THE REPORT IS INTENDED AS A GUIDE FOR LAY CITIZEN GROUPS, TEACHERS, SCHOOL ADMINISTRATORS, CURRICULUM DEVELOPMENT SPECIALISTS, SCHOOL BOARD MEMBERS, AND OTHERS INTERESTED IN PROVIDING ALTERNATIVES FOR YOUTHS WHOSE EDUCATION HAS BEEN LIMITED BY SCHOLASTIC FAILURE, DISINTEREST, TRUANCY, DISRUPTIVE OR VIOLENT BEHAVIOR, DELINQUENCY, AND/OR OTHER PROBLEMS. EXAMPLES OF ALTERNATIVE EDUCATION PROGRAMS ARE PRESENTED IN TWO CATEGORIES: (1) THOSE INTENDED TO CONTROL AND CHANGE THE BEHAVIOR OF INDIVIDUAL STUDENTS (TRADITIONAL SUSPENSION AND EXPULSION, IN-SCHOOL SUSPENSION PROGRAMS, BEHAVIOR CONTRACTS, WORK ASSIGNMENTS AS RESTITUTION, COUNSELING, TUTORING, COMPENSATORY EDUCATION, 'TIME-OUT' ROOMS); AND (2) THOSE AIMED AT ALTERING THE SCHOOL ENVIRONMENT TO MAKE IT POSSIBLE FOR MORE STUDENTS TO SUCCEED, AND TO ELIMINATE FACTORS THAT CONTRIBUTE TO TRUANCY, DROPPING OUT, FAILURE, VIOLENCE, AND VANDALISM (E.G., EFFORTS TO IMPROVE THE SCHOOL 'CLIMATE', CREATION OF ALTERNATIVE SCHOOLS OR SCHOOLS WITHIN SCHOOLS). DETAILED GUIDELINES ARE PROVIDED FOR SORTING OUT THE OPTIONS IN ALTERNATIVE EDUCATION, DESIGNING AND IMPLEMENTING A PROGRAM, AND INCORPORATING A SUCCESSFUL PROGRAM AS A REGULAR PART OF SCHOOL BUDGET, POLICY, AND PERSONNEL ARRANGEMENTS. THE GUIDELINES DEAL WITH ALL ASPECTS OF PROGRAM DEVELOPMENT, INCLUDING ASSESSING THE EXISTING SITUATION, SEEKING SUPPORT FOR CHANGE, SPECIFYING PROGRAM RATIONALE AND REQUIREMENTS, SEEKING INPUT FROM THE COMMUNITY AND FROM OTHER SCHOOLS, PROPOSING PROGRAM APPROACHES THAT ARE BOTH EDUCATIONALLY DESIRABLE AND ORGANIZATIONALLY FEASIBLE, DESIGNING AN APPROACH AND WRITING A PLAN, IMPLEMENTING THE PLAN (CHOOSING STUDENT AND TEACHER PARTICIPANTS, FINDING FUNDS, USING VOLUNTEERS, PROVIDING ORIENTATION AND IN-SERVICE TRAINING), AND EVALUATING THE PROGRAM. SOURCES OF INFORMATION AND FUNDING ARE NOTED, AND A LIST OF REFERENCES (INCLUDING ABSTRACTS OF MATERIALS ON CHANGE MANAGEMENT IN SCHOOLS) IS PROVIDED.