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Understanding At Risk Youth-- An Innovative Approach
Contrary to the information that many experts provide, at risk students continue to defy the traditional education setting and have their own mind set when it comes to educational success. In studies by Kauffman and Hallahan (1976), students who were disabled, including students in the at risk/high risk student population, had a difficult time staying on task during academic activities in the classroom. There is today consensus among experts that the education system, with all its drawbacks, needs to improve by providing Vocational Education Services to students who lack trust in the traditional school setting.
Most experts agree that about 30 percent of all students in the traditional high school setting will drop out prior to graduating (Druian and Butler, 1987). In some states, the percentage of high school dropouts is higher especially for Hispanic and Black students. Indicators point to an even higher dropout rate in the coming years. According to Levin (1986), society will bear profound economic costs for failing to educate these young persons.
Society has long insisted that a majority of students should pursue academic careers in college and perform at high levels that are unreachable for some. High-quality education may mean college-level education for some students. However, there are some who feel that many of our young should be given skills preparation in the vocational technology areas rather than be taught the traditional basic skills provided in the traditional school environment.
Education in America is based on opportunities for all. As educators, we have failed to provide this privilege to many. What is clear, according to Levin (1986) is that the unique needs of the educationally disadvantaged cannot be fully or effectively addressed by reforms of a general nature, such as increasing course requirements, raising teacher salaries, or increasing the amount of instructional time. Although no one has seriously questioned the merits of these principles, a new and radical approach may be necessary to meet the educational needs of the disadvantaged.
Research has clearly proven that identifying at risk youth at an early age may be the key to their success in the classroom. It is believed that all students will be at risk during some point in their educational life. To support the high prevalence of this characteristic, research has shown that the following conditions contribute to the high drop out rate in this country (Druian and Butler, 1987):
- Living in high-growth states
- Living in unstable school districts
- Being a member of a low income family
- Having low academic skills (though not necessarily low intelligence)
- Having parents who are not high school graduates
- Speaking English as a second language
- Being the children of single parents
- Having negative self-perceptions; being bored or alienated; having low self- esteem
- Pursuing alternatives: males tend to seek paid work as an alternative; females may leave school to have children or get married.
Questions will always be asked regarding the educational system and its approach with regard to at risk children. There is no question that the aforementioned characteristics have contributed profoundly to the drop out rate throughout the country. As educators, the time has come to respond to and to find the proper channels to educate at risk youth in our communities. Traditional schools need to find a better way to develop curriculum that impacts the learning of kids, and the community needs to channel its focus on creating opportunities that challenge our kids in a positive manner. One such program exists in Colorado Springs, Colorado, where lessons are taken outside the classroom and into the community, giving at risk youth a chance to look at their options and practically apply what they learn in the classroom.
Aspen Diversified Industries
A member of the Pikes Peak Behavioral Health Group (PPBHG), Aspen Diversified Industries (ADI) was incorporated in 1991 and is dedicated to assisting disadvantaged and disabled people in Colorado. By its natural commitment, ADI has stepped beyond traditional boundaries to provide career and educational opportunities to its clients in preparation for job seeking skills and to create a culture of good citizenship for those it serves.
Currently ADI serves over 230 employees in seven Colorado communities ranging from the Colorado Springs area to Denver in the north and extending south to Pueblo and west to Montrose. Of the 230 employees, approximately 50% are disabled, with mostly mental illness. ADI's successful and innovative approach to employing and educating the disabled has attracted state and national attention (Brockway & Barela, 2002; Hurley, 2002).
In accordance with its mission: "To employ, train and rehabilitate disabled and disadvantaged individuals;" ADI has stepped beyond the traditional boundaries afforded by the traditional classroom to provide career and educational opportunities to its clients in preparation for job seeking and job placement through the creation of an innovative vocational education program that is based within the community.
In the summer of 2004, ADI extended its mission by incorporating a Vocational Education and Training Program for at risk adolescents and those with behavioral problems. It was determined that the mission of the ADI Vocational Education program is to work with high risk students on developing positive personal, vocational and social skills as preparation for future community employment. As professional literature describing similar programs was scarce, it was concluded that the ADI Vocational Education and Training Program is unique. Indeed the ADI Vocational Education Program appears to be a pioneering effort. Jonathan Liebert, Director of Programs for ADI summed it up succinctly by stating, "We have developed a program that meets the needs of our youth and helps them develop into strong, productive citizens for years to come."
This youth job readiness program has extended the education services of local high schools to include training in areas consistent with the mission of ADI. According to Katie Weikel, Principal at Lorraine High School, "The ADI Vocational Education Program has helped promote and foster a positive environment that has curtailed absences, drug abuse and smoking in our school. Our students' success at ADI has also helped in improving their grades at Lorraine High School."
Along with educational training, the ADI Vocational Education Program offers participating youth training in the areas of Culinary Arts, Custodial certification, Carpentry and Construction skills (which includes plumbing and electrical), Furniture Assembly, and Administration.
The ADI Vocational Education Program
The ADI Vocational Education Program was designed and implemented to assist high school students who meet the criteria for high risk/at risk or have met the Special Education guidelines under the laws of the State of Colorado. From its inception, the goal of the ADI Vocational Education Program was to reach the at risk youth in El Paso County, including not only the metropolitan area, but also outlying communities. It was essential that the program be both flexible and diverse in providing vocational services for at risk youth and provide strong leadership in helping the students become balanced citizens in their respective communities.
The ADI Vocational Education Program was pilot tested in the summer of 2004 and used a diverse curriculum that included: Computer and Technology Skills, Vocational Skills, Community Skills and Self-Advocacy Skills. Ten students from nearby Fountain-Fort Carson and Lorraine High Schools participated in the pilot.
Students are required to attend three hours per day, five days a week for a period of 16-18 weeks. Classes are held on the ADI campus, and participating schools provide transportation for students. The hands-on approach to training and preparation for the job market requires teamwork along with one-on-one individual attention to help meet the requirements of the program. As a support base, the ADI program installed up-to-date, modern equipment and had the support of a team of experts in each vocational area taught in the curriculum
Adding to the program, Fountain-Fort Carson School District 8 agreed that ADI students who complete the program will receive credits from their high schools in the areas of English, Math, Social Studies, Physical Education or elective. An articulation agreement has also been negotiated with Pikes Peak Community College that will allow students to earn upwards of 8.5 college credits.
The areas of concentration are as follows:
Technology Skills: A comprehensive and thorough examination of the Microsoft system which includes Word, Excel, Access, Power Point, the internet and email instruction are required of students before credit can be issued. Included with this introduction to software and computer technology is an all inclusive course on typing using the Mavis Beacon Model.
Vocational Skills: Students are taught appropriate techniques in job searching strategies, job application procedures, the interview process, resume writing, and writing a letter of thanks and a letter of application.
A session on taxes and retirement provided a "scary" awareness of what the future holds for these students. Many students are unaware that taxes play such an important part of their lives.
Community: It is believed that good citizens contribute to the needs of their community. As part of the ongoing growth process students are actively involved in the State of Colorado Adopt A Highway Program, the Marian House Soup Kitchen (a local facility that feeds the homeless), the Colorado Springs Rescue Mission, Care and Share (a food drive organization) and visits to Goodwill Industries and other community contributing organizations.
Self-Advocacy Development Skills: At risk students have a tendency to lack in self-concept and self-esteem. Group and individual counseling are provided by a licensed guidance counselor in helping to develop the necessary confidence to pursue the skills that ADI teaches.
Physical Education Skills: ADI participants are required to walk 2.5 miles three times a week as part of the recommendation of the Presidents Council on Physical Fitness. Research has shown that physically active students have a stronger learning tendency then those who are inactive.
Vocational Awareness: During the course of the semester students are exposed to an array of vocational professions. Exposure includes a study of the culinary arts at ADI's Cafe Moreno, carpentry and construction, minor electrical technology, plumbing, furniture assembly, custodial studies and visits to Pikes Peak Community College, Intellitec Vocational Colleges and the University of Colorado at Colorado Springs.
Students were also exposed to careers in government, police and fire opportunities and the possibility for a career in the military.
Advisory Board
With accountability a necessary component for success, the ADI Vocational Education Program worked collaboratively with Fountain-Fort Carson School District Number 8 to modify and restructure the program as needed. It was essential that the organizations meet on a monthly basis for monitoring and discussion on issues pertinent to the program. Modifications, if necessary, were discussed and implemented with the consent of the Advisory Board. Members of the Advisory Board included the ADI Directors of Education and Vocational Programs, the ADI classroom teacher, administrators from Fountain-Fort Carson and Lorraine High Schools and the Director of Vocational Programs for Fountain-Fort Carson School District Number 8.
Rewarded
Students who participate in the ADI Vocational Education Program are rewarded in a fashion consistent with job employment. During the course of the semester students are paid three ADI dollars per day that are redeemable at the conclusion of the program. ADI participants have traditionally redeemed their earnings for gift certificates at a business of their choosing.
Students are required to call in when they are not in attendance and are docked a day's pay for their unavailability. Attendance participation is strict. Students who miss more than two days of the program are terminated. This no "nonsense" approach has been successful and is supported in total by the participating school districts.
To provide leadership experience, participants in the program are given the responsibility of developing the policies, rules and procedures. Included are strict enforcement of no profanity, respect for each other, attentive behavior during instruction, and positive class participation. Each student is required to stand during individual presentations and is asked to give a general overview speech at graduation entitled, "What I learned at ADI."
What Works
The success of the ADI Vocational Education program can be attributed to many factors. First and most important is the curriculum. Students with disabilities and disadvantages need to be able to tune in to areas they recognize and enjoy doing.
Secondly, and just as important, is the instructor. An instructor that is sensitive to the needs of his or her students is critical. The instructor must be able to develop the classroom with flexibility, structure and understanding. Failure to do so will only add confusion and disillusion to the classroom. Respect, integrity and responsibility provided the impetus for student success. It is important for at risk students to understand that they are important contributors to the program and its success.
Thirdly, an instructor must be willing to be a part of the team approach and serve as its inspirational leader. The instructor must maintain an even demeanor and be able to change the course of the program at any time. Knowledge, confidence and know-how are critical components to teaching the at risk student.
During the first year of existence, the ADI Vocational Education Program graduated seventy-five percent of its participants. Students enjoyed the laid back atmosphere and contributed without embarrassment or intimidation. Mat Brown, a second semester student, said, "I am so glad I attended ADI as now I have the skills and ability to move forward with great confidence." Another student, Tamara Lucero, mentioned, "I now know the value of education. It is up to me to open the next door. I have no one but myself to blame if I choose not to." Tamara's mother said, "ADI has been a godsend. Tamara was faltering in school. ADI turned my daughter around. I am so thankful that she will graduate in June. What a blessing."
Attendance, as research indicates, has been an issue for at risk youth. At ADI, students attended class at a better than ninety-six percent rate. Two major factors contribute to this exceptional performance. One, strong support from the home school is essential. There is a no nonsense policy in place. Two absences and you are terminated from participation, with no exceptions to this rule. Secondly, the curriculum is modified to meet the needs of the students. The instructor tunes in to the students' behaviors and moods on a daily basis and adjusts the classroom activities, as needed. It is important to have a back-up plan in place in order to move the class forward.
During the course of the program 60% of the students succeeded in finding part-time employment in the community. As a result, each student was required to present to the class what skills and training techniques they used as part of their successful venture. This allowed other students to focus on their individual needs in hopes of finding employment as well.
In several situations the employer was asked to visit the classroom and share with the students the necessary credentials needed for employment success. This provided the ADI students with additional information about employment opportunities.
All students who participate in the ADI program are required to submit a college application. Thirty-eight percent of the students were accepted and plan to participate at the local college during the school year 2005-06. Many of the students will also matriculate as Area Vocational students at Pikes Peak Community College in the fall and pursue possible careers ranging from diesel mechanics to broadcasting.
The most important factoid is the graduation rate. All seniors who attended ADI graduated from high school. The ADI program provided incentive to the underclassmen to pursue and complete their requirements for graduation. Katie Weikel, Principal at Lorraine High School said, "It brings tears to my eyes to see our kids graduate. For many of our students, this is not always a possibility. Thank you ADI for being so considerate of their needs."
Graduation
"Awesome! Outstanding! Wonderful"! was the outcry heard from Kenneth Barela, Executive Director and Senior Vice-President of Aspen Diversified Industries at the latest class graduation. "What a positive and rewarding experience for our students."
The ADI graduation provided the opportunity to finish on a positive note. The participants were rewarded with a Certificate of Completion, a gift certificate for class participation and the opportunity to give their refined speech to parents, classmates and administrators from ADI, their school district and employees of the Pikes Peak Behavioral Health Group.
Stacy Phillips, parent of participant Joshua Phillips was heard saying, "ADI was great for Josh! He has developed so many skills and will now graduate in June. What a great opportunity for him. All students should be required to attend this program."
Administrator Tim Holt from Fountain-Fort Carson District Number 8 said, "This is GREAT! We will definitely contract with ADI for next school year. We will make every effort to expand the program to meet the needs of our kids! Excellent!"
Summation
The ADI Vocational Education Program has had a remarkable year of success. Rich Gilmartin, Executive Director of Gulf Coast Enterprises, and a consultant hired by ADI said, "This program is a gold mine. The growth opportunities are enormous. It is important to sell the program to the entire State of Colorado and expose it to a national audience. What a wonderful concept."
The opportunities for growth will take the program to a new level. It is important, however, to continue the laid back, hands on and flexible concept to ensure success. Providing this service to at risk youth is a step necessary for their success. The program provides the students with choices and opportunities not available in the traditional high school. Their success is our success. Moving forward is the key.
References
Brockway, J. H. and Barela, K. A. Prescribing the "employment pill". Behavioral Healthcare Tomorrow 11(2):22, 24-27, 2002.
Colley, D. A., and Jamison, D. "Post School Results for Youth with Disabilities: Key Indicators and Policy Implications. Career Development for Exceptional Individuals, 21( 2), Fall 1998.
Division of Special Education.Transition School- To Post School-Activities: Access to Vocational Education For Students With Disabilities. Jefferson City: DSE, Missouri Department of Elementary and Secondary Education, 1999.
Druian, Greg and Butler, Jocelyn A., Effective Schooling Practices and At-Risk Youth: What the Research Shows. Office of Educational Research and Improvement (OERI), U.S. Department of Education. November 1987.
Edmonds, Ronald. "Effective Schools for the Urban Poor". Educational Leadership, October 1979.
Evers, R. B., and Elksnin, N. Working With Students With Disabilities In Vocational-Technical Settings, Pro-Ed Series on Transition. Austin, TX: Pro-Ed, 1998.
Good, Thomas L. and Jere E. Brophy. Looking in Classrooms. New York: Harper and Row, 1984.
Hurley, B. Vocational Training company builds lives and business. Colorado Springs Business Journal 6/21/2002, p.2.
Kauffman, J. M., & Hallahan, D. P. (Eds) Teaching Children With Learning Disabilities: Personal Perspectives. Columbus, OH: Charles E. Merrill, 1976.
Levin, Henry M. "Educational Reform for Disadvantaged Students: An Emerging Crisis". (NEA Search). Washington, DC: National Education Association, 1986.
Mann, Dale. "Dropout Prevention--Getting Serious About Programs that Work". NAASP Bulletin, April 1986.
O'Connor, Patrick. "Dropout Prevention Programs that Work". Ossc Bulletin, December 1985.
A native of Colorado, Dr. Rudy Gonzales received his Ph.D. in Education from the LaSalle University in 1995. A thirty-four year veteran of education, Dr. Gonzales finished his Master of Arts in Guidance and Counseling from Adams State College in Alamosa, Colorado in 1974 and completed his Bachelor of Arts in Social Studies from the University of Colorado at Boulder in 1973. Dr. Gonzales is married to his wife Nora and they reside in Colorado Springs, Colorado.
Jonathan Liebert is Senior Director of Vocational Rehabilitation, Training and Educational Services for Aspen Diversified Industries. Contact him via email jonathanl@ppbhg.org or at 415 W. Bijou St. Colorado Springs, CO 80906
©April 2006 New Horizons for Learning
This information is provided by a grant from the
Office of State Superintendent of Public Instruction
Special Education
P O Box 47200
Olympia, WA 98504-7200
(360) 725-6088
Fax (360)586-1631
E-mail: dgill@ospi.wednet.edu
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