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EXECUTIVE SUMMARY
The Alternative Education for Disruptive Youth Program was created in 1995 aspart of the Safe Schools initiatives. Public schools, through this report, haveshown the need for continuation and amplification of the program.The Alternative Education for Disruptive Youth Program is more of a perspectivethan a program title. Alternative education is based on the belief that not allstudents learn in the same structured way, that each student has an individualstrength, talent, or interest that can be built upon, that there are many methodsthat can be used to become educated, and that there are different environmentsin which education may occur successfully. Most of the students in the programfail in the regular classroom environment, become frustrated and act out in adisruptive manner, or are truant and don’t come to school at all. These programsbegin by building trust with students in a safe, structured, and smaller environment. The teachers are able to work with the students in a moreindividualized manner and help chip away at the frustration and feelings of failure. They provide counseling and social tools to help the students workthrough their anger so once they return to the regular classroom they cansucceed. Some students may graduate directly from the Alternative Educationfor Disruptive Youth Program. These students were likely to have dropped out of school if the program did not exist. Success in the program is not measured bytest scores alone, but by improved attendance, improved grade point averages,improved interest in school, improved behavior, promotion and graduation.In 2000/2001, the School Services Unit received 379 applications for AlternativeEducation for Disruptive Youth Programs and awarded approximately $25 milliondollars in grants to public schools that served eligible students.There are a variety of different types of programs across the state, includingschool district programs that serve only their students on-site, school districts that join together to form a consortium and provide a program for several districts,school districts that provide a program to county prisons and detention centers,intermediate units that administer programs for area school districts, areavocational-technical school programs, special school jointure programs, andcharter schools that provide alternative education programs. In addition, any oneof these programs can be offered through a contract with a private alternativeeducation institution (private provider). Programs range in size from one or twostudents to much larger programs that serve over 1,800 students.To better assist current programs, a technical assistance document is beingcreated to help determine which strategies are effective in helping students tomodify their behavior and provide them with the skills and tools that will enablethem to succeed in the regular classroom. A committee has been established tocreate such a document, develop assessment tools, and shareresearched-based programs and effective models to share with schoolsthroughout the state.
 
Page 2To continue to be successful, program personnel need specific classroompreparation and strategies to help students with basic anger management andtools to improve behavior. Schoolwide programs should be implemented toprevent bullying, reduce frustration in academic achievement, and create asuccessful transition for students back to the regular classroom.
 
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INTRODUCTION
Violence, abuse, poverty, crime, alcohol and drug use, disrupted relationships,mental health issues, despair, depression, and feelings of alienation are justsome of the forces that demoralize students. These issues are tied directly intodisruption in classrooms, academic failure and violence at school.Alternative Education for Disruptive Youth Programs are designed to provideservices, both academically and behaviorally, to help meet the special needs of the student and return him/her to the regular classroom with the tools needed tosucceed there.Through Act 30, the Pennsylvania Department of Education is required toevaluate the effectiveness of Alternative Education for Disruptive YouthPrograms and include an annual report to the Education Committee of both thestate Senate and House of Representatives.Pennsylvania’s school districts, intermediate units, area vocational-technicalschools and charter schools have shown the need through the
2000/2001 DataReport for School Entities
for this type of program. In addition, they haveexpressed the need for additional financial assistance, and the ongoing need for technical support and advisory services to test model programs and improveservices to the students.
Minimum Program Requirements
Under Act 30, students served in Alternative Education for Disruptive YouthPrograms are enrolled in middle school, junior-high school, senior-high school, or a vocational technical school. Any public school (i.e., school district, intermediateunit, area vocational-technical school, charter school, or special program jointure)may apply. Eligible students exhibit any or all of the following behaviors:(1) disregard for school authority, including persistent violation of school policy and rules;(2) display of or use of controlled substances on school propertyor during school-affiliated activities;(3) violent or threatening behavior on school property or duringschool-related activities;(4) possession of a weapon on school property, as defined under 18, Pa. C.S. Section 912 (relating to possession of weapon onschool property);(5) commission of a criminal act on school property;(6) misconduct that would merit suspension or expulsion under school policy; and(7) habitual truancy.
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