document resume ed 305 437 ce 052 112 …document resume ed 305 437 ce 052 112 author decker, larry;...
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DOCUMENT RESUME
ED 305 437 CE 052 112
AUTHOR Decker, Larry; And OthersTITLE State Community Education Planning. National Project
Report.INSTITUTION Virginia Univ., Charlottesville. Mid-Atlantic Center
for Community Education.SPONS AGENCY Mott (C.S.) Foundation, Flint, Mich.PUB DATE 89
NOTE 104p.
PUB TYPE Reports Research/Technical (143)
EDRS PRICE MF01/PC05 Plus Postage.DESCRIPTORS Adult Basic Education; *Adult Education; *Community
Education; *Educational Planning; Grants; Networks;Postsecondary Education; Program Development;*Program Implementation; *Program Improvement; *StatePrograms; Statewide Planning
ABSTRACTDuring the National Project for State Community
Education Planning and Development, the following main activitieswere accomplished: (1) each state received (or was eligible for) aState Community Education Planning Assistance Award for developing orupdating a 5-year state plan for community education (1988-1993); (2)
a planning and training workshop and other training sessions wereconducted for state planning facilitators from each state; (3) thestatus of k_ach state's community education development wasdetermined; and (4) a set of elements common to successful stateplanning and development efforts was defined and incorporated in aplanning guide for state community education development directors.The elements identified were leadership, networking, legislation andfunding, training and technical assistance, and community educationidentity and support. As a result of the project, neededreinforcement and revitalization of existing community educationnetworks "gre provided, and the stimulus to expand to other groupswith related concerns was generated. (Abstracts of state plans forcommunity education are included in this report.) (KC)
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Reproductions supplied by EDRS are the best that can be madefrom the original document.
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UNIVERSITY OF VIRGINIA
STATE COMMUNITY EDUCATION PLANNING PROJECT
Contents
- Executive Summary
- Significant Elements in Community
Education Development Efforts
- Individual State Plan Abstracts
Mid-Atlantic Center forCommunity EducationUniversity of Virginia Curry School of Education405 Emmet Street, Ruffner HallCharlottesville, Virginia 22903 (804) 924-0866
STATE COMMUNITY EDUCATION PLANNING PROJECT
EXECUTIVE SUMMARY
ByLarry Decker, Project Director, University of Virginia
Valerie Romney, Project Assistant, University of VirginiaKim Biocchi, Project Consultant
BACKGROUND
Community education in the United States exists at varyinglevels of comprehensiveness and effectiveness. Several models ofstate presence have developed over time with no discernablepattern to indicate any one factor or group of factors thatdetermine whether or not a state will be successful in itscommunity education development efforts. This diversity is aresult of the historical context in which individual states areresponsible for educational development.
The Charles Stewart Mott Foundation has been a driving forcein efforts to stimulate the planning and growth of the communityeducation movement. In 1985, it sponsored the CommunityEducation Endowment Planning Task Force. After two years ofstudy focusing on identifying long-range strategies forsustaining the field of community education, the task forcerecommended maintaining a state-level presence in every state forcapacity building in community education. In response to thatrecommendation, the Mott Foundation allocated funds to assess thecurrent status of community education development at the statelevel and to identify a data base of factors common to statesthat are most successful in community education development.
Th Mott Foundation selected the University of Virginia'sMid-Atlantic Cuter for Community Education to administer a threehundred thousand dollar grant, the National Project for StateCommunity Education Planning and Development. The four areas ofproject activity were:
1. Provide an opportunity for each state to receive a StateCommunity Education Planning Assistance Award fordeveloping or updating a five-year -tate plan forcommunity education (1988-1993).
2. Convene, in cooperation with the National Center forCommunity Education, a planning and training workshop forstate planning facilitators from each state.
3. Determine the status of each state's community educationdevelopment.
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4. Define, in conjunction with the National Project AdvisoryCommittee, a set of elements common to successful stateplanning and development efforts to be incorporated in aplanning guide for state community education developmentefforts.
NATIONAL PURPOSE AND DIRECTIONS FOR COMMUNITY EDUCATION
The project was a timely one for the national communityeducation movement. In 1987, after more than two decades offunding and development of the National Network of CommunityEducation Centers, the Mott Foundation terminated its series offive-year funding cycles for state-level community educationcenters. Most states did not have an updated state plan and hadnot established a process or strategies to generate a state-levelsupport plan for community education development.
NATIONAL PROJECT ADVISORY COMMITTEE
Preliminary activities involved the National ProjectAdvisory Committee, composed of:
Organization /Agency Representative
Community Education EndowmentTask Force
National Community EducationAssociation
National Association of StateDepartment Community Educators
Council of Chief State SchoolOfficers
National Council of StateCommunity Education Associations
Community Education CenterNetwork
National Center for CommunityEducation
Charles Stewart Mott Foundation
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Donald Weaver, Chair
William DeJong, ExecutiveDirector (resigned 12/88)
Starla Jewel-Kelly, ExecutiveDirector (appointed 1/89)
William Pounds, President(resigned 9/87)
Jer-y Thornton, PresidentElect (appointed 12/87)
Donna Schoeny,Special Projects
Dennis Thompson,President Elect
Phillip Clark, Director
Duane Brown, Director
Pat Edwards, Program Officer
The National Project Advisory Committee met twice, heldthree conference calls, and had more than sixty individual phoneand CENET contacts during the year. One task of the committeewas to develop and refine a set of elements believed to beimportant to successful state-level community educationdevelopment. The identified elements clustered in five areas:leadership, networking, legislation and funding, training andtechnical assistance, and community education identity andsupport. Copies of the identified elements, a state planningguide, and other planning assistance materials were distributedto participating states during the project and served as a basisfor state activities. (The elements and their specificindicators are outlined more fully in Appendix A.)
LEADERSHIP
Leadership was one of the five elements identified by theNational Project Advisory Committee as important to state-levelcommunity education development. Because one dimension of theleadership indicator was the presence of a recognized communityeducation position within a state, each state was encouraged tocollaboratively identify a specific individual to serve as thestate planning facilitator, and to name a state governmental ornon-profit c:ganization to serve as the fiscal agent.
Historically, the National Community Education Network hasbeen represented by individuals from institutions of highereducation (IHEs), state education agencies (SEAs), statecommunity education associations (SCEAs), and local educationagencies (LEAs), as well as by those representing national andspecial projects. The results of the selection process reflectedthis historical pattern and resulted in the identification ofrepresentatives from the following agencies:
State Agency Representation
IHE SEA SCEA LEA
State Planning Facilitators 10 26 9 3
State Fiscal Agents 12 20 13 3
Of the forty-eight state planning facilitators, thirty-threewere personnel previously identified with the National Network ofCommunity Education Centers. The fifteen "non-network"facilitators included nine state community education associationrepresentatives, six state education agency staff members, andtwo institution of higher education representatives.
During the planning period, and primarily because of jobchanges and employment moves, eight of the forty-eight stateplanning facilitators were replaced. In four states (Hawaii,
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Idaho, Nevada, and Vermont), a state-level contact person emergedwhere none had been identified previously .
During the state planning process, approximately twelvestates gained identified community education positions eitherby reassigning existing personnel or appointing new staff membersto community education support positions. State educationagencies accounted for eleven of the twelve gains; only onerepresented a higher education institution.
NETWORKING
Networking was another element identified as important tostate-level community education development. The project had thegreatest impact in this area, proving to be a positive stimuluson the intentional collaboration of state community educationleaders for the purpose of developing and advancing needed anduseful agendas for community education development. With one ortwo exceptions, each state with a community education agenda madesignificant networking advances. Collaborative planning andcoalition building were frequent outcomes of the planning andinvolvement process.
LEGISLATION AND FUNDING
Legislation and funding in support of community education atthe local and state levels was ranked highest in importance tostate-level community education development in i"le nationalidentification process. This element was addressed in more thanthirty of the state plans.
During the first-year planning process, at least six statesmade gains in obtaining either new or expanded levels of statefunding. The Georgia planning process resulted in passage ofcomprehensive state community education legislation and theappropriation of $1.5 million for community education is pendingfinal approval. First-time legislation and funding were alsoachieved in South Dakota. In each case, the state plan providedthe essential documentation and leverage for obtaining state-level funding.
TRAINING AND TECHNICAL ASSISTANCE
`211e fourth general element, training and technicalassistance, addresses the need to provide educationalopportunities for individuals and groups in order to enhancecommunity education skill development and application. With thewithdrawal of Mott Foundation funding, particularly toinstitutions of higher education, state-level trainingopportunities have declined rapidly. This decline is especiallynoticeable in inservice training opportunities and plannedpreservice training. The National Center for Community Education
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in Flint, Michigan, is the only provider of year-round, regularlyscheduled, short-term (two weeks or less) community educationtraining opportunities.
The planning documents reveal a restructuring in the sourceof primary sponsors and providers of community education short-term training opportunities. State community educationassociations are being called upon to increase their role inplanning inservice opportunities. States with communityeducation funding and established state education agencypositions are assuming the primary technical assistance role.
The withdrawal of Mott Foundation community educationfellowship funding to institutions of higher education hascreated a void in planned and structured graduate studyopportunities for an intact or cohort group. There is currentlyno known intact internship group. It appears that, in almost allcases, training offered in institutions of higher educationconsists of merely one or two community education classes.Florida is a notable exception in which state funding allocatesone hundred thousand dollars for training and technicalassistance provided by four institutions of higher education.
COMMUNITY EDUCATION IDENTITY AND SUPPORT
Community education identity and support was the finalelement identified as important to state-level communityeducation development. With few exceptions, the state plansclearly address the need to enhance people's identity with andunderstanding of community education.
Community education, with beliefs and principles drawn fromthe areas of learning theory, human and organizational behavior,community development, community organization, and political andeconomic considerations, has faced identity problems that arelikely to continue into the future. To present a comprehensive,intelligible view of community education to policy makers, schoolpersonnel, the private sector, and the public, many states haveused the statements and principles outlined in What Is CommunityEducation?, a brochure developed by the Mott Foundation EndowmentTask Force. The brochure was used as a reference in over half ofthe state community education plans
Another community education trend, that primarily surfacedin the 1980s and that was prevalent in the state plans developedduring the state planning process, was the "issues orientation"in the use or application of community education processes andprinciples. Some state and local projects identified withcommunity education are closely tied to issues, such as childcare, parent education, literacy, substance abuse, unemployment,school volunteers, partnerships, and so on. One potentialdrawback to an issues orientation is that it diffuses the vision
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of a comprehensive community education initiative. For example,in the sixties and seventies, community education often wasidentified as being involved only with adult education orrecreation.
Regardless of past history, community education hasdemonstrated that the process of involvement, needs assessment,cooperative planning, and a variety of outreach activities can bereadily adapted to efficiently address a host of human andcommunity issues. To keep its identity, the community educationprocess must have leadership that continually reinforces theunderstanding of its broad nature ar.d versatility.
ADDITIONAL NATIONAL PROJECT ADVISORY COMMITTEE ACTIVITIES
In addition to refining the set of elements, thecommittee formulated the project design based on the followingprinciples:
1. Broad dissemination of the announcement of the project tostate education agencies, institutions of highereducation, state community education associations, andother organizations with existing community educationcenters or projects.
2. Encouragement of state-level collaboration in eachstate's selection of a state planning facilitator and astate fiscal agent.
3. Avoidance of bureaucratic procedures in approval of stateplanning assistance awards.
4. Avoidance of prescriptive solutions for diverse stateneeds.
STATE COMMUNITY EDUCATION PLANNING ASSISTANCE
Because of the diversity in state' presence for communityeducation and based on the recommendations of the NationalProject Advisory Committee, there was broad-based disseminationof the announcement of the availability of five thousand dollarstate-level planning assistance awards. In all, forty-sevenstates and the District of Columbia were funded, with only threestates - Arkansas, Connecticut, and Rhode Island - declining toparticipate. New Jersey returned its planning assistance fundsdue to internal problems that resulted in little progress in thestate planning process.
During the application and funds distribution stages ofthe project, Project Director Larry Decker provided stateapplicants with information and technical assistance. He also
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assisted with state planning workshops in Kansas, Montana,Virginia, and Vermont.
A training session for the forty-eight state planningfacilitators, co-sponsored by the National Center for CommunityEducation, was held September 27-30, 1987, in Flint, Michigan.The elements identified by the National Project AdvisoryCommittee as being important to successful state-level communityeducation development were discussed, and procedural strategiesfor state plan development were explored. This State PlanningWorkshop was viewed as highly beneficial by the participants, whorequested follow-up sessions.
As a result, the project sponsored a half-day StatePlanning Workshop for state representatives at both the 1987 and1988 conventions of the National Community Education Association.Thirty-five states were represented at the 1987 Minneapolisworkshop and thirty-two states at the 1988 Orlando workshop.
In the latter part of the state planning period, severalstates requested an extension for the completion of their stateplans. In response, a one-month extension was granted to allparticipating states.
RESPONSIVENESS OF EXISTING COMMUNITY EDUCATION NETWORK
The project demonstrated the responsiveness of theexisting state community education network. It capitalized onpast investments in order to help renew the community educationnetwork and to promote a common agenda and focus among allparticipating states.
Forty-seven states and the District of Columbia requestedparticipation in the project and accepted a five thousand dollarstate planning assistance award. This represents the highestnumber of states requesting participation in a state-levelcommunity education project in the history of community educationdevelopment, which has included national grant programs from boththe Mott Foundation and the U.S. Department of Education.
During the pre-project planning process, many individualsexpressed reservations and skepticism regarding the limited levelof funding and expectations of state-level accomplishments. Inreality, after years of investment, particularly by the MottFoundation, the state community education networks were eager toparticipate. It is likely that without this modest funding, theestablished network of centers and communication links would havedeteriorated quickly.
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NATIONAL TELECONFERENCE ON COMMUNITY EDUCATION PLANNING
The National Teleconference on Community Education Planningwas held June 9, 1988, as a joint effort of the Mid-AtlanticCenter for Community Education at the University o: Virginia andthe National Cooperative Extension Center for Community Educationat Virginia Polytechnic Institute and State University (VirginiaTech). The intended audience was state community educationplanning committees, tate-level policy makers, directors ofcenters for community education development, and other interestedindividuals and groups.
Broadcast from the Virginia Tech campus, the teleconferenceinvolved twenty-seven downlink sites in twenty-two states. Asix-member panel was available to answer questions phoned in fromreceiving sites to a toll-free number at Virginia Tech. Panelmembers included: William DeJong and Shirley Bryant of theNational Community Education Association, Phil Clark of theNational Project Advisory Committee, Charles Talbert of theMaryland Department of Education, and co-sponsors Steve Parson ofVirginia Tech and Larry Decker of the University of Virginia.
The teleconference was intended to inform state plannersabout what was being done in other states and to broaden theirperspectives on the national community education movement.During the program, Larry Decker updated the state planningproject and reviewed the elements of success identified by theNational Project Advisory Committee. Other panel memberselaborated on those elements of success and provided suggestionsfor developing practical, action-oriented state plans forcommunity education development. Suggestions included:
1. Development of state community education networks.
2. Definition and/or description of community education asit addresses specific problems or needs.
3. Legislative action.
4. Training and technical assistance initiatives.
5. Annual review and revision of overall plan.
6. Increased participation of minority citizens.
The teleconference concluded with a reminder that communityeducators need to be informed and connected as communityeducation evolves nationally. A videotape was shown thathighlighted programs across the country that use communityeducation to address quality-of-life issues.
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NATIONAL DATABASE ON STATE-LEVEL COMMUNITY EDUCATION DEVELOPMENT
An area of activity related to this project was thedevelopment of a database for state community educationdevelopment. William Smith, National Community EducationAssociation board member, served as the data collectioncoordinator with assistance from Burton Olsen of Brighe.a YoungUniversity, William DeJong of the National Community EducationAssociation, and Project Director Larry Decker.
ADDITIONAL OUTCOM3S
Througholic the project, there has been continuingcommunications with other national orr- ;zations interested incommunity education. Significant publicity has been generatedthrough the efforts of organizations represented on the Nationa]Project Advisory Committee. As indicated above, the developmentof a database for state community education development was animportant spin-off of the project and required the cooperativeefforts of the Mid-Atlantic Center for Community Education andthe National Community Education Association. In addition, LarryDecker was appointed as a member of the National Coalition ofLeaders in Community Education, which held its first meeting inMay 1988.
DISTRIBUTION OF PROJECT SUMMARY AND STATE PLANS
The Mid-Atlantic Center for Community Education summarizedthe documentation submitted by each state into a brief one-to-two-page description that will be distributed nationally. KimBiocchi, former program assistant at the Mott Foundation, wasretained to assist with drafting the state summaries.
One hundred complete sets of state plans were disseminatedto state planning facilitators, the National Project AdvisoryCommittee, and selected community education leaders. Individualstate plan summaries are included in Appendix B.
CONCLUSION
The project, as conceived by the Mott Foundation's CommunityEducation Endowment Task Force and as implemented by the states,was an important step forward for the community educationmovement. It provided needed reinforcement and revitalization ofexisting community education networks and the stimulus to expandto other groups with related concerns.
The project had a synergistic effect for the states engagedin creating individual state plans. The result was a commonsense of purpose and direction and an increased communityeducation focus both within and among the states.
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CONTINUATION ACTIVITIES
The Charles S. Mott Foundation has approved a 1989-1990, onehundred fifty thousand dollar renewal grant to continueactivities related to the project goals of state communityeducation planning and development. Five types of activities areplanned to continue the capacity-building momentum created bythis project:
1. Use of the State Plans and Collected Data
The state community education plans developed and the datacollected constitute an important reference collection thatprovides the most comprehensive information available on the"state of the art" in state community education development.The state plans and data should be used as documentation tohelp promote the community education agenda and to influencepolicy making related to community education developmert.
2. State Community Education Implementation Awards
In the individual states, planning is an ongoing process,and the state plan contains strategies and activities forimplementing various sections of the plan. A competitiveselection process to fund approximately twenty-five StateCommunity Education Implementation Awards will continue togenerate interest and momentum at the state level. Theawards will focus on implementing the strategies related towhat is to be done next and/or whdt needs to be done next toadvance community education in a particular state.
3. Material Development
Informational and training materials that advance thecommunity education initiative at state and local levels areplanned that will help extend the outreach activities of the.state planning project. The two publications will be:
- A special issue of the Community Education Journal,giving a background on state planning activities andfocusing on the future.
- A Community Education Reference Manual on Model Local andState Projects containing identified exemplary state andlocal community education programs that address communityneeds and special issues.
4. State Planning Institute and State Dialogue
To continue the exchange of information among states aninstitute for state planning teams will be held inconjunction with the National Community Education
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Association's 1989 Convention in Seattle. The project willalso provide materials and participate in state-levelcommunity education planning activities sponsored by theNational Center for Community Education and the NationalCommunity Education Association.
5. National Project Advisory Committee
The committee will advise the project director on thecontinuation objectives and activities which further thedevelopment of the national agenda for state-level communityeducation capacity building.
For additional information contact:
Larry E. Decker, DirectorMid-Atlantic Center for Community EducationUniversity of Virginia405 Emmet StreetCharlottesville, VA 22903(804) 924-0866
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STATE COMMUNITY EDUCATION PLANNING PROJECT
APPENDIX A
- STATE-BY-STATE INDICATOR CHART
- SIGNIFICANT ELEMENTS INCOMMUNITY EDUCATION EFFORTS
STATE CCOOLNITY EDUCMICIN PLANNING PROJECTSPATE -BY -SPATE INDICATCR CAM
Five indicators (leadership, networking, legislation and funding, training andtechnical assistance, and community education identity and support) have beenidentified as being important for state-level community education development. Thefollowing state-by-state analysis provides an overview of the presence of the fiveindicators in each of the state plans.
The chart reflects the averaged ratings of a four-member committee. Each committeemember read all the state plans and independently rated the presences of the fiveindicators in each plan, using a 3-point scale.
KEY: 3 = Indicator is mentioned in the state plan with substance and directionfor implementation activities.
2 = Indicator is mention in the state plan.1 = Indicator is not mentioned in the state plan. (Note: Absence of
indicator in the state plan could mean (1) that indicator is alreadypresent in the state and does not need to be developed; or (b) thatindicator is not a priority.
* = State did not participate in the 1987-88 State Community EducationPlanning Project.
= Based on Earlier Plans: Alabama (1985), Maryland (1986), Mississippi(1982), North Dakota (1976), Pennsylvania (1981), South Dakota (1979revised 1981), Utah (Position Papers 1976 & 1977), West Virginia (1976),Wisconsin (1979)
NEDCRECING LEGISLATICRFUNDIM
TRAINING &
TECH. ASST.
IZIDERSHIP CE DENIM& SCIPPCRT
Alabama ** 2.75 3.n 2.75 3.0 2.75Alaska 2.75 3.0 3.0 3.0 2.75Arizona 2.5 2.5 2.5 2.25 2.75Arkansas * * * * *California 1.75 2.25 1.0 1.75 2.0Colorado 3.0 2.75 2.5 2.25 2.75Conneticut * * * * *Delaware 2.25 2.5 1.5 2.25 2.25Dist. of Columbia 2.5 2.75 3.0 2.0 3.0Florida 3.0 3.0 3.0 2.75 3.0Georgia 2.5 3.0 3.0 3.0 3.0Hawaii 3.0 3.0 3.0 3.0 3.0Idaho 2.0 3.0 1.5 2.75 2.25Illinois 2.5 3.0 2.75 3.0 3.0Indiana 2.5 3.0 2.75 3.0 3.0Iowa 1.5 2.0 1.5 2.0 2.5Kansas 2.25 1.75 1.5 2.0 2.5Kentucky 3.0 3.0 3.0 3.0 3.0Louisana 3.0 3.0 2.5 3.0 3.0Maine 2.0 2.75 3.0 2.25 2.5Maryland ** 2.75 2.5 2.5 2.5 2.5Massachusetts 2.75 2.5 1.0 3.0 3.0Michigan 3.0 3.0 3.0 3.0 3.0Minnesota 3.0 3.0 3.0 3.0 3.0Mississippi ** 3.0 2.75 3.0 3.0 3.0
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NATIONAL PROJECT FOR STATE COMMUNITY EDUCATION
PLANNING AND DEVELOPMENT
SIGNIFICANT ELEMENTS IN
COMMUNITY EDUCATION DEVELOPMENT EFFORTS
The following elements, developed/refined by the National ProjectCommittee, are believed to be important to successful state-levelcommunity education development. These elements cluster in fiveareas: leadership; networking; legislation and funding; trainingand technical assistance; and community education identify andsupport. The elements and their specific indicators are definedas followed:
LEADERSHIP: People with a vision of community education whohave the capability of motivating others in the developmentof community education
Indicators:
* Acknowledged spokespersons for and advocates ofcommunity education on the state and local level
* Recognized community education positions within theorganizational structure of state departments, stateassociations, institutions of higher education, andlocal school districts
* Existence of a state plan for community education
* Acknowledged citizen/private sector advocates forcommunity education
* Public endorsement(s) of community education by electedofficials
* An awards process which recognizes outstandingachievement in community education
* Community educators in policy-making positions
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NETWORKING: The intentional collaboration of state communityeducation leaders for the purpose of developing andadvancing needed and useful agendas related to communityeducation development
Indicators:
* Scheduled meetings among state department, stateagencies, and institutions of higher education on aregular basis
* Planned collaborative projects/events among statecommunity educators
* Shared projects/events/facilities/personnel/etc betweenand among local school districts
* Developed, on-going communications between communityeducation entities and other state organizations
* Coalitions formed around special issues/events
* Private sector involvement
* Interstate planning end collaborative efforts
LEGISLATION AND FUNDING: Legislation and funding in supportof community education at the local and state level
Indicators:
* Legislation and/or funding to assist local districts toprovide comprehensive community education programs andservices
Legislation and/or funding toemploying community education
Legislation and/or funding totechnical assistance
assist local districts inleaders
provide training and
* Legislation and/or funding to employ communityeducation leaders within the state education agency
* Legislation to allow local districts to generate fundsin support of community education
* Legislation and/or funding in support of a stateadvisory council for community education
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* Legislation and/or funding to support generation offunds from the private sector
* Legislation and/or funding of community educationprograms and services that address significantcommunity problems (ie, at-risk youth, literacy, child-care, unemployment)
* Funds to support ongoing community education policy-development and legislative action
* Funds to support on-going community education advocacyinitiatives
TRAINING AND TECHNICAL ASSISTANCE: Provision of educationalopportunities for individuals and groups to enhancecommunity education skills development and/or application ofskills
Indicators:
* Consulting services
* Academic courses in community education
* On-going community education monitoring and evaluation
* Advisory council effectiveness, training
* State participation in national conferences on/orrelated to community education
* Annual state community education conferences
* Planned pre-service opportunities for communityeducators
* In-service opportunities for community educators
* Planned community education opportunities for groupsother than community educators
COMMUNITY EDUCATION IDENTITY AND SUPPORT: Development of astrong community education presence, identified by thevisibility at state and local levels
Indicators:
* Existence of local community education programs
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* Increases in numbers of local community educationprograms;
* Familiarity with and understanding of communityeducation by policy makers, school personne3, theprivate sector, and the public
* State Board of Education policy on community education
* Resolutions supported by the governors, legislatures,state boards, school board associations, PTA andmunic4nalities, parks and recreations agencies,community-based organizations, etc
* Public relations strategy for community education
* Involvement of state task forces or special committeesin community education
* Inclusion of community education priorities andconcerns with other educational agendas
::'FA'T'E COMMUN!TY
Individual
State
Alabama
Alaska
Alizona
California
Colorado
Delaware
District of Columbia
Florida
Georgia
Hawaii
Idaho
Illinois
Indiana
Iowa
Kansas
Kentucky
Louisiana
Maine
Maryland
Massachusetts
Michigan
Minnesota
Mississippi
Missouri
Montana
Nebraska
Nevada
New Hampshire
New Mexico
New York
North Carolina
EDUCATION PLANNING PROJECT
State Plan Abstracts
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32
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36
38
40
41
44
45
46
48
49
51
North Dakota 52
Ohio 54
Oklahoma 57
Oregon 59
Pennsylvania 61
South Carolina 62
South Dakota 64
Tennessee 66
Texas 67
Utah 70
Vermont 71Virginia 74
Washington 76
West Virginia 77
Wisconsin 78
Wyoming 79
Contact Person: Bobbie WaldenState Coordinator, Community Education ProgramAlabama Department of EducationState Office Building, Room 859Montgomery, AL 36130(205) 261-5729
The major objectives of the planning process for the Alabama CommunityEducation State Plan were to revise and update its existing plan and tomake other key groups in the state aware of that plan.
Two specific efforts were undertaken to increase awareness of the plan andto solicit input from other significant groups. The Alabama plan isessentially a funding plan for coimnunity education development Followingtwo meetings with legislators to discuss the plan, both communityeducation and the state plan were funded through a planning assistancegrant.
The second major area of effort was the review of the current state plan.In June 1988, approximately eighteen members of the Alabama CommunityEducation Association met to discuss the plan and to make revisions whereappropriate.
The goal of the Alabama Community Education State Plan is to developcommunity education programs in each local school system, thus promotingstronger school community relationships and bringing parents and othercitizens into the public schools. To this end, the state plan will:
o Provide the Department of Educltion with a systematic andcomprehensive process to encourage, provide direction to, andassist local educational agencies in developing and establishingcommunity education programs.
o Serve as a guide for the department in funding local educationagencies to maintain, develop, and establish community educationprograms.
o Serve as a means to involve institutions, groups, andindividuals in the assessment, planning, implementation, andevaluation of community education at the state and local levels.
At a meeting 4.n June 1988, the planning group decided that this was not apolitically advantageous time to press the State Board of Education foracceptance of a revised state plan for community education. The stateboard will print and distribute the revised plan when it is approved. Theplanning group does feel, however, that the planning process andsubsequent plan revisions have increased awareness and understanding andhave created a sense of ownership that will help make the plan a realitythroughout the state.
1
Contact Person: Lee Paavola, DirectorAlaska Center For Community EducationUniversity of Alaska- Southeast11120 Glacier HighwayJuneau, AK 99801(907) 789-4526
In the summer of 1987, Alaska became part of the Community EducationPlanning Assistance Program. In keeping with the intent of the programand as a matter of course for community education in Alaska,representatives from the three focus organizations -- the AlaskaAssociation for Community Education (AACE), the Department ofEducation-Community Education Unit (DOE), and the Alaska Center forCommunity Education at the University of Alaska Southeast -- met todiscuss their options.
Several considerations (i.e., distance/travel, communications, time) wentinto the design of the Alaska plan as it differed from the natioral norm.Based on the seven-step model presented at the planning session held inFlint, the group devised an agenda suitable for Alaska:
o Identify a core planning committee.
o Establish at least two planning sessions.
o Disseminate the goals and objectives for review by the committeeand various community educators throughout Alaska.
o Process the returned information and develop a five-year plan.
o Begin implementation of the plan.
While statewide economic recovery is under way, Alaska never will returnto the "boom" years that followed development of oil on the North Slope.Given current fiscal conditions within the state, the survival ofcommunity education and community school programs is contingent upondeveloping a broad base of support at the local service level. Thus, thepurpose of the Alaska state plan is to guide the continued development ofcommunity education programs, services, and activities at the neighborhoodschool level where those influenced by decisions have a role in makingthose decisions.
The emphasis in Alaska community education programs should focus/refocuson the following components as they respond to locally-defined needs.
Local Community School programs will:
o Reemphasize the vital purpose of various needs assessmentprocesses.
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Alaska
o Reemphasize the role of community councils in developing andconducting programs and services that respond to identifiedneeds.
o Achieve a balance between programs (classes, etc- ) andactivities that respond to locally Important issues.
o Reemphasize the role of volunteerism and participation incommunity affairs.
o Develop skills to inform their communities about programs andservices.
The Department of Education will:
o Support local community school programs in reemphasizing thedevelopment of innovative programs and services based on loca7ueeds and the ability of localities to respond to those needs.
o Encourage local community school programs to be flexible, for itis vital that they adapt to the wide range of community settingsin Alaska.
The Alaska Association for Community Education should:
o Expand its membership and range of services to include councilmembers and community volunteers.
o Develop a systematic marketing program that highlights theunique services, programs, and contributions of individualcommunity school programs.
In addition, the Alaska state plan identified the following goals:
o Training opportunities in community education will be madeavailable to community school staff, council members, and otherinterested persons.
o Community school councils must be developed or revitalized tomaintain and improve the local community education program.
o Each program should develop a stable and secure funding basewhich will include state and local sources.
o The community education program should help to establish andmaintain a statewide network of interprogram communications,referrals, resource sharing, txainirq and peer support.
1111,..e.411/
Alaska
In Alaska, three issues will have a major impact on the process: (1) anover 80 percent decrease in state support of community school programsresulting from the reduction in oil revenues to the state; (2) themagnitude of distance; and (3) adoption of a national model to meetAlaskan needs.
The planning committee determined that the five-year plan should bedevoted to a "back-to-basics" and "survival" operation. To that end, theAlaska plan contains goals and objectives, basic premises, and an emphasison local identity.
Implementation will depend on four groups: the Alaska Association forCommunity Education, the Department of Education, the Local CommunitySchool Programs, and the Alaska Center for Community Education. Emphasiswill be on local commitJent of both money and concept. There needs to bea "buy -in" by local boards of education, cities, and villages to amassenough resources to rebuild and/or establish a quality community educationprogram and process. This type of commitment is "revoluntary" inAlaska -- in a state where 90 percent of everything comes from statecoffers.
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Contact Person: Iettie B. Cale, DirectorEffective Schools and CorrommitTP:esourcesArizona Department of Education1535 West Jefferson StreetPhoenix, AZ 85007(602) 255-5488
Thirty people representing local community education programs, stateagencies, organizations, and businesses met six times to develop theframework for this plan, which is entitled "A Community Education Plan forthe State of Arizona," While the purpose of the plan is to provide theArizona State Department of Education and related organizations with asystematic and comprehensive process to encourage, to provide informationand direction to, and to assist local agencies in expanding and developingcommunity education programs in Arizona, it is also a process forinvolving community representatives in identifying community needs andmobilizing community resources to meet those needs. To this end, theArizona State Plan Task Force developed a four-stage plan preparationprocess:
o Development. Six meetings were held to: provide backgroundinformation; decide on issues facing Arizona education;develop objectives and activities for each goal; andfollow-up on implementation of activities to reach goals.
o Validation. Four regional meetings were held to test theprocedures as well as to obtain input for communityeducation planning locally and statewide.
o Approval. The plan was Accepted by the State Board of Educationon August 29, 1988.
o Implementation. The plan was distributed statewide, and thetask force sought approval, support, and direction from thestate superintendent's office.
The need for community education is reflected in its ability to addressand find solutions to the current issues and concerns facing communitiesand the state. Community education directors and community members wereasked to complete a statewide survey on critical issues facing communitiestoday. After reviewing the responses to the survey, inpat received atregional meetings, and considerable discussion, the Arizona State PlanTask Force identified the goals for its community education plan:
o Provide an adequate level of funding for education in Arizona.
o Identify and meet the needs of Arizona's at -risk population.
o Provide opportunities for lifelong learning to meet the changingdemands of society.
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Arizona
o Assure quality care for all children in Arizona.
o Provide opportunities for people to acquire the literacy skillsneeded to help them function more effectively in society.
The plan provides additional information on each issue and formulatesissue specific plans of action including objectives, activities, and, mostimportantly, organizations responsible for providing assistance inspecific areas and for specific segments of the community.
On August 29, 1988, "A Community Education Plan for the State of Arizona"was presented to the State Board of Education. After a brief discussion,the state board voted to accept the plan and referred it to the statesuperintendent for implementation. The board chose to "accept" ratherthan "approve" the plan, as it contained some budgetary items to which itdid not wish to be committed at this time. The task force continues tourge the board to adopt the plan. In implementing the plan, the primaryrole of the board will be to provide leadership in designating a convenerof agencies, institutions, and organizations to collaborate in identifyingneeds and finding resources to net those needs. And through itsimplementation, people of all ages will have increased opportunities toparticipate in educational programs, which in turn will improve thequality of life in their community.
CALIFORNIA
Contact Person: Bill Parks, DirectorFresno Unified School DistrictCommunity Education OfficeTulare and M StreetsFresno, CA 93721(209) 441-3773
Community education/community involvement in California is a school-basedprocess that links the people and resources of schools and communities inorder to provide for the lifelong learning needs of every segment of thecommunity. The process develops partnerships between schools andbusinesses, agencies, senior citizen and community groups, and the home,all working to identify mutual needs and share decisionmaking.
In a series of meetings held in various parts of the state, the Ad. HocTask Force for Community Involvement in California Schools -- representedby diverse educational organizations and agencies, as well as variousschool districts and county offices of education -- identified priorities,defined the role of community education within the state, and gainedstatewide coordination and support as part of a five -year plan forQummunity involvement in California's public school system.
The plan's mission is to establish statewide coordination, communication,and support of community involvement efforts in improving andrestructuring California's educational system. To accomplish thismission, the task force established the following goals:
o Support a process of community involvement at local levels andprovide coordination at the state level.
Enhance student success in school.
o Enhance teaching as a profession.
o Enhance opportunities for adult literacy and intergenerationaleducation as part of the lifelong learning process.
The state of California, due to its geography and size of population, hasmany agencies, systems, and departments all working to meet the goals andneeds of constituents. No comprehensive statewide plan addresses andcoordinates issues and concerns as they surface. However, throughcoordinating activities planned through 1993, the community educationnetwork has begun a consolidated effort to address the educational needs,goals, and priorities of the state.
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COLORADO
Contact Person: Arvin C. BlameColorado Department of Education201 East Colfax Avenue, Room 405Denver, CO 80203(303) 866-6783
Community education as a tool for school/community interaction has takenon a new meaning in the state of Colorado with passage of the 1988 SchoolFinance Bill. HB 1341 directs schools to increase emphasis on parentaland community support and involvement in the educational system. As aresult, the State Board of Education passed a resolution requesting thedevelopment of a proactive state plan for community education -- a planthat will coordinate and provide leadership in an endeavor to utilize allavailable resources.
Following several meetings, the steering committee developed the ColoradoCommitment to Ccramunity Education, which consists of the following goals:
o Assist communities in realizing the potential of the corranunityeducation process.
o Research successful programs throughout the nation, andcoordinate the exchange of information between communities.
o Help communities in the planning, development, andimplementation of =amity education models.
o Coordinate efforts in solving major economic, social, andeducational issues facing local communities and the state (i.e.,economic development, early childhood education, at-risk youthand dropouts, adult literacy, and educational partnerships).
To ensure the success of this commitment, a three -year plan ofimplementation was established.
First Year
The State Community Education Advisory Council will providecommunities in Colorado with the leadership necessary to create anenvironment that motivates citizens of all ages, occupations, andcultures to be a part of the community education network.
The Council will compile a set of guidelines from successfulcommunity education efforts throughout the nation and develop aninformation baseline regarding quality community education projects.
Materials will be developed to educate Colorado communities and tosupport their efforts in community education (i.e., manuals, videos,training and workshops, etc.).
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Colorado
Statewide priorities will be identified and local communities will beassisted (1) in conducting their awn needs assessment including theappointment of Colorado Department of Education staff to provideleadership in implementing objectives and (2) in developingrecognition and support mechanisms to ensure continued involvement.
Second Year
The Council will review support materials developed during the firstyear and make recommendations for appropriate revisions. Based on anassessment of progress during the first year, a growth plan andstrategies for future years will be designed. The CommunityEducation Advisory Council also will identify its own priorities andforward recommendations to the State Board of Education.
Future state planning needs will be determined from the collectedindividual community assessments. Again, recognition and supportmechanisms will be developed to ensure continued involvement.
Third Year
The year will begin with an evaluation of the progress made byparticipating communities.
The Council will encourage participation by uninvolved communitiesand will assist them in accessing resources and implementingcommunity education strategies.
rgccgnition and support mechanisms will be developed further toensure continued involvement.
Finally, the existing state plan will be reviewed and expanded forfuture use.
The Colorado State Plan for Community Education was approved by the StateBoard of Education on June 9, 1988.
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DECATAURE
Contact Person: Frances Tracy-MUmfordDepartment of Public InstructionBox 1402, Townsend BuildingDover, DE 19903(302) 736-4668
The Delaware Community Education State Plan was prepared as acollaborative effort among the Delaware Department of Public Instruction(Office of Adult Education), the Delaware Association for Adult andCommunity Education, and the Center for Community Education at theUniversity of Delaware. Following four meetings, ideas, suggestions, andmission and goal statements were developed. A consultant in communityeducation wrote the plan based on this input.
To meet the changing demographics and societal needs in the state, thepurpose of the Delaware Community Education State Plan is to develop afive-year plan of action. The plan focuses on desired outcomes in termsof enhancing community life and expanding access to a broad range ofservices and activities designed to meet the lifelong learning needs ofall members of Delaware communities. To this end, the following goalshave been established:
o Deliver educational, economic, recreational, and human servicesthat meet the needs of all members of a community throughout thestate (i.e., literacy, career counseling and education, dropoutprevention, parent education, early childhood education, housingand the homeless, seniors).
o Promote and provide opportunities for volunteerism.
o Spearhead collaborative efforts through citizenship involvement,interagency partnerships, and coalition building with theprivate and public sectors to (a) address lifelong learningneeds, and (b) deliver comprehensive and efficient services toall members of the community.
The plan is being disseminated for review, input, and timeline completion,as well as agency approval. In March 1989, the Delaware Association forAdult and Community Education Conference will highlight the DelawareCommunity Education State Plan.
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DISTRICT OF COLUMBIA
Contact Person: James Amick, Jr.Division of Career and Adult EducationDistrict of Columbia Public Schools26th and Benning Road, NEWashington, DC 20002(202) 724-4178
The District of Columbia Public Schools operates 14 conmunity schoolsunder the direction of four regional assistant superintendents. TheDivision of Career and Adult Education provides general oversight of theeducational programs in the community schools and technical assistance forprogram development and implementation. Objectives of the communityschools are as follows:
o Promote community education which enhances the pre -K through12th grade components of the school system through educational,recreational, and cultural activities.
o Serve the community as a linking agency through which communitycenters, government agencies, and community serviceorganizations may work collaboratively to provide educational,recreational, cultural, social, and health services.
o Develop and organize community school advisory councils enablingcitizens to assess their needs and interests, plan programs tomeet those assessed needs, evaluate results, and makerecommendations to appropriate policy- making bodies.
The District of Columbia Public Schools State Plan for Community Educationembraces the philosophy that the community education process is successfulbecause of the commitment of the people involved. In planning,developing, and implementing community education programs and services,administrators addressed the following components:
o Pre-K through 12th grade instructional programs;
o Programs for children and youth;
o Adult programs; and
o Coordination and delivery of services.
The plan will fostx increased cooperation and collaboration betweenagencies and organizations. The implementation process will includeallowances for additional support from public and private organizations toreach the objectives.
The State Office For Community Education will provide leadership,direction, and technical assistance for the development and implementationof programs in community education for children, youth, and adults which
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District of Columbia
are to meet the identified needs of persons who reside in the District ofColumbia, as well as to augment the K -12 instructional program.
The State Education Agency for Community Education will provide theleadership, through the expansion of community education programs, both incollaboration with other related community and human servicesorganizations and in accordance with the needs, interests, and concerns ofthe community.
To ensure maximum involvement of the community in the development andimplementation of community education programs, the state educationalagency will be assisted by the State Community Education Advisory Council.The council will:
o Provide leadership in the development of community education inthe District of Columbia.
o Foster and maintain public confidence in community schooleducation programs and public education.
o Assist in interpreting to the public the problems, functions,needs, and progress of community education.
o Advise the state education agency on the development of thestate plan.
The local education agency, under the direction of a representative fromthe superintendent's office, is responsible for the organization,adtinistration and evaluation of all community education programs andservices. A community school program shall offer educational,recreational, health care, cultural and other related community and humanservices. The implementation of community education programs will be theresponsibility of school principals and assistant principals of thecommunity schools.
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FLORIDA
Contact Person: John Lawrence, ChiefBureau of Adult and Community EducationDivision of Vocational, Adult and Community EducationFlorida Department of EducationKnott BuildingTallahassee, FL 32399(904) 488-8201
The planning process for the Florida State Plan for Community Educationbegan in September 1987 with the appointment of a steering committee.This committee, composed of representatives from the Department ofEducation, the Centers for Community Education, the Florida Associationfor Community Education, and the Florida Community Education Foundation,established timelines and activities for the development of the plan.
The future will inevitably bring growth and change in Florida; however,the effects that these changes will Inve on the state are still to bedetermined. The critical problems identified in the plan (i.e., crime,education, at-risk youth, "graying" population, and health) are ofstaggering proportions. The competition among agencies for diminishinghuman, financial, and physical resources dilutes the quantity and qualityof attention available to any one problem.
ONLY through the combined efforts of all stakeholders can problems besolved. Community education is the logical process for bringing peopletogether to solve ccmmiurlityproblems -- problems that, if unchecked, willincreasingly reduce the quality of life for all Floridians.
To address these problems, the following goals for community educationhave been established:
o Institute effective, comprehensive community education programsand services in each of Florida's 67 counties.
o Provide training for all Florida's community education leadersso that they can serve their communities more effectively.
o Increase public, institutional, and legislative awareness of andsupport for community education.
o Conduct research and develop position papers on issues relatedto various aspects of community education.
o Facilitate actions whereby every new school constructed inFlorida will be designed as a "community school."
Providing programs and activities to meet the needs of Floridians is amonumental job. The success of this plan depends on two elements:(1) the extent to which community education leaders provide activities andprograms that address critical community issues, and (2) the extent to
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which those programs and activities actually improve the quality of lifefor Floridians. Again, success depends on the cooperative efforts of allthe stakeholders in Florida's future.
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GEORGIA
Contact Person: Paul F. DeLargyGeorgia Center for Community EducationUniversity of Georgia2020 Chicopee ComplexAthens, GA 30602(404) 542-6794
During the 1988 legislative session, the Georgia General Assembly passedthe Community Education and Development Act (Act 1441, effective July 1,1988). Utilizing the resources of local school systems, communityeducation programs have been successful in helping communities addressproblems such as unemployment, adult illiteracy, vocational training,teenage pregnancy, and drug abuse. FUrther, by placing stateadministration of the program in the Department of Community Affairs(DCA), community education will complement the department's othercommunity activities and allow for true integration of education into acommunity's overall developmelt plans.
Georgia's community education program is a developmental program designedto coordinate school and community learning resources with local communityneeds. The overall goal of the program is to help both citizens andcommunities strengthen their capacities for continual or lifelonglearning. This goal will be accomplished, in part, through localcommunity education efforts which offer coordinated community learning andhuman services programs to the community's children, youth, and adults.
The coordination and leadership for developing community educationprograms are responsibilities shared by the State Board of Education andlocal boards of education in communities throughout the state. Each unithas a specific role. The state educational agency, acting for the StateBoard of Education, will develop leadership plans and policies to promotestrong school-community relations. Local education agencies will identifythe learning and human services needs of local citizens and will plan,develop, and implement community learning and. service programs to meetthose needs. And, the general public, as a by-product of developingcommunity education programs, will see strengthened school/communityrelationships.
The focus of education must shift to ensure that all of Georgia's citizensare prepared to cope and deal with a changing world. Emphasis must beplaced on training the state's children and youth for survival in thereal, adult world. Because education no longer can be completed during anindividual's youth, educational opportunities must be available throughoutone's lifetime. One way to move toward an emphasis on lifelong, adultlearning is through community education programs which serve a dualpurpose: (1) to strengthen the K-12 schooling opportunities for childrenand youth and (2) to strengthen adult learning opportunities for lifelonglearners. Community education thus becomes a vehicle by which therelationship between the school and community can become a true learningand service partnership.
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8
C-eorgia
Georgia's community education plan is designed to help citizens andcommunities strengthen their capacities for continual or lifelong learningand human services opportunities. Such learning and human servicesresources are combined in a comprehensive program to provide for the humandevelopment of Georgia's children, youth, and adults. Tb that end, theplan will:
o Assist local school systems in strengthening their relationshipswith the larger communities from which they derive theirsupport.
o Assist local school systems in the effective use of communityresources to enrich and supplement the regular instructional
programs-
o Assist local systems and communities with the planning,development, and implementation activities needed to initiatelocal community education prcgrams to serve the children, youth,and adults of Georgia.
o Encourage coordination of services and resources available frompublic and private agencies.
o Review the learning needs of Georgia's citizens through anannual needs assessment.
o Assist local school systems in expanding the use of publicschool facilities and resources to serve local communitylearning and service needs.
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Contact Person: Stanley KokiHawaii State Department of Education-OIS595 Peepeekeo Street, Building H -2Honolulu, HI 96825(808) 395-4496
The liawaii State Department of Education, the Hawaii Community EducationAssociation, and the Center for Adult and Community Education Developmentat the University of Hawaii-Manou are the three agencies which havesparked and spearheaded the efforts to develop a five-year communityeducation plan. The purpose of the plan is to guide the development ofcommunity education in Hawaii for the next five years. To facilitateplanning and development, a state community education de" -nt planadvisory group was organized. Its tasks were to prow' _..had directionsand input to the developers of the plan.
The mission of community education in Hawaii is to foster a sense ofcaring among people in order to e&=.nce the common good. ThA communityeducation process includes development of personal learning networks,encouragement of participatory problem solving, empowerment o2 people tohelp themselves, networking of community resources in meeting humandevelopment needs, and, in general, the promotion of lifelong learning.Thus, providing such opportunities for lifelong :::6:rninghecones theresponsibility of all community agencies and members.
The goal of the Hawaii Community Education Development Plan is to promoteoptimal development of community education in the state. The specificobjectives are as follows:
o Promote leadership in community education by nurturing thosewith a vision of community education who have the capability ofmotivating at'ers in its development.
o Promote partnership and networking among community educationleaders in order to develop and advance agendas related tocommunity education development.
o Seek legislation and funding in support of community educationin Hawaii at all levels of the community.
o Provide training and technical assistance for individuals andgrains to enhancc community education skills development and/orapplication of such skills.
o Develop strong identity and support for community education atlocal and state levels.
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Contact Person: Tom RichardsBoise Independent School District301 North 29th StreetBoise, ID 83616(208) 338-3525
The Idaho State Plan for Community Education Development is the result ofa collaborative effort which involved a lengthy process using the past andpresent experiences of community residents and community education leadersto envision their future and improve life in their communities. It isintended to provide a common focus for present and future efforts in thecreation of the evolving potential of community education in Idaho.
The goals and objectives selected for community education in Idaho are asfollows:
o Identify and establish information networks based on interestsand reeds. The networks, tc be established in each region, willfaciliLate the exchange of information, sharing of resources,cooperation, knowledge and skill development, delivery oftechnical assistance, and accessibility to support forindividual communities and programs.
o Promote awareness of "nuts and bolts" issues and solutions atthe community level. A statewide newsletter will profilecommunity projects and programs, identify resources, and, ingeneral, share information related to community educationdevelopment.
In addition, community residents and educators who collaborated on theplan compiled their individual ides for the future of community educationin Idaho (e.g., alternative forms of education and learning, opportunitiesfor individual growth and development, intergenerational learningopportunities, vocational choices, self-sufficiency, interchangeability ofthe teacher/learner role, resolving conflicts, and community development).
Those who developed the plan saw community education as benefiting boththe individual and the community in special ways. For the individual,community education will provide opportunities for increased vocationalflexibility, not only by making available new information about skills andvocational choices, but also by exposing the individual to the options ofjob sharing and alternative ways of working and learning. For thecommunity, it will enhance the community's ability to create and adapt tochange as it shapes its own future. Community education will match needswith resources and avoid duplication of services and the consequent wasteof human and financial resources.
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MaNOIS
Contact Person: George PintarIllinois Community Education Association107 CarefreeChatham, IL 62629(217) 483-3677
The five-year State Plan for Community Education Development in Illinoisis the product of an extensive planning process designed to gather thebest information and thinking available and reflect on the major interestsand concerns of communities throughout Illinois. The concepts andpractices of community involvement and interagency collaboration wereintegrated within the developmental and implementation phases of the planand its irplementation will require the participation of citizens and thecollaborative efforts of numerous agencies and organizations. Thus, theState Plan for Community Education Development in Illinois reflects therecommendations, needs, wants, and interests of both providers andconsumers of educational, governmental, cultural, recreational, and humanservice programs throughout Illinois.
Based on guidelines set forth by those involved in its development, theplan has two phases which will be in place continuously for the next fiveyears. Phase I includes developing awareness and leadership and Phase IIincludes citizen involvement, training, assessment, coordination, andprograming. The expected results are improved utilization of resourcesleading to increased opportunities for local residents to identify andmeet their individual and common needs and wants, as rell as to worktoward solving cominity problems.
while the plan focuses on the needs and aspirations of communitiesthroughout the state, it also will enhance an individual's understandingof the function of involvement and collaboration in the decisionmakingprocess and will foster the development of community education at thelocal level. To ensure the plan's success the following goals will beachieved:
o Promote community education among nine state and localorganizations, agencies, associations, groups, and individuals.
o Advocate the connunity education process to link and strengthencommunity groups.
o Promote and publish research related to the community educationmodel.
o Encourarre citizen participation in public policy decisions andin the legislative process affecting community education.
o Promote, assist, encourage, and recognize community educationprograms and personnel.
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INDIAN
Contact Person: George S. WoodBall State University918B Teachers CollegeMuncie, IN 47306(317) 285-5447
The State Plan for Community Education in Indiana is the result of effortsby 40 educators, social agency personnel, business people, governmentemployees, and other representatives of state and local constituencies.In addition, approximately 50 citizens and leaders in Indiana providedinput and feedback as the plan was developed.
The purpose of the plan is to provide a basic framework for thedevelopment of community education within the state. The plan is intendedto encourage and assist every community in Indiana to improve the qualityof life for its residents through the application of community educationprinciples and processes. Specifically, the plan will:
o Serve as a guide to local communities to assist them inplanning, initiating, implementing, and improving localcommunity education projects.
o Serve as a guide to agencies, organizations, institutions, andbusinesses that provide statewide, regional, or local servicesand who want to adopt community education and participate instate and/or local community education initiatives.
o Provide the background philosophy and foundations that lead topractical applications of community education development.
o Specify statewide goals and strate-jies for developing a statepresence and support system for community education, includingenabling and funding legislation.
The following goals delineate the specific intentions in the five-yeardevelopment of an extended Indiana presence for community education. By1994:
o An ongoing community education awareness, understanding, andpromotion -ampaign will be targeted toward Indiana citizens,educators, and state and local officials.
o A community education viewpoint will be reflected in the missionstatements and policies of all appropriate state agencies.
o Institutions of higher education will make a commitment tocommunity education by offering courses and encouraging researchrelated to community education programs, processes, issues, andphilosophy.
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Indiana
o State legislation will provide support and incentives for stateand local community education development, including provisionsfor funding, consistexii:Ildththis state plan.
o A cadre of community education professionals, identified by theIndiana Department of Education and the state association, willbe available to local communities to assist in the development,implementation, and evaluation of community education.
o Leadership development programs will be available to each countyor community in Indiana.
o Accumunity education component will be built into leadershiptraining programs for principals, school board members,superintendents, and other appropriate community leaders.
o Appropriate lifelong educational opportunities will be availablewithin a reasonable distance to citizens in all Indianacommunities.
o Fifty communities which are representative of urban, rural, andother demographic components of Indiana will be recognized ashaving comprehensive community education programs in operationwhich exemplify the concepts and principles outlined in thisplanning document.
In addition, local program emphases (i.e., partnerships, collaboration,citizen involvement, community improvement and development, and lifelonglearning programs) are recommended by the State Community EducationPlanning Assembly to communities that intend to operate a comprehensivecommunity education program. The ultimate purpose of this plan is toensLA1 that Indiana communities, large and small, have every opportunityto adopt the philosophy, create the local vision, develop the processes,and receive the benefits of community education.
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'MR
Contact Person: Joseph HerrityIowa Department of EducationGrimes State Office BuildingDes Moines, IA 50319
. (515) 281-3290
Several planning processes were implemented in developing a CommunityEducation State Planning Process for Iowa: (1) an assessment of the totalmembership and services of the Iowa Community Education Association; (2) acomprehensive survey in Area Education Agency Region 7 (Cedar Falls-Waterloo area) to determine local community education awareness; (3) thedevelopment and publication of "The First Dozen Years: A. History ofCommunity Education in Iowa"; and (4) the development of an action plan or"plan for planning" a five year Iowa State Plan for Community Education.
As a result of the planning processes, the Community Education Office atthe Department of Education determined that the creation and subsequentapproval of a formal state plan by the state board of education wouldadvance the community education concept into more local districts. Withthat in mind, it was further determined that the state plan should includethe following strategies:
o Plan systematically and dynamically to meet diversified needs;
o Work cooperatively to develop programs and services that addressthose concerns;
o Act collaboratively to deliver services;
o Engage in ongoing analysis of program and services; and
o Respond to charging needs of services.
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Contact Person: Tohn HannaKansas State Department of Education120 East 10th StreetTopeka, ES 66622(913) 296-3048
Although the concept of community education is relatively new in Kansas, awide variety of agencies have been involved in implementing communityeducation programs. Community education programs in Kansas are sponsoredby public schools, libraries, city governments, and community colleges.Although differences as to the definition of community education areoften a stumbling block, the wide variety of successful programs is adistinct strength of the community education movement in Kansas.
On July 29, 1988, the State Advisory Council for Community Educationhosted a one-day meeting to assess education needs as perceived by thetwenty -four participants who represented both the state and local levelsof education. One of the majol points of the participants was to changethe name of the plan and program from "community education" to "community-centered education."
The basic purpose of the five-year state plan for fiscal years 1989-1994is to convey information to all parties interested in understanding theprocess of developing home/school/community involvement as practiced inKansas. The following goals and objectives are established to direct theState Department of Education in implementing commcmdty-centerededucation:
o Promote the concept of community- centered education at thelocal, state, and national levels.
Develop, maintain, and support contacts between Kansas andnational organizations that promote community-centerededucation.
Increase the level of awareness of the general public.
o Provide leadership in the development of the community-centerededucation process.
Maintain and support the State Advis...cy Council forCommunity- Centered Education.
Assist in local needs and resource assessments.
Encourage communities to adopt community-centerededucation.
Provide training and technical assistance.
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Disseminate information about functioning conununity-centered education programs to all communities in Kansas.
Develop and maintain a statewide clearinghouse.
Promote citizen involvement.
Promote cooperation among all agencies involved.
Evaluate the overall quality of community-centerededucation in the state.
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KENTUCKY
Contact Person: Marie M. WhitusKentucky Department of EducationCapital Plaza Tower17th Floor, Office 1726Frankfort, KY 40601(502) 564-2117
The Kentucky State Plan for Community Education was developed throughcollaborative efforts of the Department of Education, the KentuckyCommunity Education Association, and the Kentucky Council for CommunityEducation. A joint steering committee has prepared a plan designed toinstitutionalize community education in Kentucky through involvement ofthe State Department of Education, local schools, and the total community.
The Kentucky State Plan goals are as follcis:
o Advance the understanding of the concept of community educationby the citizens of Kentucky through increased awareness,networking, and public relations efforts.
o Develop funding and legislative initiatives that will assure thepermanence of community education in Kentucky.
o Implement a comprehensive training plan that will provideeducation and direction for individuals and groups at alllevels.
The Kentucky Department of Education, Division of Community Education willbe responsible for implementing the plan in collaboration with theKentucky Council for Community Education, the Kentucky Community EducationAssociation, and representatives of higher education.
Although official approval of this new five-year plan will not take placefor some time, implementation has already begun. Activities thus far haveresulted in: a new comprehensive training plan; development of newmaterials; an enhancement of the collaboration'of the Kentucky Departmentof Education, the Kentucky Community Education Association, the KentuckyCouncil for Community Education, and institutions of higher education; anincreased concept awareness at all levels; and an elevated status forcammanityeducation including a new division which incorporates units forparent and child education and partnerships.
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48
IDUISIANA
Contact Person: Carl E. DrichtaLouisiana Center for Community EducationUniversity of New OrleansMetropolitan CollegeNew Orleans, IA 70002(504) 286-7100
The Louisiana Center for Community Education is dedicated to movingLouisiana public schools from a position of offering various "education inthe community" programs toward a position of comprehensive communityeducation. It is through this comprehensive organization that the bestuse of severely limited fiscal resources can be made.
Given the state ot economic limitations within Louisiana, the StateCommunity Education Plan must be based on the use of current resources,rather than on projections of funds that may not materialize during thenext five years. As a guideline for activity, the Louisiana Committee forCommunity Education Planning and Development adopted the elements ofsignificance in community education development efforts as stated by theNational Cannittee for State Community Education Planning and Development.To address each element, Louisiana community education will achieve thefollowing goals:
o Community Education Identity and Support
-- Establish demonstration projects to show the impact ofcommunity education on parishes when the program lscomprehensive in nature.
-- Increase the visibilit7 of benefits of existing communityeducation activities.
- - Increase the awareness of the governor, legislators,mayors, and others of the importance of community educationas a vehicle in solving Louisiana's education problems.
Expand community education awareness to nonpublic schoolsin Louisiana.
o Networking
- - Make a special effort to rebuild former networks.
-- Increase the membership of community educators in theLouisiana Association for Public Community and AdultEducation.
o Leadership
Identify leaders among community educators.
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49
Louisiana
Develop training seminars on leadership.
Network with other education associations statewide toidentify and foster visionary leadership among educators inall areas.
o Training and Technical Assistance
Increase on-site training opportunities for parishdistricts.
Develop new written materials describing communityeducation activities in the state.
o Legislation and FUnding
Utilize an advisory committee in the development of statefunding plans with a short- and long-range impact.
Distribute information directly to school districts on theurgency of establishing and maintaining contacts with locallegislators who might support community education.
Offer statewide development, grantsmanship and fundingworkshots to encourage educators to seek creative means tofinance cwmunity education efforts.
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Contact Person: Robert CurranDivision of Adult and Community EducationState House Station #23Augusta, ME 04333(207) 289-5854
The State of Maine Adult and Community Education Five-Year Plan representsa professional examination of services and future needs. Changes inemployment and population will place a greater emphasis on training andretraining the workforce. Adult education will be a key factor ineradicating illiteracy in the workplace, increasing the high schoolgraduation rate, providing workers with entry-level employment skills, andretraining of the workforce for the year 2000. To this end, Maine's stateplan offers educational programs that will ensure that the state's adultsreach 'their full potential. It encourages adult learners to dream for abetter tomorrow and to become the decisiornnakers of the 21st Century.
This is the first overall plan for the Division of Adult and CommunityEducation. Planning was accomplished with the participation of both staffand representatives of local programs, higher education, and othereducation and training agencies. The planning process included theformation of two committees: (1) the Steering Committee -- responsiblefor the overall project, reviewing materials and existing plans, makingimprovements on the directions set by the Planning Committee,communicating goals, and assigning final priorities and funding sources;and (2) the Planning Committee -- responsible for bringing concerns fromand communicating directions Lack to local constituencies, and foroutlining specific activities and resources. The committee meetings weredesigned to gather input and to allow for free discussion between the manyagency representatives.
Maine's vision for the future of adult and community education programs isdivided into three areas:
o Economic Developmeat. The Division of Adult and CommunityEducation will participate in local, regional, and stateplanning as an integral partner in economic development.
o Core Programs and Services. Adult and community education willprovide training for all Maine citizens to read, compute,think, and ancaunicate.
-- Act as primary trainer of basic education and asource of high school credentials for adults.
-- Provide access to open-entry/exit, year-roundcore adult education programs.
-- Provide career information/exploration services.
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Maine
o Organizational Structure. The financial and organizationalstructure necessary to support full-time, year-roundprograms will be in place.
On October 18, 1988, the Plan was endorsed by the Commissioner ofEducation and distributed throughout the state. The Governor will bepresented with a condensed version for his review.
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5 2
Contact Person: Clare McNiffAdult and Community EducationMaryland State Department of Education200 West Baltimore StreetBaltimore, MD 21201(301) 333-2361
Maryland's Adult Services Plan was approved in June 1986. The objectivesand activities for Phase I (to expand support for the Maryland AdultServices Plan and to facilitate the initiation of plan activities) andPhase II (to establish a system to maintain the Maryland Adult ServicesPlan implementation and to provide technical assistance as appropriate)were completed in FY87 and FY88. Currently being initiated is Phase III(objectives and activities to promote and assist in the organization of astatewide program of staff development and training to facilitateimplementation of lifelong learning activities). Concurrent with planimplementation, the Adult and Comomity Education Branch has providedstaff support to conduct studies and education initiatives in Maryland,including parent education, technol-gy and its impact on curriculum,at-risk student programs, teen pregnancy procxams, advisory committeeparticipation, and industry-education partnerships.
The plan focuses on four areas of learning as they relate to adults.Specific activities have been developed to respond to these concerns, anda number of agencies have agreed to commit resources toward addressingthese areas. The plan is unique in that it is a collaborative effort byrepresentatives of state and local agencies, businesses, and community-based organizations within the public and private sectors and is designedto address, in a cooperative manner, statewide adult services deliveryactivities. While the plan embraces the philosophy that learning shouldbe lifelong, it also recognic=s that those experiences should extendbeyond those provided by traditional learning institutions to includesettings such as the home, the workplace, libraries, museums, andbusinesses.
The four areas set forth ii the plan are:
o Community Life. Focuses on desired outcomes for adults in termsof enhancing community life and expanding access to a broadrange of services and activities (i.e., citizenship andcommunity involvement, health, leisure services).
o Personal and Interpersonal Development. Addresses the deliveryof services to help individuals and families in criticalareas of personal and interpersonal development (i.e.,accessibility of quality educational offerings; motivationof people to participate in lifelong learning; andprovision of opportunities that will help individuals torecognize and actualize their potential, to better
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5 3
Maryland
understand varying family structures, and to developrealistic career goals).
o World of Work. Examines implementation strategies from theperspective of career awareness, entrepreneurship training,and employability.
o Consumer Awareness. Seeks to equip individuals with the skills,concepts, and understanding required in everyday living inorder to achieve maximum satisfaction and utilization ofresources. Further, it is designed to assist persons inmaking educated choices not only in terms of basiceconomics, but also in terms of social, political,aesthetic, and moral factors.
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54
MASSACHUSETIS
Contact Person: Susan FreedmanMassachusetts Department of EducationCommunity Education Office1385 Hancock StreetQuincy, MA 02169(617) 770-7572
In September 1987, the Massachusetts Community-Advisory Council decided tomake the development of a state plan for community education one of itsgoals for 1987-88. The Council decided that, rather than delegating thework to a subcommittee, it would address the plan as a "committee of thewhole" to identify the strengths and weaknesses of community education inMassachusetts. In addition, three meetings were held with constituentgroups (Department of Education managers and implementors; representativesfrom the business cartununity; and human service, higher education, andcultural institutions) to gather their input for incorporation into theplan.
The Council refined the specific goals thereby identified into fourgeneral goal areas that reflected tne needs and conditions inMassachusetts:
o Increase the public's awareness of community education as aresource and strategy for learning. To promote awareness andimplementation of community education practices as an avenue toincreased educational effectiveness.
o Enhance the responsiveness of schools through shareddecisionmaking by teachers and diverse community constituenciesand thereby enhance the teaching profession, citizens'commitment to public education, and students' potential.
o Address the needs of at-risk populations. To promoteeducational programs and decision-making in collaboration withcommunity resources in order to address the needs of individualsin the _ammunitywho are not benefiting from current programsand who are in jeopardy of not attaining the skills andabilities which are both critical to their successfulfunctioning in society and necessary for their attainment of ahigh school diploma.
o Expand school-community partnerships that address schoolimprovement. To promote collaboration between schools, theindividual, and the organizational resources of the communityand thus enrich and expand educational experiences and communitylife.
The Council has approved a final Draft of the plan and, in the fall, willpresent it both to a broad range of constituency groups for theirreactions and to the Board of Education for its input. The Council then
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Massachusetts
will revise the plan and present it to the Board of Education for approvalin the winter of 1989.
The process of developing the Massachusetts State Plan for CommunityEducation has been instrumental in increasing communication andcollaboration within the Department of Education. The Office of CommunityEducation has been able to initiate partnerships among units within theDOE that are engaged in complementary projects. In addition, units haveshown increased interest in the principles of community education and haveparticipated in technical assistance and planning sessions with the Officeof Community Education.
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6
MICHIGAN
Contact Person: Ken WalshMichigan Department of EducationAdult Extended Learning ServicesP.O. Box 30008Lansing, MI 48909(517) 373-8425
In September 1987, the Michigan Association for Community and AdultEducation (MACAE) was designated the fiscal agent for the project todevelop a state plan for community education. A steering committeecomposed of field practitioners, representatives of higher education, andrepresentatives from other educational organizations met to develop aviable plan that reflected t e full potential of community education forthe citizens of Michigan.
The purpose of the Michigan Community Education Plan is to create theopportunity for local citizens and community schools, agencies, businessesand institutions to become active partners in addressing lifelongeducation and community involvement.
The five goals of the plan contain objectives for implementation at thestate and local levels:
o Leadership. To develop a vision of community education inpeople and organizations which can motivate others in thedevelopment and implementation of community educationprograms (i.e., to include the role and responsibility ofthe appropriate associate superintendent providingleadership for the continued development of communityeducation in concert with action by the State Board ofEducation; to develop a true understanding of communityeducation concepts by superintendents and boards ofeducation).
o Collaboration. To fostez. Lnllaboraticn between and among state,regional, and local organizations for the purpose ofinitiating, maintaining, and advancing community education(i.e., to continue collaborative efforts of statedepartment units to develop state-level actions useful atboth the state and community levels; to create a strategicplan of action by conducting needs and resourceassessments).
o Legislation and Funding. To develop legislation and fundingthat support the continued expansion and recognition ofcommunity education at the state and local levels (i.e., toreview legislation and funding models from other states indetermining the most appropriate system for pcssibleadoption in Michigan; to support community education withappropriate local resources).
34
Michigan
o Training and Technical Assistance. To provide educationalopportunities for individuals and groups that enhancecommunity education skill development and the applicationof specific skills (i.e., to continue the commitment bycolleges, universities, the Michigan Department ofEducation, and ccnmunity education associations to provideprofessional development opportunities in communityeducation for people in all regions of the state; toprovide released time and funding for local communityeducators to attend appropriate training sessions).
o Identity and Support. To create a strong community educationpresence, highly visible at the state and local levels,that creates support for enhanced community educationdevelopment (i.e., to continue to expand the understandingand endorsement of community education by policy anddecisionmakers at all levels of the public and privatesectors; to continue to develop broad-based operation ofall components of community education using ongoing needsand resource assessments).
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5 8
Contact Person: Marilyn A. KernsCommunity Education CenterCollege of St. ThomasP.O. Box 4004, 2115 Summit AvenueSt. Paul, MN 55117(612) 647-5352
Over 700 people -- community education practitioners, advisory councilmembers, related agency and association personnel, legislators andsignificant others -- were given the opportunity to participate indeveloping the Minnesota State Plan for Community Education. The processbegan by envisioning what community education in Minnesota should be infive or ten years. What resulted was a broad picture of what communitiesand education or learning systems ought to be like in the future. Thefollowing is Minnesota's vision for community e±ication:
All of Minnesota's communities of tomorrow will be committed tolifelong learning, with each possessing or having access to acomprehensive, lifelong learning system. These systems willrecognize that *broughout life each community member is both alearner in the stem and a resource to it. In the future, allorganizations, agencies, and individuals will work inpartnership to proactively create communities that realize theirideal. Community education will act as a catalyst, assistingcommunities to both envision and create this ideal.
Within this overall vision, six (6) themes emerged:
o The le? ring System. Community learning systems will providecomprehensive learning opportunities for all members of thecommunity. "Community" will be broadly defined accordingto geography (a neighborhood, school district, regional,state, or national basis), demographic chars:teristics, orother features.
o Involvement. All community members will be empowered to becomedecision-makers ,nd participants in a learning society,which improves their quality of life. Barriers to suchinvolvement will be bridged. Information from theccaxnunity will provide continuous direction for thelifelong learning system and for the realization ofcommunity goals.
o Issues. Community education will address a broad spectrum ofsubstantive issues in the educational, social, economic,physical, and recreational arenas.
o Methods. Agencies, organizations. and individuals, all workingin partnership, will use a variety of innovative methods ofproblem solving and service delivery to reach their goals.
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Minnesota
o Leadership. Community educators will be recognized as leadersin assisting communities to envision and achieve goalsbased on commonlyhead values.
o Support. Resources and nechanisms for the support and growth ofcommunity education will be strong and equitably availablethroughout the state.
MISSISSIPPI
Contact Person: William HetrickDirector, Center for Community EducationUniversity of Southern MississippiSouthern Station, Box 9336Hrttiesburg, MS 39406(601) 266-4578
If Mississippi is to realize the vision set forth in its Education ReformAct of 1982, it must maximize the impact of the limited resources thestate has available at both the local and state levels. Communityeducation is one way a school system and community can maximize publicinvolvement, citizenship awareness, end use of facilities. With this inmind, a cross-section of citizens formed a task force to review, revise,and update the previously submitted, but not acted upon, Five-Year Planfor Community Education in Mississippi. There was general consensus amongthe grc..p that, to be successful, the plan should be implemented inseveral phases.
Phase I
Have the Mississippi State Superintendent of Education appoint aperson presently in the State Department of Education to assume theresponsibility-of state community education coordinator until a full-time person can be named.
Adopt a state board policy statement supporting community education.
Establish a state advisory council to provide leadership indevelL;ping community education throughout Mississippi.
Phase II
Implement recommendations of "A Plan For Excellence: Mississippi'sPublic Schools" to develop commnity education programs in each localschool system, promoting stronger school/corm-amity relationships andbringing parents and other citizens into the public schools.
Phase III
Establish definitions, state plan requirements, and criteria forfunding local programs once state funding is secured.
The Jtate Board of Education, in its efforts to provide the highestquality education for the citizens of Mississippi, recognizes thecomponents of communi y education as a positive influence on the lifelonglearning process and the democratic way of life. The State Board of
education, schools, and community agencies as one of the strongestproducts of the community education philosophy. Community educationrepresents the best vehicle to assure ongoing community involvement in the
Education also sees the development of positive attitudes toward
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Mississippi
public; schools of Mississippi and to maximize the impact of availableresources.
MEssaJPI
Contact Person: Hari. jr A. Kuj ath
Department of Elementary andSecondary Education
P.O. Box 480Jefferson City, MO 65102(314) 751-2571
The state advisory council, made up of individuals representing highereducation, local school administrators, local community educators, localeducators, and State Department of Education personnel, vas primarilyresponsible for the development of the Missouri State Plan for CommunityEducation. The council determined that the plan should provide practicalassistance for Missouri school administrators, community leaders, andothers as they work together to implement or expand community educationprograms.
The possible benefits to a community of a well-designed and carefullyimplemented community education programs are numerous. People involved incommunity education can, and will, provide activities and services thatsatisfy the needs and interests of all community members, and also act ascatalysts for building a better way of life in the community. To thisend, the Missouri State Plan for Community EduL ition ,dill:
o Provide a format to encourage the development and /or expansionof community education programs, activities, and services inevery school district, by establishing the State Department ofEducation as the leader and coordinator if assistance forcommunity education in the state of Missouri; and
o Provide support and technical assistance to local educationagencies that are implementing or expanding community educationprograms.
Following State Board of Education approval and endorseme,it inSeptember 1988, the plan will be presented to each school district inMissouri's ten community education regions. These presentations willprovide the best opportunity to develop and/or expand community educationin every school district in the state. The plan invaluable toMissouri, not only because of what it represents, but because of the unityarld commitment it developed during the time spent talking about andworking toward the goal of developing the Missouri State Plan forimmunity Education.
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6 6"
MC ATANiA
Contact Person: Gloria A. GreggCenter for Community EducationMontana State University250 Reid HallBozeman, MT 59717(40C) 944-4731
I Montana, participation in the National Project for St,,-e CommunityEducation Planning and Development provided the opportunity to examine thecurrent status of community education. To accomplish this, a ten- membersteering committee set forth to identify the potential outcomes of a stateplan. Fonowing are the top seven outcomes, including one set ofstrategies and six roles, which became the guide for further developmentof the planning process:
o Strategies for integrating community education into the regularK-12 curriculum and for enhancing the education of children andyoung people.
o The role of community education in:
-- developing school-aged child care programs;
-- developing community-based literacy programs for adults;
-- developing programs to deal with at-risk youth;
encouraging economic and small business development in acommunity;
-- dealing with various health-related issues such as teenagepregnancy, AIDS, wellness, and others; and
-- enhancing adult education and recreational opportunities ina community.
Using the prioritized outcomes, a position statement was developed to tiecommunity education to each of the above outcome areas. The statementalso attel?ted to deal with strategies and actions that needed to beaccomplished if community education were to deal with the issues andproblems identified. These position statements were utilized as a keycomponent of the total plan of action:
o Issue 1: School-age child care. A community school that fullyutilizes its facilities can be the hub of parent educationand community child care services. At a minimum, theschool can become a resource center to help parents findcare in their neighborhood, to provide training for daycare staffs, and to ensure that the network of family daycare homes in the area meet licensing standards. Community
41
6
Montana
educators can offer training, consultation, technicalassistance, and leadership.
o Issue 2: Literacy. Using the community education format,multiple community resources (i.e., schools. churches,senior citizen centers) can offer education programs forlearners of all ages, backgz_unds, and needs to promotelifelong learning as a means of breaking the cycle ofilliteracy.
o Issue 3: Health-related programs. To enhance the quality oflife for Montana citizens by creating opportunities forindividuals to acquire lifetime skills, knowledge, andbeliefs that promote physical, emotional, and mental well-being, community educators can: coordinate the activitiesof individuals and agencies involved in health proration;identify community needs; involve canumitymenhers in thedevelopment of programs and activities; and identifyresources, services, and facilities.
o Issue 4: At-risk youth. Individuals are "at risk" whencircumstances and behaviors diminish their potential for aproductive and fulfilling life. Community education canbring cocumma:ymembers together to identify and linkcommunity needs and resources in a manner that helps peopleto help themselves raise the quality of life in theircommunities.
o Issue 5: Economic/small business development. The strategy foreconomic/small business development focuses on finding amethod for sharing resources between business and educationthat results in community enhancement. Community educationcan provide training for employees and management; providecareer assessment; coordinate and maintain a network ofresources; provide public education regarding the nature ofsmall businesses, environmental and economic issues, andfree enterprise; and provide literacy programs that ensurea trainable work force.
o Issue 6: Adult education and recreation. The objective ofadult education and recreation is to utilize resources inan organized, systematic, cost-effective manner whileproviding lifelong learning and recreational and leisureopportunities. The community education process can helpdevelop a close and cooperative working relationshipinvolving schools, parks and recreation agencies, and tneprivate sector in working toward the common goal of-..roving a community's quality of life.
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6J
Montana
o Issue 7: Y-12 curriculum. In a time of declining resources,and in a society where less than 30 percent of the overeighteen population have children in school, what appearsto be required is a collaborative partnership between home,school, and community to meet the educational needs ofyouth enrolled in the schools. By implementing communityeducation (i.e., school/community advisory groups, schoolvolunteer programs, school/business partnerships, inter-generational programs, parent education), a school districtenhances its potential to help initiate that viablepartnership.
In addition to the creation of a plan of action for community education inMontana, participation in the project provided a vehicle to draw togetherpeople from gcvernment, business, and state and local agencies involved insome aspect of community education. The connections made will providevaluable linkages for the future development of community education withinthe state.
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Cf G
Contact Person: Loren R. BonneauCenter for Community EducationUniversity of Nebraska, Lincoln1211 Seaton HallLincoln, NE 68588(402) 472-3726
The state of Nebraska, through recently introduced legislation, hasdemonstrated interest in providing support for local communities todevelop community education programs. it is the intent of the legislaturethat the Nebraska Department of Education shall administer the program.
Using the community education concept, with its emphasis on serving allcitizens, the following goals have been established in Nebraska's Five-Year Community Education Plan:
o Organize a structure to foster a sense of community among thecitizens of a community.
o Develop and implement a sound community education program inlocal communities throughout Nebraska.
o Promote the use of school and other community facilities for theprovision of services and programs to improve the educational,vocational, cultural, recreational, and social life of thecommunity.
o Bring together all resources (federal, state, county, and local)in developing and operating a comprehensive program.
o Evaluate the community .education program in terms of meetingpublic needs.
The draft of Nebraska's plan will be sent to a thirty member steeringcommittee for fina, revision by November 1988. Once revised, the planwill be mailed throughout the state to government agencies, serviceproviders, and local schools.
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Contact Person: Carole Busse', SpecialistCommunity Schools and Safe FeyCity of Las Vegas749 Veterans Memorial DriveLas Vegas, NV 89101(702) 386-6297
Written by the Nevada Association for Community Education, the NevadaState Plan is unique for the state in that it is a collaborative effort byrepresentatives of state and local agencies, businesses, and community-based organizations within the public and private sectors. It is hopedthat the Plan will foster further increased interagency collaboration inthe delivery of services and will meet the increasing needs of allNevadans.
The goals of the Nevada State Plan for Community Education are to:
o Provide a plan of action to enhance community education andpropose legislation that will improve the "Quality of Life" forall Nevadans.
o Revitalize the Nevada Association for Community Education.
o Provide an administrative organization to plan, supervise, andmaintain a continuing community education process.
o Assist state and local governments, school districts,institutions of higher learning, private agencies andorganizations, and communitT members to identify and solvecurrent and future problem areas (i.e., senior citizens,substance abuse, retraining the workforce, dropout, literacy).
o Assist in the development of coope' agreements inaccordance with NRS 277.045, Appel.). B, between politicalsubdivisions and school districts concerning community:lcation.
o Conduct a community education awareness program in each ofNevada's 17 community school districts.
The draft plan has been sent to the State Department of Education forsubmission to the State Board of Education for approval andimplementation. In the meantime, the Nevada Association for CommunityEducation, in coordination w5 the state department of education, willcontinue to provide the leadc:..ship assistance necessary to make thecommunity education process a reality.
Contact Person: Marguery Navaroli
Community/School CoordinatorNashua School District36 Riverside DriveNashua, NH 03062(603) 883-3680
The New Hampshire Community Education Center Advisory Committee determinedthat the state's Five-Year Community Education Plan should develop acomprehensive community education system that would address the lifelonglearning process of all New Hampshire citizens, young and old. Thecommittee further determined that with less than one year to complete theproject, no additional funds, and other resources being limited, it wouldbe more realistic to develop a two-phase plan for the plan.
Phase I includes the identification of the ideas and input of 151 resourcepersons representing four categories: elementary/secondary education,post-secondary education, state-affiliated education, and communitybusiness education. The participants Shared their input and recognizedthe importance of that input in creating a vision for community educationin the state. The time and energy that they devoted can only bereciprocated by having the Commissioner of Education, legislature, andState Board of Education review, evaluate, any set forth a plan toaccomplish the following goals and objectives:
o Centralization of community education activities
Obtain a commitment for community education from the statein terms of both finances and personnel resources.
Establish an office of community education under thedirection of the Commiscioner of Education.
Hire a director of community education.
Form a collaboration council with representation fromstatewide agencies, groups, and organizations to act as anadvisory committee for the office of community education.
Create a greater awareness and understanding of theconcepts of community education, community collaboratives,and community/sdhool partnerships.
o Collection of data
Conduct a statewide community education needs assessment.
Serve as an information center to collect, collate, andupdate information pertinent to communities, partnerships,agencies, organizations, programs, and so on.
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New Hampshire
-- Disseminate data and information collected.
o Coordination of efforts
Establish cormunity/school partnership programs and/orcommunity, county, or regional collaboratives to addressissues on a local, county, or regional level.
-- Facilitate cooperation among postsecondary education,vocational education, adult education, adult enrichment,and local school districts to meet the current and futureneeds (career, economic, and social) of their constituents.
-- Encourage community involvement and support for publiceducation through business/school partnerships; schoolvolunteo7 programs; citizen participation in curriculum,budget, and facility development; and service on localschool boards and committees.
-- Provide networking opportunities for those involved.
o Coordination of individual and group training fc -the aboveprograms
-- Establish community/school partnership programs.
-- Provide educational opportunities for community educationleadership.
Phase II includes the development of a timetable to achieve and implementthe ideas and goals set forth in Phase I. Through this implementation, atrue collaborative partnership 11 be established in the state.
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7 0
NEW MIMIC()
Contact Person: Tamra IvyNMACED513 6th Street, NWAlbuquerque, NM 87102(505) 243-6767
Following New Mexico's participation in the National State CommunityEducation Planning and Development Project meeting held in September 1987,it was determined that the state does not differ too much from otherstates regardinc the presence or absence of key community educationindicators. New Mexico's strong points include networking, training, andtechnical assistance, while it is weakest in community education identityand support, leadership, and funding.
Given this assessment, the draft of New Mexico Associat1on for CommunityEducation Development Five-Year Plan (1988-92) is designed to strengthenand clarify the concept of community education at state and local levels,so that all New Mexicans can participate in community education programsand services. In 1992, it is hoped that community education will becharacterized by strong and vital leadership, by strong and well-fundedlocal community education organizations, and by programs and servicesresponfive to community needs. These characterizations have become thegoals of the five-year plan.
To accomplish the identified goals, the following timetable has beenestablished:
Phase I (1988-89)
Expand support for the five-year pl for community education in NewMexico, and facilitate the initiation of plan activities.
Phase II (1990)
Establish a system to maintain implementation and provide technicalassistance as appropriate.
Phase Ill (1990-91)
Promote and assist in the organization of a statewide program ofstaff development and training in order to facilitate theimplementation of activities identified in the plan.
Phasr N (1992)
,tssess the impact of the plan in fostering community educationopportunities for citLans of New Mexico.
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' 1
NEW YORK
Contact Person: Charlotte WilsonNew York Association Continuing/Community EducationWest Ridge Community Education Center200 Alcott RoadRochester, NY 14626(716) 225-4410
The New York Association for Continuing and Community Education (NYACCE),with support of the New York State Education Department, developed a planto provide leadership training for professional practitioners of lifelonglearning services. NYACCE, the professional organization that representsa cross-section of continuing and ccmmunity education pr eiders andmaintains liaison relationships with other provider asm:iations, exploredways of supporting practitioners with leadership training and networkingopportunities. The purpose of this activity was, and will continue to be,to increase the effectiveness of new professionals in the deve:opuent ofpolicy and practice at the local, state, and national 1 vels.
The goals for Phase I (August 1987-August 1988) of the five-year plan fordeveloping and initiating a plan for an ongoing process of leadershiptraining were to:
o Develop a cadre of skilled adult/continuing/community educationpractitioners, both present and future, at the local, state, andnational levels as leaders and change agents in their agenciesand organizations.
o Develop a greater commitment t, adult/continuing/communityeducation that will be manifested in those individuals andinstitutions involved in the delivery of lifelong learningactivities.
o Establish a statewide network of skilled practitioners who willprovide technical assistance, react to issues of concern, becomeprc--tive in initiating policy and practice changes, and oapportlifelong learning.
The objectives for Phase I were to:
o Provide an opportunity for NYACCE members to participate in thedevelopment of a platform for enhancing lifelong learningopportunities in New York over the next five years.
o Design and pilot a model for a leadership conference that wouldassist participants to enhance their leadership skills, developa network for technical assistance, explore issues in lifelonglearning, and conduct long-range planning for the twenty-firstcentury.
o Establish a resource directory of NYACCE members.
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7 2
New York
With the completion of Phase I, recommendations for Phase II (September1988-1991) have been presented to the Executive Committee of the Board ofDirectors and will be presented to the NYACCE Board of Direccors at itsfall 1980 meeting for approval. The recommendations include:
o Convention '89 Committee will present the Convention '89platform to the NYACCE board of directors for consideration.
o NYACCE members and interested parties may participate in theassessment of progress, update, and implementation of goals setin Convention '89.
o A leadership committee will plan and evaluate annual leadershipconference and leadership training activities.
o NYACCE will seek additional participants and sponsors for theannual leadership conference from agencies and organizationswith common interests and needs.
o Conferences will have workshops and presentations devoted toleadership skills.
o NYACCE will seek additional and/or permanent linkage with NewYork State colleges and universities to provide opportunitiesfor leadership conference participants to further theirprofessional development through zollege credits toward a degreeor certification.
o NYACCE will distribute a membership and resource directory andencourage all leadership conference participants to becomeactive participants in the directory and speakers bureau.
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NOR TH CAROIMR
Contact Person: Boyce Medlin
North Carolina Department of Public instruction116 West Edenton StreetEducation BuildingRaleigh, NC 27603(919) 733-0114
The purpose of the North Carolina Strategic Plan for Community Educationis to identify and describe procedures and plans whereby therepresentatives fruit appropriate agencies, institutions, organizations,and groups will collaborate in exchanging information and in deliveringand improving educational, recreational, cultural, social, and -tilerservices to citizens. The Strategic Planning committee has developed anoutline of a "working draft" to be used by the Committee as it developsthe final plan beginning in January, 1989. The proposed contents includethe following:
o Background and reason for the 5-year plan;
Definition, philosophy, elements;
o North Carolina Strategic Planning Committee for CommunityEducation;
o Collaboration and networking -- state level;
o County Interagency and Intergroup Strategic Planning Committee;
o Administration of the Plan and financial matters;
o Reporting, publications, evaluation; and
o Appendices.
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7
NORM DANCJIA
Contact Person: William WoodsNorth Dakota Center for Community EducationNorth Dakota State UniversitySdhonl of Education, Minard 321Fargo, ND 58105(701) 237-7085
The North Dakota Center for Community Educati.n State Advisory Committee,representing the Department of Public Instruciion, the Department of Parksand Recreation, public school districts, North Dakota EducationAssociation and other school and college professionals reviewed andup&ated the 1976 St. :De Community Education Plan to maintain further aposture of general support and encouragement toward Community Educationwithin the state. The effort resulted in a draft of a state plan callingfor specific groups in North Dakota to complete certain tasks.
North Dakota Department of Public Instruction
o Continue and expand, in cooperation with local school districts,the operation of Adult Education Centers throughout the State.
o Promote economic development in small communities.
North Dakota rapartment of Parks and Recreation
o ...quest funding for the Community Services coordinatorlegislation.
o Complete and disseminate the report of the Rural EducationLeadership Project.
North Dakota Department of Vocational Education
o Continue partial funding of instructors of appropriate adultclasses.
North Dakota Adult Education Association
o Continue its affiliation with the National Ccmmunity EducationAssociation.
o Increase its promotion of membership in the NCEA and AAACE.
North Dakota Community Foundation
o Provide financial support to local community education programs.
o Provide seed money grants, on a matching basis, to start orimprove local community education programs.
52
North Dakota
North Da7cota Center for Conan,-_ ,7y Education
o Continue technical assistance throughout the State by providingworkshops and a regularly published newsletter.
o Seek outside funding to promote community involvement internprograms/activities.
n Continue cosponsorship of the Multi-State Community EducationConference with Minnesota and other regional partners.
o Use the State Advisory Committee to encourage inter-agencydiscussion of connunity education in North Dakota.
In addition to the identified tasks, the following benchmarks have beenestablished:
By June 30, 1991 Achieve state funding promoting local leadershipand training in Community Services/Education.
By June 30, 1991 Establish a supervisory position in CommunityServices/Education at the state level.
By June 30, 1993 Identify an education director/coordinator in atleast 50 percent of the active school districtsof the State.
The final icaft of North Dakota State Plan is awaiting final rciiew andendorsement by the State Advisory Committee, the North Dakota Departmentof Public Instruction and others.
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76
OHIO
Contact Person: Sherry MullettOhio Department of EducationAdult and Communitv Education65 South Front Street, Room 811Columbus, OH 43215(614) 466-5015
Once the Ohio Department of Education (OM), the Kent State Center, andthe Ohio Community Education Association (OCEA) decided to participate inthe State Community Education Planning Project, i s was determined thatinput was needed from other related organizations, as well as fromstatewide educational and political leaders, to formulate the plan. Oncematerials were gathered, a consultant was hired to develop goals andobjectives, action statements, and evaluation procedures, and to delegateresponsibilities.
During the planning process, copies of the documents in development wereforwarded to key people throughout ODE, the Kent State Center, and theOCEA for review, input, and suggestions. In addition, the draft of theplan was presented to the OCEA membership during the annual OCEAconference. Members were provided the opportunity to review the plan andmake suggestions. Based on this further input, a final copy of there,ised draft was sent to the planning committee and was adopted at theAugust 22, 1988, meeting of the OCEA board.
The Ohio State Plan for the Development of Community Education goals andobjectives are:
o To improve the organizational effectiveness of OCEA throughstructural and fiscal modification.
Adopt an OCEA membership maintenance and recruitmentstrategy by May 1989 (0'"_,A 1..)oard action) .
Improve the effectiveness of the, established OCEAcommittees as designated in the constitution and bylaws.
Create new committees to meet the needs of the mission andgoals.
Implement the position of a part-time executive secretaryby May 1, 1990.
Establis' and maintain a diversified funding base by 1990.
Review and revise ,..nnually the OCEA strategic plan.
Conduct an annual formative evaluation in terms of progressmade toward achieving goals and objectives of the strategicplan (OCEA board action).
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Ohio
o To in:rease OCEA visibility and inf luence in the state.
Maintain affiliate status and active participation withNCEA and NCSCEA.
Develop and adopt a comprehensive marketing strategy by1990 (Oan. board action).
Affiliate as an organizational member and activelyparticipate in six statewide associations by May 1, 1989.
Identify and establish contact with one person at eachinstitution of higher education which has an educationaladministration or community education emphasis, to increasetheir awareness of community education by 1993.
Establish a list of available resource people to representCCEP interests on major state advisory committees by 1990.
Assemble a ten-member advisory committee of key individualsand organizations representing business, industry,education, and citizens by 1990.
Develop annual legislative agenda and strategies for OCEAposition on community education iL ated legislation.
o To provide for the dissemination of information relc,ced tocammunity education.
Conduct annual conference for membership as an opportunityto network with other community education practitioners andas a major fundraiser.
Conduct two regional workshops per region.
Conduct an annv,! legislator's informational w.irknop.
Publish a quarterly community education newsletter.
Provide annual community education presentations for threerelated, statewide, noncammunity education organizations.
-- Develop a comprehensive electronic community educationinformation management system.
-- Establish a system fur identification and dissemination of
111101.0.11VMMIIMMIL
55
78
IIMIMATMIMMINab
Ohio
informatior on issues critical to community education by1991.
o To provide professional development opportunities for communityeducation practitioners.
Develop and conduct annual training in leadership skillsand community education processes for the OCEA board.
Develop and conduct specific annual cmmunity educationtraining workshops throughout the state.
Establish a community education scholarship -,:rogram topromote new leaders and research in canranity education by1991.
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OKLAFICfilA
Contact Person:
=11
Al UnderwoodState Department of EducationAdult and Community Education Section2500 North Lincoln BoulevardOklahoma City, OK 73105(405) 521-3321
Based on the philosophy that all citizens have an inherent right toparticipate in their community to the maximum of their ability, theOklahoma State Plan for Community Education creates a blueprint forplanning, establishing, improving, and expanding comounity educationprograms in each of the state's seventy-seven counties... This would makeservices available, within reasonable commuting distance, to all of thestate's citizens and would mobilize resources to address community needsand improve the quality of life. In addition, the plan, as a writtendocument recognized by the official educational community, will sanctionand add new dimension to the support of community education.
Factors, such as the expanded search for energy, the agriculturalrecession, rise of an informational society, emphasis on new industry, andthe mobility of citizens, are creating a demand for continuing educationand recreation in various forms. In many areas of Oklahoma, communityeducation in local schools is the only feasible solution to the emergingneeds of citizens. To address these needs, the Oklahoma State Departmentof Education's State Community Education Advisory Council, representingschool district administrators, community education directors, vocationaleducation, higher education, and areas from the p_vate and public sector,established its goal and objectives fo: the Oklahoma State Plan forCommunity Education:
o To provide state leadership in planning, developing,implementing, and evaluating a community educational network tomeet the emerging needs of citizens of 111 ages and walks oflife.
o The Oklahoma State Department of Education (SDE) staff willdisseminate community education information to local educationagencies (LEAs) and appropriate persons and agencies throughoutOklahoma.
o The SDE staff will provide technical assistance to t.ie LEAs withoperational community education programs in Oklahoma to helpthem improve, errand, and maintain their program.
o The SDE staff will worn toward establishing at least onecommunity education program in each of the seventy-sevencounties.
o The SDE will maintain a fifteen- member Community EducationAdvisory Council to assure input from a broad representation of
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8 0
Oklahoma
agencies and the public r planning, developing, implementing,and evaluating community education in Oklahoma.
o The SDE staff will conduct a statewide conference on communityeducation and participate in at least four regional workshopsannually to provide inservice education for LEA communityeducation coordinators.
o The SDE staff, with input from the state advisory council,community education directors, coordinators, and other agencies,will review statewide needs annually and focus on current issuesfor the year.
o The SDE will work cooperaiively with all community educationinterest groups to seek assistance from the Community EducationAdvisory Council in developing strategies for communityeducation advocacy, funding, and promotion at the municipal,county, state, publil, and private levels.
The Oklahoma State Board of Education approved the State Plan forCommmity Education. On June 30, 1988, the Oklahoma State Legislatureapproved funding for community education for the 1988-89 year.
58
to,
81
OREGON
Contact Person: Guy FaustOregon Community Education ss.sociation1724 Moss StreetEugene, OR 97403(503) 686-3996 or 585-6:
In developing the Oregon Community Education Plan, the Oregon CommunityEducation Association (alEA) and the Oregon Department of Education (ODE)hope to point community educators in the direction that will affect theircommunities in the future. Inherent in the plan is a strong belief andcommitment to individual improvement and community development throughlocal control and the use of community resources to address communityproblems and needs.
The five-year plan builds on the "Oregon Comeback" espoused by GovernorNeil Goldschmidt. It emphasizes stronger cammanjarpartnerships,increased citizen participation, and more individual empowerment foraddressing individual, community, and state neeels into the 1990s.
The 1988-1993 community education plan focuses on ten issue areas facingOregon's future. Those issues targeted for the five-year plan include:
o The governor's "children's agenda". Provide input, assessneeds, identify resources, and share information to addressthe needs ,f children and youth.
o Child care. Develop, expand, and/or replicate quality,affordable, assessable child care programs.
o Parenting. Create opportunities for adults to develop andimprove their parenting skills.
o Literacy. Develop and implement state and local campaigns tobuild public awareness about the importance of literacy andprograms that support it.
o Work and employment skills. Conduct research to identify whatskills and abilities are n-ded to be successful in the jobmarket of the near future.
o nconomi, ,.avelopment. Work with public and business officialstc analyze economic needs and opportunities.
o Citizen, parent, and student involvement. Research howcitizens, parents, and students are involved in Oregoncommunities.
o Health and welli ass. Determine how community educators can besthelp address community health care issues by working with
8
Oregon
various agencies and organizations 012 -ectly serving healthcare needs.
o Aging. Determine how community educators can hest collaboratewith other community agencies and organizations to addressthe needs of senior citizens in their communities.
o Community education. Increase the public's understanding ofcommunity education through public awareness, education,and promotional activities.
Rather than create new issues and platforms for community education, theplan positions community educators to play leade7ship and collaborativeroles with electal officials, community residents, businessrepresentatives, and other key people to improve an individual's qualityof life and to develop communities.
The OCEA board adopted the draft plan in August 1988. The State CommunitySchool Advisory Committee is scheduled to review the plan on September 21,1988. The plan will be distributed to other key groups for review,revision, and adoption during the fall. Acceptance by the State Board ofEducation is anticipated prior to December 30, 1988. The State CommunitySchool Advisory Ccmanittee has accepted responsibility for an annualevaluation and update of the plan which allows for continuous monitoringand rev -sion.
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83
PENNSYLVANIA
Contact Person: Biagio Musto, ChiefDivision of Student ServicesPennsylvania Department of Education333 Market StreetHarrisburg, PA 17126(717) 783-6777
In 1982, the Pennsylvania State Plan for the Development andImplementation of Community Education was accepted by the Secretary of thePennsylvania Department of Education and adopted by the State Board ofEducation. Developed by the Pennsylvania Community Education AdvisoryCouncil, the ultimate intent of the plan was develop, facilitate, andrefine community education in the state as a community-based process toaddress local needs. The State Plan of 1981 remains an excellent overviewof community education's basic concepts, goals, aL2. objectives. Althoughthe essential 1:ramework and foundation it provides are still relevant, theplan describes condltions as they existed seven years ago. Within thiscontext, the State CammnityEducation Task Force has proposed an addendumto the 1981 State Plan for Community Education, recommending theestablishment of community schools as the most effective approach tocommunity problem solving and regeneration.
The long-range goal of the 1988-93 Pennsylvania Action Plan is thetransformation of every schooi in the state into a community school.Achieving this goal will require the concerted efforts of state and localgovernment, institutions of higher education, and the local school systemsand communities their serve. It has been recommended that the stateestablish the Office of Community School Coordinator within the Departmentof Education to direct and promote agency and/or community partnerships.In addition, designated pilot Community School Demonstration Models willprovide concrete examples of the process by which a community scl ;o1 isplanned, instituted, and sustained.
Ai though the Addendum to he 1981 state plan remains a working draft, theTask Force believes that che community school model represents the best1pporbanity to attain +1,9 state's educational goals by providing a hub ofcommunity activity, a forum for problem Axing, and a resource center forall citizens.
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84
scurri cAROMIA
Contact Person: Dalton L. Ward
South Carolina Department of Education1429 Senate StreetColumbia, SC 29201(803) 734-8075
A major problem for outh Carolina in today's complex and specializedsociety is providing a means whereby individuals and communities canidentify their problems and seek practical solutions to them. A challengein community problem solving is to achieve effective utilization of human,physical, and financial resources to meet individual needs and improve thetotal community. To this end, the South Carolina Department ofEducation's Office of Adult Education, the University of South Carolina'sCenter for Community Education, and the Association for CommunityEducation in South Carolina are committed to a plan of improvedorganizational effectiveness, advocacy, and professional development.
In an effort to establish a statewide community education program in thestate, a fifteen-member State Community Education Advisory Councilrepresenting recreation, health, cultural, social service, communityservicPs, education, business and industry, aged, and minority groups, hasbeen appointed to support the 1976 South Carolina Community Education Actand promote the advancement of recreational, educational, cultural,social, and health opportunities through the maximum utilization of publicfacilities. Specifically, the council will provide input to the statedepartment in the development of a community education plan.
To implement the state community education program in South Carolina, thefollowing goals are recommended:
o Create public awareness of community education concepts,philosophies, and programs.
o Increase the involvenont of the community in the design andimplementation of community education programs.
o Create cooperative working relationships among agencies,institutions, industries, and other community groups.
o Make effective use of public schools and other public facilitiesas community centers.
o Establish a financial base for community education in SouthCarolina.
o Establish a position of and identify a community educationdirector in each school district.
o Provide professional development opportunities for communityeducation practitioners.
South Carolina
o Provide state-level coordination of community education.
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SCUM DAMA
Contact person: Helen MortenCommunity Education Development CenterUniversity of South DakotaSchool of Education, 414 East ClarkVermillion, SD 57069(605) 677-5366
The State Planning Committee met in the fall of 1987 to determine aschedule for rewriting the existing South Data Plan for CommunityEducation. The charge to the committee was J revise the existing plan asnecessary. In September, the legislative task force of the stateassociation (ACOIEA.SD) :',acted the process of working toward statelegislation for the 1988 legislature. In January 1988, the Dill waspassed, a significant step in the recognition of community education as aviable educational process in the state. In July 1988, the planningcommittee met to draft the new state plan, incorporating input from StateAdvisory Council members, ACCEASD members, and public school personnel.The plan was mailed to all members of the AACEASD for their review. Atthe present time, comments and suggestions are being compiled to make afinal draft of the plan.
The goal of the South Dakota State Plan for Community Education is toencourage statewide implementation of community education in South Dakota.The purpose of the plan is to define the concept of community education,describe the unique role of public schools in the community educationprocess, and provide guidelines for the effective implementation ofcommunity education in South Dakota communities.
Following are the major components of community education as interpretedin the South Dakota Plan for Community Education Develcpment:
o Lifelong learning opportunities will be provided for allcitizens regardless of age, sex, ethnic origin, or economicstatus.
o Opportunities will be provided for systematic citizeninvolvement in decision making on educational issues.
o A concerted effort will be made in local communities to fullyutilize all community resources to address identif =amityneeds, problems, and cpncerns. These will include human,physical, and financial resources already present, althoLperhaps underutilized, in communities.
o Acknowledging that airconmonities, regardless of size, containmany local agencies and organizations, a concerted effort willbe made to involve those entities in planning for communityeducation and to assist them in maximizing their servicepotential.
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South Dakota
8 8
o The identified needs in local communities will beoperationalized through the provision of programs and servicesto address these concerns ki.e , illiteracy, at-risk youth,health, AIDS education, environmental concerns, safety, latchkeychildren, agixr, and the homeless).
Future directions for community eduL4ticn development in the stateinclude:
o The division of education budget should include a line item forcommunity education.
o Administration certificates should include a minimum regui::ementof three hours of graduate-level community education training.
o Work toward professional certification for community educationcoordinators will include implementing a statewide assessment oftraining needs and providing regional and statewide workshopsand training sessions by the Community Education DevelopmentCenter at the University of Souta Dakota.
The active support of educational groups such as SASD, SBSD,PTA, and SDEA will be sought.
o A long-range plan will be formulated for a statewide communityeducation information network to interface with the nationalcommunity education computer network (CENET).
65
Contact Person: Glenn MooreTennessee Community Education Association2601 Branford AvenueNashville, TN 37204(615) 259-8548
The mission of the Tennessee State Plan for Community Education is toinitiate a collaborative effort between adult and community education inthe state of Tennessee. Specifically, through collaboration with theState Department of Education, the Division of Adult Education will assumea leadership role in providing community education services throughout thestate.
In the spring of 1988, support for a collaborative initiative was obtainedfrom the.. Governor, Commissioner of Education, and Executive Director ofAdult Educatior. The division name was changed from the Division of AdultEducation to the Division of Adult and Community Education, which reflectsthe change it inissi and services. Follow-up meetings between staffmembers of the Div Al of Adult and Community Education and threedesignated Tenness. tmmunity Education Association members wereorganized for (1) implementation of training sessions for adult ba- leeducation coordinators and (2) establishment of three community educationpilot programs.
Long-range state goals include:
1989
Establish three adult and community education pilot programs staffedwith adult and community education coordinators who were trainedduring 1988.
Build an interagency coalition within the private sector of the stateof Tennessee to implement community education.
1990-1993
Increase services and programs established in 1989 in proportion tothe level of funding obtained from public and private sources.
66
Contact Person: Deborah StedmanTexas Education Agency1701 North Congress AvenueXustin, TX 78701(512) 463-9447
The Texas State Plan for Community Education is a collaborative effort ofthe Center for Community Education at Texas A&M University, the TexasCommunity Education Association, and the Texas Education Agency's Divisionof Adult and Community Education Programs. The goals and objectives ofthe plan include:
o Student Achievement. Learners of all ages will be assisted inacquiring the skills needed to function adequately insociety.
-- Identify and implement strategies for assisting schooldistricts in meeting their student performance goals (i.e.,tutorials, parent programs, preschool readiness programs).
-- Assist districts in coordinating and implementingprevention pox, ams for high-risk students.
Identify and implement strategies for supplementalscholastic and enrichment goals (i.e., fine arts curricula,extracurricular programming).
Identify and implement strategies for enablingout-of-school learners to obtain skills needed for moreeffective functioning in modern society.
o Programs and Curricula. Well-balanced, learner-centeredprograms and curricula will be implemented through adultand community education so that people of all ages mayrealize their learning potential and lead productive lives.
Develop and implement model programs anu curricula whichfoster early childhood development.
Develop, implement and coordinate 'ugh academicallyenriching extended-day programs for school-age children.
Develop, implement, and coordinate school andcommunity-wide programs to aid at-risk students.
DeveloF ,And implement high quality, comprehensive summerlearning programs for school-age children.
Coordinate suer programs tc facilitate student transitionfrom one educational level to the next.
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-- Develop and implement comprehensive wellness programs forlearners of all ages.
o Teachers and Teaching. The rearaibew-';, training, and retentionof effective teachers and other professional andparaprofessional staff in adult and community educationwill be supported.
-- Develop and implement district teacher and administratorinservice.
-- Develop effective methods for recruiting communityeducation teachers.
-- Provide comprehensive preservice for all teachers andadministrators new to community education.
-- Develop methods for the evaluation of community educationteachers.
-- Develop methods of retaining effective community educationteachers.
o Organization and Management. The organization and management ofthe adult and community education system will beproductive, efficient, and accountable.
-- Establish a continuous statewide strategic planning processfor community education with emphasis cn theidentification, tracking, and management of issue-relatedprogramming and project management.
-- Develop understanding and flexible implementation of thecommunity education concept.
-- Ensure that the training of all community educationadministrators and professional staff strengthens theirabilities to manage the community education process.
-- Institute a statewide community education informationdelivery and retrieval system.
o Finance. Both adult and community education programs will bafunded adequately to meet the needs of learners of allages. (Funding sources will include both the public andprivate sectors.)
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Texas
o Parent and Community Involvement. Parents and other communitymembers will be partners in the improvement of stools(i.e., two-way communications projects, pie .enting skills,school volunteer and Adopt-A-School programs, extendedfacility use, prevention of substance abuse, teenagepregnancy, AIDS).
o Innovative Delivery Systems. The statewide adult and communityeducation network will be enhanced continually and willbecome more accessible to learners of all ages through theuse of innovative delivery systems.
-- Expand existing clearinghouse functions for thedissemination of information for community education.
-- Investigate thc! feasibility of innovative delivery systens.
-- Develop strategies for a coordinated statewide research anddevelopment effort.
-- Evaluate innovative processes and products relevant tocommunity education, inclnaing technology productdevelopment.
-- Develop pilot projects using innovative processes andproducts.
o Communication. The vital role of adult and community educationin the public education system (i.e., economic and socialbenefits) will be communicated in a consistent, timely, andeffective manner.
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92
Contact Person: Larry HorynaUtah State Office of Education250 East 500 SouthSalt Lake City, UT 84111(801) 538-7824
In the state of Utah, funds allocated to school districts for community:.chools are to be used (1) to support the concept that the schools belongto the people, and (2) to find ways to engage the community in determiningthe role the schools should play in solving individual and communityproblems.
The state has been involved in a year-long planning nrocess to review andupd,"e position papers. The premises of these papers, specifically thatthe zublic inevitably will decide the fate of the public schools and thatthe public is the base from which the schools receive their legal powerand resources, were accepted. Community education was defined as (1) aproses: by which the people in a community are engaged in determining therole tie school will play in solving individual and community problems,(2) a system through which the school in concert with its communityprovides programs and services to meet the needs of the people, and (3)philosophical concept calling for an improved partnership between thecommunity and education.
As part of the planning process, the state also conducted a long-rangyplanning survey based, in plrt, upon the five National Project Indicatorsto determine state level development in community education. Surveyresults indicated the need for:
o Acknowledged spokespersons for and advocates of community,education on the state and local levels.
Married collaborative projects/events among state communityeducators,
o Legislation and/or funding to assist local districts to providecomprehensive community education programs and services.
o In-service opportunities for community educators.
o Familiarity with aria understanding of community education bypolicymakers, school personnel, the private sector, and thepublic.
Once the review process has been completed and final approval by the StateBoard of Education has been granted, the Utah State Plan will bedisseminated.
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VERMONT
Contact Person: David BuchdahlCommunity College of VermontP.O. Box 120Waterbury, VT 05676(802) 241-3535
For the last decade, the State of Vermont has b,--41 absent from thenational community education movement. There is no center for communityeducation; there are no designated community education positions withstate eelcational organizations; and there is no designated funding forc.ommunity education activities in local school districts. On the otherhand, Vermont is a state of mostly smala. towns and villages where theschools &ways have been focal points for the community, open to a widevariety of public uses, from town meetings to adult recreation.
With this in mind, the responsibility for developing "Community Educazion,A Plan for Vermont," became a joint effort of the Community College ofVermont (CCV) and the Vermont State Department of Education. The planningprocess has provided an opportunity for both the Department and theCollege to evaluate the status of their commitment to school - communityrelationships and to explore the relevance of the community educationmovement. The plan recognizes the vast amount of "community education"already occurring in Vermont, though frequently neither identified norpromoted under that title. The plan also recognizes that budgetconstraints affect both CCV and the Vermont Department of Education.Therefore, no new expenditures or positions are required during the firsttwo years.
The goals of the state plan are to identify current activities around thestate, develop a process for sharing information, promote partnershipsamong various agencies and schools already involved in corm pityeducation, and establish a network of individials and a structure ofleaaership upon which longer-term development can be based.
To Insure completion of the above goals, a five-year action plan has beendeveloped.
YEAR 1 (1988-89)
o Form three citizen - involvement groups, called CommunityConnections, in order to carry out a detailed needs assessmentfor their individual communities.
o Circvlate the plan statewide and solicit reactions and responsesfral school administrators, school boats, boards of selectmen,community action groups, etc.
Bring the topic of community education to the statewide meetingof school principals in May, 1989.
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Vermont
o Identify commit education specialists for listing in theVermont Department of Education's Resource Agent Program andResource Consultant Program.
o Hold one end-of-year meeting with representatives from the threeCommunity Connections groups to compare experiences and planlocal-level strategies for the next year.
o Begin plans within CCV for an annual Community Education Award,to be given to an individual, school, or group, which has made asignificant contribution to the advancement of communityeducation.
0
0
0
YEAR
0
0
0
0
0
0
0
0
Detail all activities during year one for the purpose of aprinted manual/handbook.
Compila a listing of all community education activitiessponsored by CCV site offices or by Commu ity Connections.
Identify sources of funds for further development of communityeducation activities.
2 (1989-90)
Form Community Connections in three or four moreproximity with local CCV site offices.
Continue to develop specific community educationCCV and TOP in response to the needs assessmentsyear one.
communities in
offerings bycarried out in
Experiment with the development of at 1'nst one community schoolin conjunction with a CCV site office.
Present first annual Community Education Award.
Hold second annual meeting on community education.
Detail activities of year two in order to publish a secondmanual on beginning community education programs.
Continue listing of all community education activities towardthe start of a statewide data base.
Apply to funding agencies for a salaried CCV Coordinator ofCommunity Education to begin as a full-time position in yearthree.
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Vermont
YEAR 3 (1990-91)
o Form Community Connections in three to five more communities.
o Begin the development of at least one more "community school."
o Present second annual Community Education Award.
o Community Education Coordinator follow through on Year 2activities.
YEAR 4 (1991-92)
o Continue develnpoent of Community Connections in three to fivemore sites.
o Continue the development of activities.
o Hold statewide conference to assess both community educationactivities and the impact of the state plan.
YEAR 5 (1992-93)
o Continue the development and assessment of activities.
o Develop a new Five-Year Plan.
The Communities of Salisbury, St. Albans, and Guilford were the firstthree to begin the activities outlined in Year 1. Once they beganorganizing in the fall of 1988, Vermont's effort to implement a Five-YearCommunity Education Plan was under way.
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Contact Person: Lennox McLendonVirginia Department of EducationAdult and Community Education ServiceP.O. Box 6QRichmond, VA 23216(804) 225-2075
In May 1988, more than fifty education practitioners met to identifyissues (funding, leadership development, awareness, target groups., systemdevelopment) that guided the development of the Virginia CommunityEducation State Plan. The purpose of the plan is to provide a systematicand comprehensive plan for community involvement to be used by theVirginia Department of Education, the Community Education AdvisoryCommittee, the Virginia Community Education Association, local educationalagencies, and other cooperating parties. Additionally, the plan serves asa guide to develop a system of resources that will assist 1c3alities inimproving the quality of education in each community by involving citizensas individuals and as members of community organizations in the educationprocess. Based on the pre-plan needs assessment, the following goals andobjectives were developed.:
o Increase state and local leadership's awareness of (a) theability of community involvement to solve community problems andmeet the educational needs of citizens; and (b) the existingresources available to localities.
- - Provide all division superintendent school principals anddepartment staff members with current 4.nformation regardingthe benefits of and resources for community involvement.
o Provide community involvement resources to all localities.
Develop and disseminate information.
Develop a resource directory.
Conduct training workshops and institutes for localeducation and community leaders.
Prepare and distribute models and guidelines for theeffective and cost efficient use of public schoolfacilities.
Expand the coordination of community education activitieswith other organizations that share common scopes ofservice.
-- Develop and implement a plan to identify and secure sourcesof funding.
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Virginia
o Cultivate and expand the leadership in community involvement.
Reestablish the Virginia Department of EducatiowsCommunity Education Advisory Committee.
Recognize existing leaders and promote the development ofstate and local professional leadership.
o Concentrate on the identification and dissemination of communityinvolvement alternatives that address the needs of at-riskyouth.
Identify resources and disseminate information regardingexisting programs that address the needs of at-risk
A draft of the plan has been disseminated throughout the state forcomment, rith State Board of Education final approval targeted for lateSpring 1989.
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Contact Person: Mel JacksonWashington Community Education AssociationCity of Tacoma747 Market StreetTacoma, WA 98402(206) 591-5050
The Washington State Community Education Association (WSCEA), theWashington Center for Community Education, the Office of theSuperintendent for Public Instruction, and the Washington State UniversityCenter for Community Education met to organize and develop a strategy forcompletion of the state of Washington's Capacity Fililding Plan. The WSCEAtook the lead role in the development of the plan. Input for the plan wasgathered in three ways. (1) Six regional meetings were held to gatherinput from stakeholders in the developrrant of community education programsand from people who previously had been nonparticipants in communityeducation acf cities. (2) Forty-nine community education programs weresurveyed for their input regarding the strengths of and concerns aboutcommunity education. (3) A futuring exercise was undertaken to assess theresults of the survey and to design an initial strategy for implementingthe plan.
From the above efforts, this working document has been developed. Threeimmediate objectives must be addressed increase the state's capacizyfor furthering community education:
o legislative awareness of the potential and value of communityeducation must be increased.
o Funding support and strategies for the development of communityeducation must be improved.
o Collaborative building efforts must continue.
It is felt that the two state centers and WSCEA are the only availableparties to accept responsibility for a statewide plan. This project hasdeveloped usable data, resulted in enhanced collaboration and networking,and established the need for greater coordination and public relationsactivities for community education. In addition, once the new statesuperintendent assumes his position (January 1989), State Board ofEducation endorsement is expected.
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WEST VIRGINIA
Contact Person: JoAnn MillerState Department of Education1900 Washington Street, EastBuilding 6, Room 230 Capitol ComplexCharleston, WV 25303(304) 348-7881
West Virginia's first State Plan for Community Education was developed andapproved by the West Virginia State Board of Education in 1976.Participation in the National Project affcrded West Virginia theopportunity to revise that Plan. In keeping with the goals of theProject, the state engaged in a process which would provide direction forcounties which desired to continue the community education concept usingstate and local funds, since West Virginia does not provide money directlyfor community education.
The planning process included: an assessment of the status of communityeducation in the state's fifty-five county school districts; a confere-ceof agency representatives, citizens, and community educators to provideadvice and direction for the development of a State Plan; and anexamination of the State's status in regard to the National Project's fiveidentified elements believed to be important to successful state communityeducation development.
The following goals have been identified for community education in WestVirginia. The goals are based on data generated from the assessment ofschool systems, the general education goals of the state, and the input ofschool, agency, and community leaders.
o Encourage a philosophy of education which includes a commitmentto life-long learning.
o Provide opportunities for local boards of education, agencypersonnel, community leaders, and other decisionmakers to becomebetter informed about community education.
o Expand the leadership base for community education.
o Develop a network of public and private agencies andorganizations to develop and advance agendas related tocommunity education.
o Identify and/or develop sources of furling.
o Expand the implementation of community education programsthroughout the State.
The State of West Virginia Plan for Corm unity Education was approved bythe State Board of Education on September 9, 1988. Following a 60-daycomment period, the Plan has been accepted as State policy.
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WISCONSIN
Contact Person: Mary PaulsonPlymouth School District125 HighlandPlymouth, WI 53073(414) 893-0987
The planning process for the Wisconsin State Community Education Five-YearPlan resulted in an excellent collaboration between the State's two highereducation community education centers (University of Wisconsin Madison andRiver Falls), the Wisconsin Department of Public Instruction, and theWisconsin Community Education Association. Reviewed and endorsed by theState Superintendent, the 1988-93 plan represents a revision of theoriginal plan endorsed by the Department of Public Instruction in 1979.
The plan, recognizing that there may be various facilitators of communityeducation, emphasizes the traditional key role of the public schools. Themajor reasons for this key role position are that public schools aregenerally a community's largest tax-supported investment, the schoolfacilities and educational resources are in close proximity to people ofall ages, and the schools are able to provide a local focus for citizenneeds and for community resources which might meet those needs.
The primary purpose of the State of Wisconsin Community Education Plan isto explain how community education will operate in the state and, at thesame time, to reflect the potential of community education as related tothe current needs of Wisconsin residents. The plan should be viewed as adocument providing a framework around which new trends and ideas candevelop and grow. The goals of the Five-Year Activity Plan are to:
o Create an opportunity for every school district in Wisconsin todesign, implement, and maintain a community education program.
o Develop a program to increase camm unity education awareness andestablish partnerships with related public agencies andinstitutions.
o Design a plan for ongoing assessment and evaluation forWisconsia community education programs.
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WYOMING
Contact Person: Phillip ShellerEastern Wyoming College3200 West C StreetTorrington, WY 82240(307) 532-7111
The Wyoming State Plan for Community Education was devised by and for theprofessional community educators in the state. Under the guidance of theWyoming Adult, Continuing, and Community Education Association, threemeetings were held to create a Plan that was both acceptable and workableand which presented a vision of community education for the short-rangefuture.
The plan is proposed as one step in a vital, ongoing process of buildingon the unique strengths of individual citizens and communities to createeducational opportunities to meet the special needs of Wyomingites. It isin the spirit of active collaboration and cooperation that the Wyomingplan has been developed to:
o Improve opportunities for people in Wyoming with special needs(i.e., displaced workers, displaced homemakers, dropouts, singleparslits, teenage parents, isolated rural populations, seniors,and the homeless).
-- Improve our understanding of the needs for communityeducation in the state.
-- Improve our knowledge of and accessibility to communityeducation resources.
-- Help members of the community realize their potential aslearners and citizens.
-- Provide basic "core" literacy skills to undereducatedadults.
o Maintain, continue, and enhance a positive, cooperative image oflife-long learning.
-- Develop an awareness of the level of educational servicespresently available.
-- Promote the value of learning for all ages.
-- Encourage all educational providers to endorse and helpcarry out the state plan.
-- Develop a visible image of the State Association.
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Wyoming
o Enhance the networking capabilities of those who work in adult,continuing, and community education in Wyoming.
Convene a fall WACCEA planning activity which allows thegeneral membership to review and update the state plan.
Support a bimonthly publication.
Encourage the formation of a Higher Education AdvocacyCommittee for adult, continuing, and comnunity education.
Promote the development of a statewide electronicconferencing network.
o Provide ongoing support for technologically advanced educationaland informational delivery systems.
Identify existing electronic information and educationaldelivery systems (i.e., teleconferencing, electroniccommunication systems, satellite technology, and Governor'sStatewide Information.Council).
Support technical training efforts for providers ofcommunity education.
Support ongoing evaluation of electronic information andeducational delivery systems.
Promote cooperative efforts between the state library andcommunity education Lvstems. (The recommendation is madethat libraries be utilized as the "primary source ofinformation.")
o Assist in the facilitation of economic development:
Increase membership in WACCEA.
Conduct a statewide needs assessment.
Conduct a statewide conference dedicated to economicdevelopment in cooperation with the public and privatesector.
-- Increase the delivery of technical assistance and promotepublic awareness of economic development.
o Provide direction for Wyoming adult, continuing, and communityeducation through leadership development.
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Wyoming
Provide leadership, continuity, and coordination byemploying a full- or part-time staff member of WACCEA.
Provide professional legislative advocacy at the statelevel.
Establish by WACCEA Board initiative, a Wyoming AgencySupport Board to coordinate state agency support for adult,continuing, and community education.
Provide continuing education for persons in the field.
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