DOCUMENT RESUME ED 113 799 Year-Round Education …

DOCUMENT RESUME

ED 113 799

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EA 007 590

TITLE' TXSTTTUTTON

SPONS AGENCY

TUB DATE NOTE AVAILABLE FROM

Year-Round Education Handbook. California State Dept. of Education, Sacramento. Office of Program Planning and Development. Bureau of School Systems (DHEW/OE), Washington, D.C. Piv. of State Assistance.

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California State Department of Education, Bureau of Publications, P.O. Box 271,. Sacramento, California 95814 ($1.50)

'DRS PRICE DESCRIPTOPS

IDENTIFIFFS

MF-$C.76 HC-$3.32 Plus Postage *Administrator Guides; Attendance Records; Bibliographies; *Case Studies (Education) ; Educational Finance; Elementary Secondary Education; *Extended School Year; Facility Planning; Personnel Policy; Program Evaluation; School Calendars; *Year Pound Schools California; Elementary Secondary EducatiOn Act Title V; =SEA Title V

ABSTRACT

This handbook is designed to aid school districts that are considering either implementing a year-round program for the first time or improving and expanding an existing year-round program. The handbook is organized in 11 chapters that discuss the following topics: introduction to the year-round school, reorganizing the school calendar, adopting the year-round calendar, case studies of year-round programs in California, the legal basis fok year-round school programs, financing year-round school programs, accounting and reporting of attendance, personnel considerations, planning school

facilities, evaluating year-round programs, and suppleMental information on year -round programs. In addition, there is an extensive bibliography of various publications and other reference materials relevant to the topic of year-round school programs.

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U S DEPARTMENT OF HEALTH EDUCATION & WELFARE NATIONAL INSTITUTE OF EDUCATION

THi% OOCJMENt HAS PEEN REPRO DUCE() EXA:TL y A, RECEvE0 FROM THE PERsON OR ORL.ANkZATtON ORIGIN ATNL, T PO,NTS OF ,,,E4 OR OPINIONS STATED DO NOT NECESSARILY REPRE SENT OF F ,LIAL NATIONAL INSTITUTE OF EDUCATION POSITION oR.Poocy

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Prepared by the OFFICE OF PROGRAM PLANNING AND DEVELOPMENT

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This publication, which was funded under provisions of the

Elementary and Secondary Education Act, Title V, was edited and prepared for photo-offset production by the Bureau of Publications, California State Department of Education, and published by the Department, 721 Capitol Mall, Sacramento, California 95814.

Printed by the Office of State Printing and distributed under the provisions of.the Library Distribution Act 1975

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Foreword

"In the days of our ancestors, when men, women, and children were struggling to subdue the wilderness, drive out the savages, and earn a living, the rude school house, the itinerant school-keeper and the three months' winter school were all that the times required," John Swett told the people of this state almost 100 years ago. Then our fourth Superintendent of

Public Instruction asked this question: "But because, in the days of trails and horseback riding, our grandfathers went to mill with corn in one end of a meal-bag anda stone in the other, shall we continue to do so in this age of steam ?"

Former Superintendent Swett, who is credited with erecting the free public school systems in California, said the times demanded a change in the school system, and these were his words: "The primitive district school no longer furnishes an education sufficient for the needs of the people under the changed conditions of society."

If Mr. Swett were our Superintendent today, I am certain he would also call for change.

He would be in the vanguard of those of us who believe education must become a year-round operation. The school must be viewed not as a brick structure closed three

months of the year but as an open framework for building a continuous learning system. I believe, as John Swett believed, that public education must not only be free for all

children of California but it must also be responsive to the needs of the society it serves. When Mr. Swett argued for an expansion of the school year and an improved educational program in the 1870s, he said, "In agricultUre the sickle has been superseded by the reaper; the scythe, by the mower; the flail, by the thresher; and hand labor, by machine labor. The age of machinery requires not only the skilled hand but the trained mind."

The atomic age also requires skilled hands and trained minds. In fact, today's education for life tomorrow must be an education without walls. It must become a continuous life-long learning process, synonymous with the word life. Thus, education becomes a sequence of physical and, mental experiences that give meaning to human existence.

Education in the latter part of the 1970s and beyond must reach out to all of those places that enrich the human spirit: the church, a mountain stream, a concert hall, a baseball diamond. And the educational system must make those places a part of a new school

concept. The student in this educational environment will study life on the scenein

factories, courtrooms, theaters, parksand will find the whole community a classroom, the universe a study hall.

With the rapid development of year-round educkion in California, another stepping stone has been set for the path that is leading us to that day when education will be a continuous life-long learning process. And it is significant that even though year-round education is optional for the .people of this state, California leads the nation in the number of currently operating extended, school-year programs.

The optional' approach to year-round education keeps us within the concept John Swett had for free public education in this state: He said that since the schools "are under the direct control of the people, they are vitalized by the American spirit of freedom, and their development is certain in the long run." That spirit, exemplified by the work of John Swett and other great edUcational leaders and parents through the years, has given California the finest educational system in the world. It will remain the finest as long as we educators make it responsive to the peopleas long as .the people are made an integral part of its structure. This was true when the school year was three months of winter; it will be true when neither season, nor building, nor hands of clocks set limits on the educational process.

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Superintendent of Public Instruction

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