we work closely with Tualitan resource center, Tualitan Valley Centers, Youth Contact, Juvenial Crime Prevention, Oregon youth Authority and Janus Corp. and Oreg. Dept of Employment, and Cascade Education Corp.
with dept of human services and juvinile rights project
Jackson County Community Healt, the Volunteer Grandpareent Program through Rogue Valley Manor.
the school disctrict and Lane ESD and OYCC OR youth conservation corp
job corp and riverfront school, turnaround school and other private alternative schools
food for lane county and the Willama tree planting project,
private employers--people who higher our kids to do interships
programs targeting immigrant refugee services, alternative education programs, county programs, community based youth services
street youth programs, community based youth programs, alternative education programs, county programs
Street youth programs, community based youth programs,alternative education programs, county programs
Adolescent serving parent agency, private nonprofit
We have a regional program that works with agencies across Oregon
school districts other treatment programs
women's crisis service and library outreach service
Shelter for pregnant and parenting teens
Employment dept, public schools, ESD, SOU, Economic development
School district special education departments
We do present suggestions to studentsa and parents of the differnt agencies listed.
OSU craft center, boys and girls club of Corvallis, The Majestic Theater, Corvallis, Community garden

violence prevention, social skills, career related learning standards
Culinary arts, electronics, health ocupation vocational training
social skill development group like umm yoga...leasure games group or anger management
health and personal growth multi culutal ed is mandatory
it varies by semester, study skills courses
This is an experienced based learning program based on what the student requests. There was a kid that wanted to build an elecetric quitar. He hated math and could hardly do algebra, then he had to learn trigonometry in order to make the quitar and he d
Some of these classes are offered through our regular program not in the alt ed. the students go back and forth. There is a bis overlap
We will create any instruction if there is a need
culinary arts, electronics and health occupations
Limited Spanish content for Native Lang.
Life skills: Job search/retension skills/work ethics

1.Curricula delivery 2.Lower teacher-student ratio 3.Low enrollment overall 4.non-school type of site
Staff that really wants to work with at risk kids
it serves the population that normally not get served well
choice--the students--the students choose whether they're here are not.
It provides an environment hich is comfortable for students to stay in school longer than they would otherwise.
I don't know, effective safety and social skills and behavioal interventions.
Small class size, rural area away from town, nice faculty, dedicated staff
Ability to be successful and meet the needs of a very diverse at-risk student population
Commitment of staff, commitment from district, part of public school district, funding is stable as it can be given condition of school funding in Oregon.
staff is highly trained, credentialed, work as a team
Our abilities to work with at risk youth
We just won program of the year. What would it be..the most important component is our stronf emphasis on cultural tolerance. We have taken high risk kids to mexico, canada and other places and that is very rare these days
Anywhere, anyplace supplment to public school offerings
We write individual learning plans for all our students. Students work at their own pace with one on one instruction and small group instruction
The blending of academics with mental health services in order to address the individual needs of very intense needs students
GED high school diplomas and vocational completions
1.Raise acheivements 2.Get jobs 3.Keep students in school 4.Work on drug problems 5.Work on attendance problems 6.Daycare for babies of students
1.Close relationhips between staff and students 2.career focus curriculum 3.differentiated instruction
Creating an open, inviting enviornment for students and parents where they can find success in education. We have created a very different environement very creative use of space
providing a safe structured learning environment
Well, we truly empower the students it is not gratuitous, for example, the students have the constitutional power and process, by which to fire the staff. As a result they are able to learn true responibility for their power. It is a true government proc
probably it assits kids who have failed classes to get back on track thru credit recovery
program culture--relationships between staff and students, studen ownership of the program, opportunities for students to take leadership and respoinsibilities for program. Also project based learning and community based partnerships.
making the student fell important, successful, and part of a family
Building meaningful relationships that help re-conect students to a meaninful life.
Working with at-risk students for credit completion--being off campus. Great atmosphere great student-staff relationships
Family based literacy focused we work with the whole family
Cooperative partnerships between local school district and the community college
1)Evaluations and screening process to enter the program 2)Physiological development training 3)Specialized reading programs
Our ability to provide a safe and supportive environment where our students have been able to connect with adults and find success in educational experience.
The greatest strength is the commitment and dedication by staff to offer quality educational expereinces and establish positive relationships with students.
Integration of treatment (cognitive restructuring) with academics. Small size and transitional program
The fact that it is a very small school makes it possible to develop close relationships with students. We know exactly where students are academically and pesonally so we know how to meet their needs
Flexibility: we can create or modify curriculum to meet individual needs. We can create a school schedule to meet working parent's needs we also craete disciplinary and behaviour policies to meet our specific needs and the needs of the students.
1) Small student to teacher ratio 2) Attending our program is compulsory 3) We have a strong student network
Affirmation of the individual (unconditional acceptance) and small classes that permit individual attention. Phrased another way, one could say our strength is the positive relationships between staff and students.
Building strong positive relationships between students and staff as wellas working with the whole child
Our ability as a staff to improve the acedmic and social needs of each individual student.
Flexibility and creative approaches to alternative Ed. We are utilizing drama/theater, activity based learning approaches
Builds apathway to post-secondary education (college) for students who typically have limited access to or prospect of college through developing the students ability to acheive in academic environment
Offers students the opportunity to go paart time and either morning, afternoon or evening ie flexible scheduling to work around students schedule and interests and opportunity to learn in a non high school environment, away from typical teenage peer pres
Offers students an access route to college which builds students skills both academic and student habits and expects students to achieve high standards. All of this is acheived in a supportive environment where students start where they are and move forw
Offering wrap around services tailored to meet individual needs-transportation, meals, acedmics, lifeskills, counseling, help with childcare/housing/medical care, etc.
interest in the students we sere and a team effort to provide the most appropriate program
95% of students were homeless or runaway youth. 72% unaccompanied minors. All had already dropped out of school. We do whatever we can to get youth to come in, including a flexible attendance policy for students initial weeks/months. 60% of the students
being ablt to hange onto kids long enough that a stable and talented staff can help them change and grow academically, socially and personally. We are successful more often than not.
1) Accepts Oregon H.S. dropouts as #1 entrance criteria 2)Structure and discipline 3)8 core components 4)offers H.S. diploma, GED, or Oregon H.S. credits
Keeping kids going to school and making educational progress
Students individualized academic plans, self-contained classrooms all subjects taught in classroon by our teachers, 100% attendance , 220 days per year.
Alternative setting away from the main school cmpus offers small class instruction
Dedicated staff, Quality Instruction and curriculum
Personal growth and behavioral skill development Parents Involvement Positive Environment
The building of positive relationships bewteen staff, students, and academics
Steppingstone:a 3 hour/ a day alt ed. program which maintains a 5-1 ratio, mostly serves JH aged behaviour problems or expelled students. Greatest asset is the teacher. Is caring and has high expectations. Gateway is an alt.ed. program for HS students w
Stipends tied to academic training programs
Allow freshmen/sophmores to make-up required credits. Use of Plato software as part of curriculum.
It is a regionally sponsored program through the ESD constortium that uses staff from several (school) Districts to assist program employees.
It offers students a chance to get some tyoe of credit
Provides a self-contained setting with a more home like atmosphere where we can work one on one on a a more personally involved level
Very good partnerships with 6 local school districts. Ability to blend state education dollars with WIA title IB Funds
Our Alt Ed program is limited to 20 students a half day. The goal is for the students to mature and re-establish him or herself back into the regular student population. It is successful for about 30% of our students.
Core knowledge of curriculum in a k-8 setting
structure of program and staff/student ratio
Our ability to make square pegs youth feel acceoted valued and respected
Respect for students Emotional and academic support Development of appropriate academic programs to meet Ind needs. Alternating thinking and personal attention to unique student needs
Milieu approach with strong clinical support expereinced teaching staff and family involvement
Collaboration bewteen two school districts and the community college
The ability of students to meet the needs of students where they are
It ia a safe, comfortable atmosphere that provides flexible scheduling and instruction to meet student needs. Staff are positive role models and develop positive relationships with students
Is a component of a behavioral rehabilitation treatment program. Are court wards and ordered to attend. Are a rural agency and use many motivational techniques to encourage performance/proficiency.
Individualized plans for every student and staff that really loves kids
vocation-education combination working with students who have been previously unsuccessful in educational systems
ability to work with very difficult at risk youth and see success
Providing an environment where students are given responsibility for their own education, in a low pressure manner.
Caring atmosphere Nurturing environment Academic Expectations
We are primarily a job preparation/career training program with a school as an integral part, we offer G.E.D. or diploma where appropriate, and nine different vocational trades.
closness. education. a wanting to learn & grow.
Small size Single sex environment 7:1 student teacher ratio Parent commitment/participation
There are 4 Alternative Programs at AHS. Depot is the 1st step designed for students to make-up previously failed classes.
Positive, supportive attitude toward students.
Only program in 5 counties that serves severe emotionally & behaviorally disordered elementary students. GREAT STAFF!
Provides nurturing, structured small learning environments with skilled, certified instructional staff.
Students enjoy our setting, for the most part. Students that have been out of school for a long time are re-introduced to the academic world. Many earn credits, get caught up. Skills are learned that, they've missed. High incentive to attend.
Independent/Individualized Instruction which offers several different curriculum options for each required credit.
Open entry-Open exit individualized program
We create a safe, family type environment where our students can receive support in the many aspects of their troubled lives. Our goal of a high school diploma for each enrolled student is attainable because of this support.
Low student/teacher ratio - students get a gread deal of individual attention and staff are able to help students address barriers to school success. Curriculum is tailored to individuals student needs.
Helping abused children to overcome their issues + blossom as learners.
Staff members flexibility to work with students with various needs.
Coordination of service and communication within the team.
Individualized learning based on students career goals.
*One of the only alternative middle schools in the area. *behavior-modification program combined with academics *implementation of curriculum directed to learning styles
small class size and student/staff compatibility
Flexibility-it doesn't fir your servey because it is student based not state based.
acceptance of all [all is underlined] backgrounds and abilities.
Individualized instruction tailored to student need.
The Lowell SD#71 offers a full arrangement of courses and special service classes. Our electives program is rich and having access to alternative Ed. classes in Eugene and Spingfield only adds to ability to serve.
Individual service strategy based on strengths and weaknesses of youth.
We provide students with individual curriculum that allows them to progress from their current academic level to obtaining a diploma. We provide flexibility and individuality within a structured study schedule. This marriage of individual curriculum and
It provides social and behavioral trainiing
THat we offer a vareity of learning options
all year round school and average students ratio of 1-10
Building postive relationships with students
small size, individualized instruction and sense of community
Program staff are dedicated to help at-risk kids and provide a consistent quality program.
Incredible nurturing, accepting student-centered approach by all [R underlined "all"] staff.
Extraordinary flexibility of schedule and content including both face to face and online.
The commitment and dedication by the staff to offer a quality education and variety of learning experiences to students. Establishing positive relationships with students.
1) Individualized Curriculum 2) Located in regular High School 3) Students can take Alt Ed Classes and be at the high school to access regular classes 4) Staff team consists of highly trained special education and educational assistants
Ability to adapt curriculum & instruction to address needs and interests of students. AND Ability to provide a safe place where students who do NOT feel comfortable on the high school campus can be successful.
Teacher/student relationships that make students want to come to class and to achieve.
Our greatest strength is the ability to reach students who have made life choice to parent young, but want to complete their education. We provide that opportunity for our students.
Flexability [sic]! This is so important to our program and our students. Since all our students are parents. We have been able to work with students that no other school has!
We are a small school that feels like a community. Student-staff relationships are strong.
We offer a curriculum totally unavailable anywhere else.
Our peer support system for the teen parent program and our great staff
On site child care and classes that meet the needs of pregnant and parenting students
understanding that not all students fit a regular small school of 450 students we use alt ed for schedule conflicts.
Structure, discipline, academic improvement, ability to receive HS diploma, 8 certified credits, GED or military
Small size classes that allow for one to one assistance from teachers
We take everyone at their current level and move them forward at their own pace. Each student has individualized computer tutorials based on personal needs.
Teaching middle schoolers and high school age students "how" to read.
Small cass size that allow for one to one assistance from teacher.
Staff commitment to help students meet their academic needs
Structure and staff: highly structured curriculum, clear expectations, and very experienced staff
Small class size and individual attention for students acacemic needs
Helping abused children to overcome their issues and blossom into learners
teaching staff that are highly devoted to helping at-risk kids
Provides very small group instruction with good support.
Our structure-- we are a cognitive behavioral program with immediate consequence and follow through on behaviors, both appropriate and inappropriate.
An experienced and dedicated teaching staff
Individual instruction followed by community involvement
Personal attention for academics and issues. Contact with families and schools.
The treatment team and subsequent culture or milieu
Small class size, small numbers, committee staff
The way we individualize our students' education.

funding--the ability to expand the program
moving a particular... transitioning certain students more often usually sex offender students
I would have to say more money for materials and staff and we need a bigger space
A more varied curricular offering, like being able to offer--have staff available for work experience or staff trained in fine arts
I would remove the stigma that the school is for students that are not--how do i put it--not bright. They have the reputation of being poor students. Even A students would benefit from the instructional ssystem that we we use here
I would duplicate this program in our district. I wouldn't make it bigger. I would duplicate it. We're real small. I don't want 90 kids with 6 teachers.
Having the ability to do more hands on so that we can present chemistry..we have only 2 people here and we probably need more counseling we need more state fundingtoo We need to keep our programs separete from the regular high schools. You've got to lose
to have a better relationship with outside agencies
Obtain direct funding from state holding public school and home school parents harmless
Make the faculty larger and increase opportunities for more students and staff
more options for credit retrieval GED adult basic ed. stuff
communication with community agencies, the ability to work on the same page with them,I don't know if we are the ones who have to change so there is more colloboration. Here, more appropriate discharge destinations for the children more educational setti
Fundinf, more funding. Its hard to pay my teachers what they desearve to attract and keep them
developing more standards based curriculum/instruction
Hire 1 more teacher and expand enrollment from 20 to 30
Enlarge number of students we can accept
I would say procedures for assessing and placing the ESL students into our classes.
Our program is being moved to the high school next year due to budget constraints
More time to focus specifically on adults
Stable funding, we exist year to year making long term planning very difficlut
The opportunity to serve more students who have struggled in other school settings.
I would like to have better academic resources (science equipment and books) as well as more staff (a transition specialist and a math/science person).
Our use by the school district. We are being used soley as a site for at risk students we believe some students that aren't at risk may also be more successful at our school.
Be able to reach more students beyond our 65!
We have a very small physical plant that is not suited for educational purposes
More funding for instruction and funding stability
The funding is unstable as it is state ADM pass through funding. Costs have increased while funding has decreased.
Better relationship with public school districts - more willingness to refer students to alt. ed. placements and funding to make these referrals.
More resources and space for vocational training while in high school as well as after graduation
2 actually: resources and incentives to keep the other 40% from dropping out. Although we have low staff turnover, what we do have, is caused by staff leaving for higher paying public district jobs
Increase staff (assistant and/or clerical help)
Improve staff salary and benefits to within 85% -90% of that enjoyed by the public sector.
not have students move to other facilities
A better way to transition students back to the regular school
Accurrate assessment data that would reflect growth Availaibility of couseling services More time for curriculum development
The ability to offer more diverse curriculum, classes and materials, ability to access ODE trainings and administrative trainings
Steppingstone: more $ for curriculum. Gateway: stable funding, currently funded from 21st Centurey Comm. Learning Centers grant, which will end June 2004
We would like to expand to a full day --60 day program from our current half day for 45 days programs
Less red tape. We do a great job when we are in charge of our program
This is not a true Alt Ed program. We offer our program for freshman and soph. Juniors must decied if they will return to the general population or go to community college for G.E.D.
Increase options to deal with problem behaviors
Expand support services such as mental health
Increase rate and stable funding to expand course offerings and follow-up services.
We would have a 1/2 to full time counseling component
We would like a larger facility where more vocational classes could be offered
100% of average state funding for IEP Students. We only get 80% of non-IEP students. Would also like 230 days of schooling because students enroll and terminate based on behavior treatment goals and notacademic or remedial educ. goals
expand the opportunity to more students.
An on site learning specialist would be great.
I would prefer if it were during the day.
Our ability to assist with/improve our students chaotic lifestyles.
Only Juniors & Seniors...underclass students often lack motivation to succeed.
Follows through from receiving schools when students transition back.
Financial support so that we could cont. our program and employment next year.
More equitable funding within the district.
To add staff who are trained to work with special education and or learning disabled students.
Housing is our biggest obstacle. If we lose a student it is usually because of housing problems.
We rely on school district funding and, therefore, school district releases, which some students who would do well in our program cannot get. Some districts would rather deal with truancy issues than release a student to an outside program. We either nee
More availability of Mental health supports.
*more community support/involvement *parental accountability *a cleaner, more effective space
Location- we are now located in the basement of the community Education building
Our ability to help students visualize a radiant future for themselves.
receive a greater percentage of the money generated by our program.
I would like to be able to have an alt ed classroom on site to serve Oakridge, lowell, and P hill.
newer text books and teacher aides separate classroom for school
greater access to resources -books and technology
Develop a service learning component or student-run business.
Ability to run a full day option rather than a half day (too many clients too small a structure).
addition of Spanish GED (intend to pilot 03-04)
The opportunity to serve more students who have struggled in traditional school settings. More funding.
Make available service learning class that connected students to the community through meaningful service as they earned science/language arts and math or technolgy credit.
Available funding to allow this program to continue at a higher than average cost per student.
Additional staff. Right now, two teachers teach 1/2 day and another two only one block each. Offer PACE all day would be an improvement.
More money & time to meet the "resource" needs of teen parents
Learning a better way to balance our flexability with structure. This is a constant battle.
Our program will be reduced due to budget cuts. Restore program to previous status.
Offer more classes using technology/distance learning.
Bigger facility to expand the size of our facility's darcar and to have the teen's classroom located in our facility
Understanding with the other staff members that alt ed does not man easier only presented different from other classes.
Add more $$ incentives or work-related projects to lower drop out rates
add more $$ incentives or work rlated projects to lower drop out rate.
Need additional staff to provide more extenisive counseling program. Currently administrator who has social work degree as well as special education degress -- does all interventions.
To include all inmates who want education
More integrated and theme based coursework and curriculum
I think our students would benefit from a work study program. This is not possible due to our remote location.
Support from legal authorities regarding attendance and truancy. Studants do not have consequences for not being in school.
More access to funding for training staff and curriculum and specialist support for education for our studnts.
Expand the program to accomodate more students
Prior to our years as a charter school, we did not have any difficulty attracting enough students. We wish it were so now.
More staff who want to work with their kids
Staff more specialized in learning areas
More focus on developing teacher skills for specific academic challenges.

I wold liek some football tickets to the duck game for being the guinea pig
just send us a card letting us know when the result will be posted
This is my first year as director of this program. I was a teacher here for 2 years before I became Director. Previously, I was a Special Ed.teacher for 14 years for Seriously emotionally disturbed students. This program makes so much sense special ed d
If you do this again, please send the questions ahead of time. not beging able use decimals isn't really accurate. broad quitiles with small student #s is not going to put in accurate numbers.
There is a big lack of communication and lack of structure in our work. There is no complete list of alternative programs. We are like islands... we don't who we are and there is no unity among us to share ideas and curricula. We need a method to share
I am concerned with that they start mandating different criteria and then we close the door on the students needs. Our focus should be on meeting the needs of the students not criteria
We are a state licensed Alt. Ed. but serve youth primarily out of the WIA grant. In years past we operateda much different school. We work primarily with work readiness career mentor and some basics.
"Would you send me a hard copy of the questions now so I can be ready to answer the questions next time." Carole Smith 7621 North Wabash Portland, OR 97217
I don't mind filling out this type of survey but request a response when your survey is done. If I do not hear results it is meaningless to me and reduces my willingness to participate
sorry for not knowing alot of the answers
Almost all of our students have behaviour problems and would qualify for special education but unfortunatly we do not have the resources to be effective in behaviour modification. Almost all of our students come from homes with enabling parents has helpe
The information we filled in was based on a highly transient population of students who stay at the shelter. We provide services to students in the shelter who attend Newport Middle and High Schools, and also proivde educational services to students in
I realize this is a survey but I feel the questions do not adequately reveal the alternative-ness, the special/specific qualities of our (or any) program.
Send more money. We deal with the kids that the school is unable to manage at a fraction of the cost. We could use monies for competitive salaries since our BA/MA instructors make about half of what a school teacher makes.
Some questions were left balnk becasue I am new to supervising this program and do not have the necessary data
Of the students who were with us in October 2001, 83% finished the year. 25 of our students were on medications during this school year (58%). 18 has been identified as ADD and/or HD (Attention deficit disorder, Hyperactivity Disorder) and three of them
The survey wa conducted at the wrong tome of the year. June or May would have been better. Many records are stored and so the quality of answers is somewhat dimminished
Sorry this is late-death in my family-survey became lowest priority.
With limited funds we run this program. There is always room for improvement and we try to write grants to provide funding for addtitional non-traditional opportunites for these students. We have a committed staff and that really makes a difference.
Gladiola Campus is part of Grants Pass High School--on a separate campus: Diploma and GED and behavioral based diploma program
50% of the youth in our program are LTRC (long term residential care) formerly "Christie List") students. The otehr 50% are referrred from surrounding districts
1,3,5, year follow-up study of alternatives learning program participants would be powerful documentation of programs usefulness/effectiveness
For some of these kids the teachers/adults at the alternative center are quite literally the only adults in their lives who like them or care what happens to them day to day.
We are currently working on a M.O.V. with Tongue Point Job Corps to establish a true Alt. Ed. program for our students at the job corps center.
Sorry we do not follow up records as they are not mostly available to us. Thanks for doing survey; Let us know the results
Rural counties need to have a variety of services supplied that we don't currently have. Some students need services that are not available near their homes.
Alternative Education is a necessary aspect of society.
GEC Prep / Continuation Center / Night School are all one and the same program with different outcomes (other alt, diploma or GED). This questionnaire represents answers for all three. Envelopes #'s 1284, 1283, 1286.
This survey is probably invalid for your survey. The programs/schools surveyed are with a detention center and with the Oregon Youth Authority.
We are an Emotional-Growth Boarding School. We don't necessarily fit your profile since all students come from out-of-state.
The other 3 programs @ AHS -Catalyst-1/2 day program focusing on core classes (L.A., S.S., Science). -Wilderness Charter School-all day program; 1 year length, This program is a popular choice for sucessful students. -Continuation Center-Nigh Program
Unfortunate year to conduct this survey. We have staff that are creative and are able to motivate the unwilling. We have students that request staying with us to complete their schooling-which leads us to believe we must be doing something right. But it
#1 Someone needs to work with the Oregon legisture to ensure that funding generated by the teen parent program actually goes to teen parent programs. According to DOE this is a statewide problem. #2 More Community education (public service announceme
We contract with another agency for our alternative school program. We also provide other alternatives within the school for the students that neeed alternative including a summer school. I tried to answer the questions focused on the alternative s
Again this year I think your 2001-02 questions are too late. I don't keep those kinds of records.
Our classrooms are staffed with 1 teacher & 1.5 ed assitants per class (3 classrooms) also have treatment specialist and family therapist for each student.
I would love to help you but this survey is too exhaustive to fill out for someone whose job is already so demanding.
It's great that you're doing this survey - I'm interested to see the results and I hope that public schools will look at the results as well. There are some great alt. ed. programs in this area, and it would be a huge benefit to kids if more public schoo
The way our program is set up we'd have to pull each student's file. Our number of transitions of students is too high to keep track. They add, then drop, then add, then move, then add then get a job and drop, etc. None of our numbers would be accurate d
We have 5 full time teachers-one of them acts as a Director-myself. I previously worked 15 years in Special Ed. "pushing papers." I like/love this program because of the Flexibility and because it puts a human face on these students and the staff th
Connections between schools and communities are essential. Community based programs are needed to support school efforts.
The students needs are growing (over past 12 yrs) into more complex, compacted needs. There seems to be little, if any, protection for abused neglected teens. Alt. ed becomes a life-line for safety, nurture, and care. (AND WE ARE ONLY HERE FOR 10
R put "It doesn' fit in a box" as a comment on the first question would you characterize it as a program or a school?
Our teen parents have their children with them in school, cared for by their own parents and other students.
Lowell H.S./ Lunely elementary mutually serve students from Jasper montain, we are a public school not an alternative school. I hope this information is helpful. Overall we place 6 students with alt ed out of district and 5 students out of distrit with S
We are state certified to provide workforce development services to eleigible youth. We currently have two contracts to provide credit recovery services. we focus services in 3 areas:basic skills improvement, work readiness, skills improvements and occip
Pass program is middle school program for ED students. many questions do not apply
detension counselors have been trained as teacher aides by our Dept. of ED. Two detention staff on duty during school hours to help supervise
This program consists of 2 campuses. Students are somewhat transient.
Our school board has cut funding by %45 for next year. We will only offer GED classes, parenting class, and child care center. This year we graduated 23 seniors and 12 GED students (1/4 of the High School senior class), serving a total of 78 student. S
Our alternative program is part of our "Learning Lab." The Learning Lab consists of 4 classes. Options, an academic support class, Math Lab, a alternative math setting, ESL study support and alternative education offering. Over 30 courses. All of these o
Due to budget short falls, this program will close at the end of this school year.
PACE, Parkrose Alternative Center for Education is part of Parkrose High School. All Services offered to PHS's general population are available to PACE students! ELL, Special Educaiton, School Based Health Clinic, Student Assistance Program (Drug/Alcoho
I sent this already once this year and it was lost. It is a rather lengthy survey to have to do twice.
I gave most answers based on 2002-2003, not 2001-2002 b/c I had no students last year. Hope this doesn't skew anything.
ESD's ought to be empowered to offer alternative ed-current system has many barriers.
This survey for the teen parent program portion of Barbara Roberts High School and secondary. Other sites under the Roberts umbrella include structured learning center, downtown learning center and Marion County Juvenile Education
We are a program within a school. the questions do notfit our setting very well because we overlap in our srvices. We have onre class per period average about 20 students-credit recovery 1st-transfer students and students that have schedule conflicts i.e
Diploma is not issued by school. Students make up credits and return to public high school or do GED prep study.
Diploma is not issued by school. Students make up credits and return to public high school r do GED study.
I left many questions blank due to the fact that I have been here only since Septmeber and couldn't find the answers.
The numbers provided are estimates. I did not have time to research all details requeisted. There are only so many hours in my work day.
Alternative education programs in our remote area generally provide extra programs for 50 and LD students. I am an interim principal and we have a new teacher in the program, so most of our answers are educational guesses. David Beasley, Sherman County
I am a new adminstrator at this district. I do not have information readily available. The previous administrator is deceased and the office staff is new this year.
On question concerning average yearly expenditure, R wrote in margins, "Building cost not available. Teacher salaries = Mtls budget divided by nember of students.
Questions A6 & A8 are difficult to answer because we have just returned to private status after 2 years as a charter school. Our per pupil expenditure will probably be about $7,000 this year. The past 2 years it was vastly more, but most of it was spent
I hope The No Child Left Behind Act will direct dollars for special ADM categories to those populations, teen parents and ESL.
Comments from the margin: Q:sources of funding: "Grant writing/fund raising" Q:What percent of your students come from... "1-19%: the street; expelled and not attending any school"
Springwater Trail is an innivative approach and novel alternative to the "Large high school"

4 GEd completion program for 16 and up (all ages)
4 serves middle school, high school, and adult students
4 middle school, high school, have had 5th skills 2-12+
4 below 6; Levels as low as 3-but students have to be at least 16 years old.
4 Elementary K-5, Middle School High School
4 Serves grades 2-5 and middle school and high school
4 Program serves 7-12 and provides GED education
4 Highschool and occasionally 8th graders

#BUDGFED: R indicated that all sources of funding were channeled to them from the school district
Corrections#SPED3A:317 It seems the R skipped all the questions on pages 2 & 3. Entire section was blank.
#Supp10:R said "We offer transition back to high chools but not transtion to the adult world" #Budgfed:R said Federal funds come through state and county mental health agencies
R thinks this survey is very important and she was very happy to take the time to talk with us.
R is going to call back with more information
R characterized the program as a Community College Program For the questions concerning teachers, R put "Students take GED prep instruction from the general college ABE/GED program. No instructors are hired directly by the program"
R included a handout about the medical condi- tions of her students. It said the following: Special Education Students: Emotionally Disturbed(ED):10 Learning Disabled(LD):8 Communication Disorder(CD):1 CD/LD:2 Handicapping Conditions: Oth
R left many answers blank and stated R did not want to participate in more research
For Question Grad1: R. wrote in the margins, "Some graduated in the sense that they earned their degree from our special education school."
R responded to B9 checked "Staff salaries and benefits" and "unstable program funding".
R included the comment: Low Staff Turnover/Med @ Entry Level
for D.3. R wrote: "serve youth from many different dist. their home dist. cont. as case manager. for C.3. R wrote: "through the juv. dept., youth receive the follow(ing) services."
This was a mailout survey. R wrote on the front of the survey: "Please send us copies of this year's and last year's results." "Myna Deck [legibility is low] Opportunity House Alternative Sheridan, 48J Sheridan, OR 97378"
R responded to B.7. No turnover due to flexible curricula and program structure, wanting to work with at-risk students, cohesive associations among staff and program, stable funding arrangements from your contractors. On E.10. R wrote "state diploma"
R wrote that turnover is medium due to staff salaries and benefits, difficult students, and unstable program funding.
R skipped questions regarding teachers & staff your program employs & wrote: "Teachers are through the school district & not our employees."
R skipped "What percentage of your program's/school's ADM report last year, 2001-02, was attributed to...?" and wrote in the margin: "N/A Superintendant Secretary has this info-said it would take her an hour to find it. I told her never mind."
R said no to question F.3. (ENDING3) & wrote: "sorry I don't have the time."
For question B.1.c. How many teachers do you have for a total FTE now, R wrote 2/6.
On question A.6. I entered 9999, R wrote: "We are a public school-receiving state & federal funds."
On question A.1. I entered 999, R didn't choose program nor school, R wrote: "Job Corps Center"
R sd there is no turnover due to flexible curricula and program structure, wanting to work with at-risk students, and cohesive associations among staff with the most important reason being flexible curricula and program structure.
Although the program has been established last year, the respondent provided some answers to the last year questions. I went ahead and input those answers anyway.

4 both within a public school campus and on a separate campus within the school district
4 located in the school district main office building
4 private within a mental health facility
4 We are a public office school leasing a private building
4 This is a duel program with operations at both a public school and a community college
4 R put program is located on a public school campus and community site apart from a public school setting
4 Public school campus away from regular public school
4 remodled church 3 blocks from the main campus
4 public school prperty away from regular
4 Public school campus at community site apart from a public school setting
4 Public school and Southern Oregon on-line school
4 Housed on Marylhurst University Campus
4 old school campus, separate from regular high school campus
4 rents space from local school district

decision of social system and legal system...decision of the court or the program so it's not always the school's decision
10 students left for other reasons but no reason was given
two kids dropped because they were pregnant and they didn't come back even we have teen-parent program.
they would go into residential care 3, children did that
graduation. we graduate in the middle of the year. 5 graduated in January
40 left for other reasons but the reason was not stated.
People came and tried it and then left because it did not fit their needs. It worked for them for a little while then they found something else they needed. It was a question of student choice:15 left for that reason
25 for other reasons: took a job;or health
4 left for otehr reaons:drugs,not ready for committment
100% left for other reasons:released from incarceration
11 left for other reasons:treatment placement
7 left for other reasons:1 for medical, 6 for nonattendance
All students move on to foster home, residential treatment or incarceration
6 left due to change of fostercare placement
232 left because they became employed or turned 21
92 left because they became employed or turned 21
83 left because they became employed or turned 21.
33 left due to lack of motivation to attend school
1 needed more intensive treatment 2 on the run/incarcerated 1 was withdrawn by parents
we serve incarcerated youth DCSSC/so not applicable
military, National Guard, lack of attendance
Unknown (27) health problems (1) and got job(1)
lack of transportation(1), scheduleconflict (7), got job (9), unknown (28), health problem (8), lack of child care (3).

sometimes the youth are incarcerated or residential treatment or home schooling
the teen parent schools in the district to which they had moved
Jobs corp, college, other atlternative schools , reg. high school.
other treatment facilities and some are military
again residential treatment facilities like other alternative schools but they are not registered. or a compbination who go back part time to public school and part tilme to work
Specialized in district programs residential care, hospitalization, day treatment
10 percent go to residential care facility
detention facilities, assited living and then shelter facilities
Other residential programs or more secure setting
Job corps, youth detention facilities, In Patient Drug or mental Health Clinics.
Both public and private alternatives, Comm. Coll., HS completion, more intensive treatment/school
Some moved on to residential after returning to public school
returned to regular classes on the middle school campus
Job corps, voc tech. programs, voc. rehab. etc.
back to regular H.S., Nat. Guard corrections, CNA program
Alternative schools at different locations with different schedules.
boot camp correctional facility, mental health treatment program
residential treatment centers, secure custody
LBCC - GED prep - to earn High School Diploma
Returned to my program for the 2002-2003 school year
Day treatment program incarcerated, drug related treatment program (residential)
Both graduates went into th armed forces.
Another alternative Ed program with a lower credit requirement

self-contained classrooms, residential treatment, self-conteinaed residential
Alternative school, public school, job corps
a residential facility but not a acorrectioonal facility
Residential care, day treatment, hospital, other therapeutic school
drug & alcohol residental programs and shelter programs
Detention, foster homes, residential, county jail
Shelter evaluation, drug and alcohol treatment, other programs
residential, special public school classrooms, home tutoring
Detention (probation) or juvenile lock-up (parole)
Therapeutic school or Wilderness program.
Alternative School (already enrolled from last year).
most students were in our program last year
Traditinal school, other types of alternative pgm, home schoo, correct. facility
Some came from enrolling as kindergarten students

we have a family access network it is bis is deschutes county we have a person in the building who acts as a liason for students in the building. Its a family support organization basically
coordination with other community services
psychiatric couseltation and medication management and also ffamily advocay and resource help
Psychiatric consultation mental health assessment, 24 hr. crisis intervention
as far as transiion they are talking about an 18 year old into the commuity we are talking about transitioning into the public schlool
we employ some students and offer paid internships with corporations
volunteer come in and taking a book and read it ..group volunteer to discuss about the books with students
Again whatever the student decide they have aneed for
They get these ervices if needed thru the regular public school side of the program.
Supplied as part of other program not education component
supportive services, clothing, bus passes
Job search/retention assistance, job skills training
We do some of the interventions but do not have formal programs.

most positions are entry level there is not a lot of room for advancment in our own program
not everyone can be a doctor you have to like people to do this job you have to believe in the kids
the fact that the Americorp time of service is only 1 year and they constitite more than half of our staff
Last year the other teacher was placed at NEAHS and it was a bad fit.
the hours of the Gateway program are 3:00-6:00
Some movement has been in house scheduling issues-needs!
Specified category: opportunity to work at a "real" school , most important reason
Program cutbacks in other areas cause [?] into [??]

4 both within a public school campus and on a separate campus within the school district
4 located in the school district main office building
4 private within a mental health facility
4 We are a public office school leasing a private building
4 This is a duel program with operations at both a public school and a community college
4 R put program is located on a public school campus and community site apart from a public school setting
4 Public school campus away from regular public school
4 remodled church 3 blocks from the main campus
4 public school prperty away from regular
4 Public school campus at community site apart from a public school setting
4 Public school and Southern Oregon on-line school
4 Housed on Marylhurst University Campus
4 old school campus, separate from regular high school campus
4 rents space from local school district