flaw a. :2 WW” E L ‘iéiamgaa 52am ;5 E Pfiaiversity :5 r I "'W, —- ’mr'fz'v' A- This is to certify that the dissertation entitled CONVERTING ELEMENTARY/JUNIOR HIGH SCHOOL BUILDINGS TO ADULT EDUCATION FACILITIES: DECISIONS, PROGRAMS, AND FACILITY CONSIDERATIONS presented by Susan A . Kirkpatrick has been accepted towards fulfillment of the requirements for PhD degree in Educational Administration (ZZZ. @2575ch J Major professor Date July 26; 1984 MS U is an Affirmatiw Action/Equal Opportunity Institution 0-12771 * MSU LIBRARIES ”- RETURNING MATERIALS: Place in book drop to remove this checkout from your record. FINES will be charged if book is returned after the date stamped below. .‘ 4274253226. ' g‘ . 2?? 22.1%? ,1 meat; fitate @aiversity [i - -_-W‘ ”-‘—M?o'=' -‘. - lTHESlS a. o o I 3\ «M f} ‘M‘IS‘CT "’7" ‘ “awn: fi . ,1 r - This is to certify that the dissertation entitled CONVERTING ELEMENTARY/JUNIOR HIGH SCHOOL BUILDINGS TO ADULT EDUCATION FACILITIES: DECISIONS, PROGRAMS, AND FACILITY CONSIDERATIONS presented by Susan A . Kirkpatrick has been accepted towards fulfillment of the requirements for PhD degree in Educational Administration 6/9/23 @2552 4“: g; J Major professor Date July 26 p 198’+ MS U i: an Affirmative Action/Equal Opportunity Institution 0-12771 iViESI_l RETURNING MATERIALS: Place in book drop to LJBRARJES remove this checkout from .‘3— your record. FINES will be charged if book is returned after the date stamped below. CONVERTING ELEMENTARY/JUNIOR HIGH SCHOOL BUILDINGS TO ADULT EDUCATION FACILITIES: DECISIONS: PROGRAMS: AND FACILITY CONSIDERATIONS By Susan A. Kirkpatrick A DISSERTATION Submitted to Michigan State University in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY Department of Educational Administration 1984 W) ABSTRACT CONVERTING ELEMENTARY/JUNIOR HIGH SCHOOL BUILDINGS TO ADULT EDUCATION FACILITIES: DECISIONS. PROGRAMS, AND FACILITY CONSIDERATIONS By Susan A. Kirkpatrick An immediate approach to the issue of declining enrollment has been school closure. resulting in vacant buildings. At the same time. an increasing participation in adult education has been documented. The following six questions were addressed in this study: 1. What decision-making and planning process was used to close an elementary/Junior high school and then convert it to an adult education program? 2. What are the current adult education program components and curriculum? 3. What is a three- to five-year projection of adult education program components and curriculum? 4. How was the facility previously used. and how is the facility currently being used? 5. What is a suggested model for the spatial relationship among adult education program components? 6. What are suggested facility considerations for each adult education program component? ABSTRACT CONVERTING ELEMENTARY/JUNIOR HIGH SCHOOL BUILDINGS TO ADULT EDUCATION FACILITIES: DECISIONS. PROGRAMS. AND FACILITY CONSIDERATIONS By Susan A. Kirkpatrick An immediate approach to the issue of declining enrollment has been school closure. resulting in vacant buildings. At the same time. an increasing participation in adult education has been documented. The following six questions were addressed in this study: 1. What decision-making and planning process was used to close an elementary/Junior high school and then convert it to an adult education program? 2. What are the current adult education program components and curriculum? 3. What is a three- to five-year projection of adult education program components and curriculum? 4. How was the facility previously used. and how is the facility currently being used? 5. What is a suggested model for the spatial relationship among adult education program components? 6. What are suggested facility considerations for each adult education program component? Susan A. Kirkpatrick The major findings of the study were as follows: l. A variety of procedures for school closure exist that adult education directors have considered successful in their particular school districts. Participating districts and the literature indicated that the degree of success in addressing the ramifications of school closure could correlate with the degree of citizen participation. 2. The l983-l984 adult education programs contained the following components: administration. adult basic education. general education development. counseling. career resource center. media center. employability skills. job-skill training. job placement. alternative education program. licensed child care. community-related uses. senior-citizen program. high school completion. and enrichment. 3. A library. a learning center. and additional enrichment were projected. 4. Typically. the original use of a closed building remained predominantly the same after conversion to an adult education use; i.e.. classroom space was used for classroom space. and a gym was used as a gym. 5. A variety of spatial relationships for an adult education program could be successfully implemented. 6. Although vocational programs may be costly because of additional code requirements. a closed elementary/junior high school typically meets the facility needs of an adult education program. ACKNOWLEDGMENTS Sincere and warmest appreciation is extended to Dr. Cas Heilman for the many hours of guidance and assistance. His patience and encouragement provided the determination necessary to complete this study. Special acknowledgment is extended to Drs. Richard Feather- stone. Howard Hickey. and Roger Hamlin. for their thoughtful review and insight into the research area. Appreciation is extended to the four adult education directors who participated in the study: Don Kelso. Director. Jackson Adult Education; Henry Houseman. Director. Portage Adult Education; Chris Babler. Director. Garden City Adult Education; and Stan Mazur. Director. Southgate Adult Education: to the three architects who participated: Bill Kane. MJLK. Architects Engineers Planners. Lansing. Michigan; Leslie Tincknell. Widgen. Tincknell. Meyer. and Associates. Saginaw. Michigan; and D. S. Budzynski. Warren Holmes- Kenneth Black Con Lansing. Michigan: and to the consultant on handi- capper facility needs: Mariam King. Director. Michigan Center for a Barrier Free Environment. West Bloomfield Hills. Michigan. 'Their time. energies. and thoughtful input are most appreciated. Finally. the dissertation is dedicated to my husband. whose patience and understanding provided the time for this study. TABLE OF CONTENTS LIST OF FIGURES O O O O O O O O O O O O O O O O O O O O 0 0 LIST OF APPENDICES O O O O O O O O O O O O O O O O O O O O 0 Chapter I. THE PRmLEM O O O O O O O O O O O O 0 O O O O O O 0 Introduction . . . . . . Background of the Study Need for the Study . . . Purposes of the Study . Definitions of Terms . . Delimitations of the Study Overview . . . . . . . . . II. REVIEW OF LITERATURE AND RELATED RESEARCH . . . . . Introduction . . . . . . . . . . . . . . . . . . . Enrollment Decline Nationwide . . . . . . . . Decision Making for the Sole Purpose of School Closure . . . . . . . . . . . . . . . . . . . . Decision Making Addressing a Variety of Alterna- tives to School Closure . . . . . . . . . . . . Communities' Decision Making Addressing the Issue of Decline . . . . . . . . . . . . . . . . . . Decision Making for Reuse of School Facilities . Modifications for Reuse Conversion . . . . . . . Related Research . . . . . . . . . . . . . . . . Management of Decline by Both the Local School District and the Community . . . . . . . . . . The Effect of Decline and School Closure on the Neighborhood . . . . . . . . . . . . . . . . . Desegregation . . . . . . . . . . . . . . . . . Attitude Toward Decline . . . . . . . . . . . . Legal Aspects of School Closure . . . . . . . . Page vi viii 0‘0 ‘0 OQQO‘U'I—J—a _a _a_a w 21 Page Regulations and Guidelines Michigan School Districts Should Review When Planning for Change in Building Use . . . . . . . . . . . . . . 40 Chapter Summary . . . . . . . . . . . . . . . . . . . 43 III. DESIGN OF THE STUDY 0 O O O O O O C O C O O O C O O C O 46 Introduction . . . . . . . . . . . . . . . . . . . . . 46 Methodology . . . . . . . . . . . . . . . . . . . 47 Identification of Representative Adult Education Programs for Case Study . . . . . . . . . . . . . 47 On-Site Observations and Interviews . . . . . . . . 50 Identification of a Team of Architects and a Consultant on Handicapper Facility Concerns to Address Facility Conversion . . . . . . . . . . Sl Interviews With the Architects and the Handicapper Consultant . . . . . . . . . . . . . . 51 Chapter Summary . . . . . . . . . . . . . . . . . . . 52 IV. FINDINGS OF THE STUDY . . . . . . . . . . . . . . . . . 54 Introduction . . . . . . . . . . . . . . . . . . . . . 54 Identification of Representative Adult Education Programs for Case Study . . . . . . . . . . . . . . 54 On-Site Observations and Interviews to Address the School Closure and Conversion Process. Program Commonalities. and Facility Use . . . . . . . . . . 61 Identification of a Team of Architects and a Consultant on Handicapper Facility Concerns to Address Facility Conversion . . . . . . . . . . . . 90 Interviews With Each Architect and the Handicapper Consultant to Arrive at Facility Considerations for the Conversion of a Closed Elementary/Junior High School to an Adult Education Facility . . . . . 90 Chapter Summary . . . . . . . . . . . . . . . . . . . 101 V. SUWARY. CONCLUSIONS. REOOWENDATIONS: AND SUGGESTIONS FOR FUTURE RESEARCH . . . . . . . . . . . 106 Summary . . . . . . . . . . . . . . . . . . . . . . . 106 The Problem and Need for the Study . . . . . . . . . 106 Purpose of the Study . . . . . . . . . . . . . . . . 106 Procedures of the Study . . . . . . . . . . . . . . 107 Findingscoooooooooooooooooeeoo '09 Conclusions . . . . . . . . . . . . . . . . . . . . . 114 Recommendations . . . . . . . . . . . . . . . . . . . 118 Suggestions for Future Research . . . . . . . . . . . 120 Page Regulations and Guidelines Michigan School Districts Should Review When Planning for Change in Building Use . . . . . . . . . . . . . . 40 Chapter Summary . . . . . . . . . . . . . . . . . . . 43 III. DESIGN OF WE stY O O O O O O O O O O O O O O O O O O 46 Introduction . . . . . . . . . . . . . . . . . . . . . 46 Methodology . . . . . . . . . . . . . . . . . . . . . 47 Identification of Representative Adult Education Programs for Case Study . . . . . . . . . . . . . 47 On-Site Observations and Interviews . . . . . . . . 50 Identification of a Team of Architects and a Consultant on Handicapper Facility Concerns to Address Facility Conversion . . . . . . . . . . Sl Interviews With the Architects and the Handicapper Consultant . . . . . . . . . . . . . . Sl Chapter Summary . . . . . . . . . . . . . . . . . . . 52 Iv. FINDIms OF WE STUDY 0 O O O O O O O O O O O O O O O O 54 Introduction . . . . . . . . . . . . . . . . . . . . . 54 Identification of Representative Adult Education Programs for Case Study . . . . . . . . . . . . . . 54 On-Site Observations and Interviews to Address the School Closure and Conversion Process. Program Commonalities. and Facility Use . . . . . . . . . . 61 Identification of a Team of Architects and a Consultant on Handicapper Facility Concerns to Address Facility Conversion . . . . . . . . . . . . 90 Interviews With Each Architect and the Handicapper Consultant to Arrive at Facility Considerations for the Conversion of a Closed Elementary/Junior High School to an Adult Education Facility . . . . . 90 Chapter Summary . . . . . . . . . . . . . . . . . . . 101 V. SUMMARY. CONCLUSIONS. RECOMMENDATIONS. AND SUGGESTIONS FOR FUTURE RESEARCH . . . . . . . . . . . 106 Summary . . . . . . . . . . . . . . . . . . . . . . . 106 The Problem and Need for the Study . . . . . . . . . 106 Purpose of the Study . . . . . . . . . . . . . . . . 106 Procedures of the Study . . . . . . . . . . . . . . 107 Findings . . . . . . . . . . . . . . . . . . . . . . 109 COHCTUSIOHS O O O O O O O O O O O O O O O O O O O O 0 1]“ Recommendations . . . . . . . . . . . . . . . . . . . 118 Suggestions for Future Research . . . . . . . . . . . 120 APPENDICES O O O O O O O O O O O O O O O O O O O O O O O O O O C 122 BIBLImRAmY O O O O O O O O O O I O O O O O O O O O O O O O O 0 16h Figure 13. 14. 15. l6. 17. LIST OF FIGURES Questionnaire Response . . . . . . . . . . . . . . . . cmun‘ty POPUTation O O O O O O O O O O O O O O 0 0 0 Year Building Was Assigned to an Adult Education Program I O O O O O O O O O O O O I O 0 O O I O O 0 0 Age of Building Assigned to an Adult Education Program Percentage of Building Space Used for Administration and IHStPUCtT on 0 O O O l O O O O O O O O O O O O O 0 Building Size by Number of Classrooms . . . . . . . . . Extent of Remodeling for Conversion . . . . . . . . . . Dates of School Closure and Conversion . . . . . . . . Procedure for School Closure . . . . . . . . . . . . . Conversion Factors . . . . . . . . . . . . . . . . . . Adult Education: Days and Hours . . . . . . . . . . . . Adult Education Program Factors . . . . . . . . . . . . Garden City's Adult Education Program . . . . . . . . . Portage's Adult Education Program . . . . . . . . . . . Southgate's Adult Education Program . . . . . . . . . . Jackson's Adult Education Program . . . . . . . . . . . Comparison of the 1983-1984 Adult Education Program Components With the Three- to Five-Year Projected Adult Education Components Contained in Three of the Four and All Four Participating Adult Education Programs 0 O O O O O O O O I O O O O O O O O O O O 0 vi Page 55 56 57 57 58 58 59 62 63 64 65 66 68 69 7O 71 82 18. 19. 20. 21. 22. 23. 24. 25. 26. 27. Cambridge Junior High School: Cambridge Community center 0 O O O O O O O O O O O O O O O O C O O O O Milham Elementary School: Portage Community Education Center . . . . . . . . . . . . . . . . . Asher Elementary School: Asher Adult and Community Education Center . . . . . . . . . . . . . . . . . Griswold Elementary School: Griswold Adult Education Model of the Spatial Relationship Education Components . . . . . Library/Administration Cluster . Student-Commons Cluster . . . . . Child-Care Cluster . . . . . . . Ouiet Cluster . . . . . . . . . . Less-Noise/Noise Cluster . . . . vii Among the Adult Page 85 87 88 92 94 95 95 96 98 Appendix A. B. C. D. E. LIST OF APPENDICES SMPL E mPU LATI ON 0 O O O I O O O O O O O O O MICHIGAN DEPARTMENT OF EDUCATION COVER LETTER COVER LETTER REQUESTING PARTICIPATION . . . . QUESTIMNAIRE O O O O O O O O O O O O C O O O QUESTIONS ADDRESSED: FIRST SET OF INTERVIEWS ARmITEc-IURN- FIRMS O O O O O O O O O O O O 0 PROGRAM COMPONENT CHECKLIST . . . . . . . . . DESCRIPTION OF ADULT EDUCATION PROGRAM COMPONENTS THREE- TO FIVE-YEAR PROJECTED ADULT EDUCATION PROGRAM viii Page 123 125 127 129 131 133 135 152 159 CHAPTER I THE PROBLEM Ininndustlnn Declining school enrollments have fast become a national issue as well as a challenging one at the local level. requiring immediate action by many school districts. Many school districts and communities once planned for growing enrollments. Now. many school districts and communities must plan for declining enrollments. An immediate approach to declining enrollment has been school closure. resulting in vacant buildings. ‘Yet most school districts lack the knowledge and experience to deal with the many ramifications of facility closing. At the same time. increasing participation in adult education has been documented. MW National population trends show a shift in educational needs. The Council of Educational Facility Planners (1978) addressed this issue as follows: Most predictions are that our population will stabilize by the year 2025. at between 260-270 million people. There will be twice as many people over sixty-five in 2020 as there are today: only one person in three will be a taxpayer. . . . The shift from a young to an aged-dependent population will be accompanied by a de- emphasis on youth-oriented activities and an emergence of the slower-paced lifestyle of the old. (p. 16) The drop in birthrate per family has implications for school districts (Council for Educational Facility Planners. 1978). In the nineteenth century. the average number of children per family was 7x» in 1959 the average was 3.7. and in 1978 the average was 1.8. More specifically. the Council addressed the effect of declining birthrate on school enrollment: The average for school enrollment in all grades peaked in 1970 at 51.3 million students. Elementary school enrollment has been declining since the 1969 figure of 36:7 million and is expected to continue declining: 1980 projections indicate an approximate 30.9 million students will be enrolled in elementary school. (p. 16) Although delayed. the effect will be the same for secondary school enrollments. grades 9 through 12: Having peaked in 1976 with 15.6 million students. secondary school enrollments are expected to diminish to 12 million in 1989. The picture for both elementary and secondary school enrollment shows 51.3 million students in 1970. 49.8 million in 1974. and 44.8 million in 1984. Thus. during the fourteen year period from 1970 to 1984. we may witness a 12.7% enrollment drop. (p. 9) The ramifications of declining enrollments are appearing in many areas. ‘At a time of dwindling resources. the cost of education is a major consideration. The Council of Educational Facility Planners stated: According to figures cited by the National School Public Relations Assoc.. the nation's schools served 200.000 fewer students in 1975- 1976 than they did during the preceding year and the cost was eleven billion dollars more. The figures are an annoyance to administrators and an enigma to citizens who reason that the costs of education should decline in proportion to the number of students served. One factor often overlooked is that decline doesn't come in neatly packaged groups of twenty-five students. but is distrib- uted in smaller numbers throughout a school district. 'The result is lower teacher-student ratios which inflate the cost of teaching each child. (p. 12) What to do with excess school space is a question confronting many communities and school administrators. Typically. school adminis- trators do not have experience on which to base such decisions. In an attempt to solve the problem of excess space. many school districts have chosen to dispose of school facilities. Vivian Salaga (1982). an educational facilities consultant. stated that "the issue of disposi- tion of surplus school facilities is one confronting nearly every school system in the nation and one for which no apparent comprehensive management model has yet been developed" q» 4). School disposal should be viewed as a last resort. The literature in the field addressed many options and alternatives to school closure; current writers support the need for adult education. In a report presented at the annual meeting of the Association of School Business Officials. Knapp and Jones (1979) reported that demographers expect the total number of children to begin to rise slightly in the mid-19805. Closing schools now is not the answer. they said. but joint use of vacant school buildings may be an acceptable alternative. The Council of Educational Facility Planners (1978) asked: "Who is assisting local districts to cope with decline-related prob- lems?" Results from their informal survey shOwed that most state agencies do not provide such assistance. Michigan has been experiencing those problems found at the national level. such as population migration. an increasing older population and a decreasing population of children in grades 9 through 12. an increase in operating cost per pupil. and high unemployment. The 1981 edition of the Michigan Statistical Abstract noted a net out- migration between 1970 and 1980 of approximately 300.000 people (p. 37). The percentage of people 65 years and older increased from 8.5% in 1970 to 13.3% in 1977 (p. 48). In contrast. the number of children in grades K through 12 has been declining. In 1970-1971. this figure was 2.178.476; in 1980-1981 it was 1.861.703 (pp. 97-99). On the other hand. the operating expenditure per pupil for grades K through 12 has been increasing. In 1970-1971 it was $821.63. and in 1979-1980 it was 32.044.19 (p. 115). Michigan also experienced increasing unemployment in the decade from 1970 to 1980. and its unemployment rate during those years was greater than that for the nation as a whole. In 1970. Michigan had 6.7% unemployment versus 4.9% nationally. In 1980. Michi- gan was at 12.6% unemployment versus 7.1% nationally (p. 138). While closed or excess school-facility space exists. increasing the cost of education. there is also need for a wide range of adult education. from adult basic education to job training. Interest in and need for adult education has been demonstrated. ‘The 1981 edition of the Michigan Statistical Abstract showed an increase in adult basic education for grades 1 through 8. During 1971-1972. 19.851 people participated in adult basic education. and in 1980-1981. 50.744 participated. For grades 9 through 12 there was also an increase. During 1971-1972 there were 15.757 participants. and in 1980-1981 there were 86.490 participants (p. 109). Act 29 of the Public Acts of 1980 required the Michigan Department of Education to inventory Michigan school buildings that were not being used or were abandoned (Turnbull. 1980). School districts reported that 207 buildings were closed or abandoned; 190 buildings had a market value of nearly $54 million. The market value of the other 17 buildings was not known. Although entire structures might not be closed. school programs throughout Michigan increasingly are being closed. 'The Michigan Department of Education's definition of a school refers to school programs (Morely. 1983L. Typically. a school program corresponds to a separate school structure. However. according to the definition. sev- eral school programs may be housed in one school building. The follow- ing list shows the number of school programs that were closed between 1978 and 1982: School programs closed prior to the 1978-1979 school year: 54. School programs closed prior to the 1979-1980 school year: 70. School programs closed prior to the 1980-1981 school year: 102. School programs closed prior to the 1981-1982 school year: 140. NW Declining school enrollment. resulting in excess facility space. is increasing the cost of education while decreasing the number of programs being offered. In many communities. an immediate solution to excess facility space has been school closure. creating conflict within the community. At the same time. an increasing participation in adult education has been documented. with the need for daytime Act 29 of the Public Acts of 1980 required the Michigan Department of Education to inventory Michigan school buildings that were not being used or were abandoned (Turnbull. 1980). School districts reported that 207 buildings were closed or abandoned: 190 buildings had a market value of nearly $54 million. The market value of the other 17 buildings was not known. Although entire structures might not be closed. school programs throughout Michigan increasingly are being closed. 'The Michigan Department of Education's definition of a school refers to school programs (Morely. 1983L. Typically. a school program corresponds to a separate school structure. However. according to the definition. sev- eral school programs may be housed in one school building. The follow- ing list shows the number of school programs that were closed between 1978 and 1982: School programs closed prior to the 1978-1979 school year: 54. School programs closed prior to the 1979-1980 school year: 70. School programs closed prior to the 1980-1981 school year: 102. School programs closed prior to the 1981-1982 school year: 140. W Declining school enrollment. resulting in excess facility space. is increasing the cost of education while decreasing the number of programs being offered. In many communities. an immediate solution to excess facility space has been school closure. creating conflict within the community. At the same time. an increasing participation in adult education has been documented. with the need for daytime facilities. The need exists for information on the conversion of elementary/junior high school buildings to adult education facilities. The findings of this study may provide communities and their school administrators with a guide for addressing enrollment decline. school closure. and conversion to adult education facilities. W The purposes of this study were to document the process of public school closure and conversion to an adult education program. to project the direction of growth for adult education programs. and to develop schematic facility considerations for the conversion of a closed elementary/junior high school to an adult education facility. Specifically. the writer attempted to answer the following six questions: 1. What decision-making and planning process was used to close an elementary/junior high school and then convert it to an adult education program? 2. What are the current adult education program components and curriculum? 3. What is a three- to five-year projection of adult education program components and curriculum? 4. How was the facility previously used. and how is the facility currently being used? 5. What is a suggested model for the spatial relationship among adult.education program components? 6. What are suggested facility considerations for each adult education program component? mm: The following terms are defined in the context in which they are used in this study: .Adu11_§nucat19n: Services or instruction below the college level for adults who lack sufficient mastery of basic educational skills to enable them to function effectively in society or who do not have a certificate of graduation from a school providing secondary education and who have not achieved an equivalent level of education. and are not currently required to be enrolled in school (Adult Education Act of 1966. P.L. 91-231 III. as amended. 1978). .Adult_1eannen: An adult who is actively seeking training. skills. or information to improve existing skills or knowledge (Michigan Council on Learning for Adults. 1978)). .Qlusten: Those adult education program components clustered or grouped together. based on similarity in function and working relation- ship to each other group or cluster of adult education program compo- nents. The activities within each cluster all have similar facility needs. DelimitaflsanQLtheflndx The study was conducted with the following delimitations: l. The four participating adult education programs were selected from those school districts within a 90-mile radius of Lansing. Michigan. that had a community population of 20.000 or more and that had assigned an adult education program to a closed elementary/junior high school. 2. ‘The study was delimited to the four adult education programs. their administrators. and their staff: the three Michigan architects; and the consultant on handicapper facility needs. 3. The data presented to the team of architects and the con- sultant on handicapper facility needs were delimited to the description of each adult education program component and the three— to five-year projected components and curricula of the four participating adult education programs. 91913.13! In Chapter I. the problem and need for the study were pre- sented. 'The research questions were stated and the limitations set forth. Definitions of key terms were provided. Chapter II is a summary of literature addressing school closure through conversion to an adult education facility. A variety of approaches to school closure are discussed. The design of the study is presented in Chapter 111. Chapter IV contains the findings of the study in response to the six research questions. A summary of the research. conclusions. recommen- dations. and suggestions for future research are presented in Chap- ter V. CHAPTER II REVIEW OF LITERATURE AND RELATED RESEARCH lninnduciinn Knapp and Jones (1979) stated that many school districts are inadequately prepared to address. on a long-term basis. the issue of declining enrollment. The ramifications of enrollment declines and underused. vacant. leased. or sold school structures can be seen in many communities throughout Michigan and the nation. A review of the literature and related research was conducted to identify the processes that school districts have used to address the issue of declining enrollment and to discover how excess school-facility space has been used to meet the community's changing educational needs. The following seven areas are examined in this chapter: (1) enrollment decline nationwide. (2) decision making for the sole purpose of school closure. (3) decision making to address a variety of alternatives to school closure. (4) the community's decision making to address the issue of decline. (5) decision making for reuse of school facilities. (6) modifications for reuse conversions. and (7) related research. ‘These categories and related research were reviewed in light of the process through which school facilities are closed. converted. and reused for adult education. 10 W In the 19705. national studies were conducted to survey the scope of declining enrollments. During the winter of 1975-1976. Education U.S.A. surveyed its subscribers to find out whether their districts were experiencing enrollment declines. to what degree and with what effects. and how they were dealing with the situation. Responses were received from 276 districts in 43 states and three Canadian provinces. Of dis- tricts responding. 192 are experiencing decline; 63 stated they had no declines; and 30 said their enrollment is increasing. (The total exceeds 276 because some respondents separated their elemen- tary and secondary enrollmentsd In all of these districts. ele- mentary enrollments are declining while secondary enrollments are either remaining stable or rising. Many respondents reported no decline "at this ti me." revealing that their projections foresee declines in the future. (National School Public Relations Association. 1976. p. 10) Data were also obtained on the factors that were considered in addressing the problem of declining enrollment: Education U.S.A. asked respondents to its survey to list factors on which they had based decisions to solve the problem of declining enrollment; 42 considered only dollar savings: 38 relied on better use of educational resources; 9 thought in terms of educational trade-offs (close one school in order to maintain the level of instructional services at others); 27 were motivated by a combina- tion of these. More than 30 additional factors were reportedly taken into account. chiefly racial balance. legal considerations and community acceptance. (National School Public Relations Asso- ciation. 1976. pp. 23-24) Andrews (1974) compiled data from 60 school districts that had closed elementary schools within the two years preceding his study. The criteria used for school-closure decisions were declining enroll- ment. age of the building. desegregation. transportation costs. proxim- ity to other buildings. out-migration. effect on the neighborhood. property values. effect on educational programs. crime rate. safety of the children. safety of the building. and congruence with city plans. 11 The three criteria cited most often as reasons for closing schools were declining enrollments. age of the building. and desegregation efforts. Although school closure has been viewed as a solution to an immediate problem. Andrews concluded that school closure may have additional ramifications: Closure is a simple solution to a problem of excess space. but it is also a source of other problems. problems far more intricate and complex and much more difficult and costly to solve.l.. . Once an elementary school is closed. the environmental forces of out- migration. population decline. and neighborhood deterioration are set in motion. (pp. 31-32) Sargent and Handy (1974) studied school-closure procedures from 199 school districts in 40 states to determine a commonality among closure procedures. They found that "most of these . . . assignments require analysis specific to each community. but criteria. to some degree. apply across the board" (p. 49). The following two examples represent differences in scope and emphasis within individual commu- nities. Birmingham. Michigan. used the following criteria to determine school closure: 1. Location in relation to neighboring schools. 2. Adequacy of the facility. 3. Enrollment factors. Other less important factors to be considered: 1. Differences in operation cost savings. 2. Differences in resulting transportation costs. 3. Safety implications. 4. Resale value and/or disposition of property. The three criteria may be applied to each school. Making use of a rating scale of 0-5 for each of the criteria. a numerical school closing "index" can be obtained. 12 Minneapolis. Minnesota. used the following criteria to determine school closure: 1. 2. 3. 4. 5. 6. 7. 8. 9. The present utilization of the school plant. The available pupil space in adjacent school locations. The present and future enrollments. The life safety of the building (fire rating). Rehabilitation needs and rehabilitation costs. School-Park board complexes. Cost of operation. Consolidation costs and transportation. Budget consideration. Sargent and Handy cautioned that. when determining how to approach the dilemma of excess school facility space. it should be remembered that each community is different. Our knowledge system and our ways of doing things are based. in large measure. on finding similarities. making categories. and using these commonalities to determine our actions. We tend to search for likenesses and rely on them as the basis for decisions. We need. however. constantly to remember the uniqueness of events. actors. and situations and to search out these "uniquenesses" as well as similarities. (p. 50) In addition to the uniqueness of each community. Knapp and Jones (1979) noted that school administrators are ill-equipped to handle the problems of declining enrollment for the following reasons: 1. Their training and experience have been in responding to growth. The problems of enrollment decline are not easily explained to the public. The cost of education is rising as pupil confidence in its methods is failing. No national information has been generated to determine the best method of dealing with enrollment decline. School planners. many of whom were late in seeing the decline coming. now have trouble convincing a skeptical. and even angry. public that their projections of continued decline are valid. (p. 4) The need for a change in attitude toward decline by both school administrators and the public has been cited. for example. by the 13 National School Public Relations Association (1976) and Brodinsky (1981). The respondents to the American Association of School Administrators survey were divided "about evenly among those who view current and future enrollment conditions as a positive force and as a negative force" (Brodinsky. 1981. p. 7). Brodinsky concluded by asserting the need for educational programs to branch out: ”Schools should become involved in pre-school education and expand vastly the programs for adults. with special emphasis for working*women and the elderly" (p. 9). In addressing this need. the Center for Educational Facility Planning. as the result of a three-year grant. established the Center for Community Education Facility Planning in 1978 (CEELIQumal. 1981. p. 2). The purpose was to "develop a program of planning based on community participation and inter-agency cooperation." What to do with surplus school space. where to look for funding information. how to plan for multiuse facilities. and. more basically. how to plan. ‘The need for more in-depth training in planning was especially apparent after the workshops series. .An unexpected outcome of the initial grant cycle was the identifica- tion of a planning process for community planning and problem solving. which has worked effectively in all situations in which it has been employed. . . . In nearly every community those who have become familiar with it have been receptive. (p. 2) This program is reviewed in the third section of this chapter. WWW Many examples can be cited of school districts that have closed schools as the solution to enrollment decline. Only a few examples 14 were found that documented school-closure assistance to school districts from the state or from educators in the field. Eisenberger (1976) presented the KEMEC model for school closure at the 1970 annual meeting of the American Association of School Admin- istrators. This model was an attempt to present an objective procedure for determining which school should be closed. "By identifying cri- teria for evaluation of each school in a district. and then placing these criteria in a priority order. each school could be measured and an indexed ranking would be provided" (p. 10). The following eight school-evaluation criteria were identified: 1. Safety. Children should not have to cross hazardous inter- sections or major highways on their way to school. 2. Academic excellence. 3. Socio-economic. ethnic and racial composition. Each school should be represented and reflective of the total community. not just one segment. 4. Rate of enrollment decline. Which school showed the greatest drop-off? 5. Recyclability of the building. 6. The capital outlay costs for needed improvements in each building (in next 5-10 years). 7. The educational flexibility of the building. 8. The transportation costs for each building. (p. 11) The rankings and corresponding weights of the criteria were as follows: On a percentage scale totaling 100 percent each item was ranked. The four most important factors were safety. academic excellence. socio-economic. ethnic and racial composition. and rate of enroll- ment decline. 15 percent each: 60 percent of the KEMEC index would be influenced by these four items. The last four. recyclability. capital outlay. educational flexibility. and transportation costs. would be 10 percent each: these would make up the remaining 40 percent.(p. 12) The State of Illinois conducted a survey to investigate the solutions various districts have found for school closure (Illinois State Office of Education. 1975). Of the 55 districts surveyed. all 15 had suffered enrollment decline and had closed a school. As in the KEMEC model. survey respondents indicated major criteria for selecting the school to be closed: 1. Changes in the school age population in the area served by the school. 2. Reorganization within the school district. 3. The structural condition of the building. 4. The maintenance cost of the building. 5. The adequacy of the building for instructional programs. 0f the 89 schools that were closed. 44 were sold. 10 were leased. and 20 remained vacant: the outcomes of the remaining 15 were not reported. As a result of the survey. the following recommendations were made to school districts: Once the district has identified that it definitely has shrinkage and surplus space the general outline of the ideal pro- cess is something like the following approach. There is a need to identify the magnitude of the problem and project its duration. Involve your PTA leaders. principals. teachers. and other repre- sentatives of the community in this initial step. Secondly. after the magnitude of the problem has been identi- fied extensive planning and research are required in order to develop and disclose the information necessary to alert the commu- nity of the problem and alternative solutions. The final step. before the board decision. is a series of community hearings at which the alternatives and the implication of each are discussed. After the decision there will continue to be need for community involvement in order to have smooth implementation. (Illinois State Office of Education. 1975. p. 15) The following are examples of school districts' decision-making process for the purpose of school closure. These examples illustrate the range of emphasis and scope among districts. The Madison Metropolitan School District (MMSD) developed a master plan for school closure that involved a ranking system with citizen participation at all stages (Fredrickson. 1980a). The following steps were directed: 1. 2. 16 Review and evaluate present programs and practices in light of current statutory regulations and educational trends. at both the state and national levels. Examine and appraise existing school facilities and sites in terms of their structural abilities to accommodate to cur- ricular change. Conduct community-wide surveys to determine the economic growth potential and its resultant impact on local education in the future. Execute annual preschool censuses and district-wide enroll- ment projections for comparison and evaluation. Prepare for possible lease or sale of school facilities. Develop an ongoing public dissemination program of the school district's activities. concerns and objectives. (Fredrickson. 1981' PP. 3'4) Specifically. each of the 29 elementary schools within the M550 was ranked according to the following seven criteria: 1. 2. 3. 4. Current year's enrollment. Three-year enrollment projection. Number of students within 1.5 miles of the school. Number of students that adjacent schools within walking distance could accommodate from the school under study. Per square foot operational costs of maintenance and energy consumption. Per student operational costs of maintenance and energy consumption. Per student cost of the total instructional and noninstruc— tional school operation. including special programs offered in the building. (Fredrickson. 1981. p. 10) The typical approach to school closure was to form a community- based task force. The Kansas City School District authorized the school board. as the community's representative. to determine school closure. The board chose the following criteria for school closure. in order of importance: 1. 2. 3. 4. S. 6. 7. Achievement levels. Facility cost per pupil. Space per pupil. Teacher load. Age and general conditions of the buildings. Racial or minority balance. Auxiliary facilities (gym. library. etc.). 17 8. Commuting distance. 9. Number of pupils. 10. Fuel requirements. (Kansas City School District. 1974. p. 8) These criteria were seen as measurements "of the efficient use. relative effectiveness and contribution of that specific physical plant to the school system as a whole" (p. 8). The school facility with the lowest ranking was then closed. The following criteria were used by Highline Public Schools in Seattle. Washington. to decide on school closure: 1. Educational adequacy. 2. Operational costs. 3. Enrollment. 4. Percent of enrollment decline. 5. Airport noise impact. 6. Alternate use factor. 7. Modernization potential. 8. Building capacity. 9. Traffic and safety considerations. (Task Force Report. 1976. Abstract) Kingston City Schools in New York applied a multi-factor method for deciding on school closure. "The most appropriate elementary school to close is defined as one having the highest average weight or rank on a series of factors" (Puleo. 1981. in 1). The following five steps were assigned to the task force: 1. Establishing the reason for closing. 2. Selecting factors which quantify this purpose. 3. Weighing scheme. 4. Data collection. 5. Analysis and projection. (Puleo. 1981. p. 2) The advantages of a multi-factor method for deciding on school closure were summarized as follows: 1. Comparative data in objective form. 2. Conceptual framework which delimits and defines the task. (p. 5) 18 The disadvantages of a multi-factor method were summarized as follows: 1. Lack of clarity regarding the number of factors to include. 2. Only one school is identified to close. Each application requires comparisons of one school with all others. 3. Possible difficulty in quantifying relevant factors. 4. Due to the comparative nature of the method. it may be less suitable for smaller school districts. (p. 5) The school districts of Cleveland. Ohio. and Hamden. Connecti- cut. are typical examples of systems in which community-based task forces used a numerical ranking system to determine school closure. The Cleveland School District used the following seven factors in determining school closure. 'The corresponding weight of each factor is also shown ("Cleveland Public Schools." 1981. pp. 20-22). 1. Physical condition of building 20.9 2. Maintenance costs 16.4 3. Fuel costs 14.8 4. Operation costs 14.8 5. Age of building 8.7 6. Distance to nearest school 10.7 7. Building capacity 15.5 100.0 In addition. the district followed two guidelines in determining closures: 1. No area within a cluster shall bear a disproportionate share of school closures. 2. No school cluster shall bear a disproportionate share of school closures. The Hamden School District deviated from the Cleveland plan in that cost savings received the lowest ranking in determining school closure. A series of task forces "emphatically believes that each of these categories of the criteria should be twice as important as financial considerations.. . . It is not practical to predict all 19 costs on a building-by-building basis" ("Hamden Task Force." 1977. p. 31). follows: 1. The three criteria the Hamden School District used were as The A. B. The A. The educational criterion was ranked 40%. The goals were: To evaluate the buildings as educational plants. To determine each building's suitability for inclusion in a "pairing plan." a town-wide redistricting plan that would give parents a choice of traditional or open space for their children. community impact was ranked 40%. The goals were: to evaluate the schools' relationships to their surround- ing neighborhoods. and the potential impact on those neighborhoods of school closings. financial criterion was ranked 20%. The goals were: To evaluate the costs which can accurately be identified for individual buildings. To predict the probable net financial result of the way each building would be disposed of. if it were closed. (p. 31) approach taken by Birmingham. Michigan. typifies the emphasis placed solely on financial considerations in determining school closure: The committee (task force) wishes to document that should the board choose to close a school(s) it would be justified in doing so from the point of view of economics and educational efficiency. (Goetz. 1973a. p. 7) To emphasize the priority of school closure for budget reductions. facility reuse was addressed: The committee (task force) recognizes that determination of what will be done with a closed school is an important consideration. This consideration. however. should not be a major determining factor in the decision to close if the closing is dictated by a desire to reduce operation costs. The disposal question can be worked out after the board has decided that a specific school or schools will be closed. (Goetz. 1973b. p. 7) 20 The literature contained many examples of unsuccessful school closings. Bussard (1981) cited the causes of many crises surrounding school 1. 2. 3. 4. 5. 6. 7. 8. 9. Bussard citizen 1. 2. 3. 4. closings: Lack of sufficient warning that major changes are coming. Denial or disbelief that changes will really happen. Lack of citizen involvement until a solution is proposed. Lack of ground rules for closing schools. inconsistent application of ground rules. or disagreement on the approp- riate ground rules. Announcement of immediate closings with no time to react objectively. Distrust of basic facts and figures provided by the board of education. Inadequate planning for future use of surplus school space. Citizen disbelief that closing schools will improve educa- tional programs and opportunities for district children. Distrust of motives of school board members and school administrators by citizens and vice versa. (p. 5) also cited components for successful school closing through involvement: Appropriate definition of the problem. Establishment of priorities. Widespread information-sharing and debate. A cooperative. problem-solving spirit. (pp. 13-14) While recognizing that each school district is unique. a number of recommendations have been made concerning the general approach a school district should taken when addressing the issue of decline (Eisenberger & Deough. 1974; National School Public Relations Associa- tion. 1976; Wachtel. 1979). Typical of such recommendations is the following school-closure scenario: 1. 2. The school board has studied its district's enrollment pro- jections for the next decade and decided that enrollment is going to drop. Together with the superintendent. they inform the community that cutbacks loom in the future and set up a task force that represents all aspects of the community. The duties of the task force are to learn public opinion. 21 4. At least two years before closure becomes necessary. the task force has isolated candidate schools and worked out the basic logistics for transportation. program continuity. and so forth in each case. 5. The community is informed and public hearings are held at each candidate school. 6. After the hearings the administration and task force reconvene to make their final recommendation to the school board. 7. The decision is again widely publicized. In this communica- tion each parent is invited to attend another public hearing before the board's final decision. 8. The decision on which school or schools to close is made final by the board. 9. The principals' pace picks up in preparing for transition to the receiving school. (Sieradski. 1975. pp. 15-17) W W The literature described a wide range of alternatives for dealing with enrollment decline other than school closure. A few examples were found at the state level. but more examples typically were found at the district level. Whereas many school districts approached decline solely through school closure. many others viewed school closure as one of many alter- natives. and many times saw this action as a last resort. 'The Arizona State Department of Education (1977) endorsed this viewpoint: Different strategies other than simply closing a particular school can be used. It is sometimes possible to take a more wholistic approach by looking for ways to improve the whole district. rather than looking at a specific area of decline. This may include a look at the organizational pattern. the size of the buildings. and the landownings of the district and simply say. "If we had to start all over again. how would we structure this school district? Where would we place our schools? What size of schools would we have? Where would the children be?" (p. 13) 22 Arizona's Department of Education recommended that. by working with a "b1 ue-ribbon committee" appointed by the board. local school districts should communicate their problems to gain community support. The Illinois State Office of Education (1975) provided a similar direction. A task force was appointed to provide assistance to local school districts on dealing with decline. The task force had five major purposes: to stimulate greater awareness of the problems and opportunities associated with declining enrollments: to outline some of the major issues and options: to set forth some'practical suggestions to local districts; to generate greater planning efforts at the state and local levels: and to develop recommendations for state-level study and action. (p. 42) As an alternative to school closure and/or sale. the task force advised that Leasing is the best alternative if there is any likelihood that school facilities will once again be needed for public educational purposes. Leasing of part of a building bringing joint occupancy of students with another segment of the community may not only be fiscally advantageous to the district. but educationally sound. (p. 43) The task force listed the minimum criteria to be considered in planning for closure if that was a district's only alternative: 1. Educational adequacy. 2. Operational costs. 3. Enrollment. 4. Alternate use. 5. Modernization potential. 6. Building capacity. 7. Traffic and safety considerations. The task force concluded that. rather than viewing school closure as the solution to enrollment decline. "the school district can reach a satisfactory solution to surplus space and vacant buildings and in the 23 process broaden the level of communication and participation of its community in the educational process" (p. 45). To assist local school districts. the task force made two recommendations: 1. The Illinois Office of Education should establish a Resource Center on Declining Enrollments. A major function of this Center would be to maintain a computerized data bank to inventory vacant classrooms and school buildings throughout the state. ‘This Center should serve as coordinator between the potential users of school space (state agencies and community organizations) and school districts. so that potential users could contact only one source to get statewide information regarding school vacancies. In addition. this Center could assist local districts with legal concerns relating to closings and the sale of buildings. 2. The Illinois Office of Education should develop the capability to provide technical assistance to school districts on matters of community relations in the process of school closing. notably under stress situations such as community opposition to facility closings. (p. 45) Typical of organizations offering assistance to local school districts. the American Association of School Administrators (AASA. 1976) advised that an up-to-date data base is a prerequisite for undertaking an evaluation of district facilities. They stated: The logical starting point for an evaluation of existing facilities by a school district is an up-to-date inventory of all of its school property. A comprehensive property accounting is essential. In addition to the traditional factors of location. site. size. building size. number of rooms. and number of students--the property accounting should include measurement of the condition of the buildings. degree of flexibility and adaptability. the cost of maintenance. the cost of operation. energy systems. the amount of energy used. and the cost of energy consumption. With operation and maintenance costs rising. such an accounting will reveal much about the future prospects of using each school. (p. 26) The AASA further offered the following advice to school offi- cials: 1. 2. 3. 4. 5. 6. 7. 8. 9. 24 Provide adequate staff time to assess community attitudes and politics. Develop and implement appropriate contacts with the commu- nity. Be certain that the facilities are in fact. or will become. surplus. Determine whether the surplus is temporary. Close the right facility. An unneeded school may not be the oldest. Use portables for spotty growth. Identify the best possible use of the buildings. Be fully knowledgeable of provisions of the law. Do not procrastinate. Timing is important. (p. 20) Local school districts have approached the problem of declining enrollment in a variety of ways. ‘The Salt Lake City. Utah. School District stressed citizen participation. which involved the following six steps: 1. 2. 3. 4. 5. 6. Establish a comprehensive citizens committee to study the problem and make recommendations to the board of education. Hold public meetings to discuss the report. to develop tentative solutions. and to receive additional information. Develop alternate solutions and modify them if necessary. Present final solution at a general public meeting. Take action at an official board of education meeting. Implement board of education decisions. (Thomas. 1977. pp. 4-5) The Middleton School District in Wisconsin approached the issue of decline by developing a long-range master plan. The following question was addressed: How should such planning be approached? The major objective of educational planning must be the improvement of the curriculum and its delivery system. To do so a master plan must be developed--a comprehensive statement of long-range goals. together with a strategy for their implementation. (Fredrickson. 1980. p. 3) In developing the master plan. the following steps were advocated: 1. 2. Review and evaluate present programs and practices in light of current statutory regulations. at both the state and national level. Examine and appraise existing school facilities and sites. 25 Conduct community-wide surveys to determine the economic growth potential. Execute annual preschool censuses and district-wide enroll- ment projections. Prepare for possible purchase. lease or sale of school sites and facilities. Develop an ongoing public dissemination program of the district's activities. concerns. and objectives. (p. 6) The Madison. Wisconsin. School District approached the issue of decline through a series of community task forces that were charged with a broad range of responsibilities. which included: 1. 2. 3. The development of a process for making decisions and seeking community acceptance regarding the possible closing of indi- vidual schools. The development of criteria and procedures for the alterna- tive use and operation of school buildings. in whole or in part. for other community purposes. The development of affirmative courses of action that should be taken cooperatively by local government bodies and other community organizations to support and increase the local student enrollment in those schools located in transitional neighborhoods. (Task Force Report. 1975. p. 6) The Education U.S.A. survey documented that citizen participa- tion is a key factor in successfully addressing and implementing meas- ures to deal with decline. The survey reported community participation by a margin of more than 3 to 1. Most of the districts that encouraged participation did so "from the very beginning.” "continuously." "at every step" or "immedi- ately after gathering the basic data." The extent of involvement ranges from open board meetings or public hearings. to surveys and polls. to meetings in the neighborhoods or at the individual schools affected. to committees and task forces representing the schools involved and to broad-based district-wide advisory commit- tees. Many districts have used various combinations of these procedures. (National School Public Relations Association. 1976. p. 36) Responses to the Education U.S.A. survey indicated that the amount of time required for citizen input varies from district to district. One district found one month was about right: another 26 thought a year was too little (National School Public Relations Asso- ciation. 1976. p. 40). Eisenberger recommended starting to educate the community two or three years in advance. The Educational Facilities Laboratory agreed. suggesting a two-step process: 1. Presenting the facts of decline for the district as a whole and allowing some time for these to be digested. 2. Recommending specific solutions and forming task forces. (National School Public Relations Association. 1976. p. 40) A form of advisory committee has been recommended as a vehicle for developing alternatives to school closure. The Education U.S.A. survey found that The task force--or citizens advisory committee or study group--is the most widely Used format for arriving at a set of alternatives from which the final decision is made. It brings together repre- sentatives of various community groups who study the facts. discuss their concerns and try to arrive at a consensus on several options that would solve the problems and be acceptable to those affected. (National School Public Relations Association. 1976. p. 41) The Council of Educational Facility Planners (1981) also docu- mented the usefulness of this format. The Center for Community Educa- tion Facility Planning developed a program of planning based on community participation and interagency cooperation and "found this cooperative process to be adaptable to a variety of situations ranging from broad community concerns to efforts concentrating on institutional reorganization" (p. 3). The process. stressing citizen participation. involves seven stages. each with a checklist. Listed below is each stage with a sample from each checklist: 1. Getting started. A. Clarified the planning mandate and responsibilities. B. Recruited a planning team broadly representative of individuals and organizations within the setting. 27 2. Gather information. A. Collected basic demographic information about the population involved. B. Gained a working knowledge of organizations. subgroups within organization. government and/or official agencies. 3. Identify priority needs. A. Identified those needs ranked highest by all individuals within the setting and by different population groups. B. Developed a list of priority needs which the planning effort will attempt to meet. some immediately and others in the future. 4. Define program requirements. A. Examined priority needs in detail. and gathered additional information as needed. B. Communicated proposed programs to relevant individuals and organizations. 5. Explore options. develop plan. A. Developed options for staffing. finance. governance. management. and use of space. B. Combined the options into a single proposed plan. 6. Refine plan. A. Decided what advisory committees are needed. and how they will function. B. Developed a detailed list of needs for spaces. equip- ment. furnishings. etc. 7. Follow through. The planning team has three major tasks. A. To communicate information about the plan and its imple- mentation. B. To develop an evaluation procedure for periodic review and change as necessary to meet changing needs. C. To define a continuing role for the planning team. (p. 3) The Council of Educational Facility Planners found that in nearly every community those who have become familiar with the program of planning have been receptive to it. The National School Public Relations Association cautioned that planning should continue even after the decision to close a school has been made. 'Whe decision to close one or more schools is not the final step of the process. The district should formulate plans for the building's future use at the same time" (Council of Educational Facility Planners. 1981. p. 26). 28 Fredrickson (1978) stated that. in most cases. school closure is not a necessary result of declining enrollment. In the majority of literature. school closure was recommended as a last resort. Typi- cally. the educational program was improved through effective planning for decline. According to Fredrickson. The major objective of educational planning--the improvement of the curriculum and its delivery system--cannot be achieved without the creation oj'a."master plan" which is a comprehensive statement of the long-range goals of a school district. together with a specific strategy for their implementation. (p. 2) Amlung (1980) emphasized the necessity for long-range planning. He concluded: If this [planning] process . . . does not provide for alternative use of the empty building. its effects on neighborhoods can be devastating. In fact. in the long run. neglecting to make adequate provision for the building probably will be more costly to the city. The barriers to productive use of vacant schools lie in city and board of education procedures to close schools and dispose of the buildings. (p. 41) W W Few writers have discussed how community members can organize and participate in the planning process. However. the Center of Community Education Facility Planning viewed citizens' initiating their own participation as a growing phenomenon. The fastest growing type of involvement in this country is neighborhood and civic associations. These are no longer advisory committees appointed by schools or city councils; they are actual neighborhood groups who are taking charge of how things go on in their neighborhood. (Council of Educational Facility Planners. 1981. p. 5) 29 As a result of the Center's three-year national study. two areas in need of further study emerged: 1. 2. The development of materials. the establishment of training programs. and the delivery of technical assistance to lay citizens and grassroots organizations directly. [The development of] a public relations campaign to convince institutions and citizens alike that citizens should participate in problem solving and community planning efforts. (p. 9) Why hasn't citizen participation grown faster than it has? The Council of Educational Facility Planners stated: Proactive planning has not become a reality because of dependency on local institutions and lack of knowledge and skills. Also many citizens did not understand how to initiate discussions focusing on community concerns. nor did they understand how to address such concerns once they were identified. Yet they believed they should play a significant role in community planning efforts. (pp. 9-10) Recognizing the need for citizen involvement. the Council of Educational Facility Planners is planning further research on this topic. The Charles Stewart Mott Foundation has provided the Council with a three-year grant to concentrate on this area. The Institute for Responsive Education offered the following advice to citizen organizations: 1. 2. 3. 4. Ensure that the group represents the entire community: or survey a sample of every segment of the community. Make sure the committee's role and authority are clear. Try to get the school to commit staff assistance in round- ing up information. Insist on sufficient time for research. deliberation. and soliciting ideas and proposals from the whole community. Keep scope of the study broad to consider system-wide goals and alternatives in every area of the school program man- agement. Beware of participating on a committee whose mandate is to determine which school to close. The school system is 30 passing the buck by appointing committees to make the dif- ficult decision. Include students on your planning team. (Wachtel. 1979. p. 167) W The small amount of literature related to planning for facility reuse documented a wide range of emphases and scope. The Educational Facilities Laboratory (EFL. 1976) stated that no single organizational structure will work in all cases. but offered the following guidelines: 1. 2. 3. 4. 5. 6. Allow time--at least a year--from start to accepted plan. Provide plenty of opportunity for communication of the facts. options and plan to the community. Make sure the basic demographic and cost data are reliable. and communicate them. Professional consultants may be retained. Start the process before the first school is closed. before the community is fragmented. Task forces set up to deal with special areas can be useful-- like legal constraints. operating costs. and human service needs in the community. Set realistic dates and schedules. Implementation stages. Plan for the orderly completion and retirement of those responsible for the planning and the transfer of responsibilities to those who must make it work. (pp. 59-60) The EFL further stated that the reuse plan itself should have long-term objectives and short-term goals. For example. what are the district's general reuse objectives over the next decade? What schools will be closed or converted next year. and what will happen to the students. the staff. and the tax base? The plan is the first step: "It may put into place a process that will keep the district from doing something it will regret later. while it is exploring the opportunities that enrollment decline and surplus space can make possible" (pp. 59- 60). 31 Planning for reuse is a relatively new concept. without much precedent on which to rely. The Denver. Colorado. Board of Education used the following guideline: No facility will be offered for sale to purchasers whose operational objectives are contrary to those of the Denver Public Schools. . . . The school district and the city of Denver have a functioning body called the city-schools coordinating commission. which meets regularly once a month in an effort to coordinate programs and facilities of the two entities. ‘This is an imperfect body. and it is feeling its way toward some sort of structured method of solving some of the problems and of taking advantage of the opportunities for better. more efficient use of our joint resources. ‘This organization has attempted to identify alternatives for our surplus space. (Schomp. 1980. pp. 5. 9) The Board of Education concluded that in all but the most extreme cases. it is wise to retain surplus property. The Denver Board then developed the following criteria as an approach to reviewing alternative uses of surplus space: 1. 2. 3. 4. Purpose of the program--must make identifiable contributions to the well being of the community. Program responsibility--a defined. recognized status with established sources of funding and support. Legal position--all necessary measures will be taken prior to implementation. Space requirements of the program--shall be specifically defined. Availability of space shall be assigned after instructional space requirements have been met. Cost of assigned space--user shall be responsible for all costs attributable to their use of the space. Duration of assignment--provision for periodic review of space needs of the district shall be made before assignment is finalized. Approval of process assignment on the basis of Denver public school staff recommendations and Board of Education approval. (pp. 14-15) 32 Planning for conversion of an elementary school to a community center in Whitefish Bay. Wisconsin. resulted from the initiative and foresight of the superintendent of schools (Brodinsky. 1981). In 1978. the superintendent saw that declining enrollment would result in closure of the Henry Clay Elementary School and considered reusing the school as a community education center. ‘The superintendent formed a task force to study the transition in terms of meeting the needs of mothers with young children. senior citizens. adult education classes. scouting organizations. historical societies. and nonpublic education groups. Two factors contributed to the decision to convert the elementary school to a community education center: 1. Interest in tying together the many education activities going on in the community--some sponsored by municipal agen- cies. some by the school. by the state university and by private organizations. 2. Wanted to maintain a buffer facility in case of an enroll- ment turnabout. (pp. 47-48) The strategy included spending two years explaining to the people that the enrollment decline was drastic and that the lack of pupils in the elementary schools would make it impossible to carry on a good educational program in that building. The argument was based on the quality of education. Personal contact between the superintendent and community groups played a major part in "selling" the school closing. At these meetings we first talked about people. rather than buildings. Then we talked about programs: how curricular and extracurricular programs were affected. Then we talked about facilities and. lastly about finances. (p. 48) The superintendent concluded: When citizens. staff. students and the school board are provided with an opportunity and adequate time to study the facts bearing on reorganization planning. they will almost invariably arrive at the decision which enables the district to provide the best educational program for students. (p. 48) 33 The following three examples are typical of groups outside of the local school district that organized to save a closed school and successfully developed a reuse plan for the surplus school. based on community need. In New York. Harry N. Hoffman School was converted to a Community Service Center (Preservation League. 1978). Peter W. Parsons. A.I.A.. under the auspices of the Preservation League and in close cooperation with the school district and a number of civic groups. initiated a process to stimulate interest in restoring the building to its central role in the life of the neighborhood. The process he chose was to take suggested reuse plans to the community. A commercial use was rejected because it was incompatible with the neighborhood. .A housing use was rejected because it was foreign to the institutional character of the building and its setting. A community center was chosen on the basis that it would serve senior citizens. provide child care. and furnish space for neighborhood events. Also in New York. Oswego Middle School was converted to senior- citizen housing (Preservation League. 1978L The Preservation League’ and the Oswego Office of Community Development. working with the school district. designed an adaptive-use plan for converting the school building to senior-citizen housing. The facility would provide space to centralize the senior-citizen activities that were scattered throughout Oswego. The plan proposed that the senior-citizen center be located on the ground floor and that housing units be completed on the first through third floors. 34 Washington Avenue School in New York was converted to a center for young adults and senior citizens (Preservation League. 1978). The Task Force to Save Washington Avenue School. a group of community leaders. was formed in 1977 to help determine the future of the school building. After canvassing neighborhood residents. speaking with town officials. and holding open forums. the task force formulated a plan to use the building as a community center for young adults and senior citizens. With the aid of a grant from the Preservation League. James R. Doman. A.I.A.. translated the task force's concepts into a proposed adaptive-use plan for the building. WWO The literature on reuse conversion contained photographs and graphic presentations with elevations. perspectives. and floor plans of conditions before and after reuse conversion (American Association of School Administrators. 1976). No reference was made to actual costs involved or to specific structural modifications. Before-and-after plans for reuse did not document any of the decision-making processes that had preceded the actual conversion. In the literature. the struc- tural conversion was presented in a schematic format. Details con- cerning cost. specific modifications made. or changes in the mechanical system were not included. 35 Wm): W W W Iannoccone (1976) asserted that educational professionals have not been trained for and are ill-prepared to manage public political conflict. He continued. The declining enrollment problem is a political conflict management one. a policy process problem. not a traditional organizational specialist area even though it requires specialized technical inputs. The sequence of first technical and then political inputs will not work if the actors involved become wedded to the implied technical solutions even though they subsequently go through the charade of receiving political inputs. ‘This may be a particularly difficult lesson to learn for technically well-trained educational professional managers unaccustomed to the management of public political conflict. (pp. 420-21) Weldy (1981) outlined a checklist of additional responsibili- ties for principals in the face of enrollment decline: They must anticipate. plan for. and then carry out the changes that result from fewer students: adjust curricular programs: help develop reduction-in-force procedures; deliver the bad news to those dismissed; select. reassign. and transfer the survivors; improvise and innovate to maintain program quality: perhaps preside over the inevitable consequence of declining enrollment--the clos- ing of a school; and provide on-site direction for the transition of students and staff from the closed school. (p. l) The literature has also addressed ways to aid community members in adjusting to decline and school closure. Such measures are usually a combination of familiarization and hospitality. Bussard (1981) listed some activities that have helped members of the community reconcile themselves to school closure: 1. Class visits between schools. 2. Joint theatrical. art. or musical productions by two schools. 36 3. Formation of a joint parents organization ahead of time. or provision for merging organizations. 4. Open houses. school tours. opportunities for parents and stu- dents to meet new teachers and administrators. 5. Picnics and parties. 6. Provision for students from the closing school to try out for athletic teams. yearbook or newspaper. etc. (pp. 13-14) W Whom Andrews (1974) studied 60 school districts throughout the United States that had closed elementary schools within the two years preceding his research. He concluded that school closure had a negative effect on the community. both socially and economically. Specifically. Andrews found that: 1. Support for public education diminished in the district as a result of the closure decisions. 2. Property values declined in areas where schools were closed. 3. Crime rates increased in areas where schools were closed. 4. Young families did more selective buying of houses in areas where schools were closed. and there was a sharp decline in students residing in those areas. (p. 31) In a similar study. Amlung (1980) investigated the effect of six closed schools on their immediate neighborhoods in New York. He found that reuse had a positive effect on the neighborhood. whereas vacant buildings had a negative effect on the neighborhood. In those cases where alternate uses were developed for empty school buildings. the neighborhood retained its character and its style: where buildings were vacant. crime and decay appeared to spread. and the fabric of the neighborhood was torn. (p. 41) Amlung concluded that if school closure is not well-planned and coordinated and does not provide for alternative use of the empty building. its effects on neighborhoods can be devastating. In fact. in 37 the long run. neglecting to make adequate provision for the structure probably will be more costly to the city than using the building. Outside organizations are also concerned with the negative effect of vacant school facilities. In Eugene. Oregon. the Metropoli- tan General Plan asserted that: Elementary and community schools represent important features to residential neighborhoods and lack of such facilities can reduce the livability of an area in terms of neighborhood needs. (Brott. 1981. pp. 109-10) Many schools initially were closed as a means of reducing operating costs. Postclosure studies have shown that school closure may not necessarily reduce costs. A study done at the University of Washington led to the following conclusion: The lack of cost savings [was] attributed to increased transpor- tation costs. reduced school support. increased crime rate. decreased property values. and disruption of educational programs. (Andrens. 1974. p. 28) Although the majority of literature on school closure docu- mented a negative effect on the surrounding neighborhood. some researchers have found that school closure had little effect on the neighborhood. Eismann (1976) conducted a study for the Seattle. Washington. Public Schools to determine the neighborhood school's importance to the maintenance and development of neighborhood unity. His findings showed that school closure had relatively little effect on the surrounding neighborhood. Ejsmann answered his research questions as follows: 1. "Are residents less satisfied with their neighborhood and schools after school closure?" The survey revealed little evidence 38 that the closure of a neighborhood elementary school would cause residents in the closure neighborhood to be less satisfied than control residents with their neighborhood as a place to live. 2. "Does school closure affect the quality of education available to students in the closure neighborhood?" Respondents from the closure neighborhood were more likely to perceive that the quality of public school education is excellent. 3. "Does school closure affect school levy support?" Patterns of support were found not to be related to school closure. 4. "Does school closure change the pattern and frequency of community use of schools?" School closures in Seattle resulted in an increase in the total number of community uses of the closed facilities (pp. 12-14). Desegregation A few studies have addressed the>question of whether desegrega- tion was a factor in enrollment decline in particular school districts. In a national survey. the National School Public Relations Association (1976) addressed this issue and found that desegregation had not played a substantial role in enrollment decline. Of 172 districts responding to this question on the Education U.S.A. survey. 30 reported that racial balance was a factor in addition to general enrollment decline. In most cases. the addition of this factor caused considerably more emotional reaction from the community than would have occurred if school closings and consolidations had been the only issue. In general. the flight occurs with forced busing to achieve racial balance. not with school closing or consolidation because of declining enrollment alone. (p. 47) 39 Wm The National School Public Relations Association (1976) pub- lished the following statement concerning what constitutes a construc- tive attitude toward decline: Enrollment decline is generally viewed as a signal for retrenching. for tearing down what originally took great effort to build and for a pessimistic outlook in contrast to the heady optimism that accompanied the growth period. It can be viewed. however. as an opportunity to try things that no one had time to consider during the growing years. The attitude toward the decline makes a big difference in how successfully it is handled. (p. 5) W The legal requirements for school closing. leasing. or selling vary from state to state. Fredrickson (1980) cautioned that all school districts should be knowledgeable about the federal legislation relat- ing to school-closure issues. These laws are: the Education Amendments of 1972 (Title 9 Prohibition of Sex Discrimination in Education). Section 504 of Public Law 93-112 of 1973 (Accessibility--Rehabilitation Act). Public Law 94-142 of 1975 (Education for All Handicapped Children Act). and Public Law 94-482 (Vocational Amendments of 1976). It would be wise for school districts having surplus space to re-evaluate it in terms of fulfilling the demanding requirements of these laws. (pp. 13-14) Bussard (1981) outlined legal questions that each school dis- trict should investigate when it is considering sharing a portion of a public school for nonschool purposes: 1. Can the school board allow any group to rent space in a school? 2. Must the school board charge the same rent to all users? Is a minimum level of rent required? 3. Who receives rental income (municipality or school board)? What can it be used for? 4O 4. Must the space used for the K-12 program be physically sep- arated from space used for other purposes? 5. What are the tax implications of mixed school and nonschool uses in the same building? (pp. 37-38) Bussard also enumerated questions that each school district should investigate when considering reuse of an entire school facility: 1. Who owns the school building and school site (school dis- trict. or municipality. or county)? 2. Can the school board lease a school to one umbrella organi- zation. which then subleases portions to other organizations? Must the school board directly manage a building it continues to own? 3. Must a school be formally declared surplus before it can be leased or sold for other uses? 4. Does state law stipulate a process. requiring public partici- pation or voter approval. for lease or sale of a school? Is approval from any state agency required? 5. Who receives income from lease or sale of surplus property? What can it be used for? (Income from sale in one state must be used to repay original state construction assistance. In some states. income must be used for improvements to existing facilities.) (pp. 43-45) Regulatimmandfiuidelinezflichjsan W W All three architects who participated in the study recommended that Michigan school districts review the following when planning for a change in building use. 1. Michigan Department of Education. Bulletin 412. This bulletin is intended to provide school-plant planners with information on the planning process and procedural methods for processing school projects involving either new construction or alterations to existing buildings. ‘The bulletin addresses the Michigan Department of Education's recommendations concerning site. general building design. specific instructional areas. and standards for approval by health and 41 fire safety authorities. The bulletin considers the following seven areas: Chapter 1: The Planning Process. The process of school planning is covered. outlining the responsibilities of each person involved. Chapter 2: The School Site. "The basic reason for site development is to provide an outdoor environment conducive to better operation of such an [educational] program." "As site selection is necessary for new building construction. this chapter addresses how site evaluation is necessary for proposed building additions or rehabilitation." Chapter 3: Building Elements. The Michigan Department of Education explains that the trend in school construction is to design a shell with movable and demountable interior partitions for flexibility. Chapter 4: Physical Environment of the Building. Specific standards are recommended for controlling an area visually. acous- tically. thermally. and spatially. Chapter 5: Reviewing Agencies-Statutory Basis-Procedures. The legal process of school construction is addressed. The statutory basis and the procedures are outlined: they cover the Michigan Department of Education. the Michigan Department of Health. and the State Fire Marshal. Chapter 6: Health Standards. The specific requirements of the Michigan Department of Public Health are addressed as they relate to new construction or renovation. 42 Chapter 7: State Fire Safety Code. This chapter includes the Fire Safety Code for school construction. 2. Planning Occupational Education Facilities (Supplement of .School Plant Planning Handbook. Bulletin 412. Michigan Department of Education). ‘The primary purpose of this supplement is to provide rule- of-thumb resources for those involved in planning facilities to house occupational-education programs. The data are a synthesis of construc- tion guides from states that provide occupational education. Bulletin 412's supplement is recommended by the Michigan Department of Educa- tion. It was developed as an aid to the planning process and is an example of one approach to planning. 3. Licensing Rules for Child Care Centers. "This publication contains the administrative rules that govern child care centers in the State of Michigan. These rules set forth the minimum standards for the care and protection of children attending Michigan's day care centers and nursery schools." 4. Michigan Handicappers' Civil Rights Act. "An Act to define the civil rights of individuals who have handicaps: to prohibit dis- criminatory practices. policies. and customs in the exercise of those rights: and to provide for the promulgation of rules)‘ 5. Rehabilitation Act of 1976. Section 504 of the Rehabilita- tion Act of 1976 states. "No otherwise qualified handicapped individual in the United States. as defined in Section 7 (6). shall. solely by reason of his handicap. be excluded from the participation in. be denied the benefits of. or be subjected to discrimination under any 43 program or activity receiving Federal Financial assistance!‘ The regu- lations are divided into seven subparts: General Provisions; Employ- ment Practices; Program Accessibility: Preschool. Elementary. and Secondary Education; Postsecondary Education; Health. Welfare. and Social Services: and Procedures. 6. Standards of Quality for Michigan Adult Education. This publication is intended as an evaluation tool to help school districts measure the effectiveness of their adult education delivery system. ChapleLSumarx The literature documented enrollment decline on a national scale. Writers cautioned school districts about the possible ramifica- tions of school closure that they might not have foreseen. such as neighborhood deterioration. The Center for Community Education Facil- ity Planning asserted that communities and school officials need to be taught "how to planJ' The Center also identified a process for commu- nity planning and problem solving. School districts received little assistance from the state in dealing with enrollment decline. A number of school districts decided on school closure as a solution to enrollment decline and documented the criteria they had used in determining which school to close. In many districts a set of closure criteria was developed or agreed on by a community-based task force. The criteria were applied to all schools within the district. and a ranking system was used to determine school closure. 44 School districts have considered numerous alternatives in addressing the issue of enrollment decline. School closure was usu- ally viewed as a last resort. School systems have taken a wide range of approaches to dealing with citizen participation. using task forces and developing long-range master plans. However. the literature stressed that the key to any successful approach is citizen participa- tion. A growing phenomenon was noted: community members organizing to participate in and provide direction in decision making regarding the issue of decline. It also emphasized that excess facility space should be put to use and not be allowed to stand vacant. Planning for building reuse was usually done after a school facility had been closed. The wide range of approaches to planning for reuse fell into three categories: 1. A community-based task force would initiate the process. 2. One individual would initiate the planning for a specific use. 3. Groups outside of the school district would launch the planning process. Community centers. senior-citizen centers. and housing are examples of typical building conversions. A small portion of the literature dealt with the structural alterations for building conversion. Schematic before-and-after plans were generally included. but such features as detailed alterations or cost estimates were usually omitted. 44 School districts have considered numerous alternatives in addressing the issue of enrollment decline. School closure was usu- ally viewed as a last resort. School systems have taken a wide range of approaches to dealing with citizen participation. using task forces and developing long-range master plans. However. the literature stressed that the key to any successful approach is citizen participa- tion. A growing phenomenon was noted: community members organizing to participate in and provide direction in decision making regarding the issue of decline. It also emphasized that excess facility space should be put to use and not be allowed to stand vacant. Planning for building reuse was usually done after a school facility had been closed. The wide range of approaches to planning for reuse fell into three categories: 1. A community-based task force would initiate the process. 2. One individual would initiate the planning for a specific use. 3. Groups outside of the school district would launch the planning process. Community centers. senior-citizen centers. and housing are examples of typical building conversions. A small portion of the literature dealt with the structural alterations for building conversion. Schematic before-and-after plans were generally included. but such features as detailed alterations or cost estimates were usually omitted. 45 The related research pointed out that. in general. educational professionals are not trained to plan for decline and/or public conflict regarding decline. Additional responsibilities were cited for both school officials and community members facing school closure. A majority of the literature documented that school closure has a negative effect on the surrounding neighborhood. both socially and economically. It has also been found that reuse of a school building has a positive effect because the neighborhood character is retained. Ressearch has shown that attitude toward decline can make a difference in whether it is viewed positively or negatively. Although state regulations regarding school closure. leasing. or sale vary from state to state. some basic legal considerations should be considered in the planning stage. such as: Who owns the school building and site? School officials must also be knowledgeable about federal legislation. such as the Accessibility-Rehabilitation Act. Bulletin 412 and its supplement contain recommendations of the Michigan Department of Education. ‘The bulletin was developed as a tool to aid in the planning process and is an example of one approach to planning. In addition. the Standards of Quality of Michigan Adult Education is a recommended evaluation tool from the Michigan Department of Education. CHAPTER III DESIGN OF THE STUDY IDILQQMQIIQH The purposes of this study were to document the process of public school closure and conversion to an adult education program. to project the direction of growth for adult education programs. and to develop schematic facility considerations for the conversion of a closed elementary/junior high school to an adult education facility. Specifically. the writer attempted to answer the following six questions: 1. What decision-making and planning process was used to close an elementary/junior high school and then convert it to an adult education program? 2. What are the current adult education program components and curriculum? 3. What is a three- to five-year projection of adult education program components and curriculum? 4. How was the facility previously used. and how is the facility currently being used? 5. What is a suggested model for the spatial relationship among adult education program components? 46 47 6. What are suggested facility considerations for each adult education program component? 1491119091110! To accomplish the purposes of the study and to answer the preceding questions. the research was divided into the following four phases: Phase 1: Identification of representative adult education programs for case study. Phase 2: On-site observations and interviews to address the school closure and conversion process. program commonalities. and facility use. Phase 3: Identification of a team of architects and a consultant on handicapper-facility concerns to address the topic of facility conversion. Phase 4: Interviews with each architect and handicapper consultant to arrive at considerations for the conversion of a closed elementary/junior high school to an adult education facility. Each phase is discussed separately in the following pages to address the specific activities associated with each phase. WW Adultjducatimimgums Wm After consulting with the State Department of Education. the investigator decided to exclude from the study all communities with populations below 20.000. It was assumed that larger school districts 48 would represent typical conversion of an entire school facility to an adult education facility. Through consultation with her guidance committee. the writer decided to include three or more adult education programs for case study as at least three would be considered representative. Four programs in four separate communities were eventually included in the study. Consultation with the State Department of Education led the investigator to believe the area within a 90-mile radius of Lansing. Michigan. would contain a representative sample for the study. ‘There— fore. this area was established as the scope of the research. To help obtain a "true picture” of the school closure and conversion process in each community. the researcher chose for study those adult education programs in which the adult education director had been with the school district at the time of school closure. After the preceding criteria were established. a questionnaire (Appendix D) was sent to all school districts within a 90-mile radius of Lansing. Michigan. having a population of 20.000 or more. to locate those districts that had assigned an adult education program to a closed elementary/junior high school. ‘The following procedures were followed in selecting the sample: 1. A list of all communities within a 90-mile radius of Lansing. Michigan. having a population of 20.000 or more was compiled (Appendix A). 49 2. A letter of support from the Michigan Department of Education. a letter of inquiry. and a questionnaire were sent to those school districts to determine their interest in participating in the study and the extent to which the school districts met the criteria for selection (Appendices B. C. and D). 3. Responses were evaluated to locate school districts that had assigned an adult education program to a closed elementary/junior high school. 4. After locating the school districts that had assigned an adult education program to a closed elementary/junior high school. adult education programs were considered for participation in the study. based on the following questionnaire information: A. Similarity of community sizes. B. Similarity in the dates when the schools were converted. C. Similarity in the sizes of the facilities closed and converted to adult education programs. 0. Similarity in ages of the buildings. E. Similarity in percentages of the buildings assigned for administration and instruction. F. Similarity in the extent of remodeling for conversion. if any. G. Availability of individuals involved in the decision- making process for closure and conversion. Four similar adult education programs surfaced as a result of the questionnaire responses received. The investigator contacted the 50 four adult education directors to explain the study further and to invite their participation. Winn: andlntmiews The purpose of the first set of on-site interviews with each of the four adult education directors. and additional staff as recom- mended. was to obtain a general overview of the decision-making and planning process used for school closure and conversion to an adult education facility. Additional related information. such as a descrip- tion ofteach adult education program component. was obtained (Appen- dix E). The data were analyzed and are presented in Chapter IV in narrative form. charts. graphs. and flow charts. The purpose of the second set of on-site interviews was to discuss the current adult education program. the projected adult education program. how the facility had previously been used. and how it was then being used. The following procedure was used: 1. Each adult education director. with appropriate staff as needed. listed the progranfls current and projected curriculum (Appen- dix F). 2. Each adult education director. with appropriate staff as needed. wrote on a floor plan the current and previous school use for each room. Floor plan overlays were analyzed to identify building use. 3. Each adult education director reviewed for accuracy the description of each adult education program component. compiled from the first set of interviews. 51 W W W W The researcher established the need to identify Michigan architects with a background in school design and renovation of elementary/junior high schools in Michigan and to identify a consultant of handicapper facility needs in relation to an educational setting. The investigator contacted the director of the Council of Educational Facilities Planners to obtain the names of Michigan architectural firms noted for their work in school design and renovation. Three architec- tural firms were chosen. based on their experience in school design and renovation and their proximity to Lansing. The director of the Michi- gan Center for a Barrier-Free Environment was chosen because of her experience as a school consultant on compliance with federal handicap- per requirements. The writer contacted the three architectural firms and the handicapper consultant to explain the study and to invite their participation. W W The purpose of the first meeting with each architect and the handicapper consultant was to explain further the investigator's i nten- tion in conducting the study and to review with them the description of each adult education program component and the projected adult educa- tion program components contained in three of the four participating adult education programs. 52 The purpose of the second meeting/interview with the architects was to discuss a suggested model for the spatial relationship of adult education program components and to»explore facility considerations for each adult education program component. Since interpretation was required to formulate the conceptual model of spatial relationships from a transcript. the architects reviewed the conceptual model and facility-consideration charts for their concurrence. The purpose of the second meeting/interview with the consultant on handicapper facility concerns was to address handicapper facility considerations peculiar to each adult education program component. Quantum To locate similar adult education programs that had been assigned to a closed elementary/junior high school. a questionnaire was sent to all school districts within a 90-mi1e radius of Lansing. Michi- gan. that had a population of 20.000 or more. A case study of four adult education programs was conducted. ‘The following questions were addressed: 1. What decision-making and planning process was used to close an elementary/junior high school and then convert it to an adult education program? 2. What are the current adult education program components and curriculum? 3. What is a three- to five-year projection of adult education program components and curriculum? 53 4. How was the facility previously used. and how is the facility currently being used? Based on the adult education directors' three- to five-year projections of their program components and curriculum. three archi- tects were interviewed to address Questions 5 and 6. and a consultant on handicapper facility concerns was interviewed to address Question 6. These questions asked: 5. What is a suggested model for the spatial relationship among adult education program components? 6. What are suggested facility considerations for each adult education program component? The data from the interviews with the adult education direc- tors. the architects. and the consultant on handicapper facility con- cerns are presented in narrative form in Chapter IV. CHAPTER IV FINDINGS OF THE STUDY InILQductinn In this chapter. the findings of the study are discussed according to the four research phases. Phase 1: Identification of representative adult education programs for case study. Phase 2: On-site observations and interviews to address the school closure and conversion process. program commonalities. and facility use. Phase 3: Identification of a team of architects and a consultant on handicapper facility concerns to address facility conversion. Phase 4: Interviews with each architect and the handicapper consultant to arrive at those facility considerations for the conver- sion of a closed elementary/junior high school to an adult education facility. W W Since one objective of the study was to address the conversion of a closed elementary/junior high school to an adult education facil- ity. it was imperative to locate those school districts that had 54 CHAPTER IV FINDINGS OF THE STUDY Inlrndusiinn In this chapter. the findings of the study are discussed according to the four research phases. Phase 1: Identification of representative adult education programs for case study. Phase 2: On-site observations and interviews to address the school closure and conversion process. program commonalities. and facility use. Phase 3: Identification of a team of architects and a consultant on handicapper facility concerns to address facility conversion. Phase 4: Interviews with each architect and the handicapper consultant to arrive at those facility considerations for the conver- sion of a closed elementary/junior high school to an adult education facility. W W Since one objective of the study was to address the conversion of a closed elementary/junior high school to an adult education facil- ity. it was imperative to locate those school districts that had 54 55 assigned an adult education program to a closed elementary/junior high school for case study. Therefore. a questionnaire was sent to all school districts within a 90-mile radius of Lansing. Michigan. having a population of 20.000 or more. to locate those school districts that had assigned an adult education program to a closed elementary/junior high school. Two main questions were asked: 1. Is there a school building within the district that has been closed to K-12 programs and is now assigned to or used for adult education programs? 2. Is there a portion of an existing. operating K-12 building that is used only for adult education programs? Responses were received from 38 out of 40 (95%) of the school districts sampled. See Figure 1 for a pictorial representation of the responses. 26% or 10 responded “yes“ to Questions 1 and 2. 32% or 12 responded "yes” to Question I and ”no“ to Question 2. 182 or 7 responded "no” to Questions 1 and 2. 24% or 9 responded "no" to Ques- tion I and ”yes” to Question 2. Figure l.--Questionnaire response. 56 Twenty-two school districts indicated they had assigned an adult education program to a closed elementary/junior high school. Sixteen school districts indicated they had not assigned an adult education program to a closed elementary/junior high school and therefore were excluded from further study. Figures 2 through 7 represent graphically the responses of the 22 school districts. within a 90-mile radius of Lansing. Michigan. having a population of 20.000 or more. that had assigned an adult education program to a closed elementary/junior high schooJ. ‘The data reflect a total of 27 buildings because Grand Rapids. Livonia. and Jackson had four. two. and two school buildings. respectively. that had been closed and assigned to an adult education program. 111! School districts Hmwtm Oxxl ooxo jllll 20 30 no 50 60 7o 80 90 100 110 120 130 140 150 160 170 180 29 39 49 59 69 79 89 99 109 119 129 139 149 159 169 179 189 (Population in thousands) Figure 2.--Community population. School districts HNw‘l-‘Utm .lllllL_ 57 .70 71 72 73 7‘1 75 76 77 78 79 70 81 82 83 Year Figure 3.--Year building was assigned to an adult education program. prove-max) 1111111 School districts 0 1120304050607080 10 19 29 39 1+9 59 69 79 89 Years Figure 4.--Age of building assigned to an adult education program. School districts 58 I Administration D Instruction 15 15 14~ 14- 13- 13- 12- 3 li ' 11- u 1 . 10- “C 10 ‘ 9- t; z 4 8- -- . 7- 2 7 - 61 o 6 4 5‘ .3 5 < 0 4. U1 4 a 3- 3 . 2‘ 2 . 1‘ 1' r1 1 10 20 30 40 50 100 40 50 60 7O 80 90 100 9 19 29 39 49 59 49 59 69 79 89 99 Percent Percent Figure 5.--Percentage of building space used for administration and instruction. HNwil'U-xm School districts O 6 11 16 21 26 31 36 41 46 51 5 10 15 20 15 30 35 40 45 5O 55 Number of classrooms Figure 6.--Building size by number of classrooms. 59 13 _ 12 - m 11 — U 10- 'c 9- :8— '57- _ 6 - .35“ 9‘“ 3.. 2-1 1- None Mod- Exten- erate sive Extent Figure 7.--Extent of remodeling for conversion. The majority of the 22 school districts that had assigned an adult education program to a closed elementary/junior high school had the following characteristics: 1. They were located within communities having populations between 30.000 and 39.000. 2. The adult education program had been assigned between 1978 and 1983. 3. The elementary-school buildings were between 11 and 39 years old. 4. One percent to 9% of the space was used for administrative purposes. and 80% to 90% of the space was used for instructional purposes. 5. The number of classrooms was between 11 and 30. 6O 6. ‘The majority of respondents indicated moderate to no remodeling had been done for conversion. It is recognized that the terms "none." "moderate." and "extensive" are vague and subject to interpretation. HoweNer. the writer felt a general indication of the extent of modification done for conversion would be helpful. The moderate remodeling referred to by the study group was predominantly painting. Of the 22 school districts. Garden City. Jackson. Portage. and Southgate had the highest degree of similarity in communities. facili- ties. and adult education programs. The four adult education programs met the following criteria for inclusion in this study: 1. The community population was between 30.000 and 39.999. 2. All adult education programs had been assigned to a closed elementary school between 1980 and 1982. 3. All school structures were between 15 and 30 years old. 4. All adult education programs had assigned between 1% and 5% of the space for administrative purposes. with the remainder being used for instructional purposes. 5. All school structures had between 16 and 30 classrooms. 6. All indicated moderate remodeling for conversion. 7. All adult education directors had been with the school district before school closure and conversion. The four adult education directors were contacted to explain the study further. to describe the procedures involved. and to invite 61 their participation. All four directors expressed interest in participating in the project. MW WWW W53 The on-site observations and interviews with each of the four adult education directors were conducted to address the following four questions: 1. What decision-making and planning process was used to close an elementary/junior high school and then convert it to an adult education program? 2. What are the current adult education program components and curriculum? 3. What is a three- to five-year projection of adult education program components and curriculum? 4. How was the facility previously used. and how is the facility currently being used? The purpose of the first set of on-site interviews with each of the four adult education directors. and additional staff as recom- mended. was to obtain a general overview of the decision-making and planning process used for school closure and conversion to an adult education facility. The following questions were asked of each adult education director and additional staff as recommended. The findings are presented after each question. 62 A. What date was declining enrollment perceived to be a problem such that school closure was imminent? What date was the school closed and opened as an adult education program? Except for Jackson. school closure and conversion to an adult education program occurred within three months. between June and September of a particular year. (See Figure 8.) Southgate ‘ a :. Portage Jackson . . . . a a Garden City 1 1 I T I U T I I Jan. June Jan. June Jan. June Jan. June Jan. 1979 1979 1980 1980 1981 1981 1982 1982 1983 Key: First 0 Declining enrollment was perceived as a problem. Second . Date the school was closed. Third . Date the school was converted to an adult education program. Figure 8.--Dates of school closure and conversion. B. What procedure was used by the school district to address school closure? In the opinion of the adult education directors. was this a successful approach for their communities? In all four school districts. the procedure was to address the issue of which school to close. This assignment did not include addressing what to do with the closed building. (See Figure 9.) 63 Garden Cit?! fiwmea __s> a ______T;Eesac {Ion> ® 2 :pgzicttm ammunun ‘Efii’i EE§E§§§1iiiibbEEEEEEE§911%%%®1 z: :3;;;$?“”“u Portage: ment: gum-natives) _akf__—e_s m) @ 1.223;?“ Jackson: W). School .D_1recte>® . District amends) ® m0“) :: :mml. Figure 9.--Procedure for school closure. The Garden City School District initially addressed closure of a high school. As a result. the superintendent recommended that a junior high school (future adult education program) be closed. The school board affirmed the recommendation. Southgate's adult education director stated that part of the opposition to closure had been due to strong community feelings toward the neighborhood-school concept. under which the district had been operating. In contrast. Jackson's adult education director attributed his district's successful approach to school closure to the fact that Jackson had previously 64 implemented busing for integration and therefore did not have a neighborhood-school concept. C. Who determined an adult edu- Superintendent J . cation use for the closed school? Adult Ed. Dir. - C O C D. Wasacriterion process used to . . determine how the facility Cr1terIon used ‘— . would meet the adult educa- . tion program needs? "0 criterion - . . . E. Was the conversion process a Yes — O O C successful approach for the community? No 4 C Adequate parking .. Q F. What building-location factors were a success for the adult Walking distance -. O 0 education program? On bus lines - C O O . Centrally located ,a . Q g g I 1 T I >. H .- o u u C Q) (0 C O O) O) o m m .c 'u .x . Key: Garden City 22222 Jackson 1 Monday-Friday l 1 J 1 111,1 1_1 1 Figure 11.--Adu1t education: days and hours. between the ages of 30 and 35. Was there a predominant age group within the adult edu- cation program? What is the direction of enrollment in the adult education program? To what is the growth in adult education partici- pation attributed? What direction/trends are projected in adult education? 66 No Yes Increase Decrease Unemployment Day care Day facilities 24-hour program Daytime classes Vocational areas 1— (D '1 (I - 1. 'T I. ‘9 1. '1 ._ - .1 - C O C j 1. 1| '1 (I - C1 -‘ 1. ll ‘1 (I A (I I) I) (I 1 1 1 I >- H .. u U U c o m C O 0'1 01 o m m .c 13 .x u u L. U L 3 m m 1: o (5 '5 O. V) Figure 12.--Adu1t education program factors. The adult education participants at Portage were predominantly that there was no predominant age group during the summer. The adult education director observed (See Figure All four adult education programs had experienced increasing participation from when programs had first been implemented. They 67 started at different times and had different emphases; 1.6a Southgate's community education program had a strong emphasis on senior-citizen activities. Garden City's program had a large leisure/ enrichment component. and Jackson's program had yet to start a leisure/ enrichment progrann Portage recognized the need/trend for licensed day care and projected future implementation. (See Figure 12.) The second set of on-site interviews with the adult education directors was to discuss the current adult education program. the projected adult education program. and how the facility had previously been used and how it was then being used. Figures 13 through 16 show the 1983-1984 adult education pro- gram components and the three- to five-year projected adult education program components for each of the participating adult education pro- grams. ‘The specific curriculum for each component is then listed. as provided by all four and three of the four participating adult educa- tion programs. Figure 1? compares the 1983-1984 adult education program components with the three- to five-year projected adult education program components. Next. the previous and current facility uses are shown on a floor plan for each of the four participating adult education programs. (See Figures 18 through 21J Components Administration Adult Basic Education General Educational Dev. Library Counseling Learning Center Career Resource Center Media Center Employability Skills Job Skill Training Job Placement Alternative Education Licensed Child Care Community-Related Uses Senior Citizen Program H.S. Comp: Business English Home Economics Math Personal Dev. Science Social Studies Vocational Enrichment: Art Business Crafts 00 it Yourself E.S.P. Food/Nutrition Foreign Language General Physical Education Theater Things to Know Mini Workshops Trips 'N Tours One Night Seminars Youth Enrichment 68 1983-84 Three to five year Current program projected program 0 O O I O O O O O O O I O O O O O O O O O O O 0 O O O O O O O O O . o o o O O O O O I I O O O O O O O O O O O O O O O O O Q 0* o O O O O C O O O 0 e e O Q 0 0 O a e O O O O 0 40 o C 1. 0 O 1. O 0* 4D O O O Q Q 0 (I O ' O o . . . O .1 Q 0 0' o 0 I) 0 Adult Other Adult Other Education Build' Education Build- Buiiding ings Building ings Figure 13.--Garden City's adult education program. Components Administration Adult Basic Education General Educational Dev. Library Counseling Learning Center Career Resource Center Media Center Employability Skills Job Skill Training Job Placement Alternative Education Licensed Child Care Community-Related Uses Senior Citizen Program H.S. Comp: Business English Home Economics Math Personal Dev. Science Social Studies Vocational Enrichment: Art Business Crafts 00 it Yourself E.S.P. Food/Nutrition Foreign Language General Physical Education Theater Things to Know Mini Workshops Trips 'N Tours One Night Seminars Youth Enrichment 69 1983-84 Three to five year Current program projected program 0 O O O . O O O O O O O O O O O O O O O 0 O O O O O O O O O O O O O O O C O O O O O Q 0 O O O O O I O O Q 0 O O O O O O O O O O O O 0 O O O O O Q C O I O O . O O O O O O O O O 0 Adult Other Adult Other Education Build- Education Build- Building ings Building ings Figure l4.--Portage's adult education program. Components Administration Adult Basic Education General Educational Dev. Library Counseling Learning Center Career Resource Center Media Center Employability Skills Job Skill Training Job Placement Alternative Education Licensed Child Care Community-Related Uses Senior Citizen Program H.S. Comp: Business English Home Economics Math Personal Dev. Science Social Studies Vocational Enrichment: Art Business Crafts 00 It Yourself E.S.P. Food/Nutrition Foreign Language General Physical Education Theater Things to Know Mini Workshops Trips 'N Tours One Night Seminars Youth Enrichment 7O 1983-84 Three to five year Current program projected program 0 o 9 9 e O 9 9 e 9 9 O . e O Q C Q 0 e O 9 9 Q C O Q 0 g o e O O O O Q o O O O Q C O O O O O Q Q 0 Q Q Q C O Q Q 0 O Q Q 0 O O 0 O 9 O O O Q C O O O Q C O O Q 0 O O O O O O Q 0 Q C O O Q 0 O 0 Adult Other Adult Other Education Build- Building ings Education Build- Building ings Figure 15.--Southgate's adult education program. Components Administration Adult Basic Education General Educational Dev. Library Counseling Learning Center Career Resource Center Media Center Employability Skills Job Skill Training Job Placement Alternative Education Licensed Child Care Community Related Uses Senior Citizen Program H.S. Comp: Business English Home Economics Math Personal Dev. Science Social Studies Vocational Enrichment: Art Business Crafts Do it Yourself E.S.P. Food/Nutrition Foreign Language General Physical Education Theater Things to Know Mini Workshops Grips 'N Tours One Night Seminars Youth Enrichment 71 1983-84 Current program Three to five year projected program o o O 9 O O O O Q ‘0 Q 0 O C O O O O O O Q O O O O Q 0 O O Q Q Q 0 O O O O O O O O O O O O C O O O Q O Q' *0 O O Q 0 O O O O Q Q Q 0 O O Q 0 O O O O O O O O O O O O O C 0v ‘0 1O (O O O O O O 0 Adult Other Adult Other Education Build- Education Build- Building ings Building ings Figure 16.--Jackson's adult education program. Components Administration Adult Basic Education General Educational Dev. Library Counseling Learning Center Career Resource Center Media Center Employability Skills Job Skill Training Job Placement Alternative Education Licensed Child Care Community Related Uses Senior Citizen Program H.S. Comp: Business English Home Economics Math Personal Dev. Science Social Studies Vocational Enrichment: Art Business Crafts 00 it Yourself E.S.P. Food/Nutrition Foreign Language General Physical Education Theater Things to Know Mini Wbrkshops Grips 'N Tours One Night Seminars Youth Enrichment 71 1983-84 Three to five year Current program projected program Q Q 0 O O O O O O O Q 0 O O O O O O O O O O Q 0 O O Q 0 O O Q C Q 0 O O O O O O O O Q 0 O O O O O O O O O O O O O O O O O O Q C Q 0 O O Q 0 O O O O O O O O O O O O O O .1 1. O O O O O O O 0 Adult Other Adult Other Education Build- Education Build- Building ings Building ings Figure l6.--Jackson's adult education program. The following are the 1983-1984 adult education program compo- nents and curriculum contained in all four participating adult educa- tion programs: ADMINISTRATION Direction Registration Scheduling Secretarial ADULT BASIC EDUCATION Consumer math English EQSO L. Math Reading Spelling Writing GENERAL EDUCATION DEVELOPMENT English Math Reading Testing COUNSELING EMPLOYABILITY SKILLS Filling out application Interviewing Resume writing Skill testing JOB SKILL TRAINING Auto mechanics Practical office training Welding JOB PLACEMENT SENIOR CITIZEN HIGH SCHOOL Art HIGH SCHOOL COMPLETION: BUSINESS Accounting 1-6 Basic programming HIGH SCHOOL COMPLETION BUSINESS (Cont'd.) Bookkeeping/accounting Business English Business machines Clerk typist Computer/basic programming Job market and you Office practices 1.2 Office machines 1.2 Spelling/vocabulary Typing 1-4 Typing refresher ENGLISH Job market and you Writing skills MATH Algebra 1.2 Basic math 1.2 PERSONAL DEVELOPMENT GED preparation Job market and you Psychology Woodworking SOCIAL STUDIES American government AmeriCan history 1-4 VOCATIONAL Accounting and computing Basic programming Small engine repair Welding 1.2 Woodworking 1.2 YOUTl-i ENRI CHMENT Arts and crafts The following are the 1983-1984 adult education program components and curriculum contained in three of the four participating adult education programs: ADMINISTRATION Directing Registration Scheduling Secretarial ADULT BASIC EDUCATION Consumer math English E.S.L. Math Reading Spelling Writing Mentally impaired: Math Reading GENERAL EDUCATIONAL DEV ELOPMENT English E. s Q L 0 Math Reading Science Social studies Testing COUNSELING CAREER RESOURCE CENTER MEDIA CENTER EMPLOYABILITY SKILLS Counseling Filling out applications Interviewing Resume writing Skill testing JOB SKILL TRAINING Auto mechanics Drafting JOB SKILL TRAINING (Cont'd.) Electronics Machine shop Practical office training Welding JOB PLACEMENT ALTERNATIVE EDUCATION PROGRAM English Government History LICENSED CHILD CARE Preschool-day COMMUNITY-RELATED USES SENIOR CITIZEN HIGH SCHOOL American history stitch Art Current issues Diet/nutrition/exercise Sewing HIGH SCHOOL COMPLETION: BUSINESS Accounting 1-6 Basic programming Bookkeeping/accounting Business English Business math Business machines Checker-cashier Clerk typist Comprehensive filing Computer/basic programming Computer/data processing Computers introductory Computer programming Computer science Data processing Job market and you HIGH SCHOOL COMPLETION BUSINESS (Cont'd) Job skills Microcomputers Office practices 1.2 Office machines Spelling/vocabulary Shorthand 1.2 Typing 1-4 Typing refresher Word processing ENGLISH Basic English Basic reading skills Business English 1.2 Discussion. reading 8 writing Grammar and composition 1-4 Individualized reading Job market and you Journalism Literature Reading improvement 1.2 Reading skills Spelling/vocabulary building Writing skills HOME ECONOMICS Sewing 1 MATH Algebra 1.2 Basic math 1.2 Business math Consumer math 1 Fundamental math General math PERSONAL DEVELOPMENT Arts and crafts Child development Cooking for men and women GED preparation Home maintenance It's your money Job market and you Psychology Seeking and keeping a job Woodworking 74 SCIENCE Biology Earth science SOCIAL STUDIES American government American history 1-4 American literature 1 Civics VOCATIONAL Accounting and computing Auto body Auto mechanics Basic programming Child care training Computer programming Data processing Electronics Health career Introduction to computer Machine shop Small engine repair Welding 1.2 Woodworking 1.2 Word processing ENRICHMENT ART Drawing Pencil. charcoal. pastels Oil painting 1.2 Watercolor BUSINESS Bookkeeping 1.2 Computer awareness Typing 1.2 CRAFTS Calligraphy 1.2 Christmas ornament workshop Crocheting Folk guitar Needlepoint Patchwork and quilting Photography Sewing 192 Sketching and drawing 75 ENRICHMENT CRAFTS (Cont'd.) Stained glass Upholstery DO-IT-YOURSELF Auto mechanics FOOD/NUTRITION Cake decorating 1.2 Gourmet Holiday breads FOREIGN LANGUAGE French German for fun Spanish for travelers GENERAL Boating safety Boating skills/seamanship Sign language PHYSICAL EDUCATION Aerobics Basketball and volleyball Co-ed volleyball Creative dance exercise Country western dancing Square and round dancing THINGS TO KNOW Household repairs Investing Investments. stock market YOUTH ENRICHMENT Arts and crafts French 76 The following are the three— to five-year projected adult edu- cation program components and curriculum contained in all of the participating adult education programs. ADMINISTRATION Directing Registration Scheduling Secretarial ADULT BASIC EDUCATION Consumer math English Math Reading Writing GENERAL EDUCATIONAL DEVELOPMENT English Math Reading Testing LIBRARY COUNSELING LEARNING CENTER Algebra Biology Chemistry Consumer math English Government History Math Reading Spelling EMPLOYABILITY SKILLS Filling out applications Interviewing Resume writing Skill testing JOB PLACEMENT ALTERNATIVE EDUCATION PROGRAM English Government History LICENSED CHILD CARE Infants-day Preschool-day SENIOR CITIZEN HIGH SCHOOL Art Personal psychology HIGH SCHOOL COMPLETION BUSINESS Accounting 1-6 Basic programming Bookkeeping/accounting Business English Business machines Checker-cashier Clerk typist Computer/basic programming Job market and you Microcomputers Office practices 1.2 Office machines Spelling/vocabulary Typing 1-4 Typing refresher Word processing ENGLISH Basic English Job market and you Writing skills PERSONAL DEVELOPMENT GED preparation Job market and you Psychology Woodworking 77 FOREIGN LANGUAGE German HIGH SCHOOL COMPLETION SCIENCE Biology SOCIAL STUDIES American government American history 1-4 VOCATIONAL Auto mechanics Blueprint reading Machine shop Robotics Small engine repair Welding 1.2 Woodworking 1.2 Word processing ENRICHMENT ART Pencil. charcoal. pastels Oil painting 1.2 Watercolor BUSINESS Bookkeeping 1.2 Computer awareness Typing 192 CRAFTS Calligraphy 1.2 Christmas ornament workshop Crocheting Folk guitar Needlepoint Patchwork and quilting Photography Sewing 1.2 Sketching and drawing Stained glass Upholstery DO-IT-YOURSELF Auto mechanics FOOD/NUTRITION Cake decoration 1.2 Gourmet Holiday breads Microwave cooking German for fun Spanish for travelers GENERAL Boating safety Boating skills/seamanship Heart saver Senior citizens Sign language PHYSICAL EDUCATION Aerobics Basketball and volleyball Co-ed volleyball Creative dance exercise Country western dance Golf Social dance 1.2 Square and round dancing THINGS TO KNOW Anti-stress/relaxation Assertiveness training Cable television Household repairs Investing Investments. stock market ONE-NIGHT SEMINAR Meditation for stress YOUTH ENRICHMENT Arts and crafts 78 The following are the three- to five-year projected adult edu- cation program components and curriculum contained in three of the four participating adult education programs. ADMINISTRATION Directing Registration Scheduling Secretarial ADULT BASIC EDUCATION Consumer math English E.S.L. Math Reading Spelling Writing Mentally impaired: Math Reading GENERAL EDUCATIONAL DEVELOPMENT English E.S.L. Math Reading Science Social studies Testing LIBRARY COUNSELING LEARNING CENTER Algebra Biology Chemistry Consumer math English Government History Math Reading Spelling CAREER RESOURCE CENTER MEDIA CENTER EMPLOYABILITY SKILLS Counseling Filling out applications Interviewing Resume writing Skill testing JOB SKILL TRAINING Auto mechanics Building trades Drafting Electronics Machine shop Practical office training Welding JOB PLACEMENT ALTERNATIVE EDUCATION PROGRAM English Government History Math Spelling Understand yourself LICENSED CHILD CARE Infants-day Preschool-day COMMUNITY-RELATED USES SENIOR CITIZEN HIGH SCHOOL Art Current issues Diet/nutrition/exercise Government Learning center-English Learning center-math 79 SENIOR CITIZEN HIGH SCHOOL ENGLISH (Cont'd.) (Cont'd.) Reading improvement 1.2 Learning center-science learning center-social studies Personal psychology Sewing Small engines Woodshop HIGH SCHOOL COMPLETION BUSINESS Accounting 1-6 Basic programming Bookkeeping/accounting Business English Business law Business math Business machines Checker-cashier Clerk typist Comprehensive filing Computer/basic programming Computer/data processing Computers introductory Computer programming Computer science Data processing Job market and you Job skills Legal secretary Medical secretary Micro computers Office practices 1.2 Office machines Spelling/vocabulary Shorthand 1.2 Typing 1-4 Typing refresher Word processing ENGLISH Basic English Basic reading skills Business English 1.2 Discussion. reading & writing Grammar and composition 1-4 Individualized reading Job market and you Journalism Literature Reading skills Spelling/vocabulary building Writing skills HOME ECONOMICS Sewing MATH Algebra 1.2 Advanced math lab Basic math 1.2 Business math Consumer math Fundamental math General math PERSONAL DEVELOPMENT Arts and crafts Child development Cooking for men and women GED preparation Home maintenance It's your money Job market and you Psychology Seeking and keeping a job Woodworking ~ SCIENCE Biology Chemistry Earth science SOCIAL STUDIES American government American history 1-4 American literature Civics Current issues Self-awareness VOCATIONAL Adult work experience Accounting and computing Auto mechanics Basic programming Blueprint reading Electronics VOCATIONAL (Cont'd) Food management Machine shop Painting and decoration Robotics School office trainee Small engine repair Television productions Welding 1.2 Woodworking 1.2 Word processing ENRICHMENT ART Drawing Pencil. charcoal. pastels Oil painting 1.2 Watercolor BUSINESS Industrial mgt. principles Bookkeeping 1.2 Computer awareness Shorthand. Gregg/refresher Typing 1.2 CRAFTS Calligraphy 1.2 Christmas ornament workshop Country craft Craft for parent and child Create a nature craft Crocheting Flower arranging: silk flowers Folk guitar Lampshade construction. windows Mime and clowning 1.2 Needlepoint Patchwork and quilting Photography/available light Photography Photographic equipment Photographic principles Quilting 1.2 Quilting/mini workshop Radio-control model airplanes Sewing 1.2 Silk and dried floral design Sketching and drawing Stained glass CRAFTS (Cont'd) Tailoring techniques Thread painting Wood carving. low relief Upholstery DO-IT-YOURSELF Auto mechanics. Canning and freezing Electrical wiring/homeowners Small engine repair E.S.P. Astrology 1.2 E.S.P. awareness 1.2 Palmistry Numerology Tarot cards FOOD/NUTRITION Barbecue class Cake decoration 1.2 Cake decoration: Christmas Cake decoration: special flowers Cake decoration: Thanksgiving Chinese foods 1.2 Food processor Gourmet Holiday breads Holiday brunch Holiday desserts Lean cuisine Natural gourmet foods Mexican foods Microwave cooking Quiches Vegetables carving FOREIGN LANGUAGE French German for travel German for fun Hungarian Italian for fun 1.2 Polish for fun 1.2 Spanish for travelers Spanish-survival VOCATIONAL (Cont' d) Food management Machine shop Painting and decoration Robotics School office trainee Small engine repair Television productions Welding 1.2 Woodworking 1.2 Word processing ENRICHMENT ART Drawing Pencil. charcoal. pastels Oil painting 1.2 Watercolor BUSINESS Industrial mgt. principles Bookkeeping 1.2 Computer awareness Shorthand. Gregg/refresher Typing 1.2 CRAFTS Calligraphy 1.2 Christmas ornament workshop Country craft Craft for parent and child Create a nature craft Crocheting Flower arranging: silk flowers Folk guitar Lampshade construction. windows Mime and clowning 1.2 Needlepoint Patchwork and quilting Photography/available light Photography Photographic equipment Photographic principles Quilting 1.2 Quilting/mini workshop Radio-control model airplanes Sewing 112 Silk and dried floral design Sketching and drawing Stained glass CRAFTS (Cont'd) Tailoring techniques Thread painting Wood carving. low relief Upholstery DO-IT-YOURSELF Auto mechanics Canning and freezing Electrical wiring/homeowners Small engine repair E0 SQ PO Astrology 1.2 E.S.P. awareness 1.2 Palmistry Numerology Tarot cards FOOD/NUTRITION Barbecue class Cake decoration 1.2 Cake decoration: Christmas Cake decoration: special flowers Cake decoration: Thanksgiving Chinese foods 1.2 Food processor Gourmet Holiday breads Holiday brunch Holiday desserts Lean cuisine Natural gourmet foods Mexican foods Microwave cooking Quiches Vegetables carving FOREIGN LANGUAGE French German for travel German for fun Hungarian Italian for fun 1.2 Polish for fun 1.2 Spanish for travelers Spanish-survival 81 GENERAL Boating safety Boating skills/seamanship Bridge 1.2 Heart saver Piano 1-3 Psychology for daily living Sailing and seamanship Senior citizens Sign language PHYSICAL EDUCATION Aerobics Aerobics-senior citizens Aquatic exercise Ballet Ballroom 1.2 Basketball and volleyball Creative dance exercise Country western dance Dance exercise Exercise class Golf Scuba 1.2 Slimnastic 1.2 Social dance 1.2 Step up to fitness Square and round dancing Weight training Tennis The body shop-cardiovascular Tiny tot swim Trim and swim THINGS TO KNOW Anti-stress/relaxation Assertiveness training Business-starting your own Cable television Diet and nutrition Household repairs Investing Investments. stock market Investment/tax shelters Law in everyday living Money matters Put your money to work Real estate buying/selling Robotics Single is fun THINGS TO KNOW (Cont'd.) Stress management Technology and new society Weight loss. nutrition. exercise MINI WORKSHOPS Cake decorating/Christmas Candlewicking Chicken scratching Counted cross stitch/baskets Crochet Christmas boot Folded star group Holiday brunch Holiday desserts Quilting Trapunto pillow TRIPS 'N TOURS A week-end in Toronto A week-end in Chicago Frankenmuth Greenfield Village Paw Paw ONE NIGHT SEMINAR A light look-astrology Adventures in awareness An evening-psychic reader Astrology Aura reading. kirikian photography Demonstrating power of mind Dreams and their meanings E.S.P. Ghosts and haunted houses Handwriting analysis Meditation for stress Numerology Palmistry Psychometry. clairvoyant reading Tarot card readings The meaning of dreams The secrets-success. prosperity UFO YOUTH ENRICHMENT Arts and crafts Chess French 82 Three of four All four study groups study groups Administration Adult basic education General educational development Library Counseling Learning center Career resource center Media center Employability skills Job skill training Job placement Alternative education program Licensed child care Community-related uses Senior citizen program High school completion: Business English Home economics Math Personal development Science Social studies Vocational Enrichment: Art Business Crafts 00 it yourself E.S.P. Food/nutrition Foreign language General Physical education Theater Things to know Mini workshops Trips 'n tours One night seminar Youth enrichment I In . M: oL-fi (0‘0 “('00 mm 01. .—.—- M>-& Figure l7.--Comparison of the 1983-1984 adult education program 198 - .932 3toS Year components with the three- to five-year projected adult education components contained in three of the four and all four participating adult education programs. Proj. 82 Three of four study groups Administration Adult basic education General educational deveIOpment Library Counseling Learning center Career resource center Media center Employability skills Job skill training Job placement Alternative education program Licensed child care Community-related uses Senior citizen program High school completion: Business English Home economics Math Personal development Science Social studies Vocational Enrichment: Art Business Crafts 00 it yourself E.S.P Food/nutrition Foreign language General Physical education Theater Things to know Mini workshops Trips 'n tours One night seminar Youth enrichment I U\ . mar Dip-H (SW “(00 mm 0L. —— m>-n. study groups All four 198 - 193?. 3t05 Year Proj. Figure 17.--Comparison of the 1983-1984 adult education program components with the three— to five-year projected adult education components contained in three of the four and all four participating adult education programs. 83 Lack of adequate parking was cited as a key problem when the adult education program was implemented at Cambridge1Junior High School: parking remains a key problem. Additional parking is projected. The original use of building space as a junior high school has remained predominantly the same since its conversion to an adult education facility. That is. classroom space is used as classroom space. and administrative space is used for administration. The change in facility use. i.e.. junior high school classroom space to adult education office space. represents less than 15% of the total square footage. (See Figure 18.) Portage was the only adult education program that provided a separate Senior Citizen High School and a Senior Citizen (leisure) Center. This was combined as one component: Senior Citizen Program. Lack of adequate parking and exterior lighting were cited as key problems when the adult education program was implemented at the community education center: these problems remain. Additional parking and exterior lighting are projected. The original use of the building as an elementary school has remained predominantly the same for an adult education facility; i.e.. classroom space is used as classroom space. and administrative space is used for administration. The change in facility use. i.e.. elementary conference room to adult education GED space. represents less than 5% of the total square footage. (See Figure 19.) 84 Key: Syebole ADMIN 9 Adnmntnt ion CI. CI. CI. CI. CAFE 9 Cafeteria CC 9 Child Care C1. 9 Classroom CO 9 Counselor fl. 9 mun m 1.18 9 Luann-Ir:y LIB LIB LB 9 Locked: Boa PI. CL HI 9 Been-om SI 9 Special fincetion CI. C1. cam-r C1. C1. nap on 83 OFF CL CL at 1m 01"! am no LR _£11._ARHL. .\ “g?“ °L muwSFBHB LIB Junior Blah “99 (:1, Adult mutation line C]. 9 Sue use (a: previou- uflcunent program Figure 18.--Cambridge Junior High School: Cambridge Community Center. 85 83 CL CL nwaamhfla AV 9 Audio Visual CAFE 9 Cafeteria CC 9 Child Care Cl’ 9 Conference m CL 9 Glaser“ COST 9 Cuetodial Boa LIB 9 Library ION—ii 1mm 9 Mechanical Roo- .. (I? 9 Office a I F? m v v C!!! ADMIN mm or G. cm CI. L CI. u. [1. CI. MEDIA CI. CI. Fr 11!! (:1, .———..m Key: Slicing ’_m ' C! a n-entary school use CE!) Adult education uee CI. 9 Saeeueeforpx-evimand eta-rent Fm“. Figure l9.--Milham Elementary School: Portage Community Education Center. 86 Within the adult education building. the city of Southgate runs the Senior Citizen Leisure Center. The program includes a hot-lunch program. bingo. card games. a pool. a reading room. and social activi- ties. Lack of adequate parking. exterior lighting. and school signs wereicited as key problems when the adult education program was imple- mented at the Asher Adult and Community Education Center: these remain problems. Additional signs. parking. and exterior lighting are pro- jected. The original use of the building as an elementary school has remained predominantly the same for an adult education facility; class- room space is used as classroom space. and cafeteria space is used as a cafeteria. The change in facility use. i.e.. an elementary clinic to an adult education media center. represents less than 20% of the total square footage. (See Figure 20.) Jackson had the only adult education program that did not offer an adult enrichment program. One is projected for the near future. Jackson does not have a specific senior-citizen center. However. any senior citizen who is a high school graduate may take any of the senior-citizen high school classes for no credit. Lack of adequate parking was cited as being a key problem when the adult education program was implemented at Griswold. and it remains a problem. ‘The original use of the building as an elementary school has remained predominantly the same for an adult education facility: classroom space is used as classroom space. and gym space is used as a gym. ‘The change in facility use. from an elementary storage area to an 87 adult education office space. represent square footage. (See Figure 21.) :3 _] saaagaggggss 5 less than 20% of the total Library 9 Media Center 9 Office 9 Reetrcu 9 Senior Citieen Center 9 Storage 9 Work Rom fl 1." E a lung. 9 @193 sag CI. __ Key: Spain; LIB . Il-eetu-y echool uee Adult education uee Cl. 9 Caeeueetorprevioueanl current m. Figure 20.--Asher Elementary School: Asher Adult and Community Education Center. 88 by: Byebole 9‘ apex: - Adeinietretion C1. 9 Claearoc- CO 9 Counselor ______ n. 9 Facility Lounge ‘ m 9 Media Center an moan lllCl-i 9 Mechanical Roc- G’F 9 Office 111 9 Beetroa SI 9 Special llucauoe 81‘ 9 Stu-age m _i Bi . H lay: 81.01113 81‘ . ll-entary ecbool use an Adult ducation uae cm 9 Baaeueei'od'previme andcmentpogaa. ‘33 CL C]. Figure 21.--Griswold Elementary School: Griswold Adult Education. 89 a l CI. 11. on C1. 8! Cl. ADMIN on 00 CL CL CL CI. G? ("F I: i 8! 3r ; a? C1. C1. (I? Deccan floor lint l'looz- Figure 21.--Continued. 89 a l Ci. II. on C1. 8! C1. ADMIN on on c1. (:1. CL CL 0115' (I? II: 3: er 2 our CI. CI. on Bacon! floor lint floor Figure 21 .--Continued. 90 W W - Won To locate Michigan architectural firms with a background in school design and renovation of elementary/junior high schools. the researcher contacted the Director of the Council of Educational Facilities Planners. The Council recommended eight architectural firms for their work in school design and renovation of elementary/junior high schools (Appendix F). The researcher contacted three architectu- ral firms. based on their experience in school design and renovation and their proximity to Lansing (Appendix F). She explained the study and the activities involved and asked them to participate. All three architects expressed interest in the study and in participating. The Director of the Michigan Center for a Barrier Free Environment was selected for her experience as a school consultant on compliance with federal handicapper requirements. The researcher contacted her to explain the study and the activities involved. as concerned handicapper participation. and to invite her to participate. The director agreed to participate. WWW W W aLAdulLEducatimEasJJnx The architects and the handicapper consultant were interviewed to address Questions 5 and 6: 5. What is a suggested model for the spatial relationship among adult education program components? 91 6. What are suggested facility considerations for each adult education program component? The first meeting with each architect and the handicapper consultant was held to explain further the purpose of the study and to review with them each adult education program component and the projected components. The participants were given sufficient time to review these materials before the second meeting/interview. The purpose of the second meeting with the architects was to discuss a suggested model for the spatial relationship of adult education program components and facility considerations for each adult education program component. ‘The second meeting was held with the consultant on handicapper facility concerns to address handicapper facility considerations peculiar to each adult education program component. Figure 22 illustrates the spatial relationship among the adult education program components. The specific clusters were developed based on similarity of function and working relationship to each othen. The activities within each cluster all have like facility needs. That is. activities within the quiet cluster would typically use an existing classroom. Activities within the less-noise cluster. such as arts and crafts. cooking. and sciences. would typically have additional fire separation. exhaust. and electrical needs. In the quiet. noise. and less-noise clusters. specific compo- nents are not listed; rather. examples are provided to illustrate the differences among these clusters. The architects recognized that 92 classes within a component could be located in all three clusters. That.is. the senior-citizen high school component could have classes in the noise. less-noise. or quiet cluster; small engines in a noise cluster; sewing or art in a less-noise cl uster: and government in a quiet cluster. CH ILD CARE CLUSTER 1 Infants Dre-school Isolated location ADMINISI‘RA‘I‘IVI‘. (31.118113: , Adainietration Counseling Job Placuent uployability Skills Career Resource Center 811mm COIMOWS cwsrm 1 Cafeteria Student Lounge gum 01.1.1310 1 i.e. Adult Basic Ii. General on. Dev. Alternative an. NOISE CLUSIER: i.e. Building Trades mm; Center Small Engine Repair Media Center Welding Woodshop Arts and Crafts Dame/herein Sciences Bowing Cooking Isolated area: noisest cuponents. Delivery/storage area Figure 22.--Model of the spatial relationship among the adult education components. 93 The relationship among the clusters was developed for the following reasons. The administrative cluster should be functionally central to all clusters. The library cluster should be centrally located in relation to all clusters and close to the administrative cluster because of their close working relationship. The student- commons cluster needs to be close to the administrative and library clusters because of high traffic flow. The noise and quiet clusters need sound separation. which would place them in opposite locations. The noise cluster requires access to a delivery/storage area so that necessary materials will not be taken through the building. The child- care cluster requires an isolated location within the building. To address Question 6. the facility considerations for each adult education program component were grouped into the following categories: A. Charts that illustrate the facility considerations for each adult education program component. B. Three approaches to address parking needs. C. Handicapper facility needs peculiar to adult education program components. Figures 23 through 27 illustrate facility considerations for each adult education program component. The charts illustrate the following clusters: library/administrative cluster. child-care cluster. student-commons cluster. quiet cluster. and less-noise/noise cluster. 94 The architects developed the components in the library and administration cluster (Figure 23) based on similarity of function and working relationship to each othen. The following discussion is based on interviews with the three architects. Clerical area Storate area Display area Periodical room Conference room Add. electrical Reception area Office (C CD 0 0 L i. Q 0 L Di 0 c “on. ca 8'; 03 Archives Nbrk room Library Career Resource Center Learning Center Media Center Administration Counseling Job Placement Employability Skills Figure 23.--Library/administration cluster. A typical 40- by'GO-foot multipurpose room could be used as a library. It usually has outside access for deliveries. Space should be provided in the media center for viewing purposes. An acoustical treatment could be applied for noise control. Additional electrical power for use of machines could be obtained by using power poles. plug strips around the perimeter of the room. or flat wiring under the 9S carpeting. The space could be divided by office landscaping. If counseling is not involved with employability skills. a classroom could be converted by use of office landscaping since counseling would require an enclosed. private setting. The architects developed the components in the child-care and student-commons clusters based on similarity of function and facility requirements. (See Figures 24 and 25.) s > :2 .§ "' I: o 0 — «I m a. ._ u- 0 u '- c 1.. m .0 _ O. 0 m e- “ E 3 o o .3 m m o Adequate storage "‘ 3 2.’ 2 8 8 . 5‘ a, m c m m interior play area E 3 8,: 5‘ 3 Separate toilet rooms 3': B 3 ‘c’ i'; 333'; O u in a o ... m L Sinks °' 3 3 u "’ m a "’ Enclosed exterior play area Cafeteria II Proximity to parent pick-up Student Lounge Kitchen access III WI Figure 2h.--StUdent-commons cluster. Figure 25.--Child-care cluster. The architects developed the components in the quiet.cluster based on similarity in function and like facility requirements. The following discussion is based on interviews with the architects. (See Figure 26.) Adult Basic Education: Math English as a SEcond Language English/Spelling/Vriting Reading Mentally Impaired: Math Reading General Educational Development: English English as a second Language Math Reading Social Studies Testing Alternative Education Program: Math English/Spelling Government History Understanding Yourself Senior Citizen High School: Current Issues Diet/Nutrition/Exercise Government Learning Center: English Learning Center: Math Learning Center: Science Learning Center: Social Studies Personal Psychology High School Completion: Business English Home Economics Math Personal Development Social Studies Vocational: Basic Programming Blueprint Reading Food Management Robotic Theory School Office Trainee Enrichment: Business Foreign Language Things to Know General One Night Seminars Trips 'N Tours Youth Enrichment: Chess Figure 26.--Quiet cluster. éfliieun bd. U C) U 'U “O < Air cond. 97 Depending on the class activities for diet/nutrition/exercise. the class may need to be located in the less-noise cluster. That is. if there was a lot of exercise. proximity to showers (if they exist) and a gym may be required. If home economics involved cooking. a larger space for equipment and additional facility requirements. such as an exhaust system. would be needed. Conference or work alcoves could be converted to a small classroom space by adding a wall. Removing a load-bearing wall would be expensive as structural support for the building would have to be relocated: removing a non-load-bearing wall would be inexpensive. Existing chalkboards may be too low for adult use. Chal kboards can easily be relocated if they are clipped on. If chalkboards are glued on. the top portion may be used as "it would not be worthwhile to tear it apart." Additional power may be obtained by using power poles. plug strips around the perimeter of the room. and/or flat wiring under the carpeting. If equipment such as word processors or typewriters is used. additional square footage would be required. Air conditioning may be needed because of a heat build-up from computer use. The architects developed the components in the less-noise/noise cluster based on like facility requirements. noise level. storage needs. and/or access to a delivery area. (See Figure 2%) The follow- ing discussion is based on interviews with the architects. Job Skill Training Senior Citizen H.S. H.S. Comp. Enrich. 98 V) J C L m ee— H HOD “- m a. In C N: —U>~"" c—l IDCU‘D 0| 0 06'-— ...__g e—Ee—u Ode—m Lwl-z (U E ULDI LQLUOQ—Ulnm OUmH—EQOUL Om'-Ulu-D. LUO '0 0>~ "— UH 0.:M‘03lummm 'UL 06:0 «immuchOl-UC) ”ti—CW!” "'NU'U in .C 0-360 impl/i; L '—mLm'--¥>W'UH U'U'-£°.L'ULLH8 >‘DUXUID'UOOD Auto Mechanics Building Trades Drafting Electronics Machine Shop Welding Art Sewing Small Engines Woodshop Arts and crafts Cooking Painting/Decorating Science T.V. Production Woodworking Canning/Freezing Electrical Wiring Food/Nutrition Physical Education Figure 27.--Less-noise/noise cluster. ing ional iight' Addi Additional storage Water Waste Second exterior exit‘ Ceiling height, l6-18 ft. Air condit toning Refrigeration 99 In general. a space larger than a typical classroom is needed for machinery and equipment. Auto mechanics. machine shop. building trades. and welding were Judged to be difficult conversions for a typical elementary school. The architects recommended that the adult education program teach a basic understanding of machine shop and coordinate the hands-on experience with the community because the equipment used in the work setting is probably more sophisticated than the training program can offer. Also. when heavy equipment is used. OSHA requirements are triggered. For auto mechanics. the facility requirements referenced in the chart apply once a car is brought in and started. A ceiling height of ii to 12 feet is required for a hoist. A floor must be recessed six inches because of gas fumes. .A second exit is also required with the use of gas. The building trades addressed are general carpentry and masonry. The architects suggested that instruction be offered in the adult education program and that projects be constructed outside the building. For drafting. an ambientvlighting system or task lighting could provide additional lighting to individual work stations. if needed. In art. ceramics classes would require exhaust due to the heat build-up. A typical elementary school would need additional parking to accommodate an adult education program. The following three approaches address parking needs of an adult education facility. 100 T. The hours of the program and the anticipated enrollment during those given hours should be projected to determine the number of parking spaces needed. 2. Local ordinances and zoning requirements could dictate the amount of parking needed. Such regulations would take into considera- tion the number of classrooms. the number of teachers. and the number of administrators. 3. The Michigan Department of Education has criteria for determining parking needs. Thee criteria take into account the number of teaching stations and the number of student stations. The following features are recommended for handicapper participation in an adult education facility: 1. Barrier—free parking should be located at the nearest entrance. 2. Curb cuts could be installed. 3. Ramping could be installed where appropriate. 4. Timerdelay closing devices could be installed if existing doors are heavy or difficult to negotiate. S. A bathroom water-closet stall could be enlarged by combining two existing stalls. 6. Low-pile carpeting should be used. 7. Appropriate spacing should be provided between tables to accommodate crutches. braces. walkers. and wheelchairs. 8. A Braille section should be provided for the blind. 9. Someone should be available who can sign for the deaf. 101 TO. Programs located on different levels could also be offered on a barrier-free level. A table setting is recommended versus the traditional chair with writing arm attached "because many people with the characteristic of mental impairment do not have highly developed eye/hand coordination or finger dexterityJ' W The findings of the study are summarized under their respective research questions. Question 1. What decision-making and planning process was used to close an elementary/Junior high school and then convert it to an adult education program? 1. Typically. the school districts took between one and three years to perceive enrollment decline as a problem. to address school closure. and to convert the school to an adult education facility. 2. The school districts used a variety of procedures for school closure. Generally. the following approaches were included: A. A community-based task force was formed. B. A task force made recommendations to a school board. C. The school board directed public hearings to be held. D. The school district's administrators made recommendations to the school board. E. The school board directed school closure. Variations of the above components existed for each school district studied. However. the local personalities involved and internal 101 TO. Programs located on different levels could also be offered on a barrier-free level. A table setting is recommended versus the traditional chair with writing arm attached "because many people with the characteristic of mental impairment do not have highly developed eye/hand coordination or finger dexterityJ' W The findings of the study are summarized under their respective research questions. Question T. What decision-making and planning process was used to close an elementary/Junior high school and then convert it to an adult education program? 1. Typically. the school districts took between one and three years to perceive enrollment decline as a problem. to address school closure. and to convert the school to an adult education facility. 2. The school districts used a variety of procedures for school closure. Generally. the following approaches were included: A. A community-based task force was formed. B. A task force made recommendations to a school board. C. The school board directed public hearings to be held. D. The school district's administrators made recommendations to the school board. E. The school board directed school closure. Variations of the above components existed for each school district studied. However. the local personalities involved and internal 102 politics contributed to the degree of conflict surrounding school closure. Three of the four school districts felt their approach to school closure had been successful for their community. 3. One individual within each school district had been instru- mental in identifying an adult education program as a priority. obtain- ing a commitment to allocate an entire facility for that purpose. and implementing an adult education program in the facility. 4. In general. there was no identified criterion or systematic process to determine how the closed school would meet the needs of the adult education program. 5. Typical features of an adult education program are as follows: A. The adult education facility is centrally located for the population served. B. The adult education facility is located on or near public transportation. C. The adult education programs are typically held Monday through Friday. 12 to 15 hours per day. D. All age groups participate in the adult education program. E. Enrollment in adult education is projected to increase. particularly in daytime and vocational programs. F. Provision of daytime facilities and day care has con- tributed to increased enrollment. Question 2. What are the current adult education program components and curriculum? 103 The l983-1984 adult education program components contained in three of the four participating adult education programs were as follows: 1. Administration 2. Adult Basic Education 3. General Educational Development 4. Counseling 5. Career Resource Center 6. Media Center 7. Employability Skills 8. Job Skill Training 9. Job Placement l0. Alternative Education ll. Licensed Child Care l2. Community-Related Uses 13. Senior Citizen Program T4. High School Completion lS. Enrichment Question 3. What is a three- to five-year projection of adult education program components and curriculum? Additional adult education program components projected for inclusion in three to five years. contained in three of the four participating adult education programs studied. were a library and learning center component. Additional enrichment curriculum was also projected. Question 4. How was the facility previously used. and how is the facility currently being used? The original use of a closed building remained predominantly the same through conversion to an adult education use: i.e.. classroom space was used for classroom space. kindergarten rooms were used for 104 child care. and a gym was used for physical activities and served as a multipurpose room. Question 5. What is a suggested model for the spatial rela- tionship among adult education program components? The adult education program component clusters should be grouped in accord with the following relationships. The administrative cluster should be functionally central to all clusters. The library cluster should be centrally located to all clusters and close to the adminis- trative cluster because of their close working relationship. The student-commons cluster needs to be close to the administrative and library clusters due to high traffic flow. The noise and quiet clus- ters need sound separation. which would place them in opposite loca- tions. The noise cluster requires access to a delivery/storage area so that necessary materials are not taken throughout the building. The child-care cluster requires an isolated location within the building. A desirable area would be close to a congregation area. such as the student commons. Question 6. What are suggested facility considerations for each adult education program component? A closed school can usually be converted to an adult education facility with the following considerations: 1. The job-skill training areas of auto mechanics. machine shop. building trades. and welding. as well as senior-citizen high 105 school areas such as small engines and woodshop. are costly conversions because of the additional building code requirements. 2. Typically. an elementary/junior high school does not have adequate parking to meet the needs of an adult education program. Also. to accommodate the evening use of an adult education facility. exterior lighting is needed for the parking areas. 3. 'The elementary/junior high schools studied did not comply with the barrier-free-design requirements contained in Michigan's State Construction Code. However. minor modifications such as the following would enhance accessibility: A. Barrier-free parking should be located at the nearest entrance to the facility. B. Curb cuts could be installed. C. Time-delay closing devices could be installed if existing doors are heavy or difficult to negotiate. Chapter V contains a summary of the study. conclusions based on the study findings. recommendations. and suggestions for future research. CHAPTER V SUMMARY. CONCLUSIONS. RECOMMENDATIONS. AND SUGGESTIONS FOR FUTURE RESEARCH Sum WWW An immediate approach to the issue of declining enrollment has been school closure. resulting in vacant buildings. At the same time. an increasing participation in adult education has been documented. Therefore. the need exists for information on the conversion of closed elementary/junior high schools to adult education facilities. Wild)! The purposes of the study were to document the process of public school closure and conversion to an adult education program. to project the direction of growth for adult education programs. and to develop schematic facility considerations for the conversion of a closed elementary/junior high school to an adult education facility. Specifically. the writer attempted to answer the following six questions: l. What decision-making and planning process was used to close an elementary/junior high school and then convert it to an adult education program? 106 l07 2. What are the current adult education program components and curriculum? 3. What is a three- to five-year projection of adult education program components and curriculum? 4. How was the facility previously used. and how is the facility currently being used? 5. What is a suggested model for the spatial relationship among adult education program components? 6. What are suggested facility considerations for each adult education program component? WW To accomplish the purposes of the study. the research was divided into the following four phases: 1. WWW Ign_case_stu¢m. To locate similar adult education programs that had been assigned to closed elementary/junior high schools. a questionnaire was sent to all school districts within a 90-mile radius of Lansing. Michigan. that had a population of 20.000 or more. After locating those school districts that had assigned an adult education program to a closed elementary/junior high school. adult education programs were considered for participation based on the following questionnaire information: A. Similarity in community sizes. B. Similarity in dates when the schools were converted. 108 C. Similarity in the sizes of facilities closed and converted to adult education programs. D. Similarity in ages of the buildings. E. Similarity in percentages of the buildings assigned for administration and instruction. F. Similarity in the extent of remodeling for conversion. if any. G. Availability of individuals involved in the decision- making process for closure and conversion. Four similar adult education programs emerged as a result of the questionnaire responses received. The four adult education directors were contacted and invited to participate in the study. . ; ... .. : .. . a . . .. ." .Hu... . ... . ;, The first set of on-site interviews with each of the four adult education directors and additional staff as recommended. was conducted to obtain a general overview of the decision-making and planning pro- cess used for school closure and conversion to an adult education facility. The second set of on-site interviews with each of the four adult education directors. and additional staff as recommended. was conducted to discuss the current adult education program. the projected program. and how the facility had previously been used and was cur- rently being used. 3. WM W. The 109 Director of the Council of Educational Facilities Planners was con- tacted to obtain the names of Michigan architectural firms noted for their work in school design and renovation. 'Three architectural firms were chosen for inclusion in the study. based on their experience in school design and renovation and their proximity to Lansing. The Director of the Michigan Center for a Barrier Free Environment was chosen for her experience as a school consultant on compliance with federal handicapper requirements. The purpose of the first meeting with each architect and handicapper consultant was to explain further the purpose and intention of the study and to review with them the descriptions of each adult education program component and the projected program components contained in three of the four participating adult education programs. The purpose of the second meeting/interview with the architects was to discuss a suggested model for the spatial relationship of adult education program components and to address facility considerations for each component; The second meeting/interview with the consultant on handicapper facility concerns was held to address handicapper facility considerations peculiar to each adult education program component. findings The findings of the study are summarized under their respective research questions. 110 Question 1. What decision-making and planning process was used to close an elementary/junior high school and then convert it to an adult education program? 1. Typically. the school districts took between one and three years to perceive enrollment decline as a problem. to address school closure. and to convert the school to an adult education facility. 2. The school districts used a variety of procedures for school closure. Generally. the following approaches were included: A. A community-based task force was formed. B. A task force made recommendations to a school board. 0. The school board directed public hearings to be held. D. The school district's administrators made recommendations to the school board. E. The school board directed school closure. Variations of the above components existed for each school district studied. However. the local personalities involved and internal politics contributed to the degree of conflict surrounding school closure. Three of the four school districts felt their approach to school closure had been successful for their community. 3. One individual within each school district had been instru- mental in identifying an adult education program as a priority. obtain- ing a commitment to allocate an entire facility for that purpose. and implementing an adult education program in the facility. liO Question l. What decision-making and planning process was used to close an elementary/junior high school and then convert it to an adult education program? l. Typically. the school districts took between one and three years to perceive enrollment decline as a problem. to address school closure. and to convert the school to an adult education facility. 2. The school districts used a variety of procedures for school closure. Generally. the following approaches were included: A. A community-based task force was formed. B. A task force made recommendations to a school board. C. The school board directed public hearings to be held. D. The school district's administrators made recommendations to the school board. E. The school board directed school closure. Variations of the above components existed for each school district studied. However. the local personalities involved and internal politics contributed to the degree of conflict surrounding school closure. Three of the four school districts felt their approach to school closure had been successful for their community. 3. One individual within each school district had been instru- mental in identifying an adult education program as a priority. obtain- ing a commitment to allocate an entire facility for that purpose. and implementing an adult education program in the facility. 4. iii In general. there was no identified criterion or systematic process to determine how the closed school would meet the needs of the adult education program. follows: 5. A. Typical features of an adult education program are as The adult education facility is centrally located for the population served. The adult education facility is located on or near public transportation. The adult education programs are typically held Monday through Friday. l2 to TS hours per day. All age groups participate in the adult education program. Enrollment in adult education is projected to increase. particularly in daytime and vocational programs. Provision of daytime facilities and day care has con- tributed to increased enrollment. Question 2. What are the current adult education program components.and curriculum? The 1983-l984 adult education program components contained in three of the four participating adult education programs were as follows: i. 2. 3. 4. 5. 6. 7. Administration Adult Basic Education General Educational Development Counseling Career Resource Center Media Center Employability Skills ii2 8. Job Skill Training 9. Job Placement TO. Alternative Education ll. Licensed Child Care 12. Community-Related Uses 13. Senior Citizen Program 14. High School Completion l5. Enrichment Question 3. What is a three- to five-year projection of adult education program components and curriculum? Additional adult education program components projected for inclusion in three to five years. contained in three of the four participating adult education programs studied. were a library and learning center component. Additional enrichment curriculum was also projected. Question 4. How was the facility previously used. and how is the facility currently being used? The original use of a closed building remained predominantly the same through conversion to an adult education use: i.e.. classroom space was used for classroom space. kindergarten rooms were used for child care. and a gym was used for physical activities and served as a multipurpose room. Question 5. What is a suggested model for the spatial rela- tionship among adult education program components? The adult education program component clusters should be grouped in accord with the following relationships. The administrative cluster should be functionally central to all clusters. The library cluster i13 should be centrally located to all clusters and close to the adminis- trative cluster because of their close working relationship. The student-commons cluster needs to be close to the administrative and library clusters due to high traffic flow. The noise and quiet clus- ters need sound separation. which would place them in opposite loca- tions. The noise cluster requires access to a delivery/storage area so that necessary materials are not taken throughout the building. The child-care cluster requires an isolated location within the building. A desirable area would be close to a congregation area. such as the student commons. Question 6. What are suggested facility considerations for each adult education program component? A closed school can usually be converted to an adult education facility with the following considerations: l. The job-skill training areas of auto mechanics. machine shop. building trades. and welding. as well as senior-citizen high school areas such as small engines and woodshop. areicostly conversions because of the additional building code requirements. 2. Typically. an elementary/junior high school does not have adequate parking to meet the needs of an adult education program. Also. to accommodate the evening use of an adult education facility. exterior lighting is needed for the parking areas. 3. The elementary/junior high schools studied did not comply with the barrier-free-design requirements contained in Michigan's State ilh Construction Code. However. minor modifications such as the following would enhance accessibility: A. Barrier-free parking should be located at the nearest entrance to the facility. B. Curb cuts could be installed. CL Time-delay closing devices could be installed if existing doors are heavy or difficult to negotiate. Conclusions The closing of an elementary/junior high school is usually an emotionally charged issue for any community. 'The volatile issue of school closure may be neutralized with the implementation of an adult education program in the school building that was closed or proposed for closure because the community will still be using the building in an educational capacity. Individuals may play an important leadership role in implementing an adult education use while increasing the credibility and visibility of the program. The following conclusions drawn from the findings of this study may serve as a guide for school district personnel and community planners when confronting the issue of declining enrollment. school closure. and conversion of a school to an adult education facility. Based on the findings of the investigation. and subject to the delimi- tations of the study. the following was concluded: 1. Each school district must carefully analyze the various approaches to school closure. taking into account a time frame for action. local personalities involved. internal politics. and specific liS educational needs within the community. to determine the appropriate approach for that particular community. 2. One person may be instrumental in the process of identifying an adult education program as a priority. obtaining a commitment for the allocation of an entire building. and implementing an adult educa- tion program in a closed elementary/junior high school. 3. Increased participation in adult education was attributed to the adult education facility being centrally located for the population being served and being within walking distance and/or located on or near public transportation. The days and hours of the adult education program must correspond to the particular needs of the participants. Provision of child care should be addressed to meet the needs of parents. 4. Program and facility planning for adult education should take into account increasing enrollment. 5. In addressing how a closed elementary/junior high school could meet the program needs of adult education. the way in which the elementary/junior high school has been used will probably correspond to the way in which the building will be used as an adult education facility. That is. classroom space will be used for classroom space. a gym will be used as a gym. and kindergarten rooms will be used for child care. 6. Neither adult education directors nor architects have extensive experience with converting a closed elementary/junior high school to an adult education facility. Therefore. facility planning. ll6 to a large degree. is based on experience with public school facili- ties. ‘The problem is further compounded as no state or federal cri- teria relate to building conversions of this nature. 7. In converting an elementary school to an adult education facility. aesthetic modifications such as the following should be made to reflect the change: A. 8. Signs with the revised school name. indicating an adult education use. should be installed on the facility. All furniture should be adult size. Raising a drinking fountain is usually expensive. One solution is to attach a standard-height drinking fountain to the existing one. tying into the existing plumbing. Bathroom mirrors could be raised. Water-closet seats could be replaced with higher seats. Door signs could also be replaced. i.e.. men. women versus boys. girls. Instead of replacing existing low shelving. additional shelving could be added to raise the existing height to an adult level. Although the elementary/junior high schools studied did not comply with the barrier-free-design requirements contained in Michi- gan's State Construction Code. minor modifications such as the follow- ing would enhance accessibility: A. B. Barrier-free parking should be located at the nearest entrance to the facility. Curb cuts could be installed. 9. ll7 Ramping could be installed where appropriate. Time-delay closing devices could be installed if existing doors are heavy or difficult to negotiate. A bathroom water-closet stall could be enlarged by combining two existing stalls. Low-pile carpeting should be used. Appropriate spacing should be provided between tables to accommodate crutches. braces. walkers. and wheelchairs. Programs located on different levels of the building could also be offered on a barrier-free level. Adult-education-component clusters have general facility requirements. The following is a generalization of facility requirr ments for the six adult-education-component clusters examined in this study. A. B. C. The administrative cluster: a waiting. reception. and clerical area; office. conference. and storage space: and a display area. The library cluster: counter area. office space. storage. display area. work room. periodical room. archives. confer- ence room. and possible additional electricity. The child-care cluster: storage. interior/exterior play area. separate toilet rooms. sinks. kitchen access. and proximity to parent pick-up. ll8 D. The studentrcommons cluster: proximity to restrooms. water. waste disposal. counter area. storage. bulletin boards. display area. and service accessibility. E. The quiet cluster: additional bulletin boards or chalk boards. possibly additional electricity. and air condi- tioning. F. The noise cluster or vocational programs: overhead door. additional fire separation. a ceiling height of ll to l2 feet. exhaust system/make-up air. depressed floor. addi- tional electricity. service accessibility. outside storage- welding tanks. hoods. booths. additional lighting. storage. water. waste disposal. second exterior exit. air condi- tioning. refrigeration. lO. Modes of transportation used by the adult education participants must be carefully reviewed to determine if additional parking space is needed. ll. A closed elementary/junior high school should be able to meet an adult education progranfls facility needs. with the exception of some vocational areas. due to specialized facility requirements. Was Based on the review of literature and the findings of this study. the following recommendations are made: i. A districtwide master plan should be developed to address declining enrollment.and reuse of school-facility space. Citizen l19 participation should be encouraged. This could take the form of a community-based task force. 2. When school closure must be considered before the develop- ment of a districtwide master plan. the following should be considered: A. Reuse of the facility should be addressed simultaneously with school closure. B. Ramifications of closure should be addressed: the effect on the neighborhood: the cost to maintain a vacant building. i.e.. maintenance and vandalism: and the cost of any addi- tional transportation as a result of school closure. C. School closure should be the last resort. 3. Whether addressing the issue of school closure or developing a districtwide master plan. architects should be an integral part of the process. They could assist in the following ways: A. Feasibility studies could be done for all facilities. i.eu life of the building. energy concerns. and maintenance of the building. B. Reuse options could be explored. taking into account space planning and various code requirements. 4. An elementary school that has been converted to an adult education facility should aesthetically refleCt the change through modifications such as the following: A. Signs with a revised school name. indicating an adult educa- tion use. should be installed on the facility. 8. All furniture should be adult size. 120 C. Because raising a drinking fountain is usually expensive. a solution is to attach a standard-height fountain to the existing one. tying into the existing plumbing. D. Bathroom mirrors could be raised. and water-closet seats could be replaced with higher seats. Door signs could be replaced (men. women versus boys. girls). E. Instead of replacing existing low shelves. additional shelves could be added to raise the height to an adult level. 5. An on-going community task force could be established to review and make recommendations for an adult education curriculum. 6b Feasibility studies should be done on employment schedules within the community to determine the optimal days and hours of operation for the adult education program. 7. Because of the facility costs involved in providing voca- tional programs. such as machine shop or auto mechanics. a school district could contract with local businesses for use of their facili- ties and equipment. 8. Programs of staff development for adult education adminis- trators and other school personnel. sponsored by state agencies. would help local districts make appropriate decisions for an adult education program and facility. WWII After reviewing the literature and considering the findings of this study. the writer suggests the following topics for further study: l2] l. The advantages and disadvantages of a school district maintaining a master plan that addresses the issue of declining enrollment and the reuse of excess facility space could be addressed. 2. The effect on the neighborhood/community of having vacant school buildings versus maintaining otherwise closed buildings in an educational use or in a compatible use such as a public library could be investigated. 3. The long-range financial implications of implementing adult education programs in closed buildings or in a portion of operating K- 12 buildings could be addressed. 4. The advantages and disadvantages to having an entire building assigned to adult education versus having adult education classes dispersed throughout the school district in buildings that have excess space could be the focus of additional research. 5. A model could be developed to determine the days and hours of operation for an adult education program appropriate to the commu- nity's needs. 6. Various approaches could be developed to make child care cost-effective. such as incorporating a preschool training component into the adult education program. APPENDICES l22 APPENDIX A SAMPLE POPULATION 123 lZA Sample Population Those communities within a 90-mile radius of Lansing having a population of 20,000 or more and having either an adult basic educa- tion program or a community education program listed in the l982-l983 Michigan Contact Directory for Adult Basic Education and Community School Programs, Michigan Department of Education, Adult Extended Learning Services, Lansing, Michigan. Adrian Livonia Allen Park Madison Heights Ann Arbor Midland Battle Creek Mt. Pleasant Bay City Muskegon Birmingham Novi East Detroit Pontiac East Lansing Portage Farmington Hills Romulus Ferndale Roseville Flint Royal Oak Hamtramck Saginaw Hazel Park Southfield Highland Park Southgate Garden City Taylor Grand Rapids Troy lnkster Warren Jackson Wayne Kalamazoo Wyoming Lansing Ypsilanti l25 "ATE ore-com "“ DEPARTMENT OF EDUCATION "flmcm’ffflf' Lube: Adel Extended Learning Services nous wnmew. 1a, Vur hrs-dun 'sOe '0‘ m ANNETIA “ILLS. PHILLIP a. warm. Lanai”. Ilcflgan «one 5..."... W on, eouu'wo F. VANDETI’E more! I! W W'“ caaauu. a sum». aauu;uwmu. anaaaax wuoucweue aaaaaaa aoaears uxsow ”IAN OTTO STNKHEYEI. 58. now. M888 1. W b-Ofia’n Dear In the State of Michigan. the majority of school districts are experiencing K-12 enrollment decline and excess school facility space. While this has occurred, a nuaber of districts have begun using available facilities to serve the adult student. Little information is available, however. to assist local districts in converting facilities to adult learning settings. The attached project is the first step in developing a conversion knowledge base. The end result will be the development of guidelines for facility changes. We feel the outcomes of this project conducted by Ms. Sue Kirkpartick will be beneficial to school districts either approaching this process or those that have implelented an adult facility conversion. We request your participation and support in filling out the attached, brief, questionnaire. Your assistance will be appreciated. Sincerely. I 1&2E::: Ca)444k_. Ken Walsh, Supervisor Adult Basic Education Attachment APPENDIX B MICHIGAN DEPARTMENT OF EDUCATION COVER LETTER l25 APPENDIX C COVER LETTER REQUESTING PARTICIPATION 127 l28 Dear With the growth of adult education programs and the corresponding decline of the K-12 enrollment, some school districts are converting and/or assigning vacant space to adult education. Obviously, the facility needed for adults is not the same as those needed for elementary or junior high students. However, there are no guidelines to assist school districts in general, or adult educators in particular, in developing recommendations for space utilization or facility remodeling. The purpose of this correspondence is to invite you to participate in the initial stage of a project which will result in the development of guidelines for facility conversion. Please take a few moments to complete the enclosed questionnaire. This questionnaire is the first step in a series of activities which will result in the development of guidelines. We appreciate your assistance. If you would like a copy of the guidelines, please check the attached questionnaire. We look forward to hearing from you. Sincerely, Susan A. Kirkpatrick CC. APPENDIX D QUESTIONNAIRE 129 l30 Please return to: Susan A. Kirkpatrick 10108 Lafayette Dimondale, MI. “8821 QUESTIONNAIRE Name/Position _” -H .... School District How long have you been in this position? Would you like a copy of the developed guidelines? Yes No 1. IS THERE A SCHOOL BUILDING WITHIN THE DISTRICT THAT HAS BEEN CLOSED TO K-12 PROGRAMS AND IS NOW ASSIGNED OR USED FOR ADULT EDUCATION PROGRAMS? Yes No If yes, please answer the following: A. When was it assigned to an adult education program? 8. How old is the major portion of the building? C. Approximately what percentage of the building is used for adult education administration and instruction? D. How large is the building? (Number of classrooms) E. To what extent was the building remodeled for the adult education program? None Moderate Extensive 2. IS THERE A PORTION OF AN EXISTING, OPERATING, K-12 BUILDING THAT IS USED ONLY FOR ADULT EDUCATION PROGRAMS? Yes No If yes, please answer the following: A. When was the building Space assigned to the adult education program? B. Approximately how old is the assigned building space? C. Approximately how much space is assigned within the building? (Classroom equivalent) D. To what extent was the building remodeled for the adult education program? None Moderate Extensive If'you responded "yes" to either 1 or 2 above, please proceed to number 3 below. If you responded "no" to both 1 and 2 above, you may stop here. Please return the questionnaire. 3. HOW IS THE SPACE ASSIGNED TO ADULT EDUCATION UTILIZED? (Please check the items below that apply.) .....Office space Community room _____Library/media Vocational/job trainning instruction Adult basic education instruction Leisure/recreational instruction Oounciling/guidance Other (Please list) High school completion/GED APPENDIX E QUESTIONS ADDRESSED: FIRST SET OF INTERVIEWS l3l APPENDIX E QUESTIONS ADDRESSED: FIRST SET OF INTERVIEWS l31 I32 Questions Addressed: First Set of Interviews What date was declining enrollment perceived to be a problem such that school closure was imminent? What date was the school closed and Opened as an adult education program? What was the procedure used by the school district to address school closure? In the opinion of the adult education director, was this a successful approach for their community? Who determined an adult education use for the closed school? Was a criterion/process used to determine how the facility would meet the adult education program needs? Was the conversion process a successful approach for the community? What building-location factors were a success for the adult edu- cation program? . What are the days and hours of operation for the adult education program? Was there a predominant age group within the adult education program? What is the direction of enrollment in the adult education program? . To what is the growth in adult education participation attributed? . What direction/trends are projected in adult education? APPENDIX F ARCHITECTURAL FIRMS l33 13A The Director of the Council of Educational Facilities Planners recommended the following eight architectural firms for their work in school design and renovation of elementary/junior high schools: *l. The Warren Holmes-Kenneth Black Co. 805 N. Washington Lansing, MI *2. M. J. K. Architects Engineers Planners 520 Cherry Lansing, MI 3. Peter Topatta, Inc. ll9l W. Square Lake Rd., Box 289 Bloomfield Hills, MI A80l3 A. Ellis Naeyaert Genhenmier 3290 W. Big Beaver Rd. Troy, MI A808A *5. Wigen, Tincknell, Meyer, and Associates, Inc. 3AAA Davenport Saginaw, MI A8602 6. Fredrick Renaud Associates 27l6 E. Paris S.E. Grand Rapids, MI A9506 7. Judson Jones IOAB Franklin S.E. Grand Rapids, MI #9507 8. C. E. Hallengoff Elzenga and Volkers 86 E. 6 Street Holland, MI A9h23 *Those architectural firms that participated in the study. APPENDIX C PROGRAM COMPONENT CHECKLIST I35 ADUET EDUCATION PROGRAM COMPONENTS ADMINISTRATION ADULT BASIC ED. GED LIBRARY COUNSELING -_._.-._ k . c. a - Directing Registration Scheduling Secretarial Other Citizenship prep. Consumer math English E.S.L. Math Reading Spelling Writing Mentally impaired: Clothing repair Cooking Healthy living Household mgn. Math Money mgn. Math Money mgn. Reading Sewing Other Diagnostic/tutorial ctn. English E.S.L. Math Reading Science Social studies Testing Other Other Other l36 !E_2£f3€_“952 ;In the adult Led._building._ .- Jr~rer--~r:' "Jr - - - s- _,r....._. In other buildings. We plan to have ,In the adult [In other ' streets:- bullQiDES- 137 ADULT EDUCATION We offer now._ We plan to have PROGRAM COMPONENTS within 3-é years. n the adult jIn other fin other ved. building,gbuildings. , I “.1. ldnlng 5;, , ~ .-... -..w.......__..-- .. -. LEARNING CENTER Algebra Biology Chemistry .1 0 Consumer math English Government , History i' J ‘ Math ‘ n 3 Reading Spelling Other I- v I I -l . ' I -.—.—.. CAREER RESOURSE CTN.Other r i _ i I I . i MEDIA CENTER Other . y I EMPLOYMENT SKILLS Counsiling I ‘ Filling out app. ‘ ‘ Interviewing . g I Resume writting :' , r i Skill testing Other A, JOB SKILL TRAINING Auto mach. Building trades Drafting Electronics Machine shop . Painting, decoration ; ' h Practical off. training;z ' welding ; Other I I . J OB PLACEMENT Other ALT. ED. PROGRAM English i ,f . Government History Math Spelling Understand yourself Other «— -——o—-——---—.—.—.~—-~c - _- .o .- _——-——.-o—----.-——o.- __——-——.———_- . v. M - ...—._..— -..—.- I38 ADULT EDUCATION We offer now. We plan to have PROGRAM COMPONENTS —" ‘ "‘ ‘ within“2:2_years. n the adult [In other “—— $935195; _ 91393358- c:-29ll§lflszIbyildinSS-w_. ¥E2 the adult In other LICENCED CHILD CARE Infants-day Infants-evening 4 ‘ Ere—schooloday I Bre-school-evening c.. -——.— - - ....-. Photographic club | CETA 1 Chruch I Food‘co—op Other COMM. RELATED usm Dance council . . 3. ....- - - m _.._ ...- .. .. SENIOR CITIZEN H.S. Amer. hlst. stitch m Ii Art appreciation p Body and you i Bowling ‘ Cooking for one Computer science : i Creative arts 1.2, Current issues I , h ‘Diet/nutrition/exercize5 “ Drawing and painting é English and communications % English for senior living h French ' h Geography/travel Government 1 1 Graphic arts ; L Great religions ' ” Humanities Journalism Learning center-english; . Learning center-math ' 5 Learning center-math Learning center-science I Learning center-soc. std. 3 Life enrichment ; Math for senior living ‘ Mus 10 I Nature crafts I Needlecraft beg. adv. Nutrition and health Performing arts Personal psychology I Pottery, beg. adv. g Senior fitness ' 3 Sewing Small engines I39 ADULT EDUCATION [emoffer_now. PROGRAM COMPONENTS SENIOR CITIZEN CTN. H.S. COMPLETION: BUSINESS ...—fl- “...-..“ a... . .. . . -.—.————-.. . —“——-.n—.-c.--_ In the adult Stained glass, beg. adv. Tole painting, beg. adv. Travel/geography Typing Hoodshop Upholstery Other Amer. folk art fimer. government Amer. hist. stitchery Art appreciation Cooking for one Creative arts, beg. adv. Current issues Composition/creative writing Diet/nutrition/exercise Drawing and painting Drama/theater/local hist. Graphic arts Health/exercise/nutritior Learning center Life enrichment Nature crafts Needlecraft, beg. adv. Bowling Pottery, beg. adv. Psychology Sewing Small appliance repair Stained glass, beg. adv. Travel/geography Upholstery, beg. adv. Other Accounting 1-6 I Accounting clerk Basic civil service Basic programming Bookkeeping/accounting Business english Business law Business math Business machines -_ -.-.-.ECLothildgga._éN ,;_...—-— \ We plan to have Highlalziregao ...—.....m. w-wcmc. . .. .. .. . .. —..-—_._....- n the adult in other Aliliiflfié; 7 --- --.”.a .... .. -~s ..-» ._——-._.._-- - .--. .--.-- --.. .- _..-—. —--‘-—-—.—-—_—..o« -....- — -_-_ ... -- MO ADULT EDUCATION Ee offer now. He plan to have PROGRAM COMPONENTS ENGLISH In the adult :In other in the adult Clerk typist Comprehensive filing Computer/basic programming Computer/data process Computers introductory . Computer prog‘amming . , Computer science 7 Data processing Dictation ? Job market and you ‘ Job skills Legal secretary Medical secretary Marketing 1 Micro computers Office practices 1.2. ; Office machines I Pascal programming I Preparing tax records Receptionist Recordkeeping Speed building/transc. Speedwriting 1 Spelling/vocabulary Shorthand 1.2. Typing 1-4 Typing refresher Hordprocessing Other Basic composition I Basic english ' Basic reading skills Business english 1.2. Career development y Creative ideas ' Discussion. reading and writing English essentials English for'adult living English for everyday living : . English for the college bound “ . English for the foreign born Everyday writing skills English/spelling Grammar and composition i-b l . I l‘ A _ ed. building. buildings. "ed. Checker-cashier g - I building. within 3-5 years. lIn other bbuildings. . i V M0 ADULT EDUCATION Ee offer now. We plan to have PROGRAM COMPONENTS ENGLISH within 3-5 years. In the adult 'In other {In the adult lIn other . ed. building. buildings. Fed. Checker-cashier ! I Clerk typist ‘ 1 Comprehensive filing I ~ Computer/basic programming Computer/data process Computers introductory . Computer programming . : Computer science T Data processing . Dictation * Job market and you ' Job skills Legal secretary Medical secretary Marketing 1 Micro computers : Office practices 1.2, i Office machines Pascal programming Preparing tax records Receptionist Recordkeeping Speed building/transc. Speedwriting 1 Spelling/vocabulary Shorthand 1.2, Typing 1J4 Typing refresher Hordprocessing Other Basic composition 7 Basic english ‘ Basic reading skills Business english 1 .2 . Career development f Creative ideas ’ Discussion, reading and writing English essentials English for'adult living English for everyday living 3 . English for the college bound “ , English for the foreign born Everyday writing skills English/spelling Grammar and composition 1-4 ; i A ‘ w .0 ‘l building. hbuildings. ~— ”H ADULT EDUCATION We offer now. We plan to have PROGRAM COMPONENTS within 3-5 years. In the adult JIn other In the adult [in other ed. building. buildings. ed. building. A uildings. l ...——-e .-—-—~——- Individualized english Individulaized reading 9 Job market and you Journalism Library enrichment Literature Modern amer. literature1 Power reading h Reading improvement 1.2% Reading for leisure ; Reading for pleasure ‘ Reading skills A Speech 1 practically speaking Speech 2 speech for employment Spelling/vocabulary building Short stories Hriting skills Keep it short (literature) Other . ' J o . . !. i: . If HOME ECONOMICS Creative cooking 1.2, Sewing 1 Other MATH Algebra 1.2. Algebra introductory Advanced math lab Basic math 1.2, Business math Career math Consumer math 1 Fundamental math General math Geometry 1.2, Technical math ; { Other w 9 PERSONAL DEV. Art: Exploratory art “ Uatercolor Arts and crafts Ceramics 1-3 Child development 1142 ADULT EDUCATION He offer now. He plan to have PROGRAM COMPONENTS within 3-5 years. In the adult lIn other n the adult In other .r:;:n:., _A;4~ 7’ ¢_- _ ‘ ed. building ‘buildings. ._building. buildings cooking for men and women1 3 g Crafts 1. 2. '3 , I Clothing and textiles, beg. adv. 5'! ' 7‘ First adi H " 7 “ GED preparation 3 German ' , Mealth/exercise/nutrition A Home maintenance L , Its your money 1 w Job market and you E Living with children ' Meal management . ' 5 Personal finance ' " ' Psychology ' Seeking and keeping a Job' Sewing for men and women j; A Spanish ;' 1 wood working ‘, 3’ Other ' P 11 i SCIENCE Biology Chemistry ; Earth science 5 .. _ ‘ Everyday science 3 ; ' 3 General science : ‘ ’ Human anatomy Ruman biology Introducation to sciences Michigan wildlife Other — .. ....-- SOCIAL STUDIES Amer. government ' J ? Amer. history 1-4 6 g r Amer.1iterature 1 ; Child psychology 3 . Civics f L 4 Community social issues ; 3 Communications 1-3 § 1 A Current issues ; g . Literature of the bible ' U A Michigan history : g Michigan studies 9 - J 9 Psychology 1 j 3 d Self-awareness I 2’ .3 , Social psychology I ' g This island earth (geography) j Other ' n -_-_i .—... .._- ...- _—————— .. --.-..--. _ .—______- _——— ADULT EDUCATION M3 PROGRAM COMPONENTS VOCATIONAL In the adult ed. building. Adult work experience Accounting and computing Anatomy Arch . draft ing Auto body Auto mechanics Auto mainenance 1.2. Auto shop Basic programing Blueprint reading . Cable television ; Child care and guidance Child care training Child care worker Child care worker-internship Classroom aide Commercial art occupations Computer programming Community and public health Construction occupations I Cosmetology Data processing I Dental secretary fl Distributive ducation Engine mechanics u Electronics Engineering drawing 4 Electricity/electronics Q Rood management A General merchandising I Graphic arts 1 r Health careers Heating and air cond. Home and addition building‘ Home electrical repair 5 Hospital services I Rouse construction ; Introduction to computer 1 Job skills i Layout sheet metal L Law enforcement and security Machine shop 1 Machine tool operation I Medical assit. 1 Medical office assit. t Medical secretary , Medical terminology I Ne offer now. "In other ‘buildings. I I He plan to have within 3-5 years. .fln the adult ted._building. 'F x I n other uildings. lhlI ADULT EDUCATION We offer now. We plan to have PROGRAM COMPONENTS " within 3—5 years. In the adult “ed buildinee sIn the adult In other ed. building. buildings. In other buildings. Medical transcription . . . . . Painting and decoration ' § ; Pascal programming . I I Physical plant I I Robotics . ; School office trainee I Secretary careers j _ Small engine repair I - I Television productions . Upholstery m h fielding 1,2, n r I woodworking 1,2, I! . Hood processing .5 Other ' ”...—“A...— V. . i - ..—_ .g» ...»- - ENRICHMENT: Drawing , beg . I ‘ " ; Pencil, charcoal, pastels I I ART 011 painting, beg. adv. I ' . Watercolor I Other I . ' , I BUSINESS Industrial mgn. principles: mkkeerilmgs..ad_v. ...I- I ; Brush-up shorthand I 'I I Business-starting your own‘ Computer awareness I Introduction to word processor Practical basic programs Robotics 1,2, ‘ Shorthand, gegg/refresher Typing 1.2. Other ..--- — -..... II I' I CRAFES Band boxes . Basketry n I . 1 Bows, bows, bows I : Bread dough art u Calligraphy 1,2, I Calligraphy/using it I Caricature drawing . Other w. ADULT EDUCATION We offer now. We plan to have PROGRAM COMPONENTS ' within_3-5 years. In the adult ---- ----24- buildinse :1n the adult In other ed. building. buildings. In other buildings. Medical transcription . y I . Painting and decoration I f Pascal programming I ' II Physical plant I i, I Robotics L g ’ School office trainee .‘ I Secretary careers I I Small engine repair I : I Television productions I u ' Upholstery 4 ;I . welding 1.2. a I I Woodworking 1,2, I. ' 5 Hood processing I I Other ' ' ‘ I - x ! ENRICHMENT: Drawing, beg. I ‘ ‘ I, Pencil, charcoal, pastels I 7 ART 011 painting, beg. adv. I f ' Uatercolor I .. . Other I ' BUSINESS Industrial mgn. principles': B_o..okk_eeuine._.bes.adv. __‘_c, I- , -_ Brush-up shorthand II " ' Business-starting your own' Computer awareness I Introduction to word processor Practical basic programs Robotics 1,2, ‘ Shorthand, gregg/refreshery Typing 1.2. I Other -..... .._—....—-—.-'—.. .4. ..- CRAFTS Band boxes Basketry Bows, bows, bows Bread dough art Calligraphy 1,2, Calligraphy/using it Caricature drawing Other .... “an... - .- .... -——_—_.- —~ - < < -- —_.._ . - 1145 ADULT EDUCATION ye offer now. We plan to have PROGRAM COMPONENTS within 3-5 years -, ed. building. .buildings. ; . building. 3 uildings. Candelwicking and soft sculpture . Ceramics 1. 2, H .' ' H China painting H Christmas ornament workshop.§ ‘ f Christmas trims J L ; Country craft . ' Counted cross-stitch/baskets . > Craft for parent and child 1 ' ” In the adult In other 'gn the adult lin other Create a nature craft . Creative sculpture _ ' i Crocheting I f ; Dolls, antiques procelain ' 1 Flower arranging: holiday designs Flower arranging: holiday greens Flower arranging: silk flowers Flower arranging: Nilliamsburg : Flowers for special occasions Folded star Folk guitar Glass etching Hapanese bunks embroitery p Knitting: solve your problems Kitchen witch Lampshade const. and window tech. Liquid embroidery . Majic E " Matting and framing ” Mime and clowning 1,2, Molded felt tools Multi-craft Needlepoint Ornament of the week Padded picture frames Paint old fashioned village Patchwork and quilting { Pen and ink drawing H Photography/available lighti Photography , beg. Photographic equipment Photography/nautre close up Photographic principles ‘ Quilting 1. 2. 3 ? Quilting and patchwork ’ Quilting/mini workshop _ Quilting, machine 3 g Quilting potpourre _ a y Quilting, seminole 4., H Other e 2 ‘? 1! I' 1- l' U I ——————.- c—_——__.—.--_ -. ”...-....-- .. ——.—.- c..- ...~ - M6 ADULT EDUCATION 8.6 grfer now. we plan to have PROGRAM COMPONENTS within 3-5 years. In the adult In other . n the adult n other i _:"__ _ ed. building. buildings‘fid. building.. uildings. Quilted tote bag _ h Radio control model airplanes _ g Reverse glass painting . _ I: h Sewing, beg. adv. .- ' lI Sewing childrens cloths " ,I ' Sewing, pattern drafting i: I Silk and dried floral design ' Sketching and drawing ? 1 Small gifts ‘ Stained glass, beg. H Stenciling 3 ' Strip and seminole patchwork j ' Stripped vest ‘ q; Tailoring techniques Tettins ' Thread painting Tole and decorative painting Trapunto pillow Hood carving, low relief Upholstery Other . .. ~.—__.——_—_-. -..-.... ...— .. <- -— .— DO IT YOURSELF Auto mechanics . ;. . Canningwand freezing i " I Electrical wiring/homeownerst f‘ i 3 Small engine repair 3 " i , E.S.P. Astrology 1,2, E.S.P. awareness 1,2, Palmistry Numerology . Tarot cards .; ' q Other ' J T “ Foal/NUTRITION Barbecue class Cake decorating, beg. adv. Cake decorating/christmas . Cake decorating/Special flowers Cake decorating/thanksgiving' Chinese foods 1.2, Other -.-—.—_._..--_. t 'l I i s l i 3 —.—-—- “-..—... llI7 ADULT EDUCATION He offer now. We plan to have PROGRAM COMPONENTS within 3:§ years: In the adult 'In other :fln the adult . In other , , ,: 7 h ed. building.'buildings.§kd. building.fibuildings. Food processor j '. 1‘ Greek cooking ': g ” Goodies from the market . Gourmet Holiday breads Holiday brunch H ‘ ? Holiday deserts , .‘1 ; Lean cuisine " I Neutral gourmet foods Mexican foods I Microwave cooking ! Quiches I Vegetables carving Hok cooking Yeast breads ; Other 2‘ is --—._-_ - —-——_ FOREIGN LANGUAGE French f , German for travel L , . German for fun, beg. : Hungarian . ! Italian for fun, beg, int. f 3 Polish for fun, beg, adv, 7 Spanish for travelers Spanish-survival Other GENERAL Boating safety J Boating skills/Seamanship Bridge, beg. int. Country antiques Dog obedience, beg. adv. Home landscape designs Heart saver . Life after baby 3 i . Piano 1- 3 H E ? l Psychology for daily living 2 : _ .-. ...—.~.... ....—9 ——o - 1 _——~-.—-..-.— -... . _. Sailing and seamanship H I Y Senior citizens 1 T r H Sign language § 5 . Sign language/mentally impaired I I winning points on stand. tests 1 Helping parents of handicapped 3 Other . i 1’48 ADULT EDUCATION He offer now: We plan to have PROGRAM COMPONENTS within 9:5 years. .- 7_ ed. building. buildings. ed. building. uildings._ PHYSICAL EDI ' ' Aerobics I; g : I . I I I In the adult In other ”In the adult an other L1 3 I t Aerobic-senior citizens ‘ Aquatic exercise Ballet Ballroom, beg. adv. Basketball and volley 511 Body shop-weight lifting Co-ed volley ball 3 . I Creative dance exercise I ‘ Creative movement for youngI I Country western dance - . 5 Country western line dance Dance exercise Exercise_class Golf. __, Pre-natal exercise Post-natal exercise Scuba 1.2, Slimnastic 1.2, Social dance, beg. adv. Stretch Step_up to fitness square and round dancing Height training ’ Tennis T The body shop-cardio vascular Tiny tot swim . Trim and swim ; Yoga . - Other ‘I I I II THEATER CRAFT Fundamentals of acting Modern stagecraft Theater other THINGS TO KNOW Anti stress/relaxation Assertiveness training . . Business-starting your own I ;, I Cable television 3 , Other 1 ‘3..- ‘_. -.....H-u- r.— lbs; ADULT EDUCATION [9 offer now. We plan to have PROGRAM COMPCNENI‘S within _3-_5__yea.rs_._ In the adult "In other In the adult qIn other Cosmeticqmakeover Color harmony , Diet and nutrition 5 Effective parenting ' Household repairs Interior decoration Investing H _ Investments, stock market Investment/tax shelters Law in every day living Marketing arts and crafts Modeling and self improvement Money matters _ _--- . Put your money to work Real estate buying/selling Robotics Self discovery __ Shipboard cruises Single is fun Single support group Stress management . Tech. and the new society You and your toddler Height loss, nutrition, exercise ther, ed. building. Ibuildings. ed. building. Ibuildings. I , " ! ~ v MINI WORKSHOPS Bell_ornaments , I 5' . . Band_boxes,- _ s: ; Cak§_degorating/christmsa I: I Cake decorating/special flowers Cake decorating/thanksgiving :I ' Candlewicking , .-l..l, - 4 I Canning and freezing seminar I I Chicken scratching I Color harmony. . I cosmetic, makeover . _. . _ . Counted cross stitch/baskets I Counted cross stitch : Crochet Christmas boot Crochet christmasstocking . Felting , _ _ ' Flowers for special occasionsi Other I I I o. -- ...-—.. o...- 15C) ADULT EDUCATION He offer now. We plan to have PROGRAM COMPONENTS within 2:2 years. In the adult In other IIn the adult IIn other __.h- .u.-_.___ _ _- __V ed. building: building. ed. building. Ibuildings. Folded Star hoop . ' I Folder star 5 Glass etching . Holiday Brunch U Holiday deserts ' Holiday placemat U Kitchengwitch 29insetta pot holder , Quilting machine I Quilting/mine ' Quilted tote bag I . , 7 Reverse glass painting Santa clause doorknob hanger Santa gift tote ’ f - Single is fun X ; , I Soft sculpture broom . Soft sculpture Spining Stenciling Trapunto pillow Vegetable carving Height loss Dying, Evening in collectibles f ; Other ‘ I I . I I ._ -.i..—- _...—.’ . . . TRIPS N TOURS A week-end in toronto . . A week-end in chicago .__ -l I A L Frankenmuth ' , Greenfield village Paw, Paw Other ONE NIGHT SEM. A light look-astrology _T, I [ Adventures in awareness I ' An evening-psychic reader Astrology Aura reading, kirikian photo. Demonstrating power of mind 4- Dreams and their meanings E.S.P. Ghosts and haunted houses I Other I _. I —__..——.._...._—.—_.-. .---“ ...... _ i 1 -~.‘ .4. Ana '1 ....W... —. ——.__. ‘1 ISI ADULT EDUCATION He offer now. He plan to have PROGRAM COMPONENTS ' ' within 3-5 years. In the adult In other fiIn the adult In other ed. building. -.. _ buildings.fed. building. ‘buildings. Handwriting analysis ! r [ Meditation for stress ‘ 1 Numerlogy F flamistry Psychometry. clairvoyant reading ‘ . i Tarot card readings '. ' H The meaning of dreams I The secrets-success, prosperity ' 7 a UFO ' Other .A. YOUTH ENRICHMENT Arts and crafts l Chess q French , u Handtools h Italian :9 Needlecrafts j a Spanish . fi 7 9ther. _ ,_ A of! -... ..A - --_—._....—__..__ ...—.--. - .. - -.. l . - APPENDIX H DESCRIPTION OF ADULT EDUCATION PROGRAM COMPONENTS 152 l53 Description of Adult Education Program Components ADMINISTRATION The Adult Education Director oversees all aspects of the adult education program. The administrative personnel could include an assistant to the director and secretarial/clerical support staff. The administrative direction is to insure that the program is meeting the community's adult education needs. These activities could include: Helping to coordinate programs and activities within the school district and the community-at-large. Coordinating and directing staff activities on a group basis and on a one-to-one basis. Meeting with community members interested in the program. Meeting and working with community leaders. ADULT BASIC EDUCATION Adult Basic Education is a noncredit curriculum designed for those adults who typically have not completed high school to acquire basic skills in one or all of the following: reading, writing, English, math. These skills are designed to assist in daily living and in employment: "to improve their ability to benefit from occupational training and otherwise increase their opportunity for more productive and profitable employment, and to make them better able to meet their adult responsibilities” (The Adult Education Act, 95-56l). Adults may choose to take these classes in preparation for classes toward their high school completion or in preparation for passing their GED or General Education DevelOpment. Personnel would consist of certified teachers. ISA ENGLISH AS A SECOND LANGUAGE (ESL) A course (or courses) designed to improve the communication skills of persons from other countries. This course uses the English language as the mode of instruction to help the foreign-born student function effectively as a member of society (Michigan Council on Learning for Adults: Directory of Adult Education Terminology). GENERAL EDUCATIONAL DEVELOPMENT (GED) General Educational DeveIOpment prepares adults to take a five- part test for basic skills in English, social studies, science, read- ing, and math. Successful completion earns the High School Equivalency Certificate from the State of Michigan. Although the Certificate is not a diploma, many of the same advantages are available, such as admission to community colleges and apprenticeships. A student may apply the successful completion of the GED test toward credits for a high school diploma. Resource materials are typically available at the library. Personnel include certified teachers. LIBRARY The library would be required to meet the needs of the majority, if not all, of the adult education program components. This could include space needs for group work being done on an individual basis, computer capabilities, and soundproof areas for activities using recording equipment. Personnel could include a librarian and (student) assistants. l55 COUNSELING Counseling services are typically available to all participants in the adult education program. This activity may be group oriented or done on a one-to-one basis. A variety of counseling may take place, such as with needs assessment, with personal problems, or with mapping out goal attainment, where access to library materials would be helpful. LEARNING CENTER The Learning Center teaches those skills necessary to approach a learning task. An example might be how to study and what are good study habits. Ready access to a media center and library would be helpful, as would access to a soundproof area. Instruction could be in the form of a group setting or on a one-to-one basis. Participants in the majority of adult education components could participate, at varying levels, inthelearning center. Personnel include certified teachers. CAREER RESOURCE CENTER The Career Resource Center provides awareness and information about various career options. The service would be available to all participants in the adult education program. Activities could be group oriented, on a one-to-one basis, or individualized. Materials from the Career Resource Center may or may not be coordinated through the library. Personnel could be staff from any of the program com- ponents. 1% MEDIA CENTER The Media Center will serve as a central storage area for all media materials to be used jointly by all staff of the adult educa- tion program. Equipment could include movies, projectors, overhead projectors, movie screens, recording equipment, posters, or games. These materials could be coordinated with the library materials. EMPLOYABILITY SKILLS Employability skills address those skills necessary to initially search out and obtain employment. These skills may be taught in a group setting or on a one-to-one basis. JOB PLACEMENT The job placement coordinator works closely with the majority of staff members from the adult education program and the community-at- large in coordinating current and potential employment needs. Main- taining good public relations within the community would be essential for the future success of the adult education program. Activities could include working with students in a group setting or on a one-to- one basis, following up on past employment placement, searching out current and projected employment Opportunities within the community, and being cognizant of employment trends on a state and national basis. JOB SKILL TRAINING Job Skill Training offers classes in specific vocational areas. Personnel could include certified teachers or professionals from the various fields. l56 MEDIA CENTER The Media Center will serve as a central storage area for all media materials to be used jointly by all staff of the adult educa- tion program. Equipment could include movies, projectors, overhead projectors, movie screens, recording equipment, posters, or games. These materials could be coordinated with the library materials. EMPLOYABILITY SKILLS Employability skills address those skills necessary to initially search out and obtain employment. These skills may be taught in a group setting or on a one-to-one basis. JOB PLACEMENT The job placement coordinator works closely with the majority of staff members from the adult education program and the community-at- large in coordinating current and potential employment needs. Main- taining good public relations within the community would be essential for the future.success of the adult education program. Activities could include working with students in a group setting or on a one-to- one basis, following up on past employment placement, searching out current and projected employment opportunities within the community, and being cognizant of employment trends on a state and national basis. JOB SKILL TRAINING Job Skill Training offers classes in specific vocational areas. Personnel could include certified teachers or professionals from the various fields. 157 ALTERNATIVE EDUCATION PROGRAM The Alternative Education Program is typically for those high school students who do not have enough credits to graduate. The pro- gram has also been used for those students whose high school has not met their needs, and the alternative education program is an alterna- tive to not completing high school. Adult Education directors have stressed that attendance by adults or seniOr citizens decreases when mixed with the traditional high school student. However, the reverse did not occur. Personnel would include certified teachers. CHILD CARE Licensed child care for infants and preschool children is avail- able to all participants in the adult education program. This service would be provided for the duration of time the student is participat- ing in program activities. SENIOR CITIZEN HIGH SCHOOL The SeniOr Citizen High School curriculum is typically for those senior citizens who have not graduated from high school. Classes are offered for credit toward completion of a high school diploma. Typically, these classes are designed to better meet the needs of the senior citizen. For those senior citizens who have previously gradu- ated from high school, classes may be taken on a noncredit basis. Adult education directors have stressed that attendance by senior citizens decreases when mixed with the traditional high school stu« dent. Personnel would include certified teachers. 158 HIGH SCHOOL COMPLETION The High School Completion curriculum offers classes for credit toward a high school diploma for those adults who have not graduated from high school. Adult Education Directors have stressed that attend- ance by adults decreases when mixed with the traditional high school student. Personnel would include certified teachers. VOCATIONAL EDUCATION Organized educational programs that are directly related to the preparation of individuals for paid or unpaid employment, or for additional preparation for a career requiring other than a baccalau- reate or advanced degree (The Vocational Education Act, Public Law 9h-h82). ENRICHMENT The Enrichment Curriculum typically offers a variety of classes addressing a specific interest or hobby. The curriculum for the enrichment program typically comes from community-member suggestions or from community members offering to teach a particular skill or hobby. The variety of these classes will cover the wide range of community-expressed interest. YOUTH ENRICHMENT The Youth Enrichment curriculum is similar to the enrichment program except it is typically designed for the traditional high school student or younger. APPENDIX I THREE- TO FIVE-YEAR PROJECTED ADULT EDUCATION PROGRAM l59 160 The following are the three- to five-year projected adult edu- cation program components and curriculum contained in three of the four participating adult education programs. ADMINISTRATION Directing Registration Scheduling Secretarial ADULT BASIC EDUCATION Consumer math English E.S.L. Math Reading Spelling Writing Mentally impaired: Math Reading GENERAL EDUCATIONAL DEVELOPMENT English E.S.L. Math Reading Science Social studies Testing LIBRARY COUNSELING LEARNING CENTER Algebra Biology Chemistry Consumer math English Government History Math Reading Spelling CAREER RESOURCE CENTER MEDIA CENTER EMPLOYABILITY SKILLS Counseling Filling out applications Interviewing Resume writing Skill testing JOB SKILL TRAINING Auto mechanics Building trades Drafting Electronics Machine shop Practical office training Welding JOB PLACEMENT ALTERNATIVE EDUCATION PROGRAM English Government History Math Spelling Understand yourself LICENSED CHILD CARE Infants-day Preschool-day COMMUNITY-RELATED USES SENIOR CITIZEN HIGH SCHOOL Art Current issues Diet/nutrition/exercise Government Learning center-English Learning center-math l6] SENIOR CITIZEN HIGH SCHOOL ENGLISH (Cont'd.) (Cont'd.) Learning center-science learning center-social studies Personal psychology Sewing Small engines Woodshop HIGH SCHOOL COMPLETION BUSINESS Accounting l-6 Basic programming Bookkeeping/accounting Business English Business law Business math Business machines Checker-cashier Clerk typist Comprehensive filing Computer/basic programming Computer/data processing Computers introductory Computer programming Computer science Data processing Job market and you Job skills Legal secretary Medical secretary Micro computers Office practices 1.2 Office machines Spelling/vocabulary Shorthand 1.2 Typing l-4 Typing refresher Word processing ENGLISH Basic English Basic reading skills Business English 1.2 Discussion. reading & writing Grammar and composition l-4 Individualized reading Job market and you Journalism Literature Reading improvement 1.2 Reading skills Spelling/vocabulary building Writing skills HOME ECONOMICS Sewing MATH Algebra 192 Advanced math lab Basic math 1.2 Business math Consumer math Fundamental math General math PERSONAL DEVELOPMENT Arts and crafts Child development Cooking for men and women GED preparation Home maintenance It's your money Job market and you Psychology Seeking and keeping a Job Woodworking SCIENCE Biology Chemistry Earth science SOCIAL STUDIES American government American history l-4 American literature Civics Current'issues Self-awareness VOCATIONAL Adult work experience Accounting and computing Auto mechanics Basic programming Blueprint reading Electronics VOCATIONAL (Cont'd) Food management Machine shop Painting and decoration Robotics School office trainee Small engine repair Television productions Welding l.2 Woodworking 1.2 Word processing ENRICHMENT ART Drawing Pencil. charcoal. pastels Oil painting l.2 Watercolor BUSINESS Industrial mgt. principles Bookkeeping l.2 Computer awareness Shorthand. Gregg/refresher Typing l.2 CRAFTS Calligraphy l.2 Christmas ornament workshop Country craft Craft for parent and child Create a nature craft Crocheting Flower arranging: silk flowers Folk guitar Lampshade construction. windows Mime and clowning l.2 Needlepoint Patchwork and quilting Photography/available light Photography Photographic equipment Photographic principles Quilting l.2 Quilting/mini workshop Radio-control model airplanes Sewing 192 Silk and dried floral design Sketching and drawing Stained glass GRAFTS (Cont' d) Tailoring techniques Thread painting Wood carving. low relief Upholstery DO-ITFYOURSELF Auto mechanics Canning and freezing Electrical wiring/homeowners Small engine repair E.S.P. Astrology l.2 E.S.P. awareness l.2 Palmistry Numerology Tarot cards FOOD/NUTRITION Barbecue class Cake decoration l.2 Cake decoration: Christmas Cake decoration: special flowers Cake decoration: Thanksgiving Chinese foods 1.2 Food processor Gourmet Holiday breads Holiday brunch Holiday desserts Lean cuisine Natural gourmet foods Mexican foods Microwave cooking Quiches Vegetables carving FOREIGN LANGUAGE French German for travel German for fun Hungarian Italian for fun l.2 Polish for fun l.2 Spanish for travelers Spanish-survival 163 GENERAL THINGS TO KNOW (Cont'd.) Boating safety Stress management Boating skills/seamanship Technology and new society Bridge 1.2 Weight loss. nutrition. exercise Heart saver Piano l-3 MINI WORKSHOPS Psychology for daily living Cake decorating/Christmas Sailing and seamanship Candlewicking Senior citizens Chicken scratching Sign language Counted cross stitch/baskets Crochet Christmas boot PHYSICAL EDUCATION Folded star group Aerobics Holiday brunch Aerobics-senior citizens Holiday desserts I Aquatic exercise Quilting Ballet Trapunto pillow I Ballroom l.2 . Basketball and volleyball TRIPS 'N TOURS , Creative dance exercise A week-end in Toronto 3 Country western dance A week-end in Chicago ' Dance exercise Frankenmuth Exercise class Greenfield Village Golf Paw Paw Scuba l.2 Slimnastic l.2 ONE NIGHT SEMINAR Social dance l.2 A light look-astrology Step up to fitness Adventures in awareness Square and round dancing An evening-psychic reader Weight training Astrology Tennis Aura reading. kirikian photography The body shop-cardiovascular Demonstrating power of mind Tiny tot swim Dreams and their meanings Trim and swim E.S.P. Ghosts and haunted houses THINGS TO KNOW Handwriting analysis Anti-stress/relaxation Meditation for stress Assertiveness training Numerology Business-starting your own Palmistry Cable television Psychometry. clairvoyant reading Diet and nutrition Tarot card readings Household repairs The meaning of dreams Investing The secrets-success. prosperity Investments. stock market UFO Investment/tax shelters Law in everyday living YOUTH ENRICHMENT Money matters Arts and crafts Put your money to work Chess Real estate buying/selling French Robotics Single is fun BIBLIOGRAPHY l6ll BIBLIOGRAPHY Books Bussard. E. School Closings and Declining Ennollmoni. Educational Facilities Laboratory. Inc. Columbia. Md.: National Committee for Citizens in Education. 1981. ED 209 730 .Siatisiioal.Ahstnaot‘JQBl. Detroit: Wayne State Univer- sity. 1981. National School Public Relations Association. .Qoolining.£nnollmonii Content Inonds .in School Eolioios and Ecognams. Arlington. 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Wash.: Seattle School Dis— trict l. 1979. ED 199 923 "Decision Criteria and Policy for School Consolidation.” Kansas City. Mo.: Midwest Research Institute. Kansas City School District. 1974. ED 140 466 Eisenberger. katherine E. "Enrollment Decline: The Task Force." Paper presented at the 108th annual meeting of the American Association of School Administrators. Atlantic City. N.J.. February 20-23. 1976. ED 125 129 Eismann. Donald. "Schools and Neighborhoods Research Study: Phase 0ne--Executive Summary." Seattle. Wash.: Seattle Public Schools. 1976. ED 133 910 Fredrickson. J. H. ”Civilized Strategies for Closing Schools." Local paper. Middleton. Wisconsin. 1980. ED 199 904 (a) 168 . "Coping With Declining Enrollments." Local paper. Middle- ton. Wisconsin. 1980. ED 188 347 (b) . . "Long-Range Planning and the Enrollment Decline." Paper presented at the 14th annual educational conference of the Wisconsin Association of School District Administrators. 0cono- mowoc. Wisconsin. May 1981. 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