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Show SEPTEMBER 16. 1986 Everyones different: public schools work to meet various needs Changing economy creates need for retraining classes By TOM BUSSELBERG KAYSVILLE - Education just isnt what it used to be. It also isnt for just the "younger set" as it used to be, either. Lets imagine this ideal situa- tion: man and wife marry, husband goes off to work at the job he always wanted; couple has children; wife stays home with kids; children are raised, couple lives happily ever after. That scenario seemed to fit many, if not most people some years ago. Today, that occurance is far more a rarity than the norm. Take the case of Charles Pokor-n- y of Layton. He was working as a machinest for Union Pacific Railroad. After eight years in Omaha, the giant firms headquarters, he decided to move to Utah, feeling secure it was a good move with a company thats become synomous with the making of these United States. The roof started caving in after the familys arrival here though. UP's merger with Missouri and Western Pacific railroads sounded natural enough, but it wasnt long before job layoffs started hitting some. Among those was Charles, with the layoffs continuing. "I stayed home for a year, he said, relying on UP severence pay and his wifes job at IRS to survive. "I would sit and feel sorry for myself, he recalls. Youve just got to find out theres another world out there besides that job youve been forced to give up. You also must give up the notion of having to eam as much as you did as a miner, say, Charles continues. After that what am I going to do?" phase, its time foraction, the now-DavArea Vocational Center student says. Hes whats known in educators jargon as a dislocated worker, is much the same as hundreds of Kennecott or Geneva Steel workers, says Larry Brice, assistant director of the center. Mr. Pokorny has been enrolled in Joe Seeleys machinest class for about two months, now. The 4 course as outlined takes months to complete, but hes trying to move at as fast a pace as 12-1- he feels comfortable with. This is the greatest place I could be at right now, he stresses. Ive worked around a lot of tool and dye shops, set up presses, done job maintenance. He modestly admits to some over other, younger advantage students because he owns his own set of tools. He also carries that mark of experience that only comes in the living. "I would tell them (younger students) to pay attention, not do as I did. I had a real good apprenticeship but didnt settle down." It looks like Charles is settled down now, though. It isnt so bad (job loss) if you find youre capable of something (else). He confidently speaks of mastering algebra and trigonometry--- a feat he never dreamed possible before attending DAVC. The math class takes you through. It's set (ip so the average individual can make something out of it. I dont know if its taught in a better way or just more simplified. It used to be there was no marginal level. If a student couldnt keep up, he dropped out. Now you (can) work at your own pace. You can still get it, just take it at your own pace. Charles heard about the DAVC from his son, Michael, who had enrolled in machining as a high school senior, took some time off and is now back in the program half days. Dad hopes to get ajob in January and continue his training either at night or part-tim- e during the day. This school is set up pretty well. If you dont mind getting a little dirty. They seem to take you through every phase to job the bottom line.. About half our students are adults retraining or a displaced place-ment--tha- ts homemaker (see related story, same page), Mr. Brice says. Why is it important to train adults? That doesnt make much sense until something disastrous happens. Divorce, desertion, sudden death. ..all of those occurances force change. So does the rapid, ongoing advancement of technology where its not so easy to stick with the same job through a lifetime, he adds. Divorce, death can alter plans, create job needs - KAYSVILLE What do you do when a divorce hits your home? Theres the trauma for the children, financial and other settlements not to mention the pain and readjustment. That may not signal the end of it, though. For Sue Damewood, training to be a welder at the Davis Area Vocational Center, her separation and eventual divorce has meant she had to get a job. More than a job, she needed a vocation with skills to support herself and son. I hadnt worked in six years. A waitress wages just arent enough to support a family. Id been pretty much out of circulation-h- ad no skills. A girlfriend told Sue about DAVC, so she paid a visit to the Kaysville facility that offers training in many fields for both adults and high school students. I was impressed with the (welding) shop. Id seen my father weld a couple times when I was a kid but for some reason, that little exp- osure, triggered with other thoughts, led her to sign up in Roger Williams class. "I didn't know anything when I came here, but people have really been good to help me. The only female in a class for a field traditionally pursued only by males, Sue did have five other coeds in the class when she started. That singularity doesnt seem to bother her, though. Shes been studying the various sequences for nearly a year, wanting to certify in several areas. If need be, shell make use of dual shield skills in the shipyards back home in Oregon. I just want to make sure that when Ive finished school I can find a job, Sue says with the sound of success in her voice. If you think you can do it, sometimes things get complicated, but you can overcome it. She gives excellent marks to her instructor. Even when I feel Im doing poorly, hes there with encouraging words. He gives me the confidence I need. Sometimes I think he has more confidence in me than I do in myself." Other students are also a big help, Sue emphasizes. If an items too heavy, fellow classmates are all too willing to help out. Or if she forgets something, the answers always nearby with someone. Sue is whats called a displaced homemaker in a al V Thats the official occupation. term on her records at DAVC. Shes hardly alone, there, as the facility trains many like her in skills from business occupations to data processing. Yvonne Garcia is another somewhat older than normal student consideredfor the record-- an basic skills training. In a little over a week, shell start work on the second shift under supervisor Duane Hayes at Gourmet in Clearfield. Shell be one of 350 new employees as the frozen food firm starts up operations. She and fellow employees received training before actually walking into the plant through the federal Job Training Partnership Act and DAVC creating specialized training. Yvonne, from Montana, came to Utah so her husband could attend Weber State College. in It wasnt easy finding work for either one of them and, as she recalls, a waitress doesnt make a lot of money so it was deemed necessary to try for another job. "Its been tough for the family of five, but Yvonne looks forward to a regular guaranteed shift complete with insurance and other benefits. Now things will be a lot easier. My husband will start working as a plumbers apprentice. He works day shift and shell work eight-hour-a-d- By DONETA GATHERUM - A glance through LAYTON the help wanted section of a daily newspaper or a professional education journal will show quickly that there is a demand for I.H. (I- Handicapped) ntellectually teachers. One reason these special teachers are always wanted is that the job, which is really a career, a commitment that extends beyond the school day and the school year, is demanding. Like all professions where much is given, the rewards I.H. teachers receive are more satisfying-- a stu- dent is able to work successfully at a daily job, another lives alone and does well, one serves an LDS mission, another marries. These are all achievements that often become realities for I.H. students because of the dedication of an I.H. teacher and the support staff that assists with these special students. In the Davis School District, I.H. students are carefully placed classrooms witha school. The students move from grade school to junior high school to high school, working within a regular school setting at their own pace, using the latest educational techniques, and special staff members. A student is identified as an I.H. individual after a complex process that starts with a referral by either a teacher or a parent. Psychological and social adaptive tests are given in in SUE DAMEWOOD OF Layton isnt afraid to tackle welding, an area traditionally left to men. Shes learning a variety of welding skills to support herself and son. Its part of occupation training for a displaced homemak-a- t Davis Area Vocational Center. non-tradition- al School graduation can become reality for young mothers By DONETA GATHERUM KAYSVILLE Graduating from the Davis County Young Parents High School isnt easy. Students are required to meet regular high school graduating requirements, attendance requirements and discipline policies. School starts each morning at 7:45 a.m. and ends at 2:20. The school impleblock progments the eight-perio- d ram of 90 minute periods on alternating days. The only excused absenses are for illness of a parent or child. Girls who deliver babies during the regular school year are allowed two weeks off but the school work must be made up. The Young Parents School differs from conventional high school in many ways . All students are girls who are mothers or who will soon become mothers. Enrollment changes according to the needs of the girl. Credits are transferable to any of the district high schools. Enrollment varies from a high of 63 to an average of 57. Girls come to the Young Parents High School through a referral from a parent, a school counselor, the girl or a doctor. A student who is pregnant has the option of dropping out of school, continuing at her own high school or attending the Young Parents School. Home study is no longer an option in Davis District. The goal of the school district is to keep the girl in school so that she will receive the best and vocational training possible. This includes graduation from high school plus specialized training in parenting and family living skills. After a girl is referred to the Parents School she is interviewed by Ms. Lynn Trenbeath, Director of the School and the Home Economics Supervisor for the District. The girl, her parents and the husband are involved in this interview process, which is the best way to determine how the adolescent parent can maintain her emotional and physical well-beinher selfesteem, and complete her education so she can be a productive member of society. Because of a special grant re g, ceived by the Young Parents School from the State of Utah, the school is able to have Ann Benson, a social worker, on the staff to help the girls with decision-makinand the many problems associated with being an adolescent parent trying to grow up quickly and facing the extra responsibilities of parenthood and succeeding in our complex society. The school is staffed by this soe certicial worker, three g, to see what special needs the child has. Placement in the I.H. program is done through staffing recommendations at the school and district level. This means many professionals are asked to assist with the student evaluation and make the determination that the child can best succeed in the I.H. program. There are a limited number of I.H. classes in the Davis District, so students are transported from their school boundaries to a school that offers this specialized class in- struction. Between 10 and 15 students make up each I.H. class. The staff consists of a certified I.H.' teacher, a that has received special training, a social worker that assists with develope ment of social skills on a al part-tim- basis and other District itinerant workers such as speech or motor specialists. Each child has an IEP (Individual Educational Plan) to guide the teacher. This highly individualized program is developed by the school, the parents and the district staff. It allows a student to work at his or her own pace and gain the maximum amount of knowledge and skills in all basic areas. These include nurtirion, money management, time useage, meal prepara- tion, housekeeping and social skills, along with basic education requirements like reading, math, language, history and writing. The goal of this program is to develop productive members of society. It works. self-sufficie- By placing an I.H. class within a regular school setting, these special students have the opportunity of attending regular classes along with the mainstream of the stu- dent body. Often the para-profession- al accompanies the I.H. student into the regular classroom to assist with assignments. The District philosophy is to mainstream the I.H. student in as many classes as they can find success and make progress. Mainstreaming helps build social skills and it teaches the I.H. student to be part of a group. Students within the body of the school learn about the special needs and abilities of I.H. students. Generally, they are well accepted by all students. Frequently, a student will volunteer to help the I.H. student with assignments and with socialization. Tolerance is developed. Everyone benefits. The high school I.H. program includes vocational training in school and on the job site. I.H. graduates are placed in mainstream jobs or jobs at the Pioneer Rehabilitation Center. Many attend DAVC for further training. There is a demand for I.H. teachers because the job is demanding. There are many tangible and intangible rewards that come from working with these special people who always seem to remember names, faces and little acts of kindness and who never forget to say, Thank you. Parents school includes English program, juvenile court, social serand 12, U.S. history, world vices, Davis County Health Defied teachers, one part-tim- e current issues, math, partment, U. of U. Teen Mother civilizations, teacher who is productivity spehealth and physical education. Be- and Child Program, Family Supcialist working in the math area, a cause of the unique situation of the port Center, Childrens Aide Socisecretary and a teachers aide. The student body, there is an emphasis ety and LDS Social Services. aide is possible because of the state on More important than the agency home skills. Food and nutrition, grant money which designated the child development I and II, and support is the support the Parents Davis District Young Parent progliving courses are stressed. School receives from parents of the ram as the model program for the family Job counseling, vocation educa- adolescents attending this school, state. tion and career readiness are an and the teachers who have to be The Young Parents School is loextra caring and involved in the totpart of the curriculum. cated east of Davis High School in important the are al education of a student. The enthis to New program year e an attractive building health and physical education tire student body offers help and that was constructed four years the and a special independent support to each other. Close classes, ago by students in the high school which will be a friendships are developed as stucourse living building and trades classes. The effort of the school dents share the experience of becooperative Young Parents program has been and the USU Extension service coming mature, young adults. operating about 12 years. It was EFNEP Food Nutri(Expanded Loyalty to the school builds befirst housed in the old Verdeland Educational Programs). tion cause graduating from the Davis Park School in Layton. Girls can also choose to take speCounty Young Parents High Bus transportation is provided at Davis High School isnt easy. The girls have to for the students, who come from all cialized classes or the DAVC, which are make difficult commitment to eduSchool parts of the district. Many girls both nearby. cation and success in order to choose to bring their children to The Parent School receives sup- achieve their diploma, which symschool with them. This requires the from many community agen- bolizes much more than completextra effort of getting a child ready port including the Extension Sercies, ing standard graduation requirein the and promorning very early Job Service through the WIC ments. vice, viding food and changes of clothing for them. There is a nursery at the school. The girls fill out a daily sheet showing the needs of the babies during the day. The nursery is supervised by a staff member. Each period, several girls are assigned to work in the nursery with their own child and one other child. The girls are required to scrub when working in the nursery and to wear a smock. Parenting and patience skills are incorporated into the nursery rurriculum so that full-tim- home-styl- well-equipp- it is really a practical child develop- ment coarse. Ninety-fiv- e percent of the girls bring their children to school with them. This year, there are 22 babies in the nursery ranging in age from 1 days to almost three years. Academic courses offered at the 1 II PHOTOCRAPHYJim Haskett YVONNE GARCIA IS one of 350 new employees at Clear- fields LaDENE RICHARDS TRIES to reach students who might otherwise fall by the wayside. Shes an intellectually handicapped certified instructor seen here working with a student at North Layton Junior High School. Gourmet who was due to start working this week at the new frozen food production plant. She received custom fit training at the Davis Area Vocational Center as part of an expanding role for education to meet varied needs of a society. an fast-changi- |