

Status: The staff maintained notes from all of their meetings.

Activity 5.l.4 Utilize the section of the project evaluation which focuses on each student's individual progress regarding the most successful strategies and techniques to develop a best practices package. (LPD, CPD)

Status: Staff revised and fine-tuned the model for implementation based on the above information. Interim reports were prepared which provided written details about how the project was established, problems, and solutions. A summary record of activities, academic goals, meetings, calls, incidents, and attendance was maintained. A variety of counseling strategies was utilized to help students cope and to change behaviors and attitudes at home and in school. This was done individually and in a Peer Relations class in which the students received credit for participating.

Activity 5.1.5 Analyze the success and/or failure of each strategy as applied to each of the students. (LPD, CPD, RT, IA)

Status: This was done during each summer in preparation for the next year.

Objective 5.2 Recruit several other school divisions (Alexandria, Prince William, or others) in Virginia to consider replicating this model. (LPD, CPD)

Status: This project was designed so that students from the Alexandria City Public Schools could be involved and several were enrolled. Both Arlington Public Schools and Prince William County Pubic Schools inquired about the project and paid tuition to enroll some of their students. It was hoped that other systems would become interested in replication as information about the project was disseminated.

Activity 5.2.1 Provide technical assistance to these volunteers to determine cost, location, number of students who would be involved, barriers, and possible solutions to those barriers. (LPD, CPD)

Status: This was provided on an as-needed basis to those who called requesting information. Some individuals from other school systems came to observe the program for possible replication.

Activity 5.2.2 Utilize the information from the volunteer sites in the replication packet highlighting potential barriers and possible solutions to project replication. (LPD, CPD)

Status: Requests for this type of specific information were not made. Many people expressed interest and requested copies of the replication packet.

GOAL 6: To evaluate the model at the original site and to disseminate information regarding new and improved strategies to identify, recruit, train, and place youth with disabilities who have dropped out or who are at risk of dropping out of school.

_______________________________________________________________

Other opportunities to present and disseminate information about this project were initiated.

Activity 6.2.1 Prepare articles which report the results of this project for submission to journals which address the dropout problem such as Exceptional Children, Journal of Special Education, Intervention in School and Clinic, Educational Leadership, Journal of Learning Disabilities, and other professional journals that would be available to special education audiences. (LPD, CPD)

Status: An article is in progress for submission to the Journal of Career Development for Exceptional Individuals.

Activity 6.2.2 Presentations will be made about this project at those local, state, and national conferences at which the project's response to a call for papers is accepted (Council of Exceptional Children; ASCD; VCASE; VA CEC, etc.) (LPD, CPD, C)

Status: Presentations were made at these national and state conferences, with the exception of ASCD. In addition, the Director of the Center (Center Administrator) makes presentations about this project several times a month to other employees of the school system who could make referrals, as well as to community based organizations who may have members who would volunteer to assist with the program. Also see status description under 6.2.

Activity 6.2.3 Distribute copies of the replication packet to interested Virginia school systems at the state and regional conference presentations; to the Virginia State Education Agency; and to other national and state agencies and

organizations. (LPD, CPD)

Status: Copies of the "Draft" Replication Manual were distributed at all of the presentations identified in the previous section. In addition, 400 copies of the final Replication Manual have been printed for further distribution this year at the International CEC Conference, the Virginia Conference of the Council of Administrators of Special Education, the VA State Transition Forum and others.

Activity 6.2.4 Respond to requests for materials. (LPD, CPD)

Status: This was done on request and on an as needed basis.

 

1. Project Management.

Although some of this information is included in the discussion under Goal 5 in the section above, a project management chart is included in the Appendices.

2. Service Delivery Accomplishments

The following three charts summarize the service delivery accomplishments for students with disabilities during the three years of the project funding.

 

1995-96 Outcomes Data

Summary of the Outcomes Data for the Three Project Years

Types of Outcomes

Overview. Academic support was provided for students through assessment of academic, career, and emotional needs. Each student who was referred, with his/her parents met wit the Transition staff to determine appropriate strategies needed to maintain progress toward completing current courses or beginning courses which apply toward credit for graduation. In addition, determinations of other community or educational resources needed were made. An Individual Transition Contract was developed and a schedule was set for completing it. Students could earn credit toward a high school diploma or receive tutorial preparation for the GED exam. Courses for each student were identified and a Transition teacher was assigned. Either one or both of the following three key strategies were used to help each student maintain academic progress:

* Establishing A Positive Relationship

* Independent Study Method

* Credit-by-Objective Courses.

Volunteer tutors also assisted the Transition Support Resource teachers in providing instruction and were available to assist students.

Staff at the Transition Support Center believed that students who attended this program improved their self-esteem, developed more positive attitudes toward school, improved their attendance at school, increased their academic performance (often at higher levels), and decreased their delinquent behaviors. These significant gains are attributed to a self-paced curriculum, a somewhat informal classroom structure that allows students to work independently and affords staff more time for individual instruction, and the positive relationships that are established with the students.

Schedule. Students attended the Transition Support Center 4 days a week for 2 hours per day (the only time they were in school during the day). The 5th day (Friday) was used as a make-up day for students who fit the following criteria: one of the 4 mandatory days was missed; was late more than 10 minutes; needed extra help; and/or requested assistance in completing job applications to obtain employment. During the first 4 days of the week, students worked both independently and in small groups on academic courses and electives as outlined in their Individual Transition Contract. Each student maintained an Individual Educational Outline for each subject which outlined the specific assignments and due dates. Students were expected to complete the majority of the assignments at home. Comments and grades were provided to the student whenever an assignment was completed. When a sufficient amount of assignments were completed by the end of a grading period, the student then earned credit for the courses(s).

 Parent Involvement. A Parent Involvement Contract was presented to the parent(s) during the initial interview with the student. A counselor provided the families with complete information about all alternative options available in the school system and the community. Sessions were held with the parents to discuss school as well as home issues, and ongoing support for parents was provided as needed. In addition, parent support groups and parent training sessions were also available on a monthly basis. Other services that were available for both families and students included: crisis intervention, job placement, coordination with the referral agency/school, career exploration, college placement resources, GED preparation, and vocational training.

"Come-Together". These activities were available to all students and included the following:

* Seminars (individuals form the community share their time and expertise on topics such as Gang Involvement, Public Health information, Martial Arts Skills, Image Awareness, police information (Explorer Program), Physical Health, career information)

* Career Fairs

* Field Trips (to historic and cultural sites)

* Ropes Course

* Motivational Speakers

d. Brief Vignettes.

Several case studies are included in the Replication Packet included with this report.

10. Model-building Accomplishments

1. Describe the complete model briefly and provide supplementary appendices.

This collaborative model was jointly developed between Fairfax County Public Schools and George Mason University, in conjunction with Alexandria City Pubic Schools. Alexandria, Arlington, and Prince William school systems supported the concept of the program, but paid tuition for its students to attend. A copy of the subcontract between George Mason U. and Fairfax is incuded in the financial report for this project and in the original application.

2. Describe any novel or specially crafted components of the model particularly worthy of consideration of project designers.

The following are considered unique to this program:

Establishing A Positive Relationship - Research supports the fact that one of the most effective strategies in working with at-risk students is to establish a positive, on-going relationship. Each of the transition support staff members attempted to provide personal, individual attention for each of the students in the program.

Independent Study Method - The transition resource support teacher served as the facilitator, working with students on both an individual and small group basis. Students who came to the center and worked either independently or in small groups, and were encouraged to complete many of their assignments at home.

Credit-by-Objective Courses - This is a strategy that enabled students to complete units in less time than it may take in general education. This process enabled students to earn 2 or more credits at the same time in, for example, math and science. For example, in Earth Science, the transition resource support teachers have developed the basic criteria and assignments for each of the 20 chapters in the book, as well as the tests for each chapter. An exact accounting of the hours they spent on their assignments was recorded, and in many cases they were able, through intense and accelerated study, to cover more ground than is usually accomplished in the regular education program. Some students were able to complete a year’s work in a subject during the course of just one semester.

3. Describe the grounds for expecting this model or certain components to be useful elsewhere. Discuss its generalizability and expected limits to adaptation elsewhere. Describe procedures followed to test the generalizability of the model.

Many public school systems are faced with the problem of what to do with students, with and without disabilities, who have serious discipline problems and are suspended and expelled from school as a result of such problems. They may also be concerned with the problem of dropouts. This project serves as a model project about

how to work with such students to achieve some measure of success. For the purposes of this project success is defined by the following types of outcomes:

1. Return to the student’s base school. This means that the student proved himself or herself at the Transition Support Resource Center to the extent that he or she had the confidence of its staff as well as the staff at the base school.
2. Transition to an alternative education program.
3. Transition to an adult education program.
4. Transition to another educational program within the system, such as a center for students who are emotionally disturbed.
5. Graduation from high school.
6. Completion of the GED.
7. Transition to full time employment within the community.

All of the strategies used in the program to achieve these outcomes could be replicated in other programs and in other school systems.