The Community Services for
Suspended and Expelled Students
Project
Lisa Rothenburger, County 4–H Agent, RCRE of Somerset County, 310
Milltown Road, Bridgewater, NJ 088077, 908-526-6644,
rothenburger@rcre.rutgers.edu
Laura K. Bovitz, County 4-H Agent, RCRE of Middlesex County, 42 Riva
Avenue, North Brunswick, NJ 08902, 732-398-5261, bovitz@rcre.rutgers.edu
Project Summary
 A school and community-based program.
 Meaningful activities for suspended and
expelled students.
 Grant from the NJ Department of Education.
 Partners:
 New Jersey Department of Education (NJDOE)
 Center for Applied Psychology (CAP)
at Rutgers University
 New Jersey Department of 4-H
Youth Development.
Program Objectives
 To address the need to provide suspended and
expelled students with meaningful activities to occupy
their time during suspensions from school.
 To lessen negative behaviors and teach the value of
service to others and their communities.
 To enable youth to develop life skills such as selfresponsibility, self-discipline, and concern for others.
 To form school stakeholder teams to develop
community service activities for suspended and
expelled students.
Partnerships
 4-H Youth Development Program and
GSAP partnered to provide resources and
training for group process and youth/adult
partnerships.
 Ten middle and high schools.
 Stakeholder teams included:
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School staff (administrators and teachers)
students
community representatives
Parents
4-H youth development staff
Program Implementation
 Schools were selected based on an
application process.
 Stakeholder teams developed a community
based service plan.
 Youth were important contributors
on the stakeholder teams, sharing
their thoughts and ideas.
Program Implementation
 4-H faculty and staff provided training
to all stakeholder teams on the value,
importance, and application of
youth/adult partnerships.
 Community service was used as a
teaching tool to facilitate positive
behaviors for these students to
become contributing members of their
community.
4-H as a Resource
 Materials, curriculum, and training on
volunteer development and management,
public speaking, service learning, character
education and youth-adult partnerships.
 A Community Stakeholder Team Networking
Conference - April 2005.
4-H as Advocates
for Youth
 Integral members of the school teams by
supporting and promoting an environment of
equal partnerships between youth and adult
members.
 Provided resources, information, support, and
encouragement for youth to become actively
involved, honest, and open with their opinions,
philosophy and ideas.
 Enabled adults to recognize the importance of the
youth’s contributions to the team.
4-H as Advocates
for Youth
 Youth formed and led focus groups to
solicit other student input for planning
the community service program.
Many school administrators
indicated that they were not
aware of the view of students
in the school prior to the
process.
Youth As Partners
Activity
Youth As….
Objects:
Youth are seen solely as
the object of the group’s
efforts. No effort is made
to involve them in
program decision making
and planning. They are
only involved as
participants of the
program.
Example: Group plans a community service program and invites
youth to attend.
Youth As….
Recipients:
Youth are asked for
their opinions, or
asked to use their
skills in helping
roles.
Example: Group plans a community event and asks youth to
help with activities planned.
Youth As . . .
Partners:
Youth are given the
opportunity to work
directly with adults
in the planning and
implementing of
events and programs.
Example: Youth and adults members of a group work together to plan
and implement a community activity; ideas from all members of the
group are valued and are equal.
. . . and justice for all. The Cooperative Extension System programs and policies are consistent with
pertinent federal and state laws and regulations on nondiscrimination regarding race, color, national
origin, religion, sex, age, and disability.