OTHER FEDERAL PROGRAMS

a. Exemplary programs and projects.

The funds available to us in this category from both the Commissioner's and the State's half have made it possible to establish:

(1) 4 Career Education sites serving students K-12 throughout the State and develop more limited programs in four additional districts which will be serving about 4,500 students next year. These programs will continue when Federal funds are no longer available. (2) An environmental sciences program, 9-12, equipping students with job-entry skills for ecology-related positions.

(3) A model for core-centered curricula focussed on distributive education geared to the needs of the disadvantaged and handicapped at the secondary level.

(4) A State model for an integrated drafting and machine shop program interacting with the science and English departments.

(5) An occupational information system providing students with data on jobs available in New Hampshire which is now installed in 50 high schools.

(6) A prenursing remediation program for students who ordinarily do not succeed in regular programs and who have all graduated and been licensed after exposure to this program.

The most important outcome of the use of these funds has been that of establishing model sites throughout the State characterized by student-based performance outcomes, flexibility in scheduling, and programing, and individualizing to meet student's needs. These sites are being visited by teachers from other schools who are then using the ideas they are exposed to in their own programs.

New Hampshire exemplary programs vocational-technical education, fiscal year 1973, career education programs

Title

Location

Concord.

Planning for Career Education in the Concord Schools..
Dave Morin, Project Manager. This program will even-
tually serve 5,200 students when completely implemented.
A Career Education Program for the Somersworth Schools. Somersworth.
Jim Carroll, Project Manager. This is a Career Education
program K-12 to include a guidance and placement com-
ponent and which will eventually be serving 500 students
and will expand to all the students in that district at the end
of three years.

Exploring the World of Work-Paul Smith School...

Robert Ross, Project Manager. This is an elementary school testing for Career Education Guidelines of the State of New Hampshire, and it involves five teachers and 120 students.

Grade Five Career Education Program-Governor Went-
worth School District_.

David Johnston, Project Manager. This is a second site
field testing the Career Education Guidelines for the State.
It involves five teachers and 130 students.
Careers Concepts Urban Applications.

Chris Kehas, Project Manager. This program is also testing the New Hampshire Guidelines for Career Education and is stressing the use of counselors in the development of Career Education programs. It involves nine staff members and 300 students.

Franklin.

Wolfeboro.

Manchester.

Career Education: Field Testing the N.H. Guidelines_ Robert Wilkins, Project Manager. This is the fourth site testing the N.H. Guidelines and is the most comprehensive of the testing sites. It involves 31 teachers and 775 students.

Newport.

Vocational-technical education, fiscal year 1971, Continuing Commitments 70-01 N.H. Occupational Information Improvement Proj- Concord. ect (2d year of 3-year project).

Earle Wingate, Director. This is a project to improve the use of occupational information in New Hampshire. 70-03 Model Machine Shop for Drafting Instruction.......

Carl Jackson, Director. To develop a vocational drafting program with individualized instruction in skills directly related to the draftsman so that the student upon graduation has job entry level skills. 70-04 Prenursing study and vocational skills Preparation Project.

Olive Paine, Director. To provide remedial experiences in study skills and a specific assortment of previously determined difficult nursing skills of the practical nursing program for students whose needs are not met by regular programs. 70-05 Natural and Environmental Science Curriculum....

Wilbur H. Palmer, Director. To establish a new curriculum in environmental sciences which would provide for the acquisition of entry level skills in ecology-related occupations. This program is especially geared to disadvantaged students.

70-06 Special Education Vocational Program....

Cliff Boivin, Director. To prepare the disadvantaged for placement on the job at the conclusion of training by using individualized instruction geared to students' abilities, to train students in new vocational areas with the use of a new teaching approach, and to adequately test students so that they are placed in training in a vocational field that suits their needs and abilities.

b. Residential Vocational Education

White Mtns. Regional High School.

At this time, there are three State facilities for minors with problems; the industrial school in Manchester, which is a prison, the New Hampshire State Hospital for the emotionally disturbed, and the Laconia State School for the retarded.

Presently, the population at the industrial school is a mix of children who have committed no crimes to those who have committed murder. Children are committed here, because no other kind of facility is available, who are runaways from poor environments and who are school truants. Their antisocial behavior is triggered by such causes as learning problems, combined with hostile and nonresponsive home environments. Some are nonreaders, may be suffering from minimal brain damage, or are retarded.

The present alternative to the industrial school is a foster home, however, this does not solve the problem of an education system which cannot be responsive to these childrens' needs.

It is certain that the problems these children encounter are not treatable in a prison environment. What is required is a humane environment which provides personal treatment services with a good education program.

If these children are to develop into functioning adults, then they must be provided with opportunities individualized to their separate needs in a supportive environment. Institutions have a way of institutionalizing people and that's bad. The humans who survive them don't learn how to adjust to a normal environment.

For these reasons, at least one residential vocational education center is certainly indicated for the State of New Hampshire.

There is no way that the State of New Hampshire is able to fund the establishment of such a residential center, and its creation and implementation would only be possible with the impetus of Federal funds.

c. Consumer and Homemaking

Consumer and homemaking education is offered in all except two of New Hampshire's public secondary schools. Enrollment in these schools has grown from 2,921 students in 1963 to 7,717 in 1972. This is due in part to population growth, but primarily to students and administrators realizing the relevancy of home economics education. New Hampshire population has increased by 21 percent from 1960 to 1970.

Home economics related occupations programs are available to students in 14 of the 20 area center schools. Child care services, food service, community services, and hospitality are the programs offered. Enrollments have grown from 42 students in 1968 to 244 in

1972.

Adult home economics education has had an increase of 218 students. In 1963 there were 695 enrollees and in 1973, 913. There were no adults in home economics related occupational programs in 1963. There were 244 students in this area in 1973. Funds to support these programs have been very limited and this has curtailed the development of programs.

Consumer education is an integral part of all home economics offerings. In most schools the only opportunity for students to gain knowledge and skills in this important subject matter area is through home economics. We have several schools offering semester courses in consumer education through our departments. A new home economics curriculum guide, soon to be available in the State, Iwill have a section on consumer education. There is no consumer education guide available in the State through other disciplines. Consumer education inservice for teachers has been available only through the department of home economics at the University of New Hampshire, and the home economics consultant in the division of vocational education. Any school desiring Federal funds for home economics programs must state their objectives in consumer education before they are approved.

A brief description of two programs will illustrate our approach to emphasizing consumer education and family life for disadvantaged persons.

The first is a high school program called LIFE (Learning about Individuals, Families, and Employment). Students are selected for this program on the basis of having been unsuccessful in their other classes. In a homelike environment, they develop a better self-concept, realistically examine problems related to their families, develop employable skills, and become better decisionmakers through consumer education activities. The students, after experiencing many personal successes, move out of the program into the regular high school program. Because of its success, students without serious academic or personal problems, want to be enrolled in the program.

The second program is for adults. Its title is Operation Second Start. Men and women seeking adult basic education were found to be lacking in consumer education, family life education, and employment skills. With a small amount of Federal funding, we were able to provide them with skills in these three areas. One woman needing a job was afraid to approach employers. She was helped through the program to lose her fears and now is employed. There are many cases like this one, and we hope to make more programs available to these adults.

We have made a real effort to support schools in depressed areas of the State; offering them funds to upgrade teachers in the process of individualizing learning and in working with the resources and equipment needed to carry on a quality program. A special effort has been made to provide field trips for students who have never been outside of the rural community where they live. I regret to say that we do not have evaluative data to support what has happened to individual students. I do know because of close contact with these schools that it was not uncommon 5 years ago to walk into a classroom and see students working with a textbook as their only resource. Today when I visit the same classrooms the whole environment has changed. Federal funding has made it possible for these schools to have resources, visual equipment, and up-to-date laboratory equipment. Teachers, well trained in new educational concepts, are busy working with students on an individual basis with materials they have developed through our inservice programs.

In New Hampshire we have only $15,000 of State funding for home economics. This provides us with administrative expenses only. We are completely dependent upon Federal funds for the support we give to local schools. If the Federal funds were not available to us, we would not be able to provide the leadership so necessary to the continuation of these programs. The Future Homemakers Youth Organization would have no leadership. This organization cannot function for long without direction. FHA, strong in the depressed. areas of the State, provides our young people with an opportunity to develop leadership so vitally needed in the depressed areas. We have not had in New Hampshire a curriculum guide for 10 years. The funding for this project will provide teachers with a new guide, and will give inservice training to 25 key teachers in the State. The promotion and development of adult programs would cease, and inservice so vital to the continuation of quality programs would be nonexistent. Grants to schools-$53,000 for 81 schools-though small, often makes the difference between having up-to-date resources and